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Conjoint Behavioral Consultation: Two Decades of Research on Family-School Partnerships and Problem-Solving |
| Monday, May 28, 2012 |
| 10:00 AM–10:50 AM |
| 6E (Convention Center) |
| Area: EDC; Domain: Applied Research |
| Instruction Level: Advanced |
| CE Instructor: Cynthia M. Anderson, Ph.D. |
| Chair: Cynthia M. Anderson (University of Oregon) |
| SUSAN SHERIDAN (University of Nebraska-Lincoln) |
 Dr. Susan M. Sheridan is a George Holmes University Professor and Willa Cather Emeritus Professor of Educational Psychology at the University of Nebraska-Lincoln. She is the Director of the Nebraska Center for Research on Children, Youth, Families and Schools (CYFS) and the National Center for Research on Rural Education (R2Ed). Her research revolves around the identification of effective interventions to support children’s learning and development, most typically through partnerships among families and schools. Specific lines of inquiry include investigations of parent–teacher (conjoint) behavioral consultation, parent engagement and partnerships, social-emotional learning, early childhood intervention, and school readiness. Dr. Sheridan has written more than 100 books, chapters, and journal articles on these and related topics. She is a Fellow of Division 16 of APA and past President of the Society for the Study of School Psychology (SSSP). Dr. Sheridan was bestowed the 1993 Lightner Witmer award by APA’s Division of School Psychology for early career accomplishments, the 1995 University of Wisconsin School of Education’s Outstanding Young Alumnus award, and the 2005 Presidential Award from the National Association of School Psychologists. |
| Abstract: Methods to support students' competencies often target isolated contexts or activate individual treatment agents. Conjoint Behavioral Consultation (CBC; Sheridan, Kratochwill & Bergan, 1996; Sheridan & Kratochwill, 2008), on the other hand, is an indirect intervention focused on the attainment of students? goals through (a) collaborative and consistent implementation of evidence-based interventions across home and school settings, and (b) data-based problem solving with parents and teachers as partners. CBC is an indirect intervention wherein family members and school personnel work with a consultant to promote social-behavioral and academic competencies through coordinated problem solving, co-constructed intervention plans, shared responsibility for plan implementation, and progress monitoring of children's goals. Empirical investigations over the past two decades have documented CBC's efficacy for promoting behavioral, social-emotional and academic competencies among children facing a range of developmental and learning challenges. This presentation will chronicle the research base that has established the efficacy of the CBC intervention, including studies using single case experimental methods and randomized control trials. Outcomes at the child, parent, and teacher levels will be presented. New directions in the CBC trajectory will be discussed, including recent findings uncovering mechanisms responsible for its effects and conditions under which desired outcomes are maximized. |
| Target Audience: School-based researchers and practitioners, psychologists and behavior analysts working with children and families. |
Learning Objectives: At the conclusion of this session, participants should be able to:
- Define conjoint behavioral consultation
- Differentiate between CBC and other methods of school-based consultation
- Describe data sources used in CBC
- Describe the empirical support for CBC 5. Explain possible mechanisms underlying effects of CBC
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