A randomized trial examining the effects of Conjoint Behavioral Consultation in rural schools: Student outcomes and the mediating role of the teacher–parent relationship☆
Section snippets
The importance of context
Children's behavioral, social–emotional, and academic skills are strongly influenced by context. Academic and social–emotional skills are the cumulative product of experiences within multiple overlapping ecologies, including communities (Miller & Votruba-Drzal, 2013), schools (Connor et al., 2014, Ponitz et al., 2009), homes (Baker et al., 2001, Dearing et al., 2004), and interactions among them (Barbarin et al., 2010, Crosnoe et al., 2010). Whereas the direct effects of school and home
Participants
Two hundred sixty seven students in Kindergarten through third grade (159 treatment, 108 control) along with their teachers and parents participated in this study. Table 1 provides student demographic information across treatment and control conditions. Students were identified as having disruptive behaviors by their teachers based on challenges demonstrated in the classroom. Seventy six percent of student participants were male and the average age of participating student was 6.88 (SD = 1.22)
Results
We first provide information regarding fidelity of CBC procedures and behavioral intervention implementation. Second, we report the immediate effect of CBC on student behaviors and parent–teacher relationships. Third, we report results of the mediation analyses. Finally, we report teachers' acceptability of CBC.
Discussion
The benefits of families and schools working together are becoming abundantly clear, particularly to address concerns about student behaviors and performance. Across three decades of increasingly rigorous research, family-school partnerships have been found to effectively promote students' social skills and academic outcomes. Among the partnership models that have gained empirical traction, CBC has received growing attention from both researchers and practitioners while producing meaningful
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The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A100115 to the University of Nebraska-Lincoln. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.