Examining the Efficacy of Conjoint Behavioral Consultation for Middle School Students With Externalizing Behavior Problems.
This exploratory study examined the efficacy of Conjoint Behavioral Consultation for addressing classroom disruptive behavior for middle school students with externalizing behavior problems. In addition, the parent–teacher relationship, parent and teacher competence in problem-solving, and acceptabi...
| Publicado en: | Behavioral Disorders Vol. 46; no. 1; pp. 3 - 18 |
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| Autores principales: | , , , , , , , |
| Formato: | clinical trial research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Nov2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=146424852&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 146424852 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01987429 BHD jtl: Behavioral Disorders issn: 01987429 maglogo: Y pubinfo: dt: Nov2020 vid: 46 iid: 1 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 146424852 146424852 146424852 10.1177/0198742919888844 146424852 ppf: 3 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Examining the Efficacy of Conjoint Behavioral Consultation for Middle School Students With Externalizing Behavior Problems. aug: au: Garbacz, S. Andrew Beattie, Tiffany Novotnak, Tanya Kurtz-Nelson, Eva Zahn, Miranda Yim-Dockery, Huna Cohenour, Jessica Jordan, Phoebe affil: University of Wisconsin–Madison, Madison, WI, USA sug: subj: Disruptive Behavior Referral and Consultation Students, Middle School Psychosocial Factors Child Behavior Disorders Treatment Outcomes Human Clinical Trials Exploratory Research Problem Solving Parents Psychosocial Factors Teachers Psychosocial Factors Learning Environment ab: This exploratory study examined the efficacy of Conjoint Behavioral Consultation for addressing classroom disruptive behavior for middle school students with externalizing behavior problems. In addition, the parent–teacher relationship, parent and teacher competence in problem-solving, and acceptability were examined. Participants were parents and teachers of four middle school students with externalizing behavior problems. Disruptive classroom behavior data were examined in a concurrent multiple baseline across participants design. Parent–teacher relationship, competence in problem-solving, and acceptability data were examined descriptively. Findings suggested improvements in disruptive behavior for each participant. However, limitations impeded interpretations. Parent–teacher relationship data were inconclusive. Six out of eight parents and teachers with pretest and posttest data reported improvements in their competence in problem-solving. All parents and teachers perceived the consultation process favorably. Limitations and future directions are discussed. pubtype: Academic Journal doctype: clinical trial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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