Examining conjoint behavioral consultation to support students in middle school with social, emotional, and behavior concerns.

The purpose of this study was to conduct a small-scale pilot study of Conjoint Behavioral Consultation (CBC), modified for middle school students with social, emotional, and behavioral concerns. Participants were 30 middle school students with social, emotional, and behavioral concerns, along with their parents and teachers. Participants were randomized to a CBC or school-as-usual control condition. Outcome measures included (a) teacher-report of student academic enablers and social, emotional, and behavioral competencies; (b) parent-, teacher-, and student report of target behavior outcomes; (c) parent- and teacher-report of the parent-teacher relationship; and (d) parent- and teacher-report competence in problem-solving. In addition, parents, teachers, and students reported their perceptions of the intervention. Findings suggested greater improvements in the intervention condition relative to the school-as-usual condition on teacher-report of student interpersonal skills, teacher-report of the parent-teacher relationship, and parent-report of competence in problem-solving. In addition, parents, teachers, and students reported improvements in the target behavior outcomes during the consultation and each stakeholder rated the intervention favorably. Limitations, future research directions, and implications for family-school interventions in middle school are discussed.

Using Motivational Interviewing to Improve Parenting Skills and Prevent Problem Behavior During the Transition to Kindergarten.

In this study, we examined the efficacy of a version of the Family Check-Up (FCU) adapted for kindergarten school entry with regard to parenting skills during the transition to school. We also examined whether improvements in parenting skills would mediate improvements in parent- and teacher-rated child behavior problems from kindergarten to second grade. The FCU is a motivational interviewing (MI) intervention designed to engage parents in treatment to improve parenting skills. Participants were parents of 365 children enrolled in one of five elementary schools in the Pacific Northwestern United States. Main and indirect effects were tested with structural equation path modeling using an intent-to-treat approach. The FCU was associated with improved change in parenting skills, and changes in parenting skills, in turn, predicted reductions in child behavior problems. Implications for embedding MI in family-centered interventions at kindergarten school entry are discussed. Trial registration: NCT02289092.

Parent Educational Involvement in Middle School: Longitudinal Influences on Student Outcomes.

The present study examined influences of 6th grade student-reported parent educational involvement on early adolescent peer group affiliations at 7th and 8th grade. In addition, student gender and ethnicity were explored as possible moderators. Drawn from a large effectiveness trial, participants in this study were 5,802 early adolescents across twenty middle schools in the Northwest region of the United States. Findings suggested that specifically parent's educational involvement in 6th grade predicted increases in positive peer affiliation, when controlling for a general score of parent monitoring practices. The relation between parent educational involvement and peer affiliation varied by student ethnicity but not by gender. Findings suggest the social benefits of parent's engagement with the school context on early adolescent development.

Reframing family-school partnerships to disrupt disenfranchisement of Black families and promote reciprocity in collaboration.

Research has long demonstrated the benefits of family-school partnerships. However, these benefits often fail to generalize to all families, especially Black families. A present and historical pattern of discrimination and exclusion has contributed to the lack of benefits yielded from Black family-school partnerships. A major contributing factor is the narrow way in which schools define family engagement. Such narrow definitions often marginalize families from non-dominant backgrounds, particularly Black families, and reinforce harmful narratives that Black parents and families are uninvolved in their children's education. The combination of continued discrimination and exclusion as well as harmful narratives has impacted Black family-school partnering. However, schools can work to repair harm and rebuild partnerships with Black families. In this article, we advance a framework for such work. After grounding the need for this framework in a historical context, we emphasize three essential components to forming equitable Black family-school partnerships: (a) grounding relationship building in social justice, (b) integrating reciprocity in family-school relationships, and (c) usage of multiple and non-dominant methods and modalities to build relationships.

Promoting equity and justice in school mental health.

Advancing equity and justice in school mental health can address inequities in school-based services and outcome disparities. The purpose of this special issue is to promote equitable and just systems and practices in school mental health to promote change in institutional practices that have produced and reproduced inequities over time. The four articles in this special issue clarify a process for advancing equity in school mental health by addressing justice-centered variables to promote connections across and within systems to realize a vision of comprehensive and integrated school mental health.

Parenting self-efficacy in relation to the family check-up's effect on elementary school children's behavior.

Prior research points to the promotion of parenting self-efficacy (PSE) as an important component of parenting interventions; however, few studies have tested PSE as a mediator or moderator of the effects of parenting programs on child behavior. In the present study, we examined the efficacy of the family check-up (FCU), a brief, strengths-based parenting intervention adapted for kindergarten school entry. We tested the FCU's effects on reducing growth in parent-reported child conduct problems (CP) from kindergarten to fifth grade and whether PSE functioned as a mediator or moderator of intervention effects, using a latent growth curve model and intent-to-treat approach. Participants were parents of 321 children from five elementary schools in a northwestern U.S. city. Although we did not find a main effect of the FCU in reducing growth in CP from kindergarten through fifth grade, we found a significant indirect effect of the FCU on reducing CP growth via improving PSE in second grade and that the indirect effect was moderated by baseline levels of PSE. Together, our findings suggest that the FCU is effective in promoting PSE, which is subsequently associated with reduced CP growth, particularly for parents with initially low PSE. Our findings bolster existing work on the relationship between PSE and child CP in the context of a preventive parenting intervention and emphasize the importance of PSE as an agent of change. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The reliability and validity of the Coder Impressions Questionnaire-Kindergarten for parenting and child behaviors.

Reliable and valid assessment of parenting and child behaviors is critical for clinicians and researchers alike, and observational measures of parenting behaviors are often considered the gold standard for assessing parenting and parent-child interaction quality. The present study sought to evaluate the reliability and validity of the Coder Impressions Questionnaire-Kindergarten (COIMP-K) measure. The present study was a secondary analysis of 274 parents and their children participating in a randomized control trial testing a brief parenting intervention for parents of children entering kindergarten. Families participated in baseline and follow-up assessments and videotaped observational tasks. Graduate and undergraduate coders completed the COIMP-K after achieving reliability. The aims of the present study were to assess COIMP-K's (a) internal consistency using intercorrelations among COIMP-K subscales, (b) construct validity, (c) convergent validity by comparing the COIMP-K subscales to parents' self-report of similar behaviors, (d) discriminant validity by comparing subscales to a parent-teacher communication measure as it is unrelated to parenting or child behaviors, and (e) congruence across time. The authors hypothesized that the COIMP-K would demonstrate adequate internal consistency (Cortina, 1993), adequate construct, convergent, and discriminant validity and find congruence of the measure across time. The results demonstrated that the factors had adequate internal consistency, construct, convergent, and discriminant validity, as well as longitudinal replicability and congruence over time. The study demonstrates that the COIMP-K is a reliable and valid tool for assessing observed family behaviors. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Examining treatment integrity in conjoint behavioral consultation in middle schools: A mixed methods study.

Family-school partnership interventions can effectively address behavioral concerns in students (T. E. Smith et al., 2020). However, little is known about factors impacting the successful delivery of behavioral strategies by parents and teachers in the context of such interventions, particularly for adolescent populations. This study used a mixed methods design to examine the treatment integrity of behavior support plans (BSPs) for adolescents in middle school. Parents and teachers of eight middle school students at risk for emotional or behavioral difficulties engaged in conjoint behavioral consultation to develop and implement BSPs. Participants completed measures of stress and student behavioral severity prior to implementing BSPs, and treatment integrity was monitored during implementation. Open-ended survey questions gathered qualitative implementation information from parents and teachers at the conclusion of the intervention. Quantitative findings indicated negative correlations between parenting stress and days of implementation (r = -.93) and between teacher perceptions of student behavioral severity and adherence to the BSP (r = -.81). Qualitative findings identified barriers to implementation (e.g., time and scheduling, intensity of student behavior); facilitators of implementation (e.g., alignment with values and practices, collaboration across participants); and parent endorsement of changes to parenting practices. Quantitative and qualitative results were in partial agreement regarding the relationship between student behavioral severity and implementation, and the triangulated results expanded our understanding of barriers and facilitators to implementing BSPs. Limitations and implications for science and practice are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Engagement in a brief preventive parenting intervention during the transition to kindergarten: Effects of parent stress and child behavior concerns.

Although school-based preventive parenting interventions have been found to promote children's social-emotional skill development and behavioral functioning, it is important to understand potential barriers to engagement in such programs to ensure that intervention access is equitable and likely to reach those who could most benefit. In the present study, we tested independent and interactive associations between parents' concerns about their child's hyperactivity behavior and their perceived stress in relation to their participation in a preventive parenting intervention, the Family Check-Up (FCU), delivered when children were in kindergarten. Participants were parents of 164 children who were randomized to the intervention group of a randomized controlled trial that took place at five elementary schools. Results indicated that parents who reported higher levels of hyperactivity in their children and high levels of perceived stress were less likely to initially engage in the FCU, but if they did engage, they were more likely to participate more intensively as measured by total treatment time. Parents' motivation to change mediated the association between high parent stress and child hyperactivity in relation to total treatment time. This study has important implications for the use of motivational interviewing strategies to engage parents in school-based, family-centered interventions.

Family-centered prevention to enhance proactive parenting and parental self-efficacy during early elementary school.

The purpose of this study was to examine the effect of a family-centered intervention delivered during early elementary school, the Family Check-Up (FCU), in supporting parents' use of proactive parenting skills and the role that parental self-efficacy (PSE) has in promoting proactive parenting. We predicted both direct and mediated effects of the FCU on changes in proactive parenting. Participants were the primary caregivers of 321 kindergarten children and were randomly assigned to either the FCU or to a school-as-usual control group (n = 164 assigned to intervention). Results indicated that the FCU initiated during kindergarten enhanced proactive parenting skills directly and was mediated by PSE. These results highlight the FCU as an efficacious intervention in early elementary school in promoting proactive parenting skills and PSE and underscore the role of PSE as a primary pathway toward improved proactive parenting. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

A longitudinal study of home-based involvement and dyadic adjustment during the transition to early elementary school.

Home-based involvement refers to caregivers' active efforts to create learning opportunities for their children at home and in the community. Across child development, home-based involvement is a positive influence on children's social-emotional and academic functioning. Findings have suggested that home-based involvement tends to decline during elementary and middle school, but the extent to which home-based involvement changes over time during the transition to early elementary school is less clear. Dyadic adjustment is the quality of the relationship between two partners. Grounded in family systems theory, the spillover hypothesis suggests that dyadic adjustment is an important influence on home-based involvement. However, there is limited research on the extent to which dyadic adjustment predicts home-based involvement. The present study used latent growth curve analysis to examine the trajectory of home-based involvement during the transition to early elementary school, as well as the extent to which dyadic adjustment predicts home-based involvement during this transition. Participants were 157 primary caregivers of children in kindergarten through second grade. Results suggest that home-based involvement has a negative, linear trajectory between kindergarten and second grade, and that dyadic adjustment predicts higher levels of home-based involvement at kindergarten, first grade, and second grade. Implications of study findings for research and practice are discussed, with a focus on preventive interventions that aim to promote dyadic adjustment and home-based involvement during the transition to early elementary school. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Parenting stress and autistic children's emotional problems relate to family-school partnerships and parent mental health.

Dimensions of family-school partnerships, including parent-teacher relationship quality and family educational involvement, are associated with positive outcomes for youth. Family-school partnerships are important for autistic youth, who may particularly benefit from cross-setting supports. Coordinated family-school partnerships may help maximize child outcomes. This study investigated the extent to which child behavioral and physical health (emotional, behavioral, and medical problems) and parent mental health (parenting stress, parent mental health history, and parent depressive symptoms) were associated with parent-teacher relationship quality and family involvement in a sample of 68 families of school-aged autistic children. Families were recruited through invitation letters disseminated at local early intervention and early childhood programs. Children in the sample were primarily boys, primarily White, and approximately 8 years old. Results suggest that (a) child emotional problems and parenting stress were negatively associated with parent-teacher relationship quality (large effects) and (b) parent history of mental health problems was negatively associated with family involvement (large effect). Intervention recommendations and future research directions are discussed. For example, it would be helpful for future research to include the perspectives of ethnically diverse samples when examining family-school partnerships among families with autistic children. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Dimensions of family-school partnerships for autistic children: Context and congruence.

Family-school partnerships are crucial for promoting positive outcomes and serving as a protective factor for children at-risk for poor school outcomes (Christenson & Sheridan, 2001). This may be particularly important for autistic children, who are at increased developmental risk (Garbacz et al., 2016). However, little research has examined variables related to dimensions of these partnerships for parents and teachers of autistic children. The present study examined family socioeconomic resources in relation to two dimensions of family-school partnerships (relationship quality and family involvement) among parents of autistic children, as well as dyadic perceptions of relationship quality among parents and teachers of autistic children. Data were collected across two time points (Time 1 N = 68 parents, child ages = 5-11; Time 2 parent-teacher dyad N = 22, child ages = 7-13). Results suggest that (a) higher appraisal of financial resources was associated with higher parent-reported family involvement after controlling for child autism spectrum disorder (ASD) characteristics and (b) higher parent-reported relationship quality and family involvement at one time were significantly associated with positive independent (parent and teacher) and congruent ratings of parent-teacher relationship quality 2 years later. Study limitations, future directions, and practical implications are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Examining links between parental monitoring and school engagement among middle school students with and without elevated behavior ratings.

The purpose of this study was to examine whether seventh-grade positive peer affiliation and conduct problems mediated the relationship between sixth-grade parental monitoring of behavior and eighth-grade school participation and grades among students with elevated behavior ratings (EBR; n = 821) and students with unelevated behavior ratings (UBR; n = 3,779). Conduct problems and peer affiliation mediated the relationship between parental monitoring and school participation as well as grades in the overall sample (n = 4,600). A multiple-group mediation model suggested that these effects did not significantly differ across students with EBR and UBR, though the mediation estimates were smaller in magnitude and not statistically significant among students with EBR. Implications for the role of parental monitoring as an intervention target within a multitiered system of support for social and behavioral skills in middle school, as well as limitations and future directions are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

The efficacy of problem-solving consultation for homeschooled students with behavior concerns.

The purpose of this study was to explore the efficacy and acceptability of problem-solving consultation for homeschooling families with children who exhibited externalizing behavior problems. Three families participated, with multiple siblings participating from each family. Six children were male and 1 child was female. Children's ages ranged from 5 to 9 years old. Single-case experimental multiple baseline designs were used to evaluate the functional relation between implementation of behavior support plans within problem-solving consultation and children's externalizing behaviors. Direct observation data showed decreases in externalizing behaviors after the consultation and intervention process for 2 of the 3 families. The parents of the homeschooling children reported that the behavior support plans and consultation process were acceptable. Implications for future research and practice are presented. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

Family-centered prevention to enhance parenting skills during the transition to elementary school: A randomized trial.

The objective of this study was to evaluate the effect of a family-centered preventive intervention, the Family Check-Up (FCU), on improving parenting skills during kindergarten and first grade, when children are challenged to engage in a variety of new behaviors, such as sustained attention and self-regulation of behavior in the classroom. Building on prior research and funded by the Department of Education, we tested the effect of the FCU on parenting skills during the transition to kindergarten. We predicted both direct and moderated effects of the FCU on changes in parenting, including positive parenting, monitoring/family routines, and negative parenting skills. In this registered clinical trial (NCT02289092; see Consolidated Standards of Reporting Trials diagram in Figure 1), participants were 321 families of kindergarten children recruited from 5 public elementary schools and randomly assigned to either the FCU or to a school-as-usual control group (n = 164 assigned to intervention). Families engaged in the intervention at a high rate (75%) and completed assessments about parenting skills from kindergarten to first grade. Results suggest that FCU effects on parenting skills were moderated by parenting contextual stress. As stress increased, so did positive effects of FCU on monitoring/family routines and negative parenting. No effects on positive parenting skills were observed. Results of this research suggest the effects of the FCU are more pronounced for high-stress families and contribute to the literature supporting adaptive, tailored approaches to intervention for high-risk children and their caregivers. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

A Strategic Plan for Strengthening America's Families: A Brief from the Coalition of Behavioral Science Organizations.

Despite significant progress in research on the treatment and prevention of psychological, behavioral, and health problems, the translation of this knowledge into population-wide benefit remains limited. This paper reviews the state of America's children and families, highlighting the influence of stressful contextual and social conditions on child and family well-being and the concentration of disadvantage in numerous neighborhoods and communities throughout the nation. It then briefly reviews the progress that has been made in pinpointing policies that can reduce stressful contextual conditions such as poverty, discrimination, and the marketing of unhealthful foods and substances. It also describes numerous family and school interventions that have proven benefit in preventing psychological and behavioral problems as diverse as tobacco, alcohol, and other drug use; depression; antisocial behavior; academic failure; obesity prevention; and early childbearing. We argue that progress in translating existing knowledge into widespread benefit will require a nationwide effort to intervene comprehensively in neighborhoods and communities of concentrated disadvantage. We present a strategic plan for how such an effort could be organized. The first step in this organizing would be the creation of a broad and diverse coalition of organizations concerned with advancing public health and well-being. Such a coalition could increase public support both for the policies needed to focus on these disadvantaged areas and the research needed to incrementally improve our ability to help these areas.

Examining family-school engagement in a randomized controlled trial of the family check-up.

The impact of the Family Check-Up (FCU) on family-school engagement was tested in a randomized, controlled trial. Participants were primary caregivers of 321 children. Approximately 87% of families randomly assigned to the intervention agreed to participate and received the intervention. Caregivers in the FCU condition outperformed caregivers in the school-as-usual condition on family-school engagement at home. In addition to outcomes, implementation of the FCU during kindergarten was examined, including family participation in the FCU, dosage, consumer satisfaction, and content of the follow-up sessions when delivered by FCU therapists. Total treatment time averaged at approximately 143 minutes and family therapists had an average of 4.05 contacts with families. The top three topics discussed during feedback and treatment visits were child behavior, positive parenting, and child academic skills. Children's baseline behavior and caregiver perception of the FCU significantly predicted participation in the FCU. Implications for family-centered interventions are discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Employing a Fixed-Lean Multiple Schedule in the Treatment of Challenging Behavior for Children With Autism Spectrum Disorder.

Despite its utility, there is limited applied research on employing fixed-lean (FL) schedules of reinforcement in treatment packages to address challenging behavior. One potential reason is that abrupt shifts to terminal schedules of reinforcement have been associated with immediate increases in challenging behavior before subsiding to clinically acceptable levels. The purpose of the present study was to (a) provide evidence demonstrating the utility of a FL multiple schedule (MS) in the treatment of challenging behavior in applied settings, (b) examine the potential effects of alternative stimuli on challenging behavior during a FL MS, and (c) assess the social validity of this treatment package with participants and caregivers. The results of this study showed low levels of challenging behavior and discriminated mands during the FL MS, but no evidence to support the inclusion of alternative stimuli. In addition, caregivers of both participants reported high levels of satisfaction with the treatment package. Implications for research and clinical practice are discussed.