Conjoint Behavioral Consultation in the Early Grades:Preliminary Effects for Parents and Teachers

Susan M. Sheridan, PhD, Todd A. Glover, PhD, James A. Bovaird, PhD, S. Andrew Garbacz, MA, Michelle S. Swanger-Gagne, MA, Amanda L. Witte, MA, Kevin A. Kupzyk, MA, & Gina M. Kunz, PhD

Discussion

The importance of parental engagement and family-school connections is unequivocal; however, the

pathway to establishing constructive partnerships has not been subject to extensive experimental intervention research. The identification of evidence-based interventions for strengthening antecedents to family-school partnerships, and the parent-teacher relationship, is essential.

Participation in CBC appears to positively impact several constructs (antecedents) related to

heightened family-school partnerships. Relative to control teachers, positive outcomes for CBC teachers include:

better communication with parents; more positive beliefs about parental involvement; and more positive beliefs about parents’ efficacy for helping children succeed in school.

Participation in CBC appears to increase parents’ active participation in educational problem solving.

No significant difference was found between CBC and control group participants over time for parent role construction, self-efficacy, or communication with teachers.

Preliminary positive teacher outcomes may be the result of increased opportunities to interact with

parents in positive, co-equal roles, and to experience first-hand the commitment of parents to their child’s educational success.

Parental participation in problem solving represents a new role for parents that provides an avenue

for meaningful involvement.

Change in teacher beliefs, attitudes, and communication may be an antecedent to increased invitations and overtures toward parents (Hoover-Dempsey et al., 2002); thus, it is possible that teacher change is a necessary prerequisite condition for potential parent change.

Limitations Findings from the preliminary study are based only on Year 1 and Year 2 (mid-point) data. The preliminary study focuses only on parent and teacher outcomes, rather than student outcomes. Additional investigations of the influence of participant characteristics (e.g., demographic factors,

target student behaviors) and how they influence parent and teacher outcomes, were not conducted.

Measures of beliefs, participation, and relationships are based on self-report only. Actual behavioral indicators of teacher and parent engagement and communication would provide objective validation of these results.

Introduction Parental engagement and the establishment of family-school partnerships are highly

correlated with many positive outcomes for students, families, and teachers (Grolnick & Slowiaczek, 1994; Masten & Coatsworth, 1998; Siu-Chu & Willms, 1996).

Certain constructs are related to full parental engagement and family-school

partnerships (Hoover-Dempsey, Bassler, & Brissie, 1992):

active involvement in making decisions and generating solutions related to their child’s education (i.e., meaningful participation);

a conception of their role that positions them as major contributors to their children’s learning and development (i.e., role construct);

a belief that changes can occur as a result of their involvement and efforts (i.e., self-efficacy); and

opportunities and invitations to become involved, based in part on perceptions that teachers hold related to parents (i.e., teacher beliefs).

Positive, constructive relationships between parents and teachers (referred to as the

“mesosystem” in ecological theory; Bronfenbrenner, 1977) – including perceptions of and communication with one another -- represent an essential, prerequisite condition for the establishment of partnerships in learning.

Much of the empirical research on family-school partnerships has been correlational in

nature; few intervention studies have identified effective, evidence-based methods for strengthening antecedents to partnerships (e.g., beliefs, roles) and the parent-teacher relationship.

Conjoint Behavioral Consultation (CBC; Sheridan et al., 1996; Sheridan & Kratochwill, 2008) enhances positive outcomes for students by promoting the implementation of evidence-based interventions in the context of strengthened family-school relationships.

Three core components of CBC include:

the use of structured problem solving by a behavioral consultant, the delivery of evidence-based interventions by parents and teachers in natural

settings to address behavioral problems exhibited by a target student, and the integration of family-school partnership practices to strengthen

relationships and promote cross-system cooperation, continuity, and support. Outcomes and effects of CBC on parents’ role construction, self-efficacy, participation

in problem solving; teachers’ beliefs and attitudes; and parent-teacher relationships have not been assessed in a rigorous, experimental study.

Purpose of the Preliminary Study To conduct a preliminary assessment (Year 1 & 2 data only) of the effects of CBC on

parent and teacher outcomes: participation, beliefs and attitudes, and relationships.

Table 1 Demographic Characteristics of Participants (Years 1 & 2) Student Gender

Male Female

75% 25%

Student Ethnicity White, non-Hispanic

African-American Hispanic Biracial

Other

76% 11% 3% 8% 2%

Student Age Mean

SD

6.91 1.09

Teacher Years Experience Mean

SD

9.14 9.38

Mother’s Educational Level < High School Diploma

High School Diploma Some College

College Degree Graduate Coursework

Advanced Degree

7% 20% 34% 29% 4% 7%

Meet Poverty Criteria Yes No

26% 74%

Meet Low-Income Criteria

Yes No

41% 59%

Dependent Measures

Parent Role Construction -- Roles Beliefs Subscale (PRCRBS; Hoover-Dempsey, Wilkins, O’Connor, & Sandler, 2004)

Parent Participation in Problem Solving Scale (PPPSS: Sheridan, 2004) Parent Efficacy for Helping Children Succeed in School (Helping My Children

Learn) Scale (HMCLS; Hoover-Dempsey et al., 1992) Parent-Teacher Relationship Scale II (PTRS-II; Vickers & Minke, 1995) Family Involvement Questionnaire (FIQ; Manz, Fantuzzo, & Power, 2004) Teacher Invitations to Parental Involvement (TIPI; Hoover-Dempsey, Walker, Jones,

& Reed, 2002) Teacher Beliefs about Parent Involvement (TBAPIS; Hoover-Dempsey et al., 2002) Teacher Perceptions of Parent Efficacy for Helping Children Succeed in School

(Hoover-Dempsey et al., 1992)

CBC Implementation

Within each CBC-assigned classroom, a consultant (trained graduate student) met with the teacher and 2-3 parents for approximately 4-5 conjoint consultation sessions over ~8 weeks via 3 stages:

Needs Identification and Needs Analysis (Building on Strengths) – involved

discussing objectives; reviewing student, family, and school strengths; prioritizing 1-2 target behaviors per student; identifying and defining needs, settings, and goals; conducting functional behavior analysis; and discussing information gathering and selecting strategies for change.

Plan Development (Planning for Success) – involved discussing objectives;

discussing information collected by parents and teachers about identified behavior(s); developing a plan to address student needs; collecting plan materials; discussing ways to support the plan at home and school; and gathering information.

Plan Evaluation (Checking and Reconnecting) – involved discussing

objectives; discussing progress made toward goals; evaluating the plan(s); and determining needs for plan continuation and/or changes.

Data Analysis

A random coefficients regression model (i.e. multilevel model) that takes into account the nesting of time points within individuals was performed for each outcome variable.

The fixed effect of interest is a time by treatment group interaction [referenced in

Table 2 as Δ Slope (T - C)]. Significance of this coefficient indicates that the change over time is significantly different between the CBC and Control conditions.

Methods Setting & Current Participants 26 schools in a moderately sized Midwestern city and surrounding communities

127 parents and 54 teachers of 127 students who were identified as having concerns

related to disruptive behaviors (e.g., non-compliance, aggression) participated over 2 years.

Table 1 provides descriptive statistics for the participant sample over 2 years. Design Two-cohort randomized experimental design with assignment to:

Conjoint Behavioral Consultation (experimental condition): A structured, indirect service delivery system involving a behavioral consultant who works with family members and teachers to address a child’s concerns.

Traditional school support (control): School support as typically provided by

school personnel, including school psychologists, counselors, and specialists.

Results Statistically significant differences are depicted in Figures 1-4.

Table 2

Fixed Effect Solution Descriptive Statistics Effect Estimate SE DF t Pre Post Parent Role Construction -- Roles Beliefs Subscale Intercept (C) 5.03 0.12 112.53 42.00 ** CBC M 5.23 5.29 Slope (C) -0.03 0.06 88.41 -0.46 (SD) (0.47) (0.45) Δ Intercept (T - C) 0.00 0.09 105.38 -0.03 Control M 5.22 5.13 Δ Slope (T - C) 0.06 0.08 88.99 0.78 (SD) (0.45) (0.55) Parent Efficacy for Helping Children Succeed in School Intercept (C) 3.63 0.08 119.40 44.36 ** CBC M 3.62 3.62 Slope (C) -0.05 0.05 90.69 -0.85 (SD) (0.33) (0.31) Δ Intercept (T - C) 0.01 0.07 102.52 0.14 Control M 3.59 3.56 Δ Slope (T - C) 0.04 0.07 91.20 0.49 (SD) (0.34) (0.32) Parent Participation in Problem-Solving Intercept (C) 4.57 0.19 114.52 24.52 ** CBC M 4.52 5.02 Slope (C) -0.01 0.11 87.41 -0.05 (SD) (0.69) (0.65) Δ Intercept (T - C) -0.16 0.15 104.12 -1.11 Control M 4.63 4.64 Δ Slope (T - C) 0.56 0.15 87.84 3.83 ** (SD) (0.79) (0.7) Parent-Teacher Relationship Scale II (Parent) – Communication-to-other Intercept (C) 3.82 0.27 110.77 14.10 ** CBC M 3.66 4.03 Slope (C) 0.13 0.16 81.56 0.78 (SD) (1.08) (0.79) Δ Intercept (T - C) -0.24 0.23 94.91 -1.06 Control M 3.85 4.04 Δ Slope (T - C) 0.24 0.22 82.25 1.10 (SD) (0.99) (0.91) Parent-Teacher Relationship Scale II (Parent) - Joining Intercept (C) 4.48 0.16 97.94 27.19 ** CBC M 4.36 4.23 Slope (C) -0.08 0.13 75.66 -0.67 (SD) (0.66) (0.73) Δ Intercept (T - C) -0.17 0.13 90.69 -1.35 Control M 4.54 4.39 Δ Slope (T - C) -0.02 0.16 76.80 -0.13 (SD) (0.37) (0.66) Family Involvement Questionnaire (Parent) - Home-Based Involvement T-Score Intercept (C) 34.40 2.52 108.77 13.64 ** CBC M 32.75 32.92 Slope (C) -1.04 1.48 86.57 -0.70 (SD) (10.97) (11.44) Δ Intercept (T - C) -4.93 1.89 105.89 -2.61 ** Control M 37.70 36.73 Δ Slope (T - C) 1.02 1.98 86.39 0.52 (SD) (6.38) (9.84) Family Involvement Questionnaire (Parent) - School-Based Involvement Intercept (C) 53.68 1.73 105.66 31.11 ** CBC M 53.42 53.06 Slope (C) -0.36 1.65 84.47 -0.22 (SD) (6.95) (13.57) Δ Intercept (T - C) -1.33 1.26 105.14 -1.06 Control M 54.84 54.32 Δ Slope (T - C) -0.66 2.21 84.44 -0.30 (SD) (5.07) (5.44) Family Involvement Questionnaire (Parent) - Home-School Communication Intercept (C) 55.25 2.57 106.03 21.50 ** CBC M 52.64 54.46 Slope (C) -0.39 1.40 84.30 -0.28 (SD) (10.84) (12.36) Δ Intercept (T - C) -3.49 1.89 105.40 -1.84 † Control M 55.89 55.50 Δ Slope (T - C) 1.39 1.88 84.17 0.74 (SD) (6.93) (7.83)

Teacher Perceptions of Parent Efficacy

3.95

4.00

4.05

4.10

4.15

Pre Post

Treatment

Control

Figure 3.

Teacher Beliefs about Parent Involvement

4.955.005.055.105.155.205.255.30

Pre Post

Treatment

Control

Figure 2.

PTRS Teacher Communication

3.503.603.703.803.904.004.104.20

Pre Post

Treatment

Control

Figure 4.

Parent Participation in Problem Solving

4.20

4.40

4.60

4.80

5.00

5.20

Pre Post

Treatment

Control

Figure 1.

Teacher Invitations to Parental Involvement Intercept (C) 3.97 0.20 99.30 19.52 ** CBC M 3.88 3.77 Slope (C) -0.19 0.11 73.23 -1.72 † (SD) (0.76) (0.69) Δ Intercept (T - C) -0.21 0.17 80.62 -1.26 Control M 3.88 3.67 Δ Slope (T - C) 0.20 0.15 72.12 1.31 (SD) (0.84) (0.62) Teacher Beliefs about Parent Involvement Intercept (C) 5.05 0.12 106.63 41.31 ** CBC M 5.17 5.28 Slope (C) -0.16 0.07 75.35 -2.35 * (SD) (0.51) (0.42) Δ Intercept (T - C) -0.03 0.10 84.30 -0.32 Control M 5.19 5.08 Δ Slope (T - C) 0.27 0.09 74.91 2.94 ** (SD) (0.4) (0.33) Teacher Perceptions of Parent Efficacy for Helping Children Succeed in School Intercept (C) 4.01 0.10 89.83 41.30 ** CBC M 4.13 4.11 Slope (C) -0.12 0.06 74.00 -1.86 † (SD) (0.4) (0.51) Δ Intercept (T - C) -0.06 0.07 79.48 -0.81 Control M 4.10 4.02 Δ Slope (T - C) 0.19 0.08 75.18 2.26 * (SD) (0.22) (0.3) Parent-Teacher Relationship Scale II (Teacher) – Communication-to-other Intercept (C) 3.51 0.23 104.72 15.00 ** CBC M 3.77 4.15 Slope (C) -0.10 0.13 90.81 -0.79 (SD) (0.83) (0.83) Δ Intercept (T - C) -0.17 0.18 97.13 -0.90 Control M 3.92 3.85 Δ Slope (T - C) 0.61 0.17 89.93 3.60 ** (SD) (0.94) (0.9) Parent-Teacher Relationship Scale II (Teacher) - Joining Intercept (C) 3.79 0.20 101.41 18.78 ** CBC M 4.07 4.23 Slope (C) -0.06 0.09 90.66 -0.60 (SD) (0.81) (0.69) Δ Intercept (T - C) -0.02 0.15 96.27 -0.11 Control M 4.28 4.24 Δ Slope (T - C) 0.15 0.12 90.03 1.24 (SD) (0.76) (0.79) * p < .05, ** p < .01 † p < .10 t-values in red represent statistically significant differences between the CBC and Control conditions that are of practical interest

Future Directions Investigations of the effects of CBC on student outcomes are planned for the larger randomized trial.

Appropriate methods for analyzing individual student observational data collected over repeated

time points will be necessary when investigating student outcomes. Such data are subject to dependency (autocorrelation) issues. Significant within and between phase variability is often present. Significant between subject variability is often present. Combining single- (within-) and group- (between-) subjects data raises statistical and

interpretive issues. Methods for computing and interpreting effect sizes are in need of investigation.

Complex modeling is necessary to understand the specific pathways by which partnerships are

formed, and how they operate to affect student outcomes.

Pinpointing specific parent, teacher, and relationship variables that mediate and moderate CBC’s effects on student outcomes is necessary.

Sensitive, objective measures of specific constructs related to parent-teacher relationships are necessary (e.g., family-school partnership, parent/teacher engagement, cross-system continuity).

Methods for evaluating the qualities of dyadic relationships, versus perceptions from an individual

vantage point, would advance conceptual and empirical work in this area. Future studies are needed to evaluate the efficacy of CBC implementation by on-site school support

personnel in various contexts (e.g., rural schools).

Research supported by IES Grant #R305F050284, awarded to the first two authors.

Poster presented at the 2008 IES Research Conference, Washington DC, June, 2008