Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.

Thesis (Ph. D.)--University of Queensland, 2002. / Includes bibliographical references.

published_or_final_version / abstract / toc / Clinical Psychology / Master / Master of Social Sciences

This present study examined parent and teacher treatment integrity during conjoint behavioral consultation (CBC) in the remediation of behavioral problems in children at home and at school. A primary purpose of the study examined the relationship between treatment integrity and treatment outcome. A second purpose was to investigate the association between the integrity with which interventions were implemented and treatment acceptability. More specifically, the relationships between parent and teacher treatment integrity and (a) time to effectiveness; and (b) intervention difficulty were examined. An A/B design was used and participants included 12 children, their parents, and their teachers. Results indicate that parent and teacher treatment integrity was moderately related to the effectiveness of interventions. Results also indicate that treatment integrity and parent and teacher perceptions of treatment acceptability were minimally related. However, strong relationships were found between treatment integrity and parent and teacher perceptions of time to effectiveness and a moderate relationship was found with treatment integrity and parent ratings of program difficulty. Moreover, the directions of the treatment integrity relationships with treatment acceptability and intervention difficulty factors were in the direction hypothesized with the exception of teacher perceptions of treatment acceptability. The theoretical and practical implications of these findings, limitations of this study, and future research directions are discussed.

The purpose of the present study was to compare the effectiveness of three indirect models of service delivery in treating children with externalizing and internalizing behavior problems: the highly individualized behavioral consultation model (CBC); minimal consultation with videotape therapy (GVT); and self-administered videotape therapy only (VT). This study also sought to ascertain whether parent and teacher consultation increases parental involvement in their children's education. Specifically, the relationship between perceived self-efficacy and mothers' involvement in their children's education was examined. Thirty-five preschool and elementary school children, their mothers, and teachers were assigned to one of the three treatment conditions. An A-B repeated measures group research design was used to analyze the effectiveness of consultation. Outcome variables included mothers' and teachers' direct observation of target behavior, their ratings of social skills, internalizing, externalizing, and general problem behaviors, and an observational measure of child deviance behaviors and parenting skills. Results indicated that children's target behaviors improved from baseline to treatment in all three treatment conditions. Overall, children's social skills increased and behavior problems decreased over the course of treatment. Pretreatment and posttreatment self-efficacy was assessed via rating scales. Although results suggest that parent and teacher self-efficacy did not change as a result of treatment, self-efficacy ratings were associated with more hours of mother involvement in educational activities per week. These results are discussed in light of their practical and theoretical implications.

The purpose of this study was to examine the patterns of relational communication that occur during conjoint behavioural consultation (CBC) and explore the relationship between relational control during CBC and intervention outcome. The participants included nine children with identified behavioural problems (ages 3 to 7), the parents and teachers of these children who acted as consultees, and graduate students who acted as consultants. The Conjoint Problem Identification Interview (CPII) and the Conjoint Problem Analysis Interview (CPAI) of the nine CBC cases were coded using the Family Relational Control Coding System. Scores on the variables "domineeringness" and "dominance" were calculated for each participant in order to measure relational control. Improvements in children's target behaviour from baseline to intervention at home and at school, as measured by effect size statistics, was used as a measure of intervention outcome. Consultants exerted more control (i.e., domineeringness and dominance) over the consultation process when compared to consultees. Also, there is preliminary evidence that in general, a higher degree of consultant control is associated with more favorable CBC outcomes at home and at school, while a lower degree of consultees control is associated with more favorable CBC outcomes at home. Results are discussed in light of their practical and theoretical implications.

Thesis--PlanA (M.S.)--University of Wisconsin--Stout, 1999. / Includes bibliographical references.

Thesis (Ph. D.)--West Virginia University, 1999. / Title from document title page. Document formatted into pages; contains x, 181 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 59-67).

Thesis (M.A.)--West Virginia University, 2004. / Title from document title page. Document formatted into pages; contains v, 50 p. : ill. Includes abstract. Includes bibliographical references (p. 30-35).