By Susan M. Sheridan

ISBN-10: 0306451557

ISBN-13: 9780306451553

ISBN-10: 1475725124

ISBN-13: 9781475725124

Right here, the authors offer a procedural advisor for the perform of conjoint behavioral session (CBC)-reviewing its heritage, methods, and advantages. This common guide presents particular instructions and approaches to enforce CBC; explores modern concerns surrounding CBC utilizing real-life examples; and provides theoretical and empirical rationales for the CBC systems defined within the booklet. Noteworthy gains comprise corresponding interview publications, case stories, bankruptcy targets, and dialogue questions.

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Extra resources for Conjoint Behavioral Consultation: A Procedural Manual

Example text

The function of Level 1 interventions is to share information between home and school primarily through the use of report cards, phone calts, and infrequent parent-teacher meetings. Level 2 interventions involve collaborative home-school programs with all parties understanding clearly the expectations of each, the establishment of feasible communication systems between all parties, and consistent follow-through on the part of teachers and parents. Interventions at Level 3 entail active involvement of parents in the school setting, with the intent of reducing discontinuities between home and school.

Process and Outcome Goals of Conjoint Behavioral Consultation Process Goals I. , family history, medical information, prior treatments). 2. Improve relationship among the child, family (mother and father), and school personnel. 3. Establish home-school partnership. 4. Promote shared ownership for problem definition and solution. 5. Increase parent (mother and father) and teacher commitments to educational goals. 6. Recognize the need to address problems as occurring across, rather than within, settings.

Establish consistent treatment programs across settings. 3. , famtly members, school personnel, and the child-client). 4. Monitor behavioral contrast and side effects systematically via cross-setting treatment agents. 5. Enhance generalization and maintenance of treatment effects via consistent programming across sources and settings. 6. Develop skills and competencies to promote further independent conjoint problem-solving between the family and school personnel. Source: Sheridan. S. , & Kratochwill, T.

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Conjoint Behavioral Consultation: A Procedural Manual by Susan M. Sheridan

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