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Abstract
Behavioral consultation has become an important service provided by school psychologists and the subject of much research. A recent variation of the approach is conjoint behavioral consultation (CBC), which involves the school psychologist consulting conjointly with the child's parent and teacher together. Although initial research findings indicate the model is effective in treating a number of child-related problems, many unanswered questions remain regarding practitioners' acceptance of the procedures. This study examined school psychologists' perceptions of CBC as a method of service delivery. Findings from a national survey regarding the acceptability of CBC are reported. Results indicated that overall, participants rated CBC as clearly acceptable. Specific consultant variables, perceived barriers, and the differential acceptability of CBC with other service delivery models are presented. Implications for school psychological practice, training, and research are discussed.
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Notes on contributors
Susan M. Sheridan
Susan M. Sheridan received her doctorate in Educational Psychology from the University of Wisconsin-Madison in 1989. She is currently an associate professor in School Psychology at the University of Utah. Her research interests include consultation outcomes, conjoint behavioral consultation, and educational partnerships.
Murline C. Steck
Murline C. Steck received her doctorate in Educational Psychology from the University of Utah in 1994. She is a practicing school psychologist in the Jordan School District, Salt Lake City, Utah. The research reported in this article was conducted as Dr. Steck's doctoral dissertation, under the supervision of Dr. Sheridan.