A Comparison of Parent and Teacher Acceptability Ratings of Behavioral and Conjoint Behavioral Consultation

Abstract

Assessing consultee acceptability of treatments has been a major focus of consultation research during the past decade. Acceptability of different approaches to consultation, however, has received limited investigation. This study examined acceptability ratings by 111 parents and 61 teachers from a northeastern suburban public school district of three different approaches to consultation: teacher-only behavioral consultation (teacher and school psychologist), parent-only behavioral consultation (parent and school psychologist), and conjoint behavioral consultation (school psychologist with both parent and teacher). Participants selected the most preferred consultation approach for common academic, behavioral, and social/emotional problems and rated the three consultation approaches on overall acceptability. Results indicated that conjoint behavioral consultation was the most preferred for all three types of common student problems and was rated as the most acceptable approach by both parents and teachers.

Additional information

Notes on contributors

Paula Freer

Paula Freer, PhD, is a graduate of the School Psychology program at Mississippi State University. She is currently a practicing school psychologist in Troup County, GA. Her applied interests include working with parents and teachers to remediate academic and behavior problems.

T. Steuart Watson

T. Steuart Watson, PhD, is a Professor in the School Psychology program at Mississippi State University. He is co-editor of Proven practice: Prevention and remediation solutions for schools and Handbook of child behavior therapy. His current research interests include treatment integrity in school-based consultation and empirically investigating consultation variables.