The Role of Target Behaviors in Enhancing the Efficacy of Conjoint Behavioral Consultation

References

• Abikoff, H., & Gittelman, R. (1985). Classroom observation code: A modification of the Stony Brook code. Psychopharmacology Bulletin, 21, 901–909.
   Google Scholar
• Achenbach, T. M., McConaughy, S. H., & Howell, C. T. (1987). Child/adolescent behavioral and emotional problems: Implications of cross-informant correlations for situational specificity. Psychological Bulletin, 101(2), 213–232. https://doi.org/10.1037/0033-2909.101.2.213
   PubMed Web of Science ®Google Scholar
• Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Sage.
   Google Scholar
• Auster, E. R., Feeney-Kettler, K. A., & Kratochwill, T. R. (2006). Conjoint behavioral consultation: Application to school-based treatment of anxiety disorders. Education and Treatment of Children, 29, 243–256. https://www.jstor.org/stable/42899884
   Google Scholar
• Beidas, R. S., Mychailyszyn, M. P., Edmunds, J. M., Khanna, M. S., Downey, M. M., & Kendall, P. C. (2012). Training school mental health providers to deliver cognitive-behavioral therapy. School Mental Health, 4(4), 197–206. https://doi.org/10.1007/s12310-012-9074-0
   PubMed Web of Science ®Google Scholar
• Bergan, J. R., & Tombari, M. L. (1976). Consultant skill and efficiency and the implementation and outcomes of consultation. Journal of School Psychology, 14(1), 3–14. https://doi.org/10.1016/0022-4405(76)90057-1
   Web of Science ®Google Scholar
• Bongers, I. L., Koot, H. M., Van der Ende, J., & Verhulst, F. C. (2003). The normative development of child and adolescent problem behavior. Journal of Abnormal Psychology, 112(2), 179–192. https://doi.org/10.1037/0021-843X.112.2.179
   PubMed Web of Science ®Google Scholar
• Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 53(1), 371–399. https://doi.org/10.1146/annurev.psych.53.100901.135233
   PubMed Web of Science ®Google Scholar
• Bradshaw, C. P., Buckley, J. A., & Ialongo, N. S. (2008). School-based service utilization among urban children with early onset educational and mental health problems: The squeaky wheel phenomenon. School Psychology Quarterly, 23(2), 169–186. https://doi.org/10.1037/1045-3830.23.2.169
   Web of Science ®Google Scholar
• Bradshaw, C. P., Schaeffer, C. M., Petras, H., & Ialongo, N. (2010). Predicting negative life outcomes from early aggressive–disruptive behavior trajectories: Gender differences in maladaptation across life domains. Journal of Youth and Adolescence, 39(8), 953–966. https://doi.org/10.1007/s10964-009-9442-8
   PubMed Web of Science ®Google Scholar
• Bradshaw, C. P., Waasdorp, T. E., & Leaf, P. J. (2012). Effects of school-wide positive behavioral interventions and supports on child behavior problems. PEDIATRICS, 130(5), e1136–1145. https://doi.org/10.1542/peds.2012-0243
   PubMed Web of Science ®Google Scholar
• Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. In W. Damon & R. Lerner (Eds.), Handbook of child psychology (Vol. 2, pp. 993–1028). John Wily & Sons.
   Google Scholar
• Burns, B. J., Phillips, S. D., Wagner, H. R., Barth, R. P., Kolko, D. J., Campbell, Y., & Landsverk, J. (2004). Mental health need and access to mental health services by youths involved with child welfare: A national survey. Journal of the American Academy of Child & Adolescent Psychiatry, 43(8), 960–971. https://doi.org/10.1097/01.chi.0000127590.95585.65
   PubMed Web of Science ®Google Scholar
• Center for Disease Control and Prevention (CDC). (2020, June 15). Data and statistics on children’s mental health. Retrieved from https://www.cdc.gov/childrensmentalhealth/data.html#ref
   Google Scholar
• Chafouleas, S. M., Jaffery, R., Riley-Tillman, T. C., Christ, T. J., Sen, R. (2013). The impact of target, wording, and duration on rating accuracy for direct behavior rating. Assessment for Effective Intervention, 39, 39–53. https://doi.org/10.1177/1534508489335
   Google Scholar
• Christenson, S. L., & Sheridan, S. M. (Eds.). (2001). Schools and families: Creating essential connections for learning. Guilford Press.
   Google Scholar
• Crone, D. A., Horner, R. H., & Hawken, L. S. (2004). Responding to problem behavior in schools: The Behavior Education Program. Guilford Press.
   Google Scholar
• Darney, D., Reinke, W. M., Herman, K. C., Stormont, M., & Ialongo, N. S. (2013). Children with co-occurring academic and behavior problems in first grade: Distal outcomes in twelfth grade. Journal of School Psychology, 51(1), 117–128. https://doi.org/10.1016/j.jsp.2012.09.005
   PubMed Web of Science ®Google Scholar
• Enders, C. K. (2010). Applied missing data analysis. Guilford.
   Google Scholar
• Fenton, A., & McFarland-Piazza, L. (2014). Supporting early childhood preservice teachers in their work with children and families with complex needs: A strengths approach. Journal of Early Childhood Teacher Education, 35(1), 22–38. https://doi.org/10.1080/10901027.2013.874384
   Google Scholar
• Fisher, P. H., Masia-Warner, C., & Klein, R. G. (2004). Skills for social and academic success: A school-based intervention for social anxiety disorder in adolescents. Clinical Child and Family Psychology Review, 7(4), 241–249. https://doi.org/10.1007/s10567-004-6088-7
   PubMed Web of Science ®Google Scholar
• Gadow, K., Sprafkin, J., & Nolan, E. (1996). ADHD school observation code. Checkmate Plus, Ltd.
   Google Scholar
• Ginsburg, G. S., & Schlossberg, M. C. (2002). Family-based treatment of childhood anxiety disorders. International Review of Psychiatry, 14(2), 143–154. https://doi.org/10.1080/09540260220132662
   Web of Science ®Google Scholar
• Ginsburg, G. S., Siqueland, L., Masia-Warner, C., & Hedtke, K. A. (2004). Anxiety disorders in children: Family matters. Cognitive and Behavioral Practice, 11(1), 28–43. https://doi.org/10.1016/S1077-7229(04)80005-1
   Web of Science ®Google Scholar
• Gresham, F. M., & Elliott, S. N. (2008). Social skills improvement system (SSIS) rating scales. Pearson Assessments.
   Google Scholar
• Harry, B., & Klingner, J. (2007). Discarding the deficit model. Educational Leadership, 64(5), 16–21.
   Web of Science ®Google Scholar
• Horner, R. H., & Sugai, G. (2015). School-wide PBIS: An example of applied behavior analysis implemented at a scale of social importance. Behavior Analysis in Practice, 8(1), 80–85. https://doi.org/10.1007/s40617-015-0045-4
   PubMed Web of Science ®Google Scholar
• Kazdin, A. E. (1985). Selection of target behaviors: The relationship of treatment focus to clinical dysfunction. Behavioral Assessment, 7, 33–47.
   Google Scholar
• Lane, K. L., Wehby, J. H., Robertson, E. J., & Rogers, L. A. (2007). How do different types of high school students respond to schoolwide positive behavior support programs? Characteristics and responsiveness of teacher-identified students. Journal of Emotional and Behavioral Disorders, 15(1), 3–20. https://doi.org/10.1177/10634266070150010201
   Web of Science ®Google Scholar
• Li Grining, C., Raver, C. C., Champion, K., Sardin, L., Metzger, M., & Jones, S. M. (2010). Understanding and improving classroom emotional climate and behavior management in the “real world”: The role of Head Start teachers’ psychosocial stressors. Early Education & Development, 21(1), 65–94. https://doi.org/10.1080/10409280902783509
   Web of Science ®Google Scholar
• Masia-Warner, C., Klein, R. G., Dent, H. C., Fisher, P. H., Alvir, J., Albano, A. M., & Guardino, M. (2005). School-based intervention for adolescents with social anxiety disorder: Results of a controlled study. Journal of Abnormal Child Psychology, 33(6), 707–722. https://doi.org/10.1007/s10802-005-7649-z
   PubMed Web of Science ®Google Scholar
• McClelland, M. M., Acock, A. C., & Morrison, F. J. (2006). The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school. Early Childhood Research Quarterly, 21(4), 471–490. https://doi.org/10.1016/j.ecresq.2006.09.003
   Web of Science ®Google Scholar
• Muthén, L. K., & Muthén, B. O. (1998–2017). Mplus user’s guide (8th ed.). Muthén & Muthén.
   Google Scholar
• Nock, M. K., & Kurtz, S. M. (2005). Direct behavioral observation in school settings: Bringing science to practice. Cognitive and Behavioral Practice, 12(3), 359–370. https://doi.org/10.1016/S1077-7229(05)80058-6
   Web of Science ®Google Scholar
• Reynolds, C. R., & Kamphaus, R. W. (2004). Behavior Assessment for Children Second Edition. Pearson Assessments.
   Google Scholar
• Rhode, G., Jenson, W. R., & Reavis, H. K. (2010). The tough kid book (2nd ed.). Pacific Northwest Publishing.
   Google Scholar
• Riley-Tillman, T. C., Chafouleas, S. M., Christ, T., Briesch, A. M., & LeBel, T. J. (2009). The impact of item wording and behavioral specificity on the accuracy of direct behavior ratings (DBRs). School Psychology Quarterly, 24(1), 1–12. https://doi.org/10.1037/a0015248
   Web of Science ®Google Scholar
• Saudargas, R. A. (1997). State-event classroom observation system (SECOS). Observation manual. Knoxville: University of Tennessee.
   Google Scholar
• Sheridan, S. M. (2014). The tough kid: Teachers & parents as partners. Pacific Northwest.
   Google Scholar
• Sheridan, S. M., Bovaird, J. A., Glover, T. A., Garbacz, S. A., Witte, A., & Kwon, K. (2012). A randomized trial examining the effects of conjoint behavioral consultation and the mediating role of the parent-teacher relationship. School Psychology Review, 41(1), 23–46. https://doi.org/10.1080/02796015.2012.12087374
   Web of Science ®Google Scholar
• Sheridan, S. M., & Kratochwill, T. J. (2008). Conjoint behavioral consultation: Promoting family–school connections and interventions (2nd ed.). Springer.
   Google Scholar
• Sheridan, S. M., Ryoo, J. H., Garbacz, S. A., Kunz, G. M., & Chumney, F. L. (2013). The efficacy of conjoint behavioral consultation on parents and children in the home setting: Results of a randomized controlled trial. Journal of School Psychology, 51(6), 717–733. https://doi.org/10.1016/j.jsp.2013.09.003
   PubMed Web of Science ®Google Scholar
• Sheridan, S. M., & Wheeler, L. A. (2017). Building strong family–school partnerships: Transitioning from basic findings to possible practices. Family Relations, 66(4), 670–683. https://doi.org/10.1111/fare.12271
   Web of Science ®Google Scholar
• Sheridan, S. M., Witte, A. L., Holmes, S. R., Coutts, M. J., Dent, A. L., Kunz, G. M., & Wu, C. (2017a). A randomized trial examining the effects of conjoint behavioral consultation in rural schools: Student outcomes and the mediating role of the teacher–parent relationship. Journal of School Psychology, 61, 33–53. https://doi.org/10.1016/j.jsp.2016.12.002
   PubMed Web of Science ®Google Scholar
• Sheridan, S. M., Witte, A. L., Holmes, S. R., Wu, C., Bhatia, S. A., & Angell, S. R. (2017b). The efficacy of conjoint behavioral consultation in the home setting: Outcomes and mechanisms in rural communities. Journal of School Psychology, 62, 81–101. https://doi.org/10.1016/j.jsp.2017.03.005
   PubMed Web of Science ®Google Scholar
• Sugai, G., Horner, R. H., Dunlap, G., Hieneman, M., Lewis, T. J., Nelson, C. M., Scott, T., Liaupsin, C., Sailor, W., Turnbull, A. P., Turnbull, H. R., Wickham, D., Wilcox, B., & Ruef, M. (2000). Applying positive behavior support and functional behavioral assessment in schools. Journal of Positive Behavior Interventions, 2(3), 131–143. https://doi.org/10.1177/109830070000200302
   Google Scholar
• Sutherland, K. S., Conroy, M., Abrams, L., & Vo, A. (2010). Improving interactions between teachers and young children with problem behavior: A strengths-based approach. Exceptionality, 18(2), 70–81. https://doi.org/10.1080/09362831003673101
   Web of Science ®Google Scholar
• Tapp, J., Wehby, J., & Ellis, D. (1995). A multiple option observation system for experimental studies: MOOSES. Behavior Research Methods, Instruments, and Computers, 27(1), 25–31. https://doi.org/10.3758/BF03203616
   Google Scholar
• Umbreit, J., Ferro, J., Liaupsin, C. J., & Lane, K. L. (2007). Functional behavior assessment and function-based intervention: An effective practical approach. Prentice Hall.
   Google Scholar
• Welchons, L. W., & McIntyre, L. L. (2017). The transition to kindergarten: Predicting socio-behavioral outcomes for children with and without disabilities. Early Childhood Education Journal, 45(1), 83–93. https://doi.org/10.1007/s1064301507577
   Web of Science ®Google Scholar
• Witte, A. L., & Sheridan, S. M. (2010). Helping kids succeed: Behavioral strategies for teachers. Unpublished manuscript, Nebraska Center for Research on Children, Youth, Families and Schools. University of Nebraska-Lincoln, Lincoln, NE.
   Google Scholar