Conjoint Behavioral Consultation: What Works, How it Works, and What it Means for Practice
|Saturday, May 27, 2017|
|4:00 PM–4:50 PM |
|Convention Center Four Seasons Ballroom 4|
|Area: EDC; Domain: Service Delivery|
|Instruction Level: Intermediate|
|CE Instructor: Florence D. DiGennaro Reed, Ph.D.|
|Chair: Florence D. DiGennaro Reed (University of Kansas)|
|SUSAN SHERIDAN (University of Nebraska, Lincoln)|
|Susan M. Sheridan, Ph.D. is Director of the Nebraska Center for Research on Children, Youth, Families and Schools (CYFS), and a George Holmes University Professor of Educational Psychology at the University of Nebraska-Lincoln. Dr. Sheridan's research is focused on parent-teacher relationships; the development of meaningful home-school partnerships; early childhood education and interventions; and interventions promoting children's social skills, social-emotional development and behavioral competencies. She has received more than $50 million in grant funding, with federal agencies such as the U.S. Department of Education and the National Institutes of Health providing more than $46 million toward establishing effective interventions for children, parents, and educators. Sheridan has published more than 100 books, chapters, and refereed journal articles on behavioral consultation, early childhood, parent engagement and partnerships, rural education, social-emotional skills and development, and behavioral interventions. The American Psychological Association's Division 16 (School Psychology) recognized her research excellence with the Lightner Witmer Award (1993) for early career accomplishments and the Senior Scientist Award (2015) for distinguished career-long scholarship. She also received the 2005 Presidential Award from the National Association of School Psychologists.|
Methods to support students' competencies often target isolated contexts or activate individual treatment agents. Conjoint Behavioral Consultation (CBC; Sheridan, Kratochwill & Bergan, 1996; Sheridan & Kratochwill, 2008), on the other hand, is an indirect intervention focused on the attainment of students' goals through (a) collaborative and consistent implementation of evidence-based interventions across home and school settings, and (b) data-based problem solving with parents and teachers working as partners. This presentation will review CBC and decades of empirical investigations that have documented its efficacy for promoting behavioral, social-emotional and academic competencies among children facing a range of behavioral and learning challenges. Research exploring outcomes for students, parents and teachers will be presented. A focus on translation and considerations for practice will be highlighted by exploring empirically-derived "active ingredients" (mediators) responsible for CBC's effects, conditions (moderators) under which desired outcomes are maximized, and a number of implementation lessons learned. Opportunities for future research and training will be explored.
|Target Audience: |
Professionals who serve as consultants or who are interested in school/home consultation.
|Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify the four stages of conjoint behavioral consultation and describe the primary problem solving objectives of each stage; (2) discuss the benefits of engaging parents and teachers as partners in the problem solving process; (3) explain at least one mediator and one moderator of CBC's effects and describe how they influence decisions for practice.|