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Nebraska Center for Research on Children, Youth, Families and Schools: Posters, Addresses, and Presentations
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Full-Text Articles in Education
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 …