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Teacher Education and Professional Development

2004

Posters, Addresses, & Presentations from CYFS

Articles 1 - 10 of 10

Full-Text Articles in Education

Family-School Partnerships: Creating Essential Connections For Student Success, Susan M. Sheridan Sep 2004

Family-School Partnerships: Creating Essential Connections For Student Success, Susan M. Sheridan

Posters, Addresses, & Presentations from CYFS

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 Sep 2004

Families And Schools In Partnership: Creating Connections For Student Success, Susan M. Sheridan

Posters, Addresses, & Presentations from CYFS

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 Goals
Outcome 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 Sep 2004

Conjoint Behavioral Consultation: An Ecological Model To Facilitate Home-School Partnerships, Susan M. Sheridan

Posters, Addresses, & Presentations from CYFS

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 Jul 2004

Conjoint Behavioral Consultation And Diversity: Research Findings And Directions, Susan M. Sheridan

Posters, Addresses, & Presentations from CYFS

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


A Closer Look At Parent Affective Statements In Cbc, Diane C. Marti, Susan M. Sheridan Jul 2004

A Closer Look At Parent Affective Statements In Cbc, Diane C. Marti, Susan M. Sheridan

Posters, Addresses, & Presentations from CYFS

• 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). However, there is little research to date that demonstrates how schools can assist in helping parents develop patterns of positive communication with their children ...


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 Jul 2004

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

Posters, Addresses, & Presentations from CYFS

• 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 Analysis, and Treatment ...


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 Jul 2004

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

Posters, Addresses, & Presentations from CYFS

• 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 Jul 2004

Family Interventions: Will What We Know Now Change What We Do In The Future?, Susan M. Sheridan

Posters, Addresses, & Presentations from CYFS

-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.


Annual Report Of The Nebraska Center For Research On Children, Youth, Families And Schools May 2004

Annual Report Of The Nebraska Center For Research On Children, Youth, Families And Schools

Posters, Addresses, & Presentations from CYFS

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 Apr 2004

Culturally Sensitive Services Using Cbc: A Case Illustration, Diane C. Marti, Jennifer D. Burt, Susan M. Sheridan, Brandy L. Clarke, Ashley M. Rolke

Posters, Addresses, & Presentations from CYFS

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 ...