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By Susan M. Sheridan, Thomas R. Kratochwill

This reader-friendly moment variation of Sheridan and Kratochwill’s very important paintings deals leading edge purposes of CBC as an ecological, evidence-based procedure. during this new version, the authors mix top practices in session and problem-solving for interventions that advertise and help children’s capability, lecturers’ academic project, and relations’ specified strengths. A step by step framework for constructing and protecting family/school partnerships takes readers from preliminary interviews via plan overview. functional techniques illustrate operating with diversified households and college group of workers, bettering kinfolk competence, selling joint accountability, and reaching different collaborative objectives.

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Additional info for Conjoint Behavioral Consultation: Promoting Family-School Connections and Interventions, 2nd edition

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3. Family-based interventions with evidence supporting their effectiveness. Type of family-based program Family–School Interventions with Preschool Children Parent Consultation Intervention(s) with preliminary evidence-based support Representative reference(s) Incredible Years Training Series Webster-Stratton, Reid, and Hammond (2001) PARTNERS Parent Education Program Parent Child Interaction Therapy (PCIT) Webster-Stratton (1998) Conjoint Behavioral Consultation Sheridan, Eagle, Cowan, and Mickelson (2001) Sheridan, Kratochwill, and Bergan (1996) Weiner, Sheridan, and Jenson (1998) Cavell and Hughes (2000) Rhoades and Kratochwill (1998) Parent Behavioral Consultation Funderburk et al.

This information helps identify the presence of common events that occur across settings that trigger or maintain a behavior and other temporally and contextually distal events. There are multiple ways that the CBC participants can conceptualize the function of a behavior. For example, it is possible to consider whether the child’s behavior is communicating a desire to “get something” that is positively reinforcing to him or her, such as attention or approval. In the same vein, the behavior may be demonstrated in an attempt to escape or avoid an unpleasurable or aversive circumstance, such as a math assignment or interactions with a particular peer.

32 2. , dysphoric mood) may fail to consider the full gamut of symptoms that account for clinical significance and that together impact client functioning. In CBC, care must be taken so as not to ignore the larger syndrome of which a target behavior is a part. It is sometimes important to evaluate the breadth of the clinical problem and probability of extending to the behavior constellation. It is possible that focusing on one or two “core” target behaviors in a constellation will impact others in a desirable manner.

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