Susan M. Sheridan

Is Consultation Effective? A Review of Outcome Research

This review summarizes the findings of consultation and teaming research from 1985 to 1995. It analyzes and critiques various methodological FEATURES OF THE research and draws conclusions regarding the current state of consultation and teaming outcome studies. specific questions addressed in this review include (a) how much empirically based outcome research has been conducted since 1985, (b) what the common methodological features incorporated into the current consultation research are, and (c) what conclusions regarding the current status of outcome research in consultation can be drawn. behavioral consultation studies were most prevalent (compared to mental health consultation, organizational development consultation, teaming, and other models). nearly three-fourths of all studies reported some positive outcomes. Methodological advances have been made in some areas, such as the use of experimental designs, multiple outcome measures, assessment of acceptability, and attention to social validity. however, the majority of these advances are incorporated primarily into the behavioral consultation research, not into studies investigating other consultation approaches. practice implications and a research agenda are offered based on the results of this review.

Behavioral Parent-Teacher Consultation: Conceptual and Research Considerations

The importance of involving parents in their childrens education has been documented consistently. Likewise, school psychology as a profession traditionally has recognized the importance of working actively and collaboratively with parents. Little conceptual or empirical work has been reported, however, that links home and school individuals systematically in collaborative problem-solving consultation. Behavioral consultation provides a useful framework for working within and between family and school systems to involve parents and teachers together in cooperative problem-solving, with a focus on the interacting systems in a childs life. The potential advantages of having both parents and teachers serve as consultees are that this structure promotes (a) identification of temporally or contextually distal setting events, (b) consistent and systematic behavioral programming, and (c) programming for generalization of treatment effects across settings. Likewise, the potential for effective communication, constructive partnerships, and productive relationships between home and school is increased. In the present article, we present an overview of conjoint behavioral consultation, as well as procedural considerations and future research directions.

Implementing Scientific Practices Through Case Studies: Examples Using Home-School Interventions and Consultation

Integrating scienti fi c methods into school psychological practice is an essential tenet of effective service. In this article, we present two related exam- ples that demonstrate methods by which to conduct high-quality intervention and consultation case studies with integrity. The present case studies utilized home note and consultation-based interventions to improve task completion and accu- racy in mathematics for primary grade students who had demonstrated perfor- mance dif fi culties despite adequate intellectual ability and academic skills. Two sets of case studies were conducted. One involved the use of a home-school note implemented by parents and teachers in conjunction with a self-instruction man- ual. The second set of case studies used the home note and manual instituted in the context of behavioral consultation with parents and teachers. Both interven- tions (home-note-only and home note with consultation) increased math com- pletion and accuracy in underachievers. Levels of performance were stable and differences between baseline and treatment conditions were statistically signif- icant for consultation students only. Treatment integrity, maintenance of treat- ment gains, and consumer acceptability were also stronger in the consultation case studies. The implications for practitioners and future research are explored.

Parent Engagement and School Readiness: Effects of the Getting Ready Intervention on Preschool Children’s Social–Emotional Competencies

Research Findings: Parental engagement with children has been linked to a number of adaptive characteristics in preschool children, and relationships between families and professionals are an important contributor to school readiness. Furthermore, social–emotional competence is a key component of young childrens school readiness. This study reports the results of a randomized trial of a parent engagement intervention (Getting Ready) designed to facilitate school readiness among disadvantaged preschool children, with a particular focus on social–emotional outcomes. Two hundred and twenty children were involved over the 4-year study period. Statistically significant differences were observed between treatment and control participants in the rate of change over a 2-year period on teacher reports for certain interpersonal competencies (i.e., attachment, initiative, and anxiety/withdrawal). In contrast, no statistically significant differences between groups over a 2-year period were noted for behavioral concerns (anger/aggression, self-control, or behavioral problems) as a function of the Getting Ready intervention. Practice or Policy: The intervention appears to be particularly effective at building social–emotional competencies beyond the effects experienced as a function of participation in Head Start programming alone. Limitations and implications for future research are reviewed.

The Effects of Conjoint Behavioral Consultation: Results of a 4-Year Investigation

Conjoint behavioral consultation (CBC) is a structured indirect form of service delivery in which parents, teachers, and other support staff are joined to work together to address the academic, social, or behavioral needs of an individual for whom all parties bear some responsibility. In this article, outcome data from 4 years of federally funded projects in the area of CBC are presented. Thirty graduate students were trained in CBC and were responsible for providing consultation services to parents and teachers of students with disabilities or at risk for academic failure. Consultation clients included 52 students with disabilities such as behavior disorders, attention-defi cit hyperactivity disorder, anxiety, and learning disabilities. The primary research objective concerned assessing the effi cacy of CBC across home and school settings. Secondarily, a prediction model was investigated based on client age, case complexity, and severity of symptoms. Perception of effectiveness, process acceptability, and consultee satisfaction with consultants was also investigated. Meaningful effect sizes were yielded across home and school settings. A model fi tting client age and symptom severity was found to predict school effect size relatively well. Consultees’ perceptions of effectiveness, acceptability of CBC, and satisfaction with consultants were also favorable. Implications of these fi ndings and directions for future research are explored.

What's the Score and Game Plan on Teaming in Schools? A Review of the Literature on Team Teaching and School-Based Problem-Solving Teams

Articles on team teaching and school-based problem solving teams (SBPSTs) published in refereed journals from 1980 to 1997 were reviewed. The review was designed to (a) identify the types of published articles on team teaching and SBPSTs, (b) review articles on team teaching and SBPSTs published in refereed journals, (c) summarize the conclusions of published articles, (d) draw conclusions regarding the current research trends, and (e) present suggestions for continued research in teaming outcome research. This review begins with a characterization of team teaching and SBPSTs, followed by a description of the review process. Results indicate that most articles are anecdotal reports or technical guides for implementing both models. Results also suggest that research of both models lack experimental designs and generally report student-based outcomes. This review concludes with a discussion of the results and suggestions for continued research efforts.

A randomized trial examining the effects of parent engagement on early language and literacy: the Getting Ready intervention.

Language and literacy skills established during early childhood are critical for later school success. Parental engagement with children has been linked to a number of adaptive characteristics in preschoolers including language and literacy development, and family-school collaboration is an important contributor to school readiness. This study reports the results of a randomized trial of a parent engagement intervention designed to facilitate school readiness among disadvantaged preschool children, with a particular focus on language and literacy development. Participants included 217 children, 211 parents, and 29 Head Start teachers in 21 schools. Statistically significant differences in favor of the treatment group were observed between treatment and control participants in the rate of change over 2 academic years on teacher reports of childrens language use (d=1.11), reading (d=1.25), and writing skills (d=0.93). Significant intervention effects on childrens direct measures of expressive language were identified for a subgroup of cases where there were concerns about a childs development upon entry into preschool. Additionally, other child and family moderators revealed specific variables that influenced the treatments effects.

Assessing and treating social skills deficits: A case study for the scientist-practitioner

Abstract The goals of this article were to examine various empirically proven assessment and intervention methods that can be used to remediate social skills problems and to illustrate the utilization of these methods in a case study. The case study concerned a withdrawn elementary child, her teacher, and her parents in a joint consultative intervention designed to increase her interactions with peers illustrated in the course of assessment and treatment. Combining the manipulation of antecedent/consequent events with modeling or coaching procedures constituted an effective multimethod approach to providing psychological services.

Family involvement for children with disruptive behaviors: The role of parenting stress and motivational beliefs

Children with disruptive behaviors are at risk for adverse outcomes. Family involvement is a significant predictor of positive child behavior outcomes; however, little research has investigated parent psychological variables that influence family involvement for children with disruptive behaviors. This study investigated the role of parental motivational beliefs (i.e., role construction and efficacy) as a potential mechanism by which parenting stress impacts family involvement for families of children with disruptive behaviors. Results indicated that parent role construction mediated the relation between parenting stress and all aspects of family involvement examined (i.e., home-based involvement, school-based involvement, and home-school communication). Parent efficacy mediated the relation between parenting stress and home-based involvement only. Parents of children with disruptive behaviors reporting stress may experience negative beliefs about their role and efficacy to support their childs education, which may thereby negatively influence their actual involvement. Therefore, parent motivational beliefs may serve as an important point for intervention to support involvement of families of children with disruptive behavior.

Pediatric Traumatic Brain Injury Challenges and Interventions for Families

Experiencing a brain injury is a traumatic event not only for the child who is directly affected, but also for his or her family system. Recently, attention has turned toward the potentially deleterious effects of having a child with a traumatic brain injury (TBI) on parents, siblings, and extended family members. Specifically, families of TBI survivors may suffer major psychological, financial, role, and relationship risks. Therefore, treating the child with a brain injury is only one component of a comprehensive recovery program. This article describes common experiences of families following a childs brain injury, and specific strategies that might help families through the recovery/reentry process.