Parent Parent Consultation Consultation

The Future of School Psychology Task Force on

Family-School Partnerships

Susan Sheridan, Michelle Swanger-Gagne, Kathryn Woods, Kathryn Black,

Jennifer Burt, S. Andrew Garbacz, Ashley Taylor

University of Nebraska-Lincoln

Definition

Parent consultation within school Parent consultation within school psychology is defined as a psychology is defined as a structured, indirect, collaborative, structured, indirect, collaborative, problem-solving relationship problem-solving relationship between the psychologist between the psychologist (consultant) and one or more (consultant) and one or more parent consultees (Sheridan, parent consultees (Sheridan, Kratochwill, & Bergan, 1996). Kratochwill, & Bergan, 1996).

Rationale for Using Parent Consultation

Federal initiatives such as IDEA and NCLB Federal initiatives such as IDEA and NCLB highlight importance of collaborating with families.highlight importance of collaborating with families.

Learning occurs across many settings and contexts.Learning occurs across many settings and contexts. There are several systems that interact to support There are several systems that interact to support

the child’s development.the child’s development. Children spend more time out of school than they Children spend more time out of school than they

do in school (Usdan, 1991, cited in Ooms & Hara, do in school (Usdan, 1991, cited in Ooms & Hara, 1991).1991).

Maximizing the extent to which these systems work Maximizing the extent to which these systems work together on behalf of the child can close the together on behalf of the child can close the achievement gap for students who are not achievement gap for students who are not succeeding in school.succeeding in school.

Rationale for Using Parent Consultation cont.

Attempts to provide comprehensive Attempts to provide comprehensive mental health services without mental health services without support and follow-through by support and follow-through by parents or significant others lead to: parents or significant others lead to: Disjointed and fragmented servicesDisjointed and fragmented services Lack of follow-through (generalization)Lack of follow-through (generalization) Unreasonable case loadsUnreasonable case loads Significant job stressSignificant job stress

(Kratochwill, VanSomeren, & Sheridan, 1989)(Kratochwill, VanSomeren, & Sheridan, 1989)

Key Characteristics of Parent Consultation

Indirect service delivery (triadic model) Indirect service delivery (triadic model) carried out via a joint, problem-solving carried out via a joint, problem-solving process.process.

Work-related focus (not therapeutic); Work-related focus (not therapeutic); consultation is NOT counseling!consultation is NOT counseling!

Participants: Consultant, consultee, Participants: Consultant, consultee, client.client.

Voluntary, collegial relationship that Voluntary, collegial relationship that involves parity & interdependence.involves parity & interdependence. Roles of participants are both defined Roles of participants are both defined

and varied; each participant brings his and varied; each participant brings his or her own expertise to the process.or her own expertise to the process.

Indirect Service (Triadic) Model

ConsultantConsultant ConsulteeConsultee ClientClient

Evidence-basedModels and Practices

Parent Behavioral ConsultationParent Behavioral Consultation See PC Handout 1See PC Handout 1

Conjoint Behavioral ConsultationConjoint Behavioral Consultation See PC Handout 2See PC Handout 2

Parent Behavioral Consultation (BC)

Parent consultation has been shown to foster Parent consultation has been shown to foster family-school partnerships (Christenson & family-school partnerships (Christenson & Cleary, 1990), and is a relatively easy, time-Cleary, 1990), and is a relatively easy, time-limited, and cost-effective method of service limited, and cost-effective method of service delivery (Sheridan, Kratochwill, & Bergan, 1996).delivery (Sheridan, Kratochwill, & Bergan, 1996).

Parent consultation is an effective mode of Parent consultation is an effective mode of treatment delivery for a variety of school-related treatment delivery for a variety of school-related behavioral concerns (Sheridan, Eagle, Cowan, & behavioral concerns (Sheridan, Eagle, Cowan, & Mickelson, 2001).Mickelson, 2001).

Areas in which parent consultation has proven to Areas in which parent consultation has proven to be effective include: be effective include:

Aggression, social skills, noncompliance, social Aggression, social skills, noncompliance, social withdrawal, homework completion, school phobia, withdrawal, homework completion, school phobia, language skills, tic disorder, and anxiety language skills, tic disorder, and anxiety (Christenson & Sheridan, 2001).(Christenson & Sheridan, 2001).

Parent BC Most common model of parent consultation Most common model of parent consultation

(Sheridan et al., 1996).(Sheridan et al., 1996).

Structured model with four interview Structured model with four interview stages: Problem Identification, Problem stages: Problem Identification, Problem Analysis, Treatment Implementation, and Analysis, Treatment Implementation, and Treatment Evaluation. Treatment Evaluation.

Can address a variety of child behavioral Can address a variety of child behavioral problems:problems:

Academic and Adjustment ProblemsAcademic and Adjustment Problems Social WithdrawalSocial Withdrawal Electively Mute BehaviorElectively Mute Behavior TicsTics

What is Parent BC?

An indirect form of service delivery in An indirect form of service delivery in which a child’s needs are met by a which a child’s needs are met by a parent working with a consultant to parent working with a consultant to develop, implement, and evaluate develop, implement, and evaluate intervention strategies (Sheridan et intervention strategies (Sheridan et al., 1996).al., 1996).

Developed within the principles of Developed within the principles of applied behavior analysis.applied behavior analysis.

Problem IdentificationProblem Identification Problem AnalysisProblem Analysis Treatment Treatment (Plan)(Plan) Implementation Implementation Treatment Treatment (Plan)(Plan) Evaluation Evaluation

See detailed discussion of stages in See detailed discussion of stages in CBCCBC sectionsection

Stages of Parent BC

Parent BC Models using joint consultation with parents Models using joint consultation with parents

and teachers received the highest ratings of and teachers received the highest ratings of evidence for significant change and evidence for significant change and methodological rigor.methodological rigor.

Conjoint Behavioral Consultation provides the strongest Conjoint Behavioral Consultation provides the strongest evidence for producing significant school-related evidence for producing significant school-related outcomes based on information obtained from parents outcomes based on information obtained from parents and teachers (Sheridan, et al., 2001).and teachers (Sheridan, et al., 2001).

Conclusions based on single-participant Conclusions based on single-participant studiesstudies

Researchers recognize need for between group Researchers recognize need for between group design studies to further knowledge base in design studies to further knowledge base in parent behavioral consultation and conjoint parent behavioral consultation and conjoint behavioral consultation.behavioral consultation.

Conjoint Behavioral Consultation

A structured, indirect form of service delivery in which teachers A structured, indirect form of service delivery in which teachers and parents are brought together to collaboratively identify and and parents are brought together to collaboratively identify and address students’ needs (Sheridan et al., 1996; Sheridan & address students’ needs (Sheridan et al., 1996; Sheridan & Kratochwill, 1992).Kratochwill, 1992).

Extension of the traditional behavioral consultation model that Extension of the traditional behavioral consultation model that serves parents and teachers at the same time.serves parents and teachers at the same time.

Interview stages are the same as in that of behavioral Interview stages are the same as in that of behavioral consultation, except that stages are conducted in a simultaneous consultation, except that stages are conducted in a simultaneous (rather than parallel) manner.(rather than parallel) manner.

Parents and teachers collaborate to:Parents and teachers collaborate to: Address the academic, behavioral, and social concerns of a childAddress the academic, behavioral, and social concerns of a child Monitor a child’s behaviorMonitor a child’s behavior Design an interventionDesign an intervention

Rated by parents and teachers as the most acceptable consultation Rated by parents and teachers as the most acceptable consultation approach for academic, behavioral, and social-emotional problems approach for academic, behavioral, and social-emotional problems when compared with teacher consultation models (when compared with teacher consultation models (Freer & Watson, Freer & Watson, 1999).1999).

Process Goals of CBC Improve communication and knowledge about child Improve communication and knowledge about child

and family.and family.

Increase commitments to educational goals.Increase commitments to educational goals.

Address problems across, rather than within, settings.Address problems across, rather than within, settings.

Promote shared ownership for need identification and Promote shared ownership for need identification and solution.solution.

Promote greater conceptualization of a need.Promote greater conceptualization of a need.

Increase the diversity of expertise and resources Increase the diversity of expertise and resources available.available.

Process Goals of CBC (continued)

Establish and strengthen home-school Establish and strengthen home-school partnerships; enhance the family-school partnerships; enhance the family-school relationship.relationship. Refers to a mutual effort toward a shared Refers to a mutual effort toward a shared

goal.goal. Contains the philosophy, attitude, and Contains the philosophy, attitude, and

belief that both families and educators are belief that both families and educators are essential for children’s progress in school.essential for children’s progress in school.

Working together to promote the academic Working together to promote the academic and social development of students.and social development of students.

Outcomes Goals of CBC Obtain comprehensive and functional data over Obtain comprehensive and functional data over

extended temporal and contextual bases.extended temporal and contextual bases. Identify potential setting events that are Identify potential setting events that are

temporally or contextually distal to target.temporally or contextually distal to target. Improve skills and knowledge of all parties.Improve skills and knowledge of all parties. Establish consistent programming across Establish consistent programming across

settings.settings. Monitor behavioral contrast and side effects Monitor behavioral contrast and side effects

systematically via cross-setting treatment agents.systematically via cross-setting treatment agents. Develop skills and competencies for future Develop skills and competencies for future

conjoint problem solving.conjoint problem solving. Enhance generalization and maintenance of Enhance generalization and maintenance of

treatment effects.treatment effects.

Conjoint Needs IdentificationConjoint Needs Identification Conjoint Needs AnalysisConjoint Needs Analysis Conjoint Plan ImplementationConjoint Plan Implementation Conjoint Needs EvaluationConjoint Needs Evaluation

See PC Handout 3See PC Handout 3

Stages of CBC

Conjoint Needs Identification

Behaviorally define the concern or problem as Behaviorally define the concern or problem as it is represented in the home and/or school it is represented in the home and/or school environment.environment.

Explore environmental conditions that may be Explore environmental conditions that may be contributing to or motivating problem contributing to or motivating problem behaviors (antecedent, consequent, and behaviors (antecedent, consequent, and sequential conditions).sequential conditions).

Provide a tentative strength of the behavior.Provide a tentative strength of the behavior. Determine a goal for consultation.Determine a goal for consultation. Establish a procedure for the collection of Establish a procedure for the collection of

baseline data.baseline data.

Goals Include:

Conjoint Need Identification

Considerations: Priorities for need identification and resolution are Priorities for need identification and resolution are

identified conjointly, with emphasis on shared identified conjointly, with emphasis on shared perspectives and decision making.perspectives and decision making.

The primary concern may be identical across settings, or it The primary concern may be identical across settings, or it may represent a unique emphasis based on system specific may represent a unique emphasis based on system specific factors.factors.

Careful specification and operational definitions of Careful specification and operational definitions of concern is essential to ensure shared understanding concern is essential to ensure shared understanding of the problem, direct focus of an intervention, and of the problem, direct focus of an intervention, and consistent progress monitoring. Write it down!consistent progress monitoring. Write it down!

Clarify specific settings within systems that will be Clarify specific settings within systems that will be the focus for intervention.the focus for intervention.

Helps to focus and simplify intervention procedures.Helps to focus and simplify intervention procedures.

Conjoint Needs Identification

Considerations continued:

Explore within and across setting Explore within and across setting environmental factors that may contribute to environmental factors that may contribute to or “motivate” behaviors.or “motivate” behaviors. Setting events: Antecedent, consequent, or Setting events: Antecedent, consequent, or

sequential variables that may occur in a time or sequential variables that may occur in a time or place that is distal to the target behavior, but still place that is distal to the target behavior, but still influence its occurrence.influence its occurrence.

Discuss approximate strength of problem Discuss approximate strength of problem (e.g., frequency, severity, intensity) and (e.g., frequency, severity, intensity) and shared goals for resolution.shared goals for resolution.

Conjoint Needs Identification

Considerations continued:

Baseline data collection procedures are established Baseline data collection procedures are established to clarify the specific nature and severity of to clarify the specific nature and severity of concerns, determine important environmental and concerns, determine important environmental and setting events, and set the stage for careful, setting events, and set the stage for careful, systematic, data-based decision making.systematic, data-based decision making.

Parents and teachers should assist in determining Parents and teachers should assist in determining the most feasible and meaningful way to collect the most feasible and meaningful way to collect data.data.

Make it easy by providing forms and/or using Make it easy by providing forms and/or using permanent or tangible evidence.permanent or tangible evidence.

Conjoint Needs Analysis

Evaluate and obtain agreement on the Evaluate and obtain agreement on the sufficiency and adequacy of baseline data.sufficiency and adequacy of baseline data.

Identify setting events, ecological Identify setting events, ecological conditions, and cross-setting variables that conditions, and cross-setting variables that may be impacting the target concern.may be impacting the target concern.

Collaboratively design an effective Collaboratively design an effective intervention plan that is sensitive to intervention plan that is sensitive to setting-specific variables.setting-specific variables.

Reaffirm record-keeping procedures.Reaffirm record-keeping procedures.

Goals Include:

Conjoint Needs Analysis

Considerations: Baseline data collected across settings are Baseline data collected across settings are

explored.explored. Trends across settings (e.g. home and Trends across settings (e.g. home and

school) are investigated; cross setting school) are investigated; cross setting conditions and setting events are conditions and setting events are highlighted when appropriate. highlighted when appropriate. Are there common things that happen across Are there common things that happen across

settings that trigger or maintain a behavior?settings that trigger or maintain a behavior? Do events occurring in one setting trigger or Do events occurring in one setting trigger or

contribute to a behavior in another setting?contribute to a behavior in another setting?

Conjoint Needs Analysis

Considerations continued: Consultant should direct discussion around Consultant should direct discussion around

possible environmental conditions that may possible environmental conditions that may be contributing to the need, in a be contributing to the need, in a collaborative and supportive nature.collaborative and supportive nature.

When eliciting parent’s and teacher’s When eliciting parent’s and teacher’s perceptions about purpose or functions of perceptions about purpose or functions of the behavior, environmental explanations the behavior, environmental explanations can then be identified.can then be identified.

Interpretation of the problem in terms of Interpretation of the problem in terms of environmental contingencies provides an environmental contingencies provides an important link between assessment and important link between assessment and intervention.intervention.

Conjoint Plan Development Together, the consultant and parent establish Together, the consultant and parent establish

general strategies and specific plan tactics that general strategies and specific plan tactics that might be used in a treatment package. might be used in a treatment package.

Strategies should be related to the Strategies should be related to the hypothesis/interpretation statement.hypothesis/interpretation statement. Example: If child acts out to avoid doing schoolwork Example: If child acts out to avoid doing schoolwork

at home (escape), what would and would not be at home (escape), what would and would not be appropriate intervention strategies??appropriate intervention strategies??

Brainstorming techniques are often useful to Brainstorming techniques are often useful to generate ideas -- a nonjudgmental attitude is generate ideas -- a nonjudgmental attitude is essential!essential!

Summarize the plan, being clear about what is Summarize the plan, being clear about what is to be done, when, how, and by whom... Write it to be done, when, how, and by whom... Write it down!down!

Conjoint Plan Implementation

Monitor implementation of the intervention.Monitor implementation of the intervention.

Provide training if necessary.Provide training if necessary.

Assess behavioral side effects and contrast Assess behavioral side effects and contrast effects; is the treatment causing any unforeseen effects; is the treatment causing any unforeseen problems or effects?problems or effects?

Determine the need for immediate revisions of Determine the need for immediate revisions of the plan.the plan.

Continue data collection procedures.Continue data collection procedures.

Goals Include:

Conjoint Plan Evaluation

Determine if the shared goals of consultation Determine if the shared goals of consultation have been attained.have been attained.

Evaluate the effectiveness of the plan across Evaluate the effectiveness of the plan across settings.settings.

Discuss strategies and tactics regarding the Discuss strategies and tactics regarding the continuation, modification, or termination of continuation, modification, or termination of the treatment plan across settings.the treatment plan across settings.

Schedule additional interviews if necessary. Schedule additional interviews if necessary. Discuss ways to continue conjoint problem Discuss ways to continue conjoint problem

solving and shared decision making.solving and shared decision making.

Goals Include:

Considerations for Effective Consultation Practices

Parents generally want what is best for Parents generally want what is best for their child, and to cooperate on his/her their child, and to cooperate on his/her behalf.behalf.

Parents and other family members know a Parents and other family members know a great deal about their child.great deal about their child.

It is important to understand the It is important to understand the distinction between what you know and distinction between what you know and what the parents know about the child.what the parents know about the child.

Interventions must be modified to meet Interventions must be modified to meet the unique needs of each child and family.the unique needs of each child and family.

There is a professional obligation to include There is a professional obligation to include families when possible in the decision making families when possible in the decision making process.process.

Parents have a right to be fully aware of possible Parents have a right to be fully aware of possible implications and responsibilities of interventions.implications and responsibilities of interventions.

Each family has its own strengths.Each family has its own strengths. There are many reasons, often unknown to There are many reasons, often unknown to

professionals, why parents are or are not involved.professionals, why parents are or are not involved. Parents generally want to be involved, but they do Parents generally want to be involved, but they do

not necessarily know the best way they can help not necessarily know the best way they can help their child, or how to approach schools and their child, or how to approach schools and professionals.professionals.

There are many ways that parents can help.There are many ways that parents can help.

Considerations for Effective Consultation Practices

Practical Considerations Process VariablesProcess Variables

Strategies must be modified and adapted to work with various Strategies must be modified and adapted to work with various types of families.types of families.

Methods take time to develop and see results.Methods take time to develop and see results. Facilitate effective communication:Facilitate effective communication:

ReflectionReflection ClarificationClarification Use of SilenceUse of Silence SummarizationSummarization ParaphrasingParaphrasing Listening and attendingListening and attending Effective questioning: Open ended questioningEffective questioning: Open ended questioning

Control conflict by reframing and rephrasing negative Control conflict by reframing and rephrasing negative statements. Remain positive.statements. Remain positive.

Cultural ConsiderationsCultural Considerations More research has to be dedicated to investigating the More research has to be dedicated to investigating the

effectiveness of parent consultation with diverse populations.effectiveness of parent consultation with diverse populations. Replication studies needed across diverse cultural and ethnic Replication studies needed across diverse cultural and ethnic

groups.groups.

Reflection

Thinking about your role as a consultant Thinking about your role as a consultant within a consultation relationship within a consultation relationship involves:involves: Not interjecting your own opinion or Not interjecting your own opinion or

personal agendapersonal agenda Demonstrating an open-minded attitudeDemonstrating an open-minded attitude Communicating appropriately,Communicating appropriately, Managing group dynamics, andManaging group dynamics, and Incorporating diversityIncorporating diversity

Clarification

Being clear about one’s actions.Being clear about one’s actions. Providing open opportunities to talk.Providing open opportunities to talk. The goal is to hear and understand the The goal is to hear and understand the

consultee, not to use questions in a rote consultee, not to use questions in a rote and mechanical fashion.and mechanical fashion.

Allows consultees to explore topics and Allows consultees to explore topics and come up with creative solutions to come up with creative solutions to problems. problems.

Use of Silence The definition of “silence” is relative to each The definition of “silence” is relative to each

conversation’s tempo and patterns of speech.conversation’s tempo and patterns of speech.

Alternatives to silence: interruptions, talkovers, Alternatives to silence: interruptions, talkovers, reduced verbal spacing, thoughtless reduced verbal spacing, thoughtless verbalizations to “fill silence”.verbalizations to “fill silence”.

Try to develop a habit of protecting verbal space; Try to develop a habit of protecting verbal space; avoid verbal crowding.avoid verbal crowding.

Use your own silence as an opportunity for Use your own silence as an opportunity for collecting your thoughts and directing the collecting your thoughts and directing the interview.interview.

Summarization

• A collection of two or more paraphrases A collection of two or more paraphrases or reflections based on critical dimensions or reflections based on critical dimensions of consultee’s statements.of consultee’s statements.

• Focuses interview by condensing and Focuses interview by condensing and clarifying what was said.clarifying what was said.

• Identifies common theme.Identifies common theme.• Moderates pace of interview and reviews Moderates pace of interview and reviews

progress.progress.• Serves as transitional statement.Serves as transitional statement.

Paraphrasing

• Restating in one’s own words the main Restating in one’s own words the main points of consultee’s statements.points of consultee’s statements.

• Conveys understanding.Conveys understanding.• Repeats essence of message (“You’re Repeats essence of message (“You’re

telling me that...”).telling me that...”).• Promotes consultee decision-making.Promotes consultee decision-making.• Encourages elaboration.Encourages elaboration.

Listening

• The ability of consultants to capture and The ability of consultants to capture and understand consultees’ messages.understand consultees’ messages.

• The goal is understanding!The goal is understanding!• Another purpose of listening is to establish Another purpose of listening is to establish

rapport.rapport.• Listening demonstrates concern and a Listening demonstrates concern and a

desire to understand the person and desire to understand the person and situation.situation.

• Allows you to demonstrate understanding, Allows you to demonstrate understanding, which is important in relationship building.which is important in relationship building.

Attending

The consultant is effectively within the The consultant is effectively within the interview, demonstrated by listening interview, demonstrated by listening carefully and remaining attentive to the carefully and remaining attentive to the consultee.consultee.

The consultant follows what the consultee The consultant follows what the consultee is saying and does not interrupt or jump is saying and does not interrupt or jump from subject to subject (i.e., pursues from subject to subject (i.e., pursues issues when they arise, and stays with issues when they arise, and stays with them for a sufficient and appropriate them for a sufficient and appropriate amount of time).amount of time).

Attending cont.

Strategies used to orient toward the Strategies used to orient toward the consultee; suggests “presence.”consultee; suggests “presence.”

SS: Sit squarely: Sit squarely

HH: Have an open posture: Have an open posture

AA: Acknowledge: Acknowledge

RR: Relax: Relax

EE: Engage using Eye communication: Engage using Eye communication

Effective Questioning: Open Ended Questioning

The consultant uses open questions:The consultant uses open questions: To elicit examples of specific behaviors To elicit examples of specific behaviors

resulting in a better understanding of resulting in a better understanding of what is being described by the what is being described by the consultee, and toconsultee, and to

Carefully and selectively encourage Carefully and selectively encourage consultee elaboration, thereby gaining consultee elaboration, thereby gaining additional pertinent information on additional pertinent information on specific points.specific points.

Effective Questioning: Open Ended Questioning

cont. Questions should be selected carefully to:Questions should be selected carefully to:

Encourage consultee expressivenessEncourage consultee expressiveness Allow a clear and comprehensive Allow a clear and comprehensive

picture of the situationpicture of the situation Increase the consultee’s active Increase the consultee’s active

participationparticipation Decrease resistance and defensiveness Decrease resistance and defensiveness

by trying to understand by trying to understand

Effective Questioning: Open Ended Questioning

cont. Open questions:Open questions: Help begin an interview. Help begin an interview. Encourage consultees to elaborate on a Encourage consultees to elaborate on a

specific point. specific point. Help elicit examples of specific Help elicit examples of specific

behavior. behavior. Allow consultant to better understand Allow consultant to better understand

what is being described by consultee.what is being described by consultee. Allow consultant to retain “control” of Allow consultant to retain “control” of

the interview, but convey the fact that the interview, but convey the fact that the relationship is also important.the relationship is also important.

See PC Handout 4See PC Handout 4

Challenges Lack of training in how to effectively consult with parents.Lack of training in how to effectively consult with parents. Structural barriers.Structural barriers. Narrow approach to roles for parents.Narrow approach to roles for parents. Limited time and resources for consultation.Limited time and resources for consultation. Scheduling difficulties.Scheduling difficulties. Misunderstanding between home and school systems.Misunderstanding between home and school systems. Dealing with and managing conflict.Dealing with and managing conflict. Separating the person from the issue.Separating the person from the issue. Focusing on mutual interests.Focusing on mutual interests. Financial costs.Financial costs. Exploring options prior to making decisions.Exploring options prior to making decisions. Basing decisions on objective information. Basing decisions on objective information.

See also Overview of Family-School Partnerships ModuleSee also Overview of Family-School Partnerships Module

Solutions Educate schools systems about parent Educate schools systems about parent

consultation. Explain that it is…consultation. Explain that it is… Evidence basedEvidence based Cost-effectiveCost-effective Relatively easyRelatively easy Time limitedTime limited

Build the bridge between home and school Build the bridge between home and school systems. systems.

School psychologist’s need to educate school School psychologist’s need to educate school systems about their role as psychological systems about their role as psychological consultants.consultants.

Solutions (continued) Allow consultants to have flex time in their schedules.Allow consultants to have flex time in their schedules. Establish a cooperative approach that promotes a Establish a cooperative approach that promotes a

“win/win” result.“win/win” result. Focus on positive educational outcomes for students.Focus on positive educational outcomes for students. Ensure that a reasonable amount of information is Ensure that a reasonable amount of information is

brought to the table.brought to the table. Minimizes potential for emotionally laden decisions on Minimizes potential for emotionally laden decisions on

both parts.both parts. Focus on shared goals (e.g., the child’s success).Focus on shared goals (e.g., the child’s success). Be involved in policy. Join local, state, and federal Be involved in policy. Join local, state, and federal

committees.committees. Manage conflict.Manage conflict. Make positive phone-calls to parents to share good Make positive phone-calls to parents to share good

news.news. Spend time on connecting families and educators.Spend time on connecting families and educators.

Future Directions Employ the use of between group designs to Employ the use of between group designs to

contribute to methodological rigor of literature.contribute to methodological rigor of literature. Employ single-participant research designs with Employ single-participant research designs with

stronger internal validity (i.e., multiple baselines, stronger internal validity (i.e., multiple baselines, control for within-subject variance).control for within-subject variance).

Report effect size in research publications. Report effect size in research publications. Increase the use of outcome measures with strong Increase the use of outcome measures with strong

reliability and validity data.reliability and validity data. Replication studies across consultants and Replication studies across consultants and

participants.participants. Extend research findings to parents and teachers of Extend research findings to parents and teachers of

middle and high school aged students. middle and high school aged students. Investigate effectiveness of parent consultation Investigate effectiveness of parent consultation

among diverse populations in terms of ethnicity and among diverse populations in terms of ethnicity and socioeconomic status.socioeconomic status.

Future Directions

Encourage scientist-practitioners to Encourage scientist-practitioners to conduct and publish evaluations of parent conduct and publish evaluations of parent consultation services as a school-based consultation services as a school-based intervention service.intervention service.

Continue to demonstrate the effectiveness Continue to demonstrate the effectiveness of parent consultation for a variety of of parent consultation for a variety of needs and concerns.needs and concerns.

Case Study: Jackie

4-year-old female4-year-old female Caucasian, African-AmericanCaucasian, African-American First year in Headstart classroomFirst year in Headstart classroom Past experiences in daycare settingPast experiences in daycare setting

Preconsultation

BackgroundBackground SchoolSchool::

Headstart classroom with a total of 18 Headstart classroom with a total of 18 childrenchildren

Class from 8am to 12:10pmClass from 8am to 12:10pm After school she goes to a daycare After school she goes to a daycare

settingsetting Home:Home:

Lives with single, working motherLives with single, working mother

CNII

Discuss StrengthsDiscuss Strengths School:School:

Intelligent- ready for kindergartenIntelligent- ready for kindergarten Liked by peersLiked by peers Creative and imaginativeCreative and imaginative

Home:Home: Great imaginationGreat imagination Smart-Verbalizes wellSmart-Verbalizes well Fun-lovingFun-loving

Both the mother and teacher noted the same Both the mother and teacher noted the same strengths and this led to bondingstrengths and this led to bonding

CNII cont.

Discuss NeedsDiscuss Needs SchoolSchool::

Noncompliance Noncompliance Running awayRunning away Dangerous behaviors (e.g. climbing on tables, Dangerous behaviors (e.g. climbing on tables,

out of sight)out of sight) Home:Home:

NoncomplianceNoncompliance Bedtime scheduleBedtime schedule

CNII cont.

Desires and PrioritiesDesires and Priorities School desiresSchool desires::

ComplianceCompliance Decrease disruptive behaviorDecrease disruptive behavior Teach child about safety Teach child about safety

Home desires:Home desires: To increase positive experiences with child (i.e.,improve To increase positive experiences with child (i.e.,improve

their relationship) their relationship) To go out in public without problemsTo go out in public without problems Compliance and less temper tantrumsCompliance and less temper tantrums

Priority=Priority= the shared desire, Compliance the shared desire, Compliance

CNII cont.

Define GoalsDefine Goals School and Home:School and Home:

Shared goalsShared goals Increase compliance at home and school to Increase compliance at home and school to

improve the safety and relationshipsimprove the safety and relationships Improve home-school communicationImprove home-school communication Increase positive interactions between child Increase positive interactions between child

and teacher and motherand teacher and mother

CNII cont.

What Has Been Tried?What Has Been Tried? SchoolSchool::

They tried talking with her about the problem They tried talking with her about the problem by problem solving and giving her choices by problem solving and giving her choices

Relaxation strategiesRelaxation strategies Chair away from the groupChair away from the group

Home:Home: Time-out or take away privilegesTime-out or take away privileges Try to ignore behavior or repeat the request Try to ignore behavior or repeat the request

CNAI Collaborative Plan School:

The intervention: (a) beat the buzzer, (b) praise The intervention: (a) beat the buzzer, (b) praise and a reinforcement program (star program), (c) and a reinforcement program (star program), (c) consistent consequence, (d) group positive consistent consequence, (d) group positive behavior game (tootling program) behavior game (tootling program)

Teacher wanted to expand off already existent Teacher wanted to expand off already existent strategies that were used in the classstrategies that were used in the class

Home: The intervention: (a) praise and reward system The intervention: (a) praise and reward system

for behavior at school, (b) active ignoring, (c) for behavior at school, (b) active ignoring, (c) child’s game, and (d) self-coping card for the child’s game, and (d) self-coping card for the mothermother

CPEI

Observe and ReflectObserve and Reflect SchoolSchool: :

Less improvement so everyone discussed possible Less improvement so everyone discussed possible modificationsmodifications

Eventually after the last intervention improvement Eventually after the last intervention improvement with compliance and tantrums occurredwith compliance and tantrums occurred

Home:Home: Increased compliance at homeIncreased compliance at home More positive interactions between the mother and More positive interactions between the mother and

child child School and Home:School and Home:

Less tantrums at both home and schoolLess tantrums at both home and school School and Home environments are more aware of School and Home environments are more aware of

what is occurring in the other settingwhat is occurring in the other setting

CPEI cont.

Follow-upFollow-up Another meeting to see if modifications Another meeting to see if modifications

helpedhelped Planned for kindergartenPlanned for kindergarten Continue communication between home Continue communication between home

and schooland school Home-visitHome-visit Continue use of strategies at home and Continue use of strategies at home and

schoolschool Exchange resources Exchange resources

Views About Process

Teacher:Teacher: She liked the problem solving processShe liked the problem solving process She liked working with the parents and hearing She liked working with the parents and hearing

their points of view and ideas for improving schooltheir points of view and ideas for improving school All the children improved from the group programAll the children improved from the group program She said she could use this process on her own She said she could use this process on her own

with parents in the futurewith parents in the future Mother:Mother:

She said she felt like she learned many strategies She said she felt like she learned many strategies for helping her child at home and schoolfor helping her child at home and school

She felt like her relationship with her child was She felt like her relationship with her child was positivepositive

She said the process helped her feel comfortable She said the process helped her feel comfortable talking to the teacher talking to the teacher

See Case Study Handouts 1 & 2See Case Study Handouts 1 & 2

Discussion QuestionsDiscussion Questions

See PC Handout 5 for questions for See PC Handout 5 for questions for consideration or discussionconsideration or discussion

ReferencesChristenson, S. L. & Cleary, M. (1990). Consultation and the parent-educator partnership: A Christenson, S. L. & Cleary, M. (1990). Consultation and the parent-educator partnership: A

perspective. perspective. Journal of Educational and Psychological Consultation, 1, Journal of Educational and Psychological Consultation, 1, 219-241.219-241.

Freer, P. & Watson, T. S. (1999). A comparison of parent and teacher acceptability ratings of Freer, P. & Watson, T. S. (1999). A comparison of parent and teacher acceptability ratings of behavioral and conjoint behavioral consultation. behavioral and conjoint behavioral consultation. School Psychology Review, 28School Psychology Review, 28, 672-684., 672-684.

Kratochwill, T.R., VanSomeren, K.R., & Sheridan, S.M. (1989). Training behavioral consultants: Kratochwill, T.R., VanSomeren, K.R., & Sheridan, S.M. (1989). Training behavioral consultants: A competency-based model to teach interview skills. A competency-based model to teach interview skills. Professional School Psychology, 4Professional School Psychology, 4, 41-, 41-58. 58.

Ooms, T., & Hara, S. (1991). The family-school partnership: A critical component of school Ooms, T., & Hara, S. (1991). The family-school partnership: A critical component of school reform. reform. The Family Impact SeminarThe Family Impact Seminar. Washington, DC: American Association of Marriage and . Washington, DC: American Association of Marriage and Family Therapy.Family Therapy.

Sheridan, S. M., Eagle, J. W., Cowan, R. J. & Mickelson, W. (2001). The effects of conjoint Sheridan, S. M., Eagle, J. W., Cowan, R. J. & Mickelson, W. (2001). The effects of conjoint behavioral consultation: results of a 4-year investigation. behavioral consultation: results of a 4-year investigation. Journal Journal of School Psychology, of School Psychology, 3939, 361-385., 361-385.

Sheridan, S. M. & Kratochwill, T. R. (1992). Behavioral parent teacher consultation: Conceptual Sheridan, S. M. & Kratochwill, T. R. (1992). Behavioral parent teacher consultation: Conceptual and research considerations. and research considerations. Journal of School Psychology, 30Journal of School Psychology, 30, 117-139., 117-139.

Sheridan, S. M., Kratochwill, T. R. & Bergen, J. R. (1996). Sheridan, S. M., Kratochwill, T. R. & Bergen, J. R. (1996). Conjoint behavioral consultation: A Conjoint behavioral consultation: A procedural manualprocedural manual. New York: Plenum Press. . New York: Plenum Press.