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Hawk BN, Timmer SG, Armendariz LAF, Boys DK, Urquiza AJ, Fernández Y Garcia E. Improving Children's Behavior in Seven Sessions: A Randomized Controlled Trial of Parent-Child Care (PC-CARE) for Children Aged 2-10 Years. Child Psychiatry Hum Dev 2024; 55:336-349. [PMID: 35951209 PMCID: PMC9366815 DOI: 10.1007/s10578-022-01406-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 07/24/2022] [Indexed: 11/03/2022]
Abstract
Parent-Child Care (PC-CARE) is a brief intervention for children with externalizing behaviors designed to address issues with their access to and retention in treatment. A growing evidence base of open trials and comparison studies support PC-CARE's benefits, but no randomized controlled trials (RCTs) of its effectiveness exist. The current study presents the first RCT of PC-CARE, a 7-session dyadic parenting intervention (trial number removed for blind review). Participants included a racially/ethnically diverse sample of 49 children (29% female) aged 2-10 years and their caregivers. Participants were randomly assigned to PC-CARE or waitlist control. Families participating in PC-CARE showed greater reductions in children's externalizing behaviors, improvements in children's adaptive skills, declines in parental stress, and increases in parents' positive communication skills, compared to families on the waitlist. The results of this first RCT of PC-CARE support the effectiveness of this brief intervention in improving children's behaviors.
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Affiliation(s)
- Brandi N Hawk
- University of California, Davis Children's Hospital, 3671 Business Dr., Ste 110, 95820, Sacramento, CA, USA.
| | - Susan G Timmer
- University of California, Davis Children's Hospital, 3671 Business Dr., Ste 110, 95820, Sacramento, CA, USA
| | - Lindsay A F Armendariz
- University of California, Davis Children's Hospital, 3671 Business Dr., Ste 110, 95820, Sacramento, CA, USA
| | - Deanna K Boys
- University of California, Davis Children's Hospital, 3671 Business Dr., Ste 110, 95820, Sacramento, CA, USA
| | - Anthony J Urquiza
- University of California, Davis Children's Hospital, 3671 Business Dr., Ste 110, 95820, Sacramento, CA, USA
| | - Erik Fernández Y Garcia
- University of California, Davis Children's Hospital, 3671 Business Dr., Ste 110, 95820, Sacramento, CA, USA
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Yang S, Zhu X, Li W, Zhao H. Associations between teacher-student relationship and externalizing problem behaviors among Chinese rural adolescent. Front Psychol 2023; 14:1255596. [PMID: 38023020 PMCID: PMC10652406 DOI: 10.3389/fpsyg.2023.1255596] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/09/2023] [Accepted: 10/17/2023] [Indexed: 12/01/2023] Open
Abstract
The primary objective of this study is to present a fresh perspective on the correlation between teacher-student relationships and externalizing problem behaviors among adolescents. While previous research has examined this connection, there is still an insufficient understanding of the underlying mechanisms. Moreover, the crucial role of peer relationships, mental health, and parental knowledge has been overlooked. In this study, a total of 6,919 Chinese rural adolescents aged 13-19 years participated by completing an anonymous self-report questionnaire. The results show that: (1) teacher-student relationship has a protective effect against the development of externalizing problem behaviors; (2) peer relationship and mental health both have a mediating role in the relationship between teacher-student relationship and externalizing problem behaviors; (3) teacher-student relationship can indirectly affect externalizing problem behaviors through the chain mediation of peer relationship and mental health; (4) parental knowledge plays a moderating role between the teacher-student relationship and externalizing problem behaviors. As the level of parental knowledge increases among rural adolescents, the impact of the teacher-student relationship on externalizing problem behaviors becomes more pronounced; and (5) the impact of teacher-student relationship on externalizing problem behaviors has no significant gender differences. Given the study's empirical outcomes, we discuss potential explanations and advocate for a comprehensive pedagogical approach to mitigate rural adolescent externalizing behaviors. This entails nurturing teacher-student relations, fostering inclusive peer environments, emphasizing mental health literacy, and synergizing with caregivers for a holistic home-school intervention.
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Affiliation(s)
- Shuping Yang
- School of Education, Liaoning Normal University, Dalian, Liaoning, China
| | - Xingchen Zhu
- College of Psychology, Liaoning Normal University, Dalian, Liaoning, China
| | - Wencan Li
- School of Education, Liaoning Normal University, Dalian, Liaoning, China
| | - Haohan Zhao
- School of Chinese Language and Literature, Liaoning Normal University, Dalian, Liaoning, China
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Xie H, Waschl N, Zeng S. Measuring family outcomes for young autistic children receiving interventions in China: The structure of the Family Outcomes Survey and predicting variables. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2023; 27:2048-2062. [PMID: 36823989 DOI: 10.1177/13623613231152563] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/25/2023]
Abstract
LAY ABSTRACT Efforts to measure, document, and monitor family outcomes can be helpful to practitioners in developing and delivering effective and sustainable interventions. Researchers have developed the Family Outcomes Survey, Form A, for measuring the outcomes experienced by families of children in the early intervention/early childhood special education system. Little has been reported on how well the five outcomes on the Family Outcomes Survey, Form A describe the experiences and expectations of families of autistic children in China. We conducted a survey using the Family Outcomes Survey, Form A, Chinese version with 467 caregivers of young autistic children in China. First, the five-outcome structure of the Family Outcomes Survey, Form A seemed to be appropriate for measuring family outcomes of autistic children in China. We also found that the Chinese caregivers of autistic children seemed to give general lower ratings on all five outcomes on the Family Outcomes Survey, Form A as compared to caregivers of children in early intervention/early childhood special education in Western countries like the United States and Australia. Furthermore, caregivers' ratings on the five Family Outcomes Survey, Form A outcomes seemed to be related to their educational attainment, employment status, family income level, and how much time caregivers spent with their autistic child. This study supported the use of the Family Outcomes Survey, Form A, Chinese version with families of autistic children in China. We also discussed how the coronavirus disease 2019 pandemic could have impacted the family outcomes as reported by the Chinese caregivers.
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Recommendations for Diversifying Racial and Ethnic Representation in Autism Intervention Research: A Crossover Review of Recruitment and Retention Practices in Pediatric Mental Health. J Clin Med 2022; 11:jcm11216468. [PMID: 36362698 PMCID: PMC9654487 DOI: 10.3390/jcm11216468] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2022] [Revised: 10/20/2022] [Accepted: 10/21/2022] [Indexed: 11/06/2022] Open
Abstract
Disparities in diagnosis and access to healthcare and therapeutic services are well-documented for children with autism spectrum disorder (ASD) from minoritized races and ethnicities, but there is little empirical research to guide the selection and implementation of interventions and practices that will effectively support racially/ethnically diverse children with ASD and their families. This cross-over systematic review summarizes parent-mediated intervention research of children with or at risk for mental health disorders to identify potentially effective recruitment and retention strategies for diverse participants in parent-mediated intervention research for children with autism. Electronic database keyword, lead author name searches in PyschNet, MEDLINE, and ancestral searches were conducted to identify 68 relevant articles that used experimental designs to evaluate the effects of parent-mediated interventions on children with or at risk for mental health disorders. Articles were coded for participant demographics; intervention setting and type, recruitment and retention strategies, cultural adaptation of intervention, and reported attrition. Findings are discussed and applied to practices in autism parent-mediated intervention research. Suggestions for future research and limitations are discussed.
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Garbacz SA, Kaul M, Zahn M, Godfrey E, Flack C. Examining conjoint behavioral consultation to support students in middle school with social, emotional, and behavior concerns. New Dir Child Adolesc Dev 2022; 2022:71-90. [PMID: 36120967 DOI: 10.1002/cad.20481] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
The purpose of this study was to conduct a small-scale pilot study of Conjoint Behavioral Consultation (CBC), modified for middle school students with social, emotional, and behavioral concerns. Participants were 30 middle school students with social, emotional, and behavioral concerns, along with their parents and teachers. Participants were randomized to a CBC or school-as-usual control condition. Outcome measures included (a) teacher-report of student academic enablers and social, emotional, and behavioral competencies; (b) parent-, teacher-, and student report of target behavior outcomes; (c) parent- and teacher-report of the parent-teacher relationship; and (d) parent- and teacher-report competence in problem-solving. In addition, parents, teachers, and students reported their perceptions of the intervention. Findings suggested greater improvements in the intervention condition relative to the school-as-usual condition on teacher-report of student interpersonal skills, teacher-report of the parent-teacher relationship, and parent-report of competence in problem-solving. In addition, parents, teachers, and students reported improvements in the target behavior outcomes during the consultation and each stakeholder rated the intervention favorably. Limitations, future research directions, and implications for family-school interventions in middle school are discussed.
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Affiliation(s)
- S Andrew Garbacz
- Department of Educational Psychology, University of Wisconsin-Madison, Madison, Wisconsin, USA
| | - Megan Kaul
- Department of Educational Psychology, University of Wisconsin-Madison, Madison, Wisconsin, USA
| | - Miranda Zahn
- Department of Educational Psychology, University of Wisconsin-Madison, Madison, Wisconsin, USA
| | - Eliza Godfrey
- Department of Educational Psychology, University of Wisconsin-Madison, Madison, Wisconsin, USA
| | - Caleb Flack
- Department of Educational Psychology, University of Wisconsin-Madison, Madison, Wisconsin, USA
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Azad G, Sridhar A, Taormina I, Roter DL. Parent–teacher communication for children on the autism spectrum: An examination of communication skill use and problematic communication. PSYCHOLOGY IN THE SCHOOLS 2022. [DOI: 10.1002/pits.22787] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Gazi Azad
- Division of Child and Adolescent Psychiatry New York State Psychiatric Institute (NYSPI) and Columbia University Medical Center New York New York USA
| | - Aksheya Sridhar
- Department of Psychology Michigan State University East Lansing Michigan USA
| | - Isabella Taormina
- Division of Child and Adolescent Psychiatry New York State Psychiatric Institute (NYSPI) and Columbia University Medical Center New York New York USA
| | - Debra L. Roter
- Department of Health, Behavior, and Society Johns Hopkins Bloomberg School of Public Health Baltimore Maryland USA
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Garbacz SA, Jordan P, Novotnak T, Young K, Zahn M, Markham MA. Parent, Teacher, and Student Perceptions of Conjoint Behavioral Consultation for Middle School Students. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2022. [DOI: 10.1080/10474412.2022.2054422] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/31/2022]
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8
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Smith TE, Holmes SR, Romero ME, Sheridan SM. Evaluating the Effects of Family–School Engagement Interventions on Parent–Teacher Relationships: A Meta-analysis. SCHOOL MENTAL HEALTH 2022. [DOI: 10.1007/s12310-022-09510-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
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Sheridan SM, Garbacz SA. Centering Families: Advancing a New Vision for School Psychology. SCHOOL PSYCHOLOGY REVIEW 2021. [DOI: 10.1080/2372966x.2021.1954860] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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Schumacher RE, Bass HP, Cheng KC, Wheeler LA, Sheridan SM, Witte AL. The Role of Target Behaviors in Enhancing the Efficacy of Conjoint Behavioral Consultation. SCHOOL PSYCHOLOGY REVIEW 2021. [DOI: 10.1080/2372966x.2021.1938210] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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11
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McIntyre LL, Neece CL, Sanner CM, Rodriguez G, Safer-Lichtenstein J. Telehealth Delivery of a Behavioral Parent Training Program to Spanish-Speaking Latinx Parents of Young Children With Developmental Delay: Applying an Implementation Framework Approach. SCHOOL PSYCHOLOGY REVIEW 2021. [DOI: 10.1080/2372966x.2021.1902749] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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12
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Bargagliotti AE, Martonosi SE, Orrison ME, Johnson AH, Fefer SA. Using ranked survey data in education research: Methods and applications. J Sch Psychol 2021; 85:17-36. [PMID: 33715779 DOI: 10.1016/j.jsp.2020.12.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2019] [Revised: 09/18/2020] [Accepted: 12/16/2020] [Indexed: 11/25/2022]
Abstract
Researchers and practitioners in education and school psychology regularly use ranked data to drive student- and systems-level decision-making. These types of data can be derived from assessments of individual preferences among researchers and practitioners, assessments of preferences among stakeholders including parents and children, and rankings of students on academic and social-emotional competency. However, the analysis of ranked data in education and psychology has typically been limited to simple approaches such as the examination of mean ranks assigned to items. This paper unifies a collection of classical methodologies, as well as proposes new techniques, for analyzing ranked data used across disciplines and applies the methods to data generated in school psychological research. The scope of the paper is to serve as a roadmap for researchers in education and school psychology who seek to more fully leverage information contained in ranked data. These methodologies include descriptive analyses, visualizations, tests of uniformity, cluster analyses, and predictive models. We demonstrate these techniques on the survey data of Fefer, DeMagistris, and Shuttleton (2016) and illustrate how using a broader set of tools can yield improved insights by researchers and practitioners.
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Azad GF, Marcus SC, Mandell DS. Partners in School: Optimizing Communication between Parents and Teachers of Children with Autism Spectrum Disorder. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2020; 31:438-462. [PMID: 34955622 PMCID: PMC8694006 DOI: 10.1080/10474412.2020.1830100] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2020] [Revised: 08/28/2020] [Accepted: 09/23/2020] [Indexed: 10/23/2022]
Abstract
Partners in School is a consultation model with the goal of enhancing communication between two of the most important stakeholders in children's lives - parents and teachers. Using a single-group pre-post design, this preliminary study examined the effect of Partners in School on parent-teacher communication outcomes and the factors associated with these outcomes. Participants were 26 teachers and 49 parents of children with autism spectrum disorder (ASD). Parents and teachers completed surveys before and after participating in Partners in School. Teachers reported an increase in their communication to parents. However, parents did not report an increase in their communication to teachers. Teachers' self-efficacy, expectations, and intervention fidelity were associated with increased communication to parents. Parental self-efficacy and teacher experience were associated with parents' reports of communication to teachers. Our findings suggest that family-school consultation services may be used to enhance teachers' communication with parents.
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Affiliation(s)
- Gazi F Azad
- Columbia University and New York State Psychiatric Institute
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Azad GF, Minton KE, Mandell DS, Landa RJ. Partners in School: An Implementation Strategy to Promote Alignment of Evidence-Based Practices Across Home and School for Children with Autism Spectrum Disorder. ADMINISTRATION AND POLICY IN MENTAL HEALTH AND MENTAL HEALTH SERVICES RESEARCH 2020; 48:266-278. [PMID: 32653973 DOI: 10.1007/s10488-020-01064-9] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
When parents and teachers align their practices across home and school, it may optimize services for children with autism spectrum disorder (ASD). Partners in School is a multi-faceted implementation strategy designed to improve ASD services in schools. The goal is to increase parents' and teachers' use of evidence-based practices (EBPs) and to align those EBPs across settings. We piloted Partners in School with 49 parent-teacher dyads to assess administration and the factors associated with reported fidelity to the model. Specifically, we measured the number of intervention steps both parents and teachers completed (reported alignment) and the characteristics associated with intervention alignment. Partners in School involves parent-teacher participation in a pre-consultation interview, an in-person consultation meeting, active implementation of the same EBPs in their respective settings, and a post-consultation interview. Parents and teachers also completed surveys pre- and post-consultation. On average, parents and teachers completed approximately five EBP steps on their own in their respective settings (i.e., at home or at school). Of these five steps, parents and teachers both completed three of the same EBPs steps, on average. Different factors were related to reported alignment for parents versus teachers; however, a similarity noted for both parents and teachers was that communication variables were associated with reported alignment. Our findings indicate the important role of communication in aligning stakeholders for ASD service delivery models.
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Affiliation(s)
- Gazi F Azad
- Division of Child and Adolescent Psychiatry, Department of Psychiatry, New York State Psychiatric Institute & Columbia University, 1051 Riverside Drive, New York, NY, 10032, USA.
| | - Kyla E Minton
- Center for Autism and Related Disorders, Kennedy Krieger Institute, 3901 Greenspring Ave, Baltimore, MD, 21211, USA
| | - David S Mandell
- Center for Mental Health, University of Pennsylvania Perelman School of Medicine, 3535 Market St., 3rd Fl., Philadelphia, PA, 19104, USA
| | - Rebecca J Landa
- Center for Autism and Related Disorders, Kennedy Krieger Institute, 3901 Greenspring Ave, Baltimore, MD, 21211, USA.,Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, 733 N. Broadway, Baltimore, MD, 21205, USA
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Holmes SR, Sheridan SM, Smith TE. Unpacking Conjoint Behavioral Consultation: A Latent Profile Analysis of Parent-Teacher Interactions. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2020. [DOI: 10.1080/10474412.2020.1759080] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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Smith TE, Holmes SR, Sheridan SM, Cooper JM, Bloomfield BS, Preast JL. The Effects of Consultation-based Family-school Engagement on Student and Parent Outcomes: A Meta-analysis. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2020. [DOI: 10.1080/10474412.2020.1749062] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/16/2023]
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Garbacz SA, Sheridan SM, Koziol NA, Kwon K, Holmes SR. Congruence in Parent–Teacher Communication: Implications for the Efficacy of CBC for Students With Behavioral Concerns. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.17105/spr-14-0035.1] [Citation(s) in RCA: 26] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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18
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Hughes JN. Integrating Theory and Empirical Science in School Psychology: Progress and Remaining Challenges. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.17105/spr-15-0060.1] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Jan N. Hughes
- Department of Educational Psychology, Texas A&M University
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Smith TE, Sheridan SM, Kim EM, Park S, Beretvas SN. The Effects of Family-School Partnership Interventions on Academic and Social-Emotional Functioning: a Meta-Analysis Exploring What Works for Whom. EDUCATIONAL PSYCHOLOGY REVIEW 2019. [DOI: 10.1007/s10648-019-09509-w] [Citation(s) in RCA: 29] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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The Perceptions of School Involvement of Parents of Students with Autism Spectrum Disorders: a Systematic Literature Review. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2019. [DOI: 10.1007/s40489-019-00157-y] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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Smith TE, Sheridan SM. The Effects of Teacher Training on Teachers’ Family-Engagement Practices, Attitudes, and Knowledge: A Meta-analysis. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2018. [DOI: 10.1080/10474412.2018.1460725] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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Azad GF, Marcus SC, Sheridan SM, Mandell DS. Partners in School: An Innovative Parent-Teacher Consultation Model for Children with Autism Spectrum Disorder. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2018; 28:460-486. [PMID: 30713408 DOI: 10.1080/10474412.2018.1431550] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
Abstract
Little research examines the best ways to improve communication between parents and teachers of children with Autism Spectrum Disorder (ASD) and its effect on child outcomes. The present study tests an innovative parent-teacher consultation model, entitled Partners in School. The goal of Partners in School is to improve parent-teacher communication aboutevidence-based practices (EBPs), and subsequently, outcomes for children with ASD. Participants were 26 teachers and 49 parents of children with ASD from a large urban public school district. Parents and teachers completed measures of their communication and child outcomes prior to and after receiving consultation through Partners in School. Results indicated that parents and teachers perceived improvements in child outcomes after participation inPartners in School. Changes in parent-teacher communication also were associated with changes in some child outcomes. Discussionhighlights the important role of communication inconsultations targeting family-school partnerships for children with ASD.
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Affiliation(s)
- Gazi F Azad
- Kennedy Krieger Institute & Johns Hopkins University
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The efficacy of conjoint behavioral consultation in the home setting: Outcomes and mechanisms in rural communities. J Sch Psychol 2017. [PMID: 28646977 DOI: 10.1016/j.jsp.2017.03.005] [Citation(s) in RCA: 26] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
Abstract
This study reports the results of a randomized controlled trial examining the effect of Conjoint Behavioral Consultation (CBC), a family-school partnership intervention, on children's behaviors, parents' skills, and parent-teacher relationships in rural community and town settings. Participants were 267 children, 267 parents, and 152 teachers in 45 Midwestern schools. Using an Intent to Treat approach and data analyzed within a multilevel modeling framework, CBC yielded promising results for some but not all outcomes. Specifically, children participating in CBC experienced decreases in daily reports of aggressiveness, noncompliance, and temper tantrums; and increases in parent-reported adaptive skills and social skills at a significantly greater pace than those in a control group. Other outcomes (e.g., parent reports of internalizing and externalizing behaviors) suggested a nonsignificant effect at post-test. CBC parents reported using more effective parenting strategies, gaining more competence in their problem-solving practices, and feeling more efficacious for helping their child succeed in school than parents in the control group. Parents participating in CBC also reported significant improvements in the parent-teacher relationship, and the parent-teacher relationship mediated the effect of CBC on children's adaptive skills. Implications for practice in rural communities, study limitations, and directions for future research are discussed.
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Clarke BL, Wheeler LA, Sheridan SM, Witte AL, Sommerhalder MS, Svoboda EA. Supporting Latinx Student Success via Family–School Partnerships: Preliminary Effects of Conjoint Behavioral Consultation on Student and Parent Outcomes. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2017. [DOI: 10.1080/10474412.2017.1293543] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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Sheridan SM, Witte AL, Holmes SR, Coutts MJ, Dent AL, Kunz GM, Wu C. A randomized trial examining the effects of Conjoint Behavioral Consultation in rural schools: Student outcomes and the mediating role of the teacher–parent relationship. J Sch Psychol 2017; 61:33-53. [DOI: 10.1016/j.jsp.2016.12.002] [Citation(s) in RCA: 40] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2016] [Revised: 09/10/2016] [Accepted: 12/07/2016] [Indexed: 10/20/2022]
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26
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Garbacz SA, McIntyre LL, Santiago RT. Family involvement and parent-teacher relationships for students with autism spectrum disorders. SCHOOL PSYCHOLOGY QUARTERLY : THE OFFICIAL JOURNAL OF THE DIVISION OF SCHOOL PSYCHOLOGY, AMERICAN PSYCHOLOGICAL ASSOCIATION 2016; 31:478-490. [PMID: 27929318 PMCID: PMC5152684 DOI: 10.1037/spq0000157] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/02/2023]
Abstract
Family educational involvement and parent-teacher relationships are important for supporting student outcomes and have unique implications for families of children with autism spectrum disorder (ASD). However, little research has examined child and family characteristics among families of children with ASD as predictors of family involvement and parent-teacher relationships. The present study examined child and family variables that may affect family involvement and parent-teacher relationships for families of children with ASD. Findings suggested (a) parents of children with higher developmental risk reported less family involvement and poorer relationships with their child's teacher and (b) family histories accessing services predicted family involvement and parent-teacher relationships. Limitations of the current study and implications for science and practice are discussed. (PsycINFO Database Record
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Azad GF, Kim M, Marcus SC, Mandell DS, Sheridan SM. Parent-Teacher Communication about Children with Autism Spectrum Disorder: An Examination of Collaborative Problem-Solving. PSYCHOLOGY IN THE SCHOOLS 2016; 53:1071-1084. [PMID: 28392604 DOI: 10.1002/pits.21976] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
Effective parent-teacher communication involves problem-solving concerns about students. Few studies have examined problem solving interactions between parents and teachers of children with autism spectrum disorder (ASD), with a particular focus on identifying communication barriers and strategies for improving them. This study examined the problem-solving behaviors of parents and teachers of children with ASD. Participants included 18 teachers and 39 parents of children with ASD. Parent-teacher dyads were prompted to discuss and provide a solution for a problem that a student experienced at home and at school. Parents and teachers also reported on their problem-solving behaviors. Results showed that parents and teachers displayed limited use of the core elements of problem-solving. Teachers displayed more problem-solving behaviors than parents. Both groups reported engaging in more problem-solving behaviors than they were observed to display during their discussions. Our findings suggest that teacher and parent training programs should include collaborative approaches to problem-solving.
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Bellinger SA, Lee SW, Jamison TR, Reese RM. Conjoint Behavioral Consultation: Community–School Collaboration and Behavioral Outcomes Using Multiple Baseline. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2016. [DOI: 10.1080/10474412.2015.1089405] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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O'Bryon EC, Rogers MR. USING CONSULTATION TO SUPPORT ENGLISH LEARNERS: THE EXPERIENCES OF BILINGUAL SCHOOL PSYCHOLOGISTS. PSYCHOLOGY IN THE SCHOOLS 2016. [DOI: 10.1002/pits.21904] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Hughes JN, Im MH, Allee PJ. Effect of school belonging trajectories in grades 6-8 on achievement: Gender and ethnic differences. J Sch Psychol 2015; 53:493-507. [PMID: 26563601 DOI: 10.1016/j.jsp.2015.08.001] [Citation(s) in RCA: 40] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2014] [Revised: 08/13/2015] [Accepted: 08/18/2015] [Indexed: 11/29/2022]
Abstract
This study investigated the association between trajectories of school belonging across grades 6-8 and academic achievement in grade 8 in an ethnically diverse sample of 527 academically at-risk adolescents. Students reported annually on school belonging. Reading and math achievement were assessed at grade 5 (baseline) and grade 8. Interactive effects of gender and ethnicity were found in the conditional growth models for school belonging. Girls of all ethnicities had identical growth trajectories and reported higher initial school belonging than Euro-American or Latino boys. Latino and Euro-American males had lower initial level of school belonging than African American males, and Latino males had lower growth in school belonging than Euro-American males. In structural equation modeling (SEM) analyses, initial level of school belonging predicted grade 8 reading for girls and grade 8 math for boys and girls, above prior achievement and school and child covariates, but growth in school belonging predicted grade 8 achievement only for African American students. Implications for strategies to improve school belonging among academically at-risk youth are discussed.
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Hurwitz JT, Kratochwill TR, Serlin RC. Size and consistency of problem-solving consultation outcomes: an empirical analysis. J Sch Psychol 2015; 53:161-78. [PMID: 25746825 DOI: 10.1016/j.jsp.2015.01.001] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2013] [Revised: 01/17/2015] [Accepted: 01/24/2015] [Indexed: 12/14/2022]
Abstract
In this study, we analyzed extant data to evaluate the variability and magnitude of students' behavior change outcomes (academic, social, and behavioral) produced by consultants through problem-solving consultation with teachers. Research questions were twofold: (a) Do consultants produce consistent and sizeable positive student outcomes across their cases as measured through direct and frequent assessment? and (b) What proportion of variability in student outcomes is attributable to consultants? Analyses of extant data collected from problem-solving consultation outcome studies that used single-case, time-series AB designs with multiple participants were analyzed. Four such studies ultimately met the inclusion criteria for the extant data, comprising 124 consultants who worked with 302 school teachers regarding 453 individual students. Consultants constituted the independent variable, while the primary dependent variable was a descriptive effect size based on student behavior change as measured by (a) curriculum-based measures, (b) permanent products, or (c) direct observations. Primary analyses involved visual and statistical evaluation of effect size magnitude and variability observed within and between consultants and studies. Given the nested nature of the data, multilevel analyses were used to assess consultant effects on student outcomes. Results suggest that consultants consistently produced positive effect sizes on average across their cases, but outcomes varied between consultants. Findings also indicated that consultants, teachers, and the corresponding studies accounted for a significant proportion of variability in student outcomes. This investigation advances the use of multilevel and integrative data analyses to evaluate consultation outcomes and extends research on problem-solving consultation, consultant effects, and meta-analysis of case study AB designs. Practical implications for evaluating consultation service delivery in school settings are also discussed.
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Dawson AE, Wymbs BT, Marshall SA, Mautone JA, Power TJ. The Role of Parental ADHD in Sustaining the Effects of a Family-School Intervention for ADHD. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY 2014; 45:305-19. [PMID: 25496523 DOI: 10.1080/15374416.2014.963858] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
This study investigated the extent to which parental Attention-Deficit/Hyperactivity Disorder (ADHD) symptoms impact child and parent outcomes following a multimodal family-school intervention, the Family School Success (FSS) program, when compared to an active-control condition (CARE). Participants were 139 children with ADHD (67% male; 91% non-Hispanic; 77% Caucasian; Grades 2-6) and their primary caretaker (91% female; ages 26-59) who participated in a randomized clinical trial evaluating the efficacy of FSS. Associations were examined between parent-reported ADHD symptoms at baseline and intervention outcomes reported by parents and teachers after treatment and at a 3-month follow-up, including child homework and classroom impairments, child ADHD and oppositional defiant disorder symptoms, parenting behaviors, and parent-teacher relationship quality. Across both treatment conditions, parental ADHD was not associated with parent or child outcomes at postassessment. However, differences emerged between the two treatment groups at follow-up for parents with ADHD, particularly when an empirically supported symptom cutoff was used to identify parents at risk for having ADHD. In FSS, but not in CARE, parental ADHD was associated with declines in treatment gains in the quality of the parent-teacher relationship and the child's homework performance. Parents at risk for ADHD had difficulty maintaining treatment effects for themselves and their child in the FSS intervention but not in CARE. The supportive and educational components central to the CARE intervention may be helpful in promoting the sustainability of psychosocial interventions for children with ADHD who have parents with elevated ADHD symptoms.
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Affiliation(s)
| | | | | | - Jennifer A Mautone
- b Department of Child and Adolescent Psychiatry and Behavioral Sciences , Children's Hospital of Philadelphia, Perelman School of Medicine at the University of Pennsylvania ,
| | - Thomas J Power
- b Department of Child and Adolescent Psychiatry and Behavioral Sciences , Children's Hospital of Philadelphia, Perelman School of Medicine at the University of Pennsylvania ,
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Growth of Journal of School Psychology and accolades for contributors: every writer (and journal) needs a good editor. J Sch Psychol 2014; 52:527-9. [PMID: 25432269 DOI: 10.1016/j.jsp.2014.11.002] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/03/2013] [Revised: 11/11/2014] [Accepted: 11/12/2014] [Indexed: 12/28/2022]
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