Implementing Conjoint Behavioral Consultation for African American Children from a Low-SES, Urban Setting

Abstract

This study investigated the effectiveness of conjoint behavioral consultation (CBC) for addressing externalizing behavior concerns in African American children at home and school in a low-socioeconomic status (SES), urban setting. A small-n, multiple-baseline design was employed across participants. Three of the six caregivers were unable to follow through with the consultation process, constituting a 50% completion rate. The three remaining caregivers implemented the empirically supported interventions with moderate integrity. Caregiver and teacher ratings showed that the procedural acceptability of CBC was high throughout the consultation process. The classroom teachers consistently found the behavioral interventions highly acceptable; however, the caregivers' perceptions of the interventions initially were less favorable and improved as the interventions progressed. Clinically significant gains were observed across settings for all children. Consultants should be prepared to modify consultation and intervention procedures to enhance social validity, integrity, and effectiveness with caregivers of low-SES.

Additional information

Notes on contributors

Tammi J. Ohmstede

Tammi J. Ohmstede, PhD, NCSP, is currently an Associate Professor and Program Director of the School Psychology Program at the University of Nebraska at Kearney (UNK). Tammi obtained her EdS in School Psychology from UNK and her PhD in School Psychology from Oklahoma State University. Her current research interests include problem solving consultation, prevention and early intervention services, and early childhood assessment and intervention.

Georgette Yetter

Georgette Yetter, PhD, is currently an Associate Professor and Program Area Coordinator for the School Psychology Program at Oklahoma State University. Georgette obtained her PhD in School Psychology from the University of Nebraska-Lincoln. Dr. Yetter is especially interested in promoting coping in children and youth; issues pertaining to the impact of cultural diversity on the functioning of young people, particularly in school settings; and scale development and validation.

Note: The authors report that to the best of their knowledge neither they nor their affiliated institutions have financial or personal relationships or affiliations that could influence or bias the opinions, decisions, or work presented in this article.