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Article ; Online: Examining treatment integrity in conjoint behavioral consultation in middle schools: A mixed methods study.

Jordan, Phoebe / Garbacz, S Andrew

School psychology (Washington, D.C.)

2023 Volume 38, Issue 6, Page(s) 385–398

Abstract: Family-school partnership interventions can effectively address behavioral concerns in students (T. E. Smith et al., 2020). However, little is known about factors impacting the successful delivery of behavioral strategies by parents and teachers in the ... ...

Abstract	Family-school partnership interventions can effectively address behavioral concerns in students (T. E. Smith et al., 2020). However, little is known about factors impacting the successful delivery of behavioral strategies by parents and teachers in the context of such interventions, particularly for adolescent populations. This study used a mixed methods design to examine the treatment integrity of behavior support plans (BSPs) for adolescents in middle school. Parents and teachers of eight middle school students at risk for emotional or behavioral difficulties engaged in conjoint behavioral consultation to develop and implement BSPs. Participants completed measures of stress and student behavioral severity prior to implementing BSPs, and treatment integrity was monitored during implementation. Open-ended survey questions gathered qualitative implementation information from parents and teachers at the conclusion of the intervention. Quantitative findings indicated negative correlations between parenting stress and days of implementation (r = -.93) and between teacher perceptions of student behavioral severity and adherence to the BSP (r = -.81). Qualitative findings identified barriers to implementation (e.g., time and scheduling, intensity of student behavior); facilitators of implementation (e.g., alignment with values and practices, collaboration across participants); and parent endorsement of changes to parenting practices. Quantitative and qualitative results were in partial agreement regarding the relationship between student behavioral severity and implementation, and the triangulated results expanded our understanding of barriers and facilitators to implementing BSPs. Limitations and implications for science and practice are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
MeSH term(s)	Adolescent ; Humans ; Problem Behavior/psychology ; Schools ; Students/psychology ; Parents/psychology ; Referral and Consultation
Language	English
Publishing date	2023-12-21
Publishing country	United States
Document type	Journal Article
ISSN	2578-4226
ISSN (online)	2578-4226
DOI	10.1037/spq0000594
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article ; Online: Parenting stress and autistic children's emotional problems relate to family-school partnerships and parent mental health.

McIntyre, Laura Lee / Santiago, Rachel T / Sutherland, Marah / Garbacz, S Andrew

School psychology (Washington, D.C.)

2023 Volume 38, Issue 5, Page(s) 273–286

Abstract: Dimensions of family-school partnerships, including parent-teacher relationship quality and family educational involvement, are associated with positive outcomes for youth. Family-school partnerships are important for autistic youth, who may particularly ...

Abstract	Dimensions of family-school partnerships, including parent-teacher relationship quality and family educational involvement, are associated with positive outcomes for youth. Family-school partnerships are important for autistic youth, who may particularly benefit from cross-setting supports. Coordinated family-school partnerships may help maximize child outcomes. This study investigated the extent to which child behavioral and physical health (emotional, behavioral, and medical problems) and parent mental health (parenting stress, parent mental health history, and parent depressive symptoms) were associated with parent-teacher relationship quality and family involvement in a sample of 68 families of school-aged autistic children. Families were recruited through invitation letters disseminated at local early intervention and early childhood programs. Children in the sample were primarily boys, primarily White, and approximately 8 years old. Results suggest that (a) child emotional problems and parenting stress were negatively associated with parent-teacher relationship quality (large effects) and (b) parent history of mental health problems was negatively associated with family involvement (large effect). Intervention recommendations and future research directions are discussed. For example, it would be helpful for future research to include the perspectives of ethnically diverse samples when examining family-school partnerships among families with autistic children. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
MeSH term(s)	Male ; Adolescent ; Child ; Humans ; Child, Preschool ; Parenting/psychology ; Mental Health ; Autistic Disorder ; Parents/psychology ; Parent-Child Relations
Language	English
Publishing date	2023-03-09
Publishing country	United States
Document type	Journal Article
ISSN	2578-4226
ISSN (online)	2578-4226
DOI	10.1037/spq0000531
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article ; Online: A longitudinal study of home-based involvement and dyadic adjustment during the transition to early elementary school.

Flack, Caleb E / Garbacz, S Andrew / Stormshak, Elizabeth A / McIntyre, Laura Lee

School psychology (Washington, D.C.)

2023 Volume 38, Issue 5, Page(s) 287–293

Abstract: Home-based involvement refers to caregivers' active efforts to create learning opportunities for their children at home and in the community. Across child development, home-based involvement is a positive influence on children's social-emotional and ... ...

Abstract	Home-based involvement refers to caregivers' active efforts to create learning opportunities for their children at home and in the community. Across child development, home-based involvement is a positive influence on children's social-emotional and academic functioning. Findings have suggested that home-based involvement tends to decline during elementary and middle school, but the extent to which home-based involvement changes over time during the transition to early elementary school is less clear. Dyadic adjustment is the quality of the relationship between two partners. Grounded in family systems theory, the spillover hypothesis suggests that dyadic adjustment is an important influence on home-based involvement. However, there is limited research on the extent to which dyadic adjustment predicts home-based involvement. The present study used latent growth curve analysis to examine the trajectory of home-based involvement during the transition to early elementary school, as well as the extent to which dyadic adjustment predicts home-based involvement during this transition. Participants were 157 primary caregivers of children in kindergarten through second grade. Results suggest that home-based involvement has a negative, linear trajectory between kindergarten and second grade, and that dyadic adjustment predicts higher levels of home-based involvement at kindergarten, first grade, and second grade. Implications of study findings for research and practice are discussed, with a focus on preventive interventions that aim to promote dyadic adjustment and home-based involvement during the transition to early elementary school. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
MeSH term(s)	Child ; Humans ; Longitudinal Studies ; Schools ; Educational Status ; Child Development ; Learning
Language	English
Publishing date	2023-03-30
Publishing country	United States
Document type	Journal Article
ISSN	2578-4226
ISSN (online)	2578-4226
DOI	10.1037/spq0000543
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article ; Online: Family-centered prevention to enhance proactive parenting and parental self-efficacy during early elementary school.

Resnik, Felice / Garbacz, S Andrew / Stormshak, Elizabeth A / McIntyre, Laura Lee

Journal of family psychology : JFP : journal of the Division of Family Psychology of the American Psychological Association (Division 43)

2023 Volume 37, Issue 3, Page(s) 380–387

Abstract: The purpose of this study was to examine the effect of a family-centered intervention delivered during early elementary school, the Family Check-Up (FCU), in supporting parents' use of proactive parenting skills and the role that parental self-efficacy ( ... ...

Abstract	The purpose of this study was to examine the effect of a family-centered intervention delivered during early elementary school, the Family Check-Up (FCU), in supporting parents' use of proactive parenting skills and the role that parental self-efficacy (PSE) has in promoting proactive parenting. We predicted both direct and mediated effects of the FCU on changes in proactive parenting. Participants were the primary caregivers of 321 kindergarten children and were randomly assigned to either the FCU or to a school-as-usual control group (
MeSH term(s)	Child ; Humans ; Parenting/psychology ; Self Efficacy ; Parents/psychology ; Schools ; Educational Status
Language	English
Publishing date	2023-01-09
Publishing country	United States
Document type	Randomized Controlled Trial ; Journal Article
ZDB-ID	619328-6
ISSN	1939-1293 ; 0893-3200
ISSN (online)	1939-1293
ISSN	0893-3200
DOI	10.1037/fam0001050
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Article ; Online: Dimensions of family-school partnerships for autistic children: Context and congruence.

Santiago, Rachel T / McIntyre, Laura Lee / Garbacz, S Andrew

School psychology (Washington, D.C.)

2021 Volume 37, Issue 1, Page(s) 4–14

Abstract: Family-school partnerships are crucial for promoting positive outcomes and serving as a protective factor for children at-risk for poor school outcomes (Christenson & Sheridan, 2001). This may be particularly important for autistic children, who are at ... ...

Abstract	Family-school partnerships are crucial for promoting positive outcomes and serving as a protective factor for children at-risk for poor school outcomes (Christenson & Sheridan, 2001). This may be particularly important for autistic children, who are at increased developmental risk (Garbacz et al., 2016). However, little research has examined variables related to dimensions of these partnerships for parents and teachers of autistic children. The present study examined family socioeconomic resources in relation to two dimensions of family-school partnerships (relationship quality and family involvement) among parents of autistic children, as well as dyadic perceptions of relationship quality among parents and teachers of autistic children. Data were collected across two time points (Time 1
MeSH term(s)	Adolescent ; Autism Spectrum Disorder ; Autistic Disorder ; Child ; Child, Preschool ; Humans ; Parents ; School Teachers ; Schools
Language	English
Publishing date	2021-09-13
Publishing country	United States
Document type	Journal Article
ISSN	2578-4226
ISSN (online)	2578-4226
DOI	10.1037/spq0000473
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article ; Online: Engagement in a brief preventive parenting intervention during the transition to kindergarten: Effects of parent stress and child behavior concerns.

Hails, Katherine A / Garbacz, S Andrew / Stormshak, Elizabeth A / McIntyre, Laura Lee

Journal of school psychology

2022 Volume 96, Page(s) 24–35

Abstract: Although school-based preventive parenting interventions have been found to promote children's social-emotional skill development and behavioral functioning, it is important to understand potential barriers to engagement in such programs to ensure that ... ...

Abstract	Although school-based preventive parenting interventions have been found to promote children's social-emotional skill development and behavioral functioning, it is important to understand potential barriers to engagement in such programs to ensure that intervention access is equitable and likely to reach those who could most benefit. In the present study, we tested independent and interactive associations between parents' concerns about their child's hyperactivity behavior and their perceived stress in relation to their participation in a preventive parenting intervention, the Family Check-Up (FCU), delivered when children were in kindergarten. Participants were parents of 164 children who were randomized to the intervention group of a randomized controlled trial that took place at five elementary schools. Results indicated that parents who reported higher levels of hyperactivity in their children and high levels of perceived stress were less likely to initially engage in the FCU, but if they did engage, they were more likely to participate more intensively as measured by total treatment time. Parents' motivation to change mediated the association between high parent stress and child hyperactivity in relation to total treatment time. This study has important implications for the use of motivational interviewing strategies to engage parents in school-based, family-centered interventions.
MeSH term(s)	Child ; Humans ; Parenting/psychology ; Parents/psychology ; Schools ; Child Behavior ; Emotions
Language	English
Publishing date	2022-12-10
Publishing country	United States
Document type	Randomized Controlled Trial ; Journal Article ; Research Support, U.S. Gov't, Non-P.H.S.
ZDB-ID	2007811-0
ISSN	1873-3506 ; 0022-4405
ISSN (online)	1873-3506
ISSN	0022-4405
DOI	10.1016/j.jsp.2022.11.002
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Article ; Online: Examining conjoint behavioral consultation to support students in middle school with social, emotional, and behavior concerns.

Garbacz, S Andrew / Kaul, Megan / Zahn, Miranda / Godfrey, Eliza / Flack, Caleb

New directions for child and adolescent development

2022 Volume 2022, Issue 183-184, Page(s) 71–90

Abstract: The purpose of this study was to conduct a small-scale pilot study of Conjoint Behavioral Consultation (CBC), modified for middle school students with social, emotional, and behavioral concerns. Participants were 30 middle school students with social, ... ...

Abstract	The purpose of this study was to conduct a small-scale pilot study of Conjoint Behavioral Consultation (CBC), modified for middle school students with social, emotional, and behavioral concerns. Participants were 30 middle school students with social, emotional, and behavioral concerns, along with their parents and teachers. Participants were randomized to a CBC or school-as-usual control condition. Outcome measures included (a) teacher-report of student academic enablers and social, emotional, and behavioral competencies; (b) parent-, teacher-, and student report of target behavior outcomes; (c) parent- and teacher-report of the parent-teacher relationship; and (d) parent- and teacher-report competence in problem-solving. In addition, parents, teachers, and students reported their perceptions of the intervention. Findings suggested greater improvements in the intervention condition relative to the school-as-usual condition on teacher-report of student interpersonal skills, teacher-report of the parent-teacher relationship, and parent-report of competence in problem-solving. In addition, parents, teachers, and students reported improvements in the target behavior outcomes during the consultation and each stakeholder rated the intervention favorably. Limitations, future research directions, and implications for family-school interventions in middle school are discussed.
MeSH term(s)	Humans ; School Teachers ; Pilot Projects ; Schools ; Students/psychology ; Referral and Consultation ; Social Behavior
Language	English
Publishing date	2022-09-19
Publishing country	United States
Document type	Randomized Controlled Trial ; Journal Article
ISSN	1534-8687 ; 1520-3247
ISSN (online)	1534-8687
ISSN	1520-3247
DOI	10.1002/cad.20481
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article ; Online: The efficacy of problem-solving consultation for homeschooled students with behavior concerns.

DeRish, Rachel M / Kratochwill, Thomas R / Garbacz, S Andrew

School psychology (Washington, D.C.)

2020 Volume 35, Issue 1, Page(s) 28–40

Abstract: The purpose of this study was to explore the efficacy and acceptability of problem-solving consultation for homeschooling families with children who exhibited externalizing behavior problems. Three families participated, with multiple siblings ... ...

Abstract	The purpose of this study was to explore the efficacy and acceptability of problem-solving consultation for homeschooling families with children who exhibited externalizing behavior problems. Three families participated, with multiple siblings participating from each family. Six children were male and 1 child was female. Children's ages ranged from 5 to 9 years old. Single-case experimental multiple baseline designs were used to evaluate the functional relation between implementation of behavior support plans within problem-solving consultation and children's externalizing behaviors. Direct observation data showed decreases in externalizing behaviors after the consultation and intervention process for 2 of the 3 families. The parents of the homeschooling children reported that the behavior support plans and consultation process were acceptable. Implications for future research and practice are presented. (PsycINFO Database Record (c) 2020 APA, all rights reserved).
MeSH term(s)	Child ; Child Behavior ; Child, Preschool ; Education ; Family Therapy ; Female ; Humans ; Male ; Problem Behavior ; Problem Solving ; Process Assessment, Health Care ; Referral and Consultation ; Students
Language	English
Publishing date	2020-01-22
Publishing country	United States
Document type	Journal Article
ISSN	2578-4226
ISSN (online)	2578-4226
DOI	10.1037/spq0000339
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article ; Online: Examining links between parental monitoring and school engagement among middle school students with and without elevated behavior ratings.

Hall, Garret J / Garbacz, S Andrew / Jordan, Phoebe / Zahn, Miranda / Smolkowski, Keith / Stormshak, Elizabeth A / Seeley, John R

School psychology (Washington, D.C.)

2022 Volume 37, Issue 3, Page(s) 259–272

Abstract: The purpose of this study was to examine whether seventh-grade positive peer affiliation and conduct problems mediated the relationship between sixth-grade parental monitoring of behavior and eighth-grade school participation and grades among students ... ...

Abstract	The purpose of this study was to examine whether seventh-grade positive peer affiliation and conduct problems mediated the relationship between sixth-grade parental monitoring of behavior and eighth-grade school participation and grades among students with elevated behavior ratings (EBR;
MeSH term(s)	Adolescent ; Adolescent Behavior ; Humans ; Parents ; Peer Group ; Schools ; Students
Language	English
Publishing date	2022-03-24
Publishing country	United States
Document type	Journal Article
ISSN	2578-4226
ISSN (online)	2578-4226
DOI	10.1037/spq0000500
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article ; Online: Using Motivational Interviewing to Improve Parenting Skills and Prevent Problem Behavior During the Transition to Kindergarten.

Stormshak, Elizabeth A / DeGarmo, David / Garbacz, S Andrew / McIntyre, Laura Lee / Caruthers, Allison

Prevention science : the official journal of the Society for Prevention Research

2020 Volume 22, Issue 6, Page(s) 747–757

Abstract: In this study, we examined the efficacy of a version of the Family Check-Up (FCU) adapted for kindergarten school entry with regard to parenting skills during the transition to school. We also examined whether improvements in parenting skills would ... ...

Abstract	In this study, we examined the efficacy of a version of the Family Check-Up (FCU) adapted for kindergarten school entry with regard to parenting skills during the transition to school. We also examined whether improvements in parenting skills would mediate improvements in parent- and teacher-rated child behavior problems from kindergarten to second grade. The FCU is a motivational interviewing (MI) intervention designed to engage parents in treatment to improve parenting skills. Participants were parents of 365 children enrolled in one of five elementary schools in the Pacific Northwestern United States. Main and indirect effects were tested with structural equation path modeling using an intent-to-treat approach. The FCU was associated with improved change in parenting skills, and changes in parenting skills, in turn, predicted reductions in child behavior problems. Implications for embedding MI in family-centered interventions at kindergarten school entry are discussed. Trial registration: NCT02289092.
MeSH term(s)	Child ; Educational Status ; Humans ; Motivational Interviewing ; Parenting ; Problem Behavior ; Schools
Language	English
Publishing date	2020-02-11
Publishing country	United States
Document type	Journal Article ; Research Support, Non-U.S. Gov't
ZDB-ID	2251270-6
ISSN	1573-6695 ; 1389-4986
ISSN (online)	1573-6695
ISSN	1389-4986
DOI	10.1007/s11121-020-01102-w
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