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Pediatric School Psychology Service Delivery: Benefits And Barriers , Emily D. Warnes, Kathryn E. Woods, Carrie A. Blevins, Katie Magee, Michelle S. Swanger-Gagne, Heather E. Magee, Susan M. Sheridan
Pediatric School Psychology Service Delivery: Benefits And Barriers , Emily D. Warnes, Kathryn E. Woods, Carrie A. Blevins, Katie Magee, Michelle S. Swanger-Gagne, Heather E. Magee, Susan M. Sheridan
Nebraska Center for Research on Children, Youth, Families and Schools: Posters, Addresses, and Presentations
Children with Multifaceted Needs Pediatric School Psychology Roles of Pediatric School Psychologists Training in Pediatric School Psychology Pediatric School Psychology Training at the University Nebraska-Lincoln (UNL) Previous Research Related to UNL’s Model of Pediatric School Psychology Purpose and Research Questions Measures Procedures Return Rate
Handouts For “Pediatric School Psychology Service Delivery: Benefits And Barriers”, Emily D. Warnes, K.E. Woods, C.A. Blevins, K.L. Magee, M.S. Swanger-Gagne, H.E. Magee, Susan M. Sheridan
Handouts For “Pediatric School Psychology Service Delivery: Benefits And Barriers”, Emily D. Warnes, K.E. Woods, C.A. Blevins, K.L. Magee, M.S. Swanger-Gagne, H.E. Magee, Susan M. Sheridan
Nebraska Center for Research on Children, Youth, Families and Schools: Posters, Addresses, and Presentations
Handouts for “Pediatric school psychology service delivery: Benefits and barriers”
Group-Based Conjoint Behavioral Consultation: Responsive Support For Students’ Needs, Michelle S. Swanger-Gagne, Stanley A. Garbacz, Amanda L. Witte, Gina Kunz, Kathleen A. Gill-Hraban, Susan M. Sheridan
Group-Based Conjoint Behavioral Consultation: Responsive Support For Students’ Needs, Michelle S. Swanger-Gagne, Stanley A. Garbacz, Amanda L. Witte, Gina Kunz, Kathleen A. Gill-Hraban, Susan M. Sheridan
Nebraska Center for Research on Children, Youth, Families and Schools: Posters, Addresses, and Presentations
To present skills and methods for making consultation -Efficient and responsive to time constraints -Streamlined-manualized -Effective To present skills that will help consultants meet -Relationship building goals -Content goals of each consultation phase
Handouts For “Group-Based Conjoint Behavioral Consultation: Responsive Support For Students' Needs”, M.S. Swanger-Gagne, Stanley A. Garbacz, Amanda L. Witte, Gina Kunz, K.A. Gill-Hraban, Susan M. Sheridan
Handouts For “Group-Based Conjoint Behavioral Consultation: Responsive Support For Students' Needs”, M.S. Swanger-Gagne, Stanley A. Garbacz, Amanda L. Witte, Gina Kunz, K.A. Gill-Hraban, Susan M. Sheridan
Nebraska Center for Research on Children, Youth, Families and Schools: Posters, Addresses, and Presentations
Handouts for “Group-based conjoint behavioral consultation: Responsive support for students' needs”
Cbc Through A New Lens: Exploring Individual Outcomes In Groups, Susan M. Sheridan, Todd A. Glover, Kathryn A. Black, Stanley A. Garbacz, Amanda L. Witte, Michelle S. Swanger, Lynae A. Johnsen, Christina A. Meints
Cbc Through A New Lens: Exploring Individual Outcomes In Groups, Susan M. Sheridan, Todd A. Glover, Kathryn A. Black, Stanley A. Garbacz, Amanda L. Witte, Michelle S. Swanger, Lynae A. Johnsen, Christina A. Meints
Nebraska Center for Research on Children, Youth, Families and Schools: Posters, Addresses, and Presentations
- Untreated behavior problems in elementary school students can result in a trajectory of negative life outcomes, which include more failed courses, lower grade point averages, increased absenteeism, and higher retention rates compared to other students (Wagner et al., 1993). - Family-school partnerships and parental involvement in interventions and educational programs positively correlate with favorable outcomes for students, families, and teachers (e.g., Grolnick & Slowiaczek, 1994). - Conjoint Behavioral Consultation (CBC; Sheridan, Kratochwill, & Bergan, 1996; Sheridan & Kratochwill, in press) maintains promise as an evidence-based model for increasing ongoing, collaborative family-school interactions (Guli, 2005). - Conducted with parents and …
The Roles Of School Psychologists Working Within A Pediatric Setting., Emily D. Warnes, S.C. Olson, Susan M. Sheridan, A.M. Taylor, K.E. Woods, J.D. Burt, C.A. Blevins, C.L. Magee, M.S. Swanger, C.R. Ellis
The Roles Of School Psychologists Working Within A Pediatric Setting., Emily D. Warnes, S.C. Olson, Susan M. Sheridan, A.M. Taylor, K.E. Woods, J.D. Burt, C.A. Blevins, C.L. Magee, M.S. Swanger, C.R. Ellis
Nebraska Center for Research on Children, Youth, Families and Schools: Posters, Addresses, and Presentations
• With an increasing number of children presenting with health conditions, pediatric care has expanded from solely a medical definition to a more comprehensive service delivery approach that includes psychology and education (Perrin, 1999). • An interdisciplinary, inter-systemic approach is necessary to meet the needs of children across systems (Power, Shapiro, & DuPaul, 2003). • School psychologists are uniquely qualified to facilitate collaboration between settings and systems due to their expertise in consultation and intervention. • Roles in pediatric school psychology include: advocating for children’s educational and social needs; consulting with care providers, families, and educators; and facilitating collaboration among …
Handouts For “The Roles Of School Psychologists Working Within A Pediatric Setting”, Emily D. Warnes, S.C. Olson, Susan M. Sheridan, A.M. Taylor, K.E. Woods, J.D. Burt, C.A. Blevins, K.L. Magee, M.S. Swanger, C.R. Ellis
Handouts For “The Roles Of School Psychologists Working Within A Pediatric Setting”, Emily D. Warnes, S.C. Olson, Susan M. Sheridan, A.M. Taylor, K.E. Woods, J.D. Burt, C.A. Blevins, K.L. Magee, M.S. Swanger, C.R. Ellis
Nebraska Center for Research on Children, Youth, Families and Schools: Posters, Addresses, and Presentations
RESEARCH QUESTIONS 1. What clinical services are pediatric school psychologists providing and for whom are they providing them? 2. What types of referral concerns are pediatric school psychologists addressing and which of those are associated with CBC service delivery? 3. Under what conditions are CBC services desirable and appropriate in medical settings and when are such services not warranted?
Roles And Functions: School Psychology Within A Pediatric Setting, Stephanie C. Olson, Ashley M. Rohlk, Susan M. Sheridan, Cynthia R. Ellis
Roles And Functions: School Psychology Within A Pediatric Setting, Stephanie C. Olson, Ashley M. Rohlk, Susan M. Sheridan, Cynthia R. Ellis
Nebraska Center for Research on Children, Youth, Families and Schools: Posters, Addresses, and Presentations
Pediatric School Psychology -&#;With an increasing number of children with chronic health conditions, the concept of pediatric care has expanded from a primarily medical emphasis to one that is more comprehensive and includes the disciplines of psychology and education (Perrin, 1999). -&#;Children with developmental disabilities experience symptoms that affect their physical, academic, behavioral, developmental, and social functioning; therefore, collaboration among interdisciplinary professionals is essential. -&#;Pediatric school psychology represents an “emergence of a subspecialty” within school psychology and includes the competencies of both school psychology and health psychology (Power, DuPaul, Shapiro, & Parrish, 1995). -&#;Pediatric school psychologists serve as a liaison …
Culturally Sensitive Services Using Cbc: A Case Illustration, Diane C. Marti, Katherine Bevins, Susan M. Sheridan
Culturally Sensitive Services Using Cbc: A Case Illustration, Diane C. Marti, Katherine Bevins, Susan M. Sheridan
Nebraska Center for Research on Children, Youth, Families and Schools: Posters, Addresses, and Presentations
•The United States is becoming an increasingly diverse nation. In 2000, 38% of the US population under the age of 18 was non-Anglo whites and nonwhites. •In addition, since the 1990-91 school year, the LEP population has grown approximately 105%, while the general school population has grown only 12%.•Many ethnic minority students in English Language Learner (ELL) programs have difficulties achieving in the general education curriculum, and are considered at risk for academic failure (Barona & Garcia, 1990). •Strong, positive relationships between the home and school systems have been shown to improve a child’s educational experience (Christenson & Sheridan, …
Training In Pediatric School Psychology: A Model For Interdisciplinary Collaboration, J.D. Burt, B. L. Clarke, Susan M. Sheridan, A.M. Rolke, K.E. Woods, M.S. Swanger, S.C. Olson
Training In Pediatric School Psychology: A Model For Interdisciplinary Collaboration, J.D. Burt, B. L. Clarke, Susan M. Sheridan, A.M. Rolke, K.E. Woods, M.S. Swanger, S.C. Olson
Nebraska Center for Research on Children, Youth, Families and Schools: Posters, Addresses, and Presentations
- Approximately 20% of children and adolescents are affected by a mental disorder (National Institute of Mental Health, 2005), 22% suffer from obesity, and an additional 10% suffer from asthma (Creer & Bender, 1995; Troiano, Flegal, Kuczmarski, Campbell, & Johnson, 1995). - Educational reform emphasizes that schools must begin to address how mental and physical health issues are potential barriers to learning (Adelman & Taylor, 1998). - An interdisciplinary approach is necessary to meet the multiple needs of children across systems (Power, Shapiro, & DuPaul, 2003). - The National Institute of Mental Health (NIMH), American Psychological Association (APA), and the …
Pediatric School Psychology: Opportunities And Perspectives On Training And Practice, Susan M. Sheridan, Thomas J. Power, Edward S. Shapiro, George Dupaul, Kathy Bradley-Klug, Cindy Ellis
Pediatric School Psychology: Opportunities And Perspectives On Training And Practice, Susan M. Sheridan, Thomas J. Power, Edward S. Shapiro, George Dupaul, Kathy Bradley-Klug, Cindy Ellis
Nebraska Center for Research on Children, Youth, Families and Schools: Posters, Addresses, and Presentations
Expanded Model: Address Continuum of Need Targeted Intervention Process of School Reintegration Indicated Level of Prevention Universal Level of Prevention Implications for School Psychologists Interdisciplinary, Intersystemic Collaboration in Pediatric School Psychology CBC in a Pediatric Context School Psychology Leadership Specialization in Family-Centered Interdisciplinary Collaboration
Conjoint Behavioral Consultation: The Effectiveness Of A Partnership Orientation, Stanley A. Garbacz, Ashley M. Rohlk, Michelle S. Swanger, Kathryn E. Woods, Kathryn A. Black
Conjoint Behavioral Consultation: The Effectiveness Of A Partnership Orientation, Stanley A. Garbacz, Ashley M. Rohlk, Michelle S. Swanger, Kathryn E. Woods, Kathryn A. Black
Nebraska Center for Research on Children, Youth, Families and Schools: Posters, Addresses, and Presentations
Families and Schools Family-Centered Perspective Partnership-Oriented Perspective Conjoint Behavioral Consultation Methods Variables Measures Procedures Analyses Results Discussion Implications for Practice Limitations and Future Directions
Generalization Of Parent And Teacher Experiences In Cbc: Where Are They Now?, Ashley M. Rohlk, Kathryn E. Woods, Susan M. Sheridan, Michelle S. Swanger, Brandy L. Clark
Generalization Of Parent And Teacher Experiences In Cbc: Where Are They Now?, Ashley M. Rohlk, Kathryn E. Woods, Susan M. Sheridan, Michelle S. Swanger, Brandy L. Clark
Nebraska Center for Research on Children, Youth, Families and Schools: Posters, Addresses, and Presentations
• Conjoint behavioral consultation (CBC) is a structured, indirect model wherein a consultant works with a parent and teacher together to promote collaborative, problem-solving partnerships across home and school settings (Sheridan, Kratochwill, & Bergan, 1996). • Goals of CBC are to address child concerns shared by parents and teachers, enhance problem-solving skills of parents and teachers, and promote future home-school partnerships. • CBC has been shown to be effective in addressing a range of behavioral, social, and academic concerns (Kratochwill, Elliott, & Busse, 1998; Sheridan, Eagle, Cowan, & Mickelson, 2001) across home and school settings, and parents and teachers report …
Relationships Between Consultation Training And Practice: Serving Families And Schools, Jennifer D. Burt, Stanley A. Garbacz, Susan M. Sheridan, Kathryn A. Black, Stephanie C. Olson
Relationships Between Consultation Training And Practice: Serving Families And Schools, Jennifer D. Burt, Stanley A. Garbacz, Susan M. Sheridan, Kathryn A. Black, Stephanie C. Olson
Nebraska Center for Research on Children, Youth, Families and Schools: Posters, Addresses, and Presentations
• Children and families face more challenges than at any time in recent history. For example, there are increasing numbers of children who live in poverty, and/or single-parent homes. • Schools are being called to engage in deeper partnerships with parents and communities to address these complex needs (Ysseldyke et al., 1997). • Consequently, home-school partnership models have become a top priority in the field of school psychology (Christenson, 2004; Ysseldyke et al., 1997). • Additionally, indirect services are emphasized more than ever before, with data-based consultation models being recognized as an essential skill in the school psychologist’s repertoire (Sheridan …
Annual Report Of The Nebraska Center For Research On Children, Youth, Families And Schools
Annual Report Of The Nebraska Center For Research On Children, Youth, Families And Schools
Nebraska Center for Research on Children, Youth, Families and Schools: Posters, Addresses, and Presentations
HISTORY OF CYFS CENTER SPOTLIGHT RESEARCH METHODOLOGY SERIES INNOVATIVE EDUCATION AND TECHNOLOGY NATIONAL SPOTLIGHT SIGNATURE SPEAKER COLLABORATING RESEARCH FACULTY INTERNATIONAL SPOTLIGHT ZAMBIA WEEK AT UNL SPOTLIGHT ON FUNDED GRANTS EARLY CHILDHOOD FOCUS: GETTING READY PROJECT MOUNTAIN PRAIRIE UPGRADE PARTNERSHIP – EARLY CHILDHOOD SCHOOL-AGE CHILDREN FOCUS: CBC IN THE EARLY GRADES PARENTS AS TUTORS PRE-SERVICE TEACHER FOCUS: GEOSCIENCE EDUCATION CAPACITY BUILDING AND GROWTH INVESTING IN RESEARCH SUPPORT INVESTING IN CAMPUS RESEARCHERS EXTERNAL FUNDING EXTERNAL GRANT AWARDS FACULTY AFFILIATES OF THE CENTER STUDENT AFFILIATES OF THE CENTER
Multisystemic Conjoint Behavioral Consultation: Training Leaders In Interdisciplinary Collaboration., B. L. Clarke, J.D. Burt, Susan M. Sheridan
Multisystemic Conjoint Behavioral Consultation: Training Leaders In Interdisciplinary Collaboration., B. L. Clarke, J.D. Burt, Susan M. Sheridan
Nebraska Center for Research on Children, Youth, Families and Schools: Posters, Addresses, and Presentations
- Approximately 20% of children and adolescents are affected by a mental disorder (National Institute of Mental Health, 2005), 22% suffer from obesity, and an additional 10% suffer from asthma (Creer & Bender, 1995; Troiano, Flegal, Kuczmarski, Campbell, & Johnson, 1995). - Educational reform emphasizes that schools must begin to address how such mental and physical health issues are potential barriers to learning (Adelman & Taylor, 1998). - An interdisciplinary approach is necessary to meet the multiple needs of children across systems (Power, Shapiro, & DuPaul, 2003). - The National Institute of Mental Health (NIMH), American Psychological Association (APA), and …
Is Conjoint Behavioral Consultation Partnership-Centered: An Exploratory Analysis., Susan M. Sheridan, B. L. Clarke, J.D. Burt, M.S. Swanger, S. Olson, Stanley A. Garbacz, D.C. Marti, A. Rohlk, K. Black, K. Woods, K. Magee
Is Conjoint Behavioral Consultation Partnership-Centered: An Exploratory Analysis., Susan M. Sheridan, B. L. Clarke, J.D. Burt, M.S. Swanger, S. Olson, Stanley A. Garbacz, D.C. Marti, A. Rohlk, K. Black, K. Woods, K. Magee
Nebraska Center for Research on Children, Youth, Families and Schools: Posters, Addresses, and Presentations
Family-Centered, Strengths-Based Perspective Conjoint Behavioral Consultation CBC as a Partnership-Centered Model Methods Theme Identification Scale Development Reliability Training Analysis Results Plan Development Partnership-Centered Rating and Practices Partnership-Centered Practices: Missed Opportunities Limitations and Future Directions
Family-School Partnerships: Creating Essential Connections For Student Success, Susan M. Sheridan
Family-School Partnerships: Creating Essential Connections For Student Success, Susan M. Sheridan
Nebraska Center for Research on Children, Youth, Families and Schools: Posters, Addresses, and Presentations
Why Family-School Partnerships?? “... parents take their child home after professionals complete their services and parents continue providing the care for the larger portion of the child’s waking hours... No matter how skilled professionals are, or how loving parents are, each cannot achieve alone what the two parties, working hand-in-hand, can accomplish together” (Peterson & Cooper, 1989; pp. 229, 208).
Families And Schools In Partnership: Creating Connections For Student Success, Susan M. Sheridan
Families And Schools In Partnership: Creating Connections For Student Success, Susan M. Sheridan
Nebraska Center for Research on Children, Youth, Families and Schools: Posters, Addresses, and Presentations
Why Family-School Partnerships? What Do We Mean by “Partnership?” Families and Schools as “Partners” Characteristics of Effective Partnerships Family-School Partnerships: Research Findings General Research Findings Research Findings Related to Outcomes Family-School Partnerships: Theoretical Underpinnings The Importance of Continuity Conjoint Behavioral Consultation: A Definition Conjoint Behavioral Consultation Conceptual Bases: Ecological-Behavioral Theory Stages of CBC Problem Solving CBC Outcome GoalsOutcome Research in CBC Child Participants Analyses Results Research Conclusions: Problem Solving Outcomes of CBC Relational/Process Goals in CBC Process Research in CBC Congruity Research Research Conclusions: Process Variables in CBC
Conjoint Behavioral Consultation: An Ecological Model To Facilitate Home-School Partnerships, Susan M. Sheridan
Conjoint Behavioral Consultation: An Ecological Model To Facilitate Home-School Partnerships, Susan M. Sheridan
Nebraska Center for Research on Children, Youth, Families and Schools: Posters, Addresses, and Presentations
Why Collaborate with Families? Conjoint Behavioral Consultation Conceptual Bases: Ecological-Behavioral Theory CBC Outcome Goals CBC Process Goals Stages of Conjoint Behavioral Consultation Problem/Needs Identification, Analysis Plan Development Treatment (Plan) Implementation
Conjoint Behavioral Consultation And Diversity: Research Findings And Directions, Susan M. Sheridan
Conjoint Behavioral Consultation And Diversity: Research Findings And Directions, Susan M. Sheridan
Nebraska Center for Research on Children, Youth, Families and Schools: Posters, Addresses, and Presentations
Why Partner with Families? -The research is unequivocal… -When parents are actively engaged in their child’s development and learning, there are important benefits for children, families, and schools -Parent-professional (home-school) partnerships are predictive of increased academic performance, socioemotional benefits, better work habits, more consistent school attendance, school completion, and greater connections between home and school
Family/Partnership-Centered Conjoint Behavioral Consultation: The Reconceptualization Of A Model, Susan M. Sheridan, Brandy L. Clarke, Jennifer Burt, Diane Marti, Ariadne V. Schemm, Ashley Rohlk, Michelle Swanger
Family/Partnership-Centered Conjoint Behavioral Consultation: The Reconceptualization Of A Model, Susan M. Sheridan, Brandy L. Clarke, Jennifer Burt, Diane Marti, Ariadne V. Schemm, Ashley Rohlk, Michelle Swanger
Nebraska Center for Research on Children, Youth, Families and Schools: Posters, Addresses, and Presentations
• The importance of working meaningfully and constructively with families in promoting a child’s learning and adjustment is unequivocal. Home-school partnerships have been shown to relate to many positive outcomes for children, families, teachers, and schools. • Conjoint Behavioral Consultation (CBC; Sheridan, Kratochwill, & Bergan, 1996) is a structured, indirect model of service delivery whereby parents and teachers are joined to collaboratively address needs and concerns of a child with the assistance of a consultant. Goals of CBC encompass those focused on addressing child needs, and developing home-school partnerships. • CBC is procedurally operationalized via conjoint interviews (Problem Identification, Problem …
Efficacy Of Conjoint Behavioral Consultation In Developmental-Behavioral Pediatric Services., Susan M. Sheridan, Emily D. Warnes, C. Ellis, C. Schnoes, J. Burt, B. L. Clarke
Efficacy Of Conjoint Behavioral Consultation In Developmental-Behavioral Pediatric Services., Susan M. Sheridan, Emily D. Warnes, C. Ellis, C. Schnoes, J. Burt, B. L. Clarke
Nebraska Center for Research on Children, Youth, Families and Schools: Posters, Addresses, and Presentations
• Purpose: To evaluate the effects of the CBC model in addressing presenting concerns for children across home, school, and health care systems. • What are the general effects of CBC in addressing identified concerns in a medically-referred sample? • How do parents and teachers perceive CBC in terms of its perceived effectiveness and acceptability? • How satisfied are parents and teachers with CBC consultants and services when provided across homeschool- medical settings?
Family Interventions: Will What We Know Now Change What We Do In The Future?, Susan M. Sheridan
Family Interventions: Will What We Know Now Change What We Do In The Future?, Susan M. Sheridan
Nebraska Center for Research on Children, Youth, Families and Schools: Posters, Addresses, and Presentations
-There are intervention programs that are efficacious or promising. -There is documented support for models that address various needs. -Programs that bring families and schools together tend to fare better than those that work in isolation.
A Closer Look At Parent Affective Statements In Cbc, Diane C. Marti, Susan M. Sheridan
A Closer Look At Parent Affective Statements In Cbc, Diane C. Marti, Susan M. Sheridan
Nebraska Center for Research on Children, Youth, Families and Schools: Posters, Addresses, and Presentations
• Parent support for their child’s education has been shown to be important for academic, behavior, and social success in school (Christenson & Sheridan, 2001). • Family process variables within the home have been shown to correlate with a child’s educational success (Epstein, 1995; Kellaghan, Sloane, Alvarez, & Bloom, 1993). • One process variable, the nature and tone of parental statements, can have a significant impact on their child’s perceptions, attitudes, and subsequent success in school (Bempechat, 1998). • An important goal of school professionals is to assist parents to improve their parenting skills (Goals 2000: Educate American Act, 1994). …
Annual Report Of The Nebraska Center For Research On Children, Youth, Families And Schools
Annual Report Of The Nebraska Center For Research On Children, Youth, Families And Schools
Nebraska Center for Research on Children, Youth, Families and Schools: Posters, Addresses, and Presentations
CYFS MISSION, GOALS AND OBJECTIVES MILESTONES WHO WE ARE TABLE 1: FACULTY AFFILIATES 2004 RECIPIENTS OF CYFS AWARD WHAT WE ARE ABOUT/WHAT WE DO ACTIVITIES AND OUTCOMES BY OBJECTIVES OBJECTIVE 1 & 2 TABLE 2a: GRANTS AWARDED TABLE 2b: GRANTS IN SUBMISSION TABLE 2c: GRANTS IN PROGRESS OBJECTIVE 3 TABLE 3: FACULTY AFFILIATES BY RESEARCH SPECIALTIES OBJECTIVE 4 OBJECTIVE 5 OBJECTIVE 6
Culturally Sensitive Services Using Cbc: A Case Illustration, Diane C. Marti, Jennifer D. Burt, Susan M. Sheridan, Brandy L. Clarke, Ashley M. Rolke
Culturally Sensitive Services Using Cbc: A Case Illustration, Diane C. Marti, Jennifer D. Burt, Susan M. Sheridan, Brandy L. Clarke, Ashley M. Rolke
Nebraska Center for Research on Children, Youth, Families and Schools: Posters, Addresses, and Presentations
Multicultural Contexts: •The United States is becoming an increasingly diverse nation. In 2000, 38% of the US population under the age of 18 was non-Anglo whites and nonwhites. It has been estimated that by the year 2030, the number of Latino children, African American children, and children of other races will increase by 5.5, 2.6 and 1.5 million, respectively (Children’s Defense Fund, 1989). •Diversity factors have been identified as “social boundaries” that challenge attempts to build collaborative relationships across home and school systems (Giles, 2002). •Strong, positive relationships between the home and school systems have been shown to improve a …
Home/School/Community Collaboration: Connections For Kids, Susan M. Sheridan
Home/School/Community Collaboration: Connections For Kids, Susan M. Sheridan
Nebraska Center for Research on Children, Youth, Families and Schools: Posters, Addresses, and Presentations
“Community” The Importance of Connections for Kids Relationships & Engagement Parent Engagement Indicators of Parent Engagement Beyond Parent Engagement: The Importance of Continuity From an “Engaged Parent” to an “Engaged Partnership” Defining Characteristics of Engaged Partnerships Role of the School Psychologist
Achieving Behavior Change Goals And Strengthening Home-School Partnerships Through Conjoint Behavioral Consultation: A Case Study, Richard J. Cowan, Brandy L. Clarke, Susan M. Sheridan
Achieving Behavior Change Goals And Strengthening Home-School Partnerships Through Conjoint Behavioral Consultation: A Case Study, Richard J. Cowan, Brandy L. Clarke, Susan M. Sheridan
Nebraska Center for Research on Children, Youth, Families and Schools: Posters, Addresses, and Presentations
Conjoint behavioral consultation (CBC; Sheridan, Kratochwill, & Bergan, 1996) is an indirect, structured model of service-delivery whereby parents, teachers, and support staff are joined to work together to address the academic, social, or behavioral needs of an individual for whom all parties bear some responsibility (Sheridan & Kratochwill, 1992). Conceptually and in practice, CBC is couched within the broader frameworks of home-school partnerships, collaborative problem-solving, ecological theory, and behavioral consultation. Through the CBC process, parents and teachers (i.e., consultees) work closely together with the guidance and support of the school psychologist to identify, analyze, and develop interventions for academic, social, …
Families And Schools In Partnership: Linking Theory, Science And Practice To Promote Children’S Development, Susan M. Sheridan
Families And Schools In Partnership: Linking Theory, Science And Practice To Promote Children’S Development, Susan M. Sheridan
Nebraska Center for Research on Children, Youth, Families and Schools: Posters, Addresses, and Presentations
Why Families & Schools in Partnership? Theory: Ecological Perspectives Defining Characteristics of Family-School Partnerships Conjoint Behavioral Consultation Outcome Research in CBC Child Participants Research to Practice: Problem Solving Goals of CBC Process Research in CBC Research to Practice: Process Goals & Strategies in CBC Research Conclusions: Process Variables in CBC