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ERIC Number: ED565481
Record Type: Non-Journal
Publication Date: 2013-Feb
Pages: 15
Abstractor: ERIC
Reference Count: 35
CBC in Rural Schools: Preliminary Results of a Randomized Trial. CYFS Working Paper 2013-1
Sheridan, Susan M.; Holmes, Shannon R.; Coutts, Michael J.; Smith, Tyler E.; Kunz, Gina M.; Witte, Amanda L.
Nebraska Center for Research on Children, Youth, Families and Schools
Children who exhibit disruptive behavior often do so across multiple settings (e.g., home and school) and are vulnerable to many negative outcomes, including low achievement scores and academic grades, high school dropout, and increased school suspensions. Family-school partnership interventions, which are grounded in ecological theory, are highly correlated with many positive outcomes for students, families, and teachers. Experimental studies with families as collaborators have been found to improve students' behavioral functioning and decrease disruptive behaviors. There is a lack of empirical research on family-school connections in rural settings, hindering the ability to understand the impact of family-school partnerships on rural schools, families, and students. Rural parents interact with their children and teachers regarding school less often than parents in other geographic areas. Conjoint behavioral consultation (CBC) may address barriers and create meaningful partnerships between rural parents and teachers. CBC is a structured indirect form of support in which teachers and parents work together to promote adaptive behaviors and decrease disruptive behaviors. The following questions were researched for this report: (1) What are the preliminary effects of CBC in rural communities on behavioral and social-emotional outcomes of students with or at risk of developing behavioral disorders?; and (2) What are the preliminary effects of CBC in rural communities on parent and teacher practices, relationships, engagement, and beliefs about family-school partnerships? Ninety kindergarten through 3rd grade students and their parents (n = 90) and teachers (n = 54) from 20 schools in Midwestern rural areas participated in this research. Participating students were identified by teachers as having disruptive behavior concerns. Within each CBC-assigned classroom, a consultant met with a teacher and parents of 1 to 3 students for CBC meetings via a 4-stage process operationalized by semi-structured conjoint interviews. Results suggest promising effects of CBC for teachers, parents, and students in rural settings. [The paper was presented originally by the authors at the 2013 annual meeting of the National Association of School Psychologists.]
Nebraska Center for Research on Children, Youth, Families and Schools. University of Nebraska-Lincoln, 216 Mabel Lee Hall, Lincoln, NE 68588. Tel: 402-472-2448; Fax: 402-472-2298; Web site:
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Primary Education; Early Childhood Education; Elementary Education; Preschool Education; Kindergarten
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: University of Nebraska-Lincoln, Nebraska Center for Research on Children, Youth, Families and Schools (CYFS)
IES Funded: Yes
Grant or Contract Numbers: R324A100115