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Gina M. Kunz

Bio: Gina M. Kunz is an academic researcher from University of South Carolina. The author has contributed to research in topics: Coaching & Primary education. The author has an hindex of 4, co-authored 10 publications receiving 93 citations. Previous affiliations of Gina M. Kunz include University of Nebraska–Lincoln.

Papers
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Journal ArticleDOI
TL;DR: Improvement among students whose parents and teachers experienced CBC significantly outpaced that of control students in their teacher-reported school problems and observational measures of their inappropriate and appropriate classroom behavior.

73 citations

01 Jan 2017
TL;DR: The results of a large-scale randomized controlled trial of Conjoint Behavioral Consultation (CBC) on student outcomes and teacher-parent relationships in rural schools are presented in this article.
Abstract: The results of a large-scale randomized controlled trial of Conjoint Behavioral Consultation (CBC) on student outcomes and teacher-parent relationships in rural schools are presented. CBC is an indirect service delivery model that addresses concerns shared by teachers and parents about students. In the present study, the intervention was aimed at promoting positive school-related social-behavioral skills and strengthening teacher-parent relationships in rural schools. Participants were 267 students in grades K-3, their parents, and 152 teachers in 45 Midwest rural schools. Results revealed that, on average, improvement among students whose parents and teachers experienced CBC significantly outpaced that of control students in their teacher-reported school problems and observational measures of their inappropriate (off-task and motor activity) and appropriate (on-task and social interactions) classroom behavior. In addition, teacher responses indicated significantly different rates of improvement in their relationship with parents in favor of the CBC group. Finally, the teacher-parent relationship was found to partially mediate effects of CBC on several student outcomes. Unique contributions of this study, implications of findings for rural students, study limitations and suggestions for future research are discussed.

23 citations

Journal ArticleDOI
TL;DR: This paper examined the longitudinal relationship between unmarried fathers' involvement on behavior problems of children ages from one through five, after accounting for the effects of mothers' socioeconomic status, psychological health, and parenting stress.

13 citations

Journal ArticleDOI
TL;DR: The efficacy of conjoint behavioral consultation (CBC) for teachers' practices and process skills was evaluated in this article, where 152 teachers of 152 primary and secondary schools were involved in a family-school partnership intervention.
Abstract: The efficacy of conjoint behavioral consultation (CBC), a family-school partnership intervention, for teachers’ practices and process skills was evaluated. Participants were 152 teachers of...

11 citations

01 Jan 2013
TL;DR: In this paper, the challenges associated with conducting research related to (a) teacher, (b) family and (c) community / school and contextual influences* on rural student achievement are discussed.
Abstract: What have we learned from research that can inform practice and policy related to (a) teacher, (b) family and community / school and (c) contextual influences* on rural student achievement? What can we learn from future research that can inform practice and policy related to (a) teacher, (b) family and (c) community / school and contextual influences* on rural student achievement? What are the challenges associated with conducting research related to (a) teacher, (b) family and c) community / school and contextual influences* on rural student achievement? How can we meet these challenges? What is needed to move this rural education research agenda forward? What ongoing supports among research, practice and policy are necessary to make this a meaningful and progressive process that leads to improved outcomes for rural students? For example, how do we maintain collaborative partnerships so that dialogue leads to meaningful research and application? Thinking ahead to the translation of research to the classroom, what should we bear in mind when conducting research that we hope will lead to acceptable and meaningful outcomes for rural students? How can researchers, practitioners and policymakers best incorporate feedback from teachers, parents and caregivers regarding intervention acceptability and utility? INTRODUCTION

3 citations


Cited by
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23 Oct 2001
TL;DR: This paper examined predictors of father involvement and father-mother discrepancies in reports of involvement within a low-income, predominantly minority sample of families with both residential and nonresidential fathers (N = 228).
Abstract: Currently available data and concerns over the validity of mother reports significantly truncate the ability of researchers to address a myriad of research questions concerning father involvement. This study aims to inform this concern by examining predictors of father involvement and father-mother discrepancies in reports of involvement within a low-income, predominantly minority sample of families with both residential and nonresidential fathers (N = 228). Paired HLM models are used to control for the interrelation between pairs of reporters. Results indicate that although father and mother reports are similar, mothers consistently report lower levels of involvement than do fathers. Parental conflict, fathers- nonresidence, father age, as well as mother education and employment predicted greater discrepancy across father and mother reports. Implications for future research and policy are addressed.

219 citations

Journal Article
TL;DR: The second edition of Helping the Noncompliant Child: Family-Based Treatment for Oppositional Behavior (2nd Ed.) by Robert J. McMahon and Rex L. Forehand as discussed by the authors was published in 2003 and has been viewed as the gold standard of treatment manuals aimed at training parents to manage noncompliance in children.
Abstract: Helping the Noncompliant Child: Family-Based Treatment for Oppositional Behavior (2nd Ed.) Robert J. McMahon, Rex L. Forehand. New York: Guilford Press (www.guilford.com). 2003, 313 pp., $38.00 (softcover). Ever since its publication in 1981, Helping the Noncompliant Child: Family-Based Treatment for Oppositional Behavior has been viewed as the gold standard of treatment manuals aimed at training parents to manage noncompliance in children. The long-awaited second edition greatly expands upon this classic text, maintaining its status as the premier guide for clinicians and trainees working with families of children with externalizing disorder. The text has numerous strengths, including its articulate presentation of the theoretical framework underlying the proposed interventions, a clear step-by-step outline of the implementation of treatment strategies, and a rich description of empirical support for the techniques proposed. The authors commence the second edition with a greatly expanded description, from a developmental psychopathology perspective, of the normal development of both compliance and noncompliance. By placing the theoretical framework within a developmental framework, the authors allow clinicians to answer the key question within the field of developmental psychopathology: What are the factors that lead normal development to go awry and consequently trigger the emergence of problem behavior? The authors discuss the developmental unfolding of problem behavior over time from initial oppositional behavior in early childhood to aggressive and delinquent behavior in adolescence, highlighting the importance of treating externalizing disorders in their early stages in order to prevent the emergence of more severe forms of psychopathology later in adolescence. The model they propose is thorough in its coverage, rich in detail, and firmly grounded in decades of empirical work examining the developmental trajectories of externalizing behaviors. For proponents of a case formulation approach toward intervention, the text provides a rich framework from which to conceptualize cases in a manner that will facilitate the choice and timing of implementation of effective treatment strategies. In the second and third chapters, the authors present an overview of parent training as an intervention for treating noncompliance in children drawing heavily upon the model devised by Dr. Constance Hanf. Basic issues such as the sequence of instructional procedures for teaching each parenting skill, skills taught in different phases of the parent training program, and session structure are clearly outlined. The authors also address methods for engaging families in the intervention and developing a sound therapeutic alliance. These chapters provide a thorough overview of the framework within which the techniques presented in subsequent chapters should be implemented and are likely to be particularly valuable to therapists and trainees in the early stages of commencing work with families. In the fourth chapter, the authors provide a rich outline to guide the assessment process. The approach is presented with great detail and is brought to life by transcripts demonstrating session content, forms to use during the interview process to ensure that all relevant avenues of inquiry are covered, self-report forms for parents to complete, and score sheets to use in observing parent-child interactions. …

128 citations

Journal ArticleDOI
TL;DR: Small positive associations were revealed between parents' naturally occurring involvement in children's schooling and children's academic adjustment (i.e., achievement, engagement, and motivation) that were maintained over time.
Abstract: This quantitative synthesis of 448 independent studies including 480,830 families revealed small positive associations (rs = .13 to .23) between parents' naturally occurring involvement in children's schooling and children's academic adjustment (i.e., achievement, engagement, and motivation) that were maintained over time. Parents' involvement was also positively related to children's social (r = .12) and emotional adjustment (r = .17) and negatively related to their delinquency (r = -.15), concurrently. Analyses focusing on children's academic adjustment revealed that different types of involvement (e.g., parents' participation in school events and discussion of school with children) were similarly positively associated with such adjustment. The only exception was that parents' homework assistance was negatively associated with children's achievement (r = -.15), but not engagement (r = .07) or motivation (r = .05). There was little variation due to age, ethnicity, or socioeconomic status in the links between different types of involvement and children's academic adjustment. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

115 citations

Journal ArticleDOI
TL;DR: The articles included in this special issue are consistent in their focus on families in the home setting and school personnel in the school setting as the primary individuals and settings to align interventions for children and adolescents.

93 citations

Book
18 Apr 2005
TL;DR: Introduction Defining EBD You as a teacher Your teaching room EBD pupils' learning Your basic skills Your place in the whole school structure Communicating with parents Managing major challenges Conclusion
Abstract: Introduction Defining EBD You as a teacher Your teaching room EBD pupils' learning Your basic skills Your place in the whole school structure Communicating with parents Managing major challenges Conclusion

60 citations