Examining the Efficacy of Conjoint Behavioral Consultation for Middle School Students With Externalizing Behavior Problems

This exploratory study examined the efficacy of Conjoint Behavioral Consultation for addressing classroom disruptive behavior for middle school students with externalizing behavior problems. In addition, the parent–teacher relationship, parent and teacher competence in problem-solving, and acceptability were examined. Participants were parents and teachers of four middle school students with externalizing behavior problems. Disruptive classroom behavior data were examined in a concurrent multiple baseline across participants design. Parent–teacher relationship, competence in problem-solving, and acceptability data were examined descriptively. Findings suggested improvements in disruptive behavior for each participant. However, limitations impeded interpretations. Parent–teacher relationship data were inconclusive. Six out of eight parents and teachers with pretest and posttest data reported improvements in their competence in problem-solving. All parents and teachers perceived the consultation process favorably. Limitations and future directions are discussed.

Validity and Utility of the Parent–Teacher Relationship Scale–II

Preliminary findings indicate that positive relations between parents and teachers are associated with successful school outcomes for children. However, measures available to assess parent–teacher relations are scant. The current study examined validity evidence for the Parent–Teacher Relationship Scale–II (PTRS). Specifically, the internal structure of the PTRS and the test–criterion relationships between the PTRS and several important child-level variables were examined. Primary school teachers ( n = 120) completed the PTRS referencing two different parents of children in their classroom, as well as outcome measures about both of these parent’s children (i.e., academic competence, student–teacher relationship, and behavior). Confirmatory factor analyses supported the two-factor solution originally proposed by the PTRS authors. Associations between the PTRS and child outcome variables provided further evidence in support of test–criterion relationships. School mental health professionals and researchers seeking to assess the contributions of parent–teacher relations to academic and behavioral outcomes of children should consider administering the PTRS.

Parents, Teachers and the "Community of Practice"

Raffo and Gunter (20087) argue that there is insufficient research which has "systematically examined, categorised and synthesised the types of leadership in schools that might assist social inclusion" (p. 397). In this paper I argue that Wenger's concept of a "community of practice", when applied to the parent-teacher relationship, provides a framework for future qualitative research agendas which explore "how social inclusion/exclusion can be defined in terms of access, recognition and meaningful participation issues ('equity')" (Raffo and Gunter, p.397).