Rural Teacher Practices and Partnerships to Address Behavioral Challenges: The Efficacy and Mechanisms of Conjoint Behavioral Consultation
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| Title: | Rural Teacher Practices and Partnerships to Address Behavioral Challenges: The Efficacy and Mechanisms of Conjoint Behavioral Consultation |
|---|---|
| Language: | English |
| Authors: | Sheridan, Susan M., Witte, Amanda L., Kunz, Gina M., Wheeler, Lorey A., Angell, Samantha R., Lester, Houston F. |
| Source: | Elementary School Journal. Sep 2018 119(1):99-121. |
| Availability: | University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Rural Schools, Educational Practices, Intervention, Experimental Groups, Control Groups, Family School Relationship, Problem Solving, Behavior Problems, Behavior Change, Outcomes of Treatment, Elementary School Teachers, Elementary School Students, Teacher Attitudes, Kindergarten, Grade 1, Grade 2, Grade 3 |
| DOI: | 10.1086/698694 |
| ISSN: | 0013-5984 |
| Abstract: | The efficacy of conjoint behavioral consultation (CBC), a family-school partnership intervention, for teachers' practices and process skills was evaluated. Participants were 152 teachers of grades K-3 in 45 Midwest rural schools randomly assigned to treatment or control conditions. Treatment group teachers participated in an 8- to 10-week CBC intervention. Outcome measures were (a) self-reports of classroom practices and collaborative process skills and (b) direct observations of teachers' use of effective behavioral strategies. Relative to control group participants, there was a significant positive intervention effect on CBC teachers' self-report of appropriate behavioral strategies (ß = 0.47, p < 0.001), observations of their use of positive attention (ß = 0.50, p < 0.001) and positive consequences (ß = 0.72, p < 0.001), and competence in addressing problems (ß = 0.95, p < 0.001). Teachers' appropriate strategy use was mediated by their use of problem-solving processes. Implications for rural settings are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2018 |
| Accession Number: | EJ1189555 |
| Database: | ERIC |
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| Abstract: | The efficacy of conjoint behavioral consultation (CBC), a family-school partnership intervention, for teachers' practices and process skills was evaluated. Participants were 152 teachers of grades K-3 in 45 Midwest rural schools randomly assigned to treatment or control conditions. Treatment group teachers participated in an 8- to 10-week CBC intervention. Outcome measures were (a) self-reports of classroom practices and collaborative process skills and (b) direct observations of teachers' use of effective behavioral strategies. Relative to control group participants, there was a significant positive intervention effect on CBC teachers' self-report of appropriate behavioral strategies (ß = 0.47, p < 0.001), observations of their use of positive attention (ß = 0.50, p < 0.001) and positive consequences (ß = 0.72, p < 0.001), and competence in addressing problems (ß = 0.95, p < 0.001). Teachers' appropriate strategy use was mediated by their use of problem-solving processes. Implications for rural settings are discussed. |
|---|---|
| ISSN: | 0013-5984 |
| DOI: | 10.1086/698694 |
