Volume 19, Issue 1 (1990)
Behavioral Consultation With Parents and Teachers: Delivering Treatment for Socially Withdrawn Children at Home and School
Susan M. Sheridan, Thomas R. Kratochwill, Stephen N. Elliott
The present study tested empirically the effectiveness of conjoint behavioral consultation as a process for delivering a behavioral intervention for withdrawn children. Specifically, a multiple baseline design was used to evaluate teacher-only and conjoint behavioral consultation in their ability to produce cross-setting behavioral change in the social initiations of four withdrawn children. For two subjects, conjoint behavioral consultation services were provided to parent-teacher pairs. For two other subjects, teacher-only behavioral consultation services were provided. Direct observation, rating scale, and self-report data were collected from various sources across settings. Conjoint behavioral consultation was found to be an effective method of service-delivery to enhance social initiation behaviors of withdrawn children across home and school settings, whereas teacher-only consultation was an effective method of service-delivery in enhancing social initiation behaviors at school only. Likewise, temporal and cross-setting generalization of social initiation behaviors were apparent only in the conjoint behavioral consultation condition. It is suggested that conjoint behavioral consultation provides a useful framework for working within and between family and school systems. Future research directions include replication with diverse subject populations, evaluation of alternative parent roles, and assessment of consumer satisfaction.
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