ERIC Number: ED611789
Record Type: Non-Journal
Publication Date: 2020-Apr
Pages: 41
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-
EISSN: N/A
Effects of Consultation-Based Family-School Engagement on Student and Parent Outcomes: A Meta-Analysis
Smith, Tyler E.; Holmes, Shannon R.; Sheridan, Susan M.; Cooper, Jennifer M.; Bloomfield, Bradley S.; Preast, June L.
Grantee Submission
Given that consultation has consistently yielded benefits for clients and consultees, it is likely an effective method of promoting family-school engagement. Thus, this meta-analysis examined the effects of consultation-based family-school engagement on child and parent outcomes, and complementary intervention methods used in conjunction with consultation. This study also sought to advance consultation research via a contemporary meta-analytic technique, robust variance estimation (RVE). Analyses yielded significant effects of consultation-based family-school engagement on children's social-behavioral competence ([delta] = 0.34), mental health ([delta] = 0.37), and academic achievement ([delta] = 0.27). Significant effects for parent practices ([delta] = 0.53), parent attitudes ([delta] = 0.49), and relational outcomes ([delta] = 0.37) were also found. Complementary intervention methods revealed significant effects across various child, parent, and relational outcomes. Results indicate benefits of consultation-based family-school engagement for key outcomes and have implications for utilizing complementary methods to augment the net effects of consultation for valuable stakeholders. [This paper will be published in "Journal of Educational and Psychological Consultation."]
Descriptors: Family School Relationship, Meta Analysis, Intervention, Consultation Programs, Interpersonal Competence, Social Emotional Learning, Mental Health, Child Behavior, Academic Achievement, Parent Attitudes, Educational Benefits, Parenting Styles, Parent Child Relationship, Child Development, Documentation, Preschool Education, Elementary Secondary Education
Publication Type: Information Analyses
Education Level: Early Childhood Education; Preschool Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A120144