The efficacy of conjoint behavioral consultation on parents and children in the home setting: Results of a randomized controlled trial

Susan M. Sheridan, Ji Hoon Ryoo, S. Andrew Garbacz, Gina M. Kunz, Frances L. Chumney

Research output: Contribution to journalArticlepeer-review

66 Citations (Scopus)


The present study is a large-scale randomized trial testing the effects of a family-school partnership model (i.e., Conjoint Behavioral Consultation, CBC) for promoting behavioral competence and decreasing problem behaviors of children identified by their teachers as disruptive. CBC is a structured approach to problem-solving that involves consultants, parents, and teachers. The effects of CBC on family variables that are commonly associated with important outcomes among school-aged children (i.e., family involvement and parent competence in problem solving), as well as child outcomes at home, were evaluated. Participants were 207 children with disruptive behaviors from 91 classrooms in 21 schools in kindergarten through grade 3 and their parents and teachers. Results indicated that there were significantly different increases in home-school communication and parent competence in problem solving for participants in the CBC relative to control group. Likewise, compared to children in the control group, children in the CBC group showed significantly greater decreases in arguing, defiance, noncompliance, and tantrums. The degree of family risk moderated parents' competence in problem solving and children's total problem behaviors, teasing, and tantrums.

Original languageEnglish
Pages (from-to)717-733
Number of pages17
JournalJournal of School Psychology
Issue number6
Publication statusPublished - 2013 Dec

Bibliographical note

Funding Information:
This study was supported by a federal grant awarded to the first author by the U.S. Department of Education Institute of Education Sciences (Grant # R305F050284 ). The opinions expressed herein are those of the authors and are not considered reflective of the funding agency. The authors are indebted to many who contributed in the conceptualization and implementation of this study, additional members of the research team (Michelle Swanger-Gagne, Lynae Frerichs, and Shannon Dowd-Eagle), field-based partners (Sue Braun and Kathy Johnson), and the many teachers, parents, and students whose participation and partnership made this study a reality.

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology


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