By Susan M. Sheridan
This reader-friendly moment variation of Sheridan and Kratochwill’s paintings deals cutting edge functions of CBC as an ecological, evidence-based method. during this re-creation, the authors mix top practices in session and problem-solving for interventions that aid children’s power, lecturers’ academic undertaking, and relations’ strengths.
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Extra resources for Conjoint Behavioral Consultation: Promoting Family-School Connections and Interventions
8. Definitions and examples of uses of direct assessment methods. , using self-control, problem solving, affective symptoms) Disruptive behavior Out of seat Talking out Initiating conversations Compliance with commands impact a child’s academic behavior and performance. The steps of the FAAB are consistent with the stages of CBC, with an emphasis on understanding the student’s instructional needs and collecting data on the student’s instructional environment. Among the assessment forms are the Instructional Conjoint Behavioral Consultation 37 Environment Checklist, the Instructional Environment Checklist: Annotated Version, the Instructional Needs Checklist, Parental Experience with Their Child’s Learning and Schoolwork, and the Intervention Documentation Record.
3. Family-based interventions with evidence supporting their effectiveness—Cont’d. Type of family-based program Intervention(s) with preliminary evidence-based support Representative reference(s) Parent Education Aware Parenting Reading Made Easy Bronstein et al. (1998) Mehran and White (1988) Family–School Collaboration School-Based and Family Literacy Program Parent–Teacher Action Research (PTAR) Teams plus Social Skills Instruction School–Home Notes and Family Problem-Solving Game Morrow and Young (1996) Parent Involvement Parent Tutoring Parents Encourage Pupils (PEP) Reciprocal Peer Tutoring with Parent Involvement Parent Training and Family Interventions Problem-Solving Skills Training (PSST) plus Parent Management Training (PMT) Social Learning Family Therapy (SLFT) McConaughy, Kay, and Fitzgerald (1998) Blechman, Taylor, and Schrader (1981) Duvall, Delquadri, Elliott, and Hall (1992) Hook and DuPaul (1999) Shuck, Ulsh, and Platt (1983) Heller and Fantuzzo (1993) Kazdin, Esveldt-Dawson, French, and Unis (1987) Kazdin, Siegel, and Bass (1992) Sayger, Horne, Walker, and Passmore (1988) were found to be the only parent consultation models that appeared to demonstrate adequate and sufficient evidence.
7. Determining Data Collection Procedures During the CNII and the needs identification stage, baseline data collection procedures are established and implemented to set the stage for careful, systematic, data-based decision making. In CBC, consultants work with parents and teachers who assist in determining the most feasible and meaningful way to collect data that can be used in decision making and outcome monitoring. The involvement of parents and teachers in identifying feasible and reasonable procedures may serve to increase buy-in and follow through in the collection of data.