Parent, Teacher, and Student Perceptions of Conjoint Behavioral Consultation for Middle School Students

ABSTRACT

The purpose of this study was to obtain perspectives of parents, teachers, and students about the contextual fit of conjoint behavioral consultation for supporting middle school students with emotional and behavior concerns. Participants were eight parents of middle school students with elevated behavior risk, eight middle school students with elevated behavior risk, and four middle school general education teachers. Participants responded to questions during focus groups and interviews regarding their perspectives about conjoint behavioral consultation. Results were analyzed using thematic coding to identify the themes from participant responses. Results suggested that parents, teachers, and students viewed aspects of CBC as relevant and useful. In addition, participants identified potential barriers to CBC implementation during middle school. Findings suggest implications for possible modifications to enhance CBC implementation during middle school. Limitations and future research directions are discussed.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant Institute for Education Sciences (IES) <#AWARD-ID;>R324B160043</#AWARD-ID;> to University of Wisconsin. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

Notes on contributors

Phoebe Jordan

Phoebe Jordan is now with the Cincinnati Children’s. Tanya Novotnak is now with Madison Metropolitan School District. Kaitlyn Young is now with Munroe-Meyer Institute, University of Nebraska Medical Center. Mitchell Markham is now with Madison Metropolitan School District.