Thesis (Ed. D.)--Illinois State University, 1968. / Title from title page screen, viewed Aug. 16, 2004. Dissertation Committee: Ben C. Hubbard (chair), Walter Friedhoff, Harold Phelps. Includes bibliographical references (leaves 191-195). Also available in print.

This study was an investigation of the patterns of relational communication in conjoint behavioral consultation (CBC) for children with behavioral problems. This study compared the patterns of relational communication when different processes (i.e., decision-making versus information gathering) are used to meet the objectives of CBC during the Conjoint Problem Identification Interview (CPII) and the Conjoint Problem Analysis Interview (CPAI). It also explored the relationship between patterns of relational communication and the outcome of CBC. Twenty-one children with identified behavioral problems (ages 3 to 8), the mothers and teachers of these children (i.e., the consultees), and advanced graduate students (i.e., the consultants) participated in this study. Relational communication was measured via the Family Relational Communication Control Coding System (FRCCCS, Heatherington & Friedlander, 1987). The two summary variables that were derived from the FRCCCS are domineeringness and dominance (Courtright, Millar, & Rogers-Millar, 1979; Rogers-Millar & Millar, 1979).The measure of outcome was the improvements in children's target behavior from baseline to intervention at home and at school, as measured by effect size statistics. The extent to which consultants, parents and teachers intent to direct the other and how the others receive their directiveness, appear to vary as a function of the interview as well as the process use to meet objectives within an interview. Some patterns of relational communication were found to be associated with the outcome of consultation. The original contributions as well as the implications of this research are discussed.

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Thesis (Psy. D.)--Wheaton College Graduate School, 2002. / Abstract. Includes bibliographical references (leaves 86-89).

Thesis (Psy. D.)--Wheaton College Graduate School, 2002. / Abstract. Includes bibliographical references (leaves 66-68).

Thesis (Psy. D.)--Wheaton College Graduate School, Wheaton, IL, 2002. / Abstract. Includes bibliographical references (leaves 86-89).

Thesis (Psy. D.)--Wheaton College Graduate School, Wheaton, IL, 2002. / Abstract. Includes bibliographical references (leaves 66-68).

Thesis (Psy. D.)--Wheaton College Graduate School, Wheaton, IL, 2002. / Abstract. Includes bibliographical references (leaves 86-89).

Thesis (Psy. D.)--Wheaton College Graduate School, Wheaton, IL, 2002. / Abstract. Includes bibliographical references (leaves 66-68).

Thesis (Ph. D.)--University of Oregon, 2005. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 148-158). Also available for download via the World Wide Web; free to University of Oregon users.