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The results of a large-scale randomized controlled trial of Conjoint Behavioral Consultation (CBC) on student outcomes and teacher-parent relationships in rural schools are presented. CBC is an indirect service delivery model that addresses concerns shared by teachers and parents about students. In the present study, the intervention was aimed at promoting positive school-related social-behavioral skills and strengthening teacher-parent relationships in rural schools. Participants were 267 students in grades K-3, their parents, and 152 teachers in 45 Midwest rural schools. Results revealed that, on average, improvement among students whose parents and teachers experienced CBC significantly outpaced that of control students in their teacher-reported school problems and observational measures of their inappropriate (off-task and motor activity) and appropriate (on-task and social interactions) classroom behavior. In addition, teacher responses indicated significantly different rates of improvement in their relationship with parents in favor of the CBC group. Finally, the teacher-parent relationship was found to partially mediate effects of CBC on several student outcomes. Unique contributions of this study, implications of findings for rural students, study limitations and suggestions for future research are discussed. [This article was published in "Journal of School Psychology," v61 p33-53 2017.]

This study reports the results of a randomized controlled trial examining the effect of Conjoint Behavioral Consultation (CBC), a family-school partnership intervention, on children's behaviors, parents' skills, and parent-teacher relationships in rural community and town settings. Participants were 267 children, 267 parents, and 152 teachers in 45 Midwestern schools. Using an Intent to Treat approach and data analyzed within a multilevel modeling framework, CBC yielded promising results for some but not all outcomes. Specifically, children participating in CBC experienced decreases in daily reports of aggressiveness, noncompliance, and temper tantrums; and increases in parent-reported adaptive skills and social skills at a significantly greater pace than those in a control group. Other outcomes (e.g., parent reports of internalizing and externalizing behaviors) suggested a nonsignificant effect at post-test. CBC parents reported using more effective parenting strategies, gaining more competence in their problem-solving practices, and feeling more efficacious for helping their child succeed in school than parents in the control group. Parents participating in CBC also reported significant improvements in the parent-teacher relationship, and the parent-teacher relationship mediated the effect of CBC on children's adaptive skills. Implications for practice in rural communities, study limitations, and directions for future research are discussed. [This article was published in "Journal of School Psychology" v62 p81-101 2017.]

Children who exhibit disruptive behavior often do so across multiple settings (e.g., home and school) and are vulnerable to many negative outcomes, including low achievement scores and academic grades, high school dropout, and increased school suspensions. Family-school partnership interventions, which are grounded in ecological theory, are highly correlated with many positive outcomes for students, families, and teachers. Experimental studies with families as collaborators have been found to improve students' behavioral functioning and decrease disruptive behaviors. There is a lack of empirical research on family-school connections in rural settings, hindering the ability to understand the impact of family-school partnerships on rural schools, families, and students. Rural parents interact with their children and teachers regarding school less often than parents in other geographic areas. Conjoint behavioral consultation (CBC) may address barriers and create meaningful partnerships between rural parents and teachers. CBC is a structured indirect form of support in which teachers and parents work together to promote adaptive behaviors and decrease disruptive behaviors. The following questions were researched for this report: (1) What are the preliminary effects of CBC in rural communities on behavioral and social-emotional outcomes of students with or at risk of developing behavioral disorders?; and (2) What are the preliminary effects of CBC in rural communities on parent and teacher practices, relationships, engagement, and beliefs about family-school partnerships? Ninety kindergarten through 3rd grade students and their parents (n = 90) and teachers (n = 54) from 20 schools in Midwestern rural areas participated in this research. Participating students were identified by teachers as having disruptive behavior concerns. Within each CBC-assigned classroom, a consultant met with a teacher and parents of 1 to 3 students for CBC meetings via a 4-stage process operationalized by semi-structured conjoint interviews. Results suggest promising effects of CBC for teachers, parents, and students in rural settings. [The paper was presented originally by the authors at the 2013 annual meeting of the National Association of School Psychologists.]

Families in rural communities are often poorly connected to schools due to challenges associated with geographic isolation, poverty, inexperienced staff, inadequate resources, scheduling challenges, and low parental education. This creates problems with the access, availability, and acceptability of services. Teachers in rural schools often have to extend their responsibilities to meet student's behavioral needs, and report feeling ill-equipped to provide focused services to students with learning and behavior concerns. Parents are essential partners for meeting the needs of students in rural schools; cross-system interventions in rural communities may be particularly beneficial for children, parents, and teachers. "Conjoint behavioral consultation" (CBC; Sheridan & Kratochwill, 2008) may address barriers and create meaningful partnerships between rural parents and teachers. In CBC: (1) Parents and teachers serve as joint consultees; (2) Problems are identified, defined, analyzed, and treated through mutual and collaborative parent-teacher interactions with the assistance of a consultant; and (3) Partnerships are formed, creating opportunities for families and schools to work together around a common interest and build upon strengths of family members and school personnel. The efficacy of CBC in settings where specialized consultation services are sparse (i.e., rural schools), and where students, families and schools are characteristically distinctive, has not been explored. This study investigates the preliminary effects of CBC on decreasing problematic behaviors for rural students at home and school. It also explores unique aspects of individual case studies and discerns elements of the rural experience that may influence CBC implementation and uptake. (Contains 2 figures and 3 tables.) [This paper was presented originally by the authors at the 2012 annual meeting of the American Psychological Association.]