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Applied Missing Data Analysis

SCHOOLS AND FAMILIES: CREATING ESSENTIAL CONNECTIONS FOR LEARNING SANDRA L. CHRISTENSON/SUSAN M. SHERIDAN (EDITORS) THE GUILFORD PRESS, NEW YORK, 2001 $32.00 ISBN 1-57230-654-8 Schools and Families: Creating Essential Connections for Learning is not just another "how to" of specific strategies for parent or family involvement. This book's orientation is the interface between family and school as the two primary socialization environments for children's learning. The authors call for a "new social contract" of shared responsibility between the home and school. After an examination of common assumptions, policies and practices related to family-school relationships, the book outlines key process variables important to positive home-school connections. These four process elements, approach, attitudes, atmosphere and actions, comprise the major chapters of the book, Helpful features of the book include lists of sample practices and personal inventories for educators and parents. Each chapter is a list of questions to consider that have practice implications. The appendices contain a checklist for quality indicators of national standards for parent/family involvement, examples of parent newsletter items, a teacher's perspective on communicating with families and an inventory for creating school-family connections based on the major process variables in the book. Chapter One describes the family-school relationship as a protective factor against poor student achievement. It reviews the National Education goals, school reform efforts and federal policies as well as Joyce Epstein's research and National PTA standards. The authors build a case for the argument that close family-school collaboration is a professional obligation of educators. Three critical issues facing families and school personnel, rights, roles and responsibilities, and resources, are presented as a guide to examining productive familyschool relationships. The authors then describe their four key process variables that help to conceptualize conditions necessary for optimal family-school relationships. Chapter Two discusses the first process variable of approach, which is the framework for interaction with families. The authors detail the significance of families to children's learning to build the argument that schools or teachers alone cannot help students achieve their full academic potential. Concisely presented conclusions from the research literature support this contention. Emphasis is placed on the student at the center of the relationship between school and home. Two societal concerns regarding students are the erosion of social capital and increases in student apathy for schoolwork. The authors feel these can be addressed with a genuine partner relationship. They give an excellent list of examples of school and family co-- roles emphasizing the shared-responsibility approach. A particularly helpful table lists ways to create conditions for student success with sections for "at home", "in school" and "within the community". Attitudes and perceptions of families and schools are addressed in Chapter Three. The authors discuss a "family-centered" school orientation which includes friendliness, positive ness, responsiveness, sensitivity to the whole family. They emphasize a "no-fault model" where blame is not placed on either the family or the school. Positive school and family attitudes are described, i.e., attitudes that cause barriers to effective relationships and the importance of perspective-taking. …

Schools and Families: Creating Essential Connections for Learning

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. …

Helping the Noncompliant Child: Family-Based Treatment for Oppositional Behavior (2Nd Ed.)

This event, a symposium, will explore the representation of landscape from farming to philosophy. The day will aim to further thinking around the intersection between art, real places and research and provide an arena for specialists to explore and challenge ideas and approaches to Rurality. 

The day will offer an opportunity to extend and inform current research and practice alongside developing new networks. What is Rural? aims to deepen levels of engagement and understanding in ethical, aesthetic, critical, funding, environmental and philosophical issues evident in rural spaces and related discourses. 

Artists, art and art practice will become the prompt that opens up a richer dialogue, encourages sharing and makes available specialist ideas to a wider public. 

The wide range of speakers have been linked to create a dynamic environment that will encourage audience involvement and allow for 3-way debate and discussion.

This event coincides with exhibitions by Kate Genever, Adam O'Meara and Nick May.

What is rural

Family-school partnership (FSP) interventions capitalize on connections between families and schools, as parents and teachers jointly promote child development through activities that bridge both settings. The current meta-analysis assessed the effects of FSP interventions on children’s academic and social-emotional competencies. From initial comprehensive search procedures (i.e., online reference databases, hand searches of relevant journals, and cited references) yielding over 19,000 abstracts, our study sample included 77 FSP intervention studies with 438 effect sizes. Studies including the following comprised our final sample: (1) an FSP intervention, (2) school-aged children, (3) academic and/or social-emotional outcomes, (4) a naturalistic setting, and (5) an experimental or quasi-experimental group design. Utilizing robust variance estimation (RVE), results revealed that FSP interventions significantly and positively impacted children’s academic achievement (δ = .25 ) and behaviors (δ = .30), social-behavioral competence (δ = .32), and mental health (δ = .34). Additionally, particular structural (i.e., home-based involvement) and relational (i.e., school to home communication, collaboration, bi-directional communication) components significantly contributed to FSP intervention effects. Mixed-effects meta-regression analyses were used to assess if effects of FSP intervention components were moderated by children’s grade or race/ethnicity. Results indicated that certain FSP intervention components (i.e., bi-directional communication, behavioral support) were more effective for older students. No significant moderation effects were found race/ethnicity, indicating that FSP intervention components were effective across participants. Overall, findings provide further support for the use of FSP interventions to support youth outcomes. Future meta-analyses should include single-case design studies and explore unique combinations of FSP intervention components.

The Effects of Family-School Partnership Interventions on Academic and Social-Emotional Functioning: a Meta-Analysis Exploring What Works for Whom

https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1106&context=cyfsfacpub

The efficacy of conjoint behavioral consultation in the home setting: Outcomes and mechanisms in rural communities.

This study reports the results of a randomized controlled trial examining the effect of Conjoint Behavioral Consultation (CBC), a family-school partnership intervention, on children's behaviors, parents' skills, and parent-teacher relationships in rural community and town settings. Participants were 267 children, 267 parents, and 152 teachers in 45 Midwestern schools. Using an Intent to Treat approach and data analyzed within a multilevel modeling framework, CBC yielded promising results for some but not all outcomes. Specifically, children participating in CBC experienced decreases in daily reports of aggressiveness, noncompliance, and temper tantrums; and increases in parent-reported adaptive skills and social skills at a significantly greater pace than those in a control group. Other outcomes (e.g., parent reports of internalizing and externalizing behaviors) suggested a nonsignificant effect at post-test. CBC parents reported using more effective parenting strategies, gaining more competence in their problem-solving practices, and feeling more efficacious for helping their child succeed in school than parents in the control group. Parents participating in CBC also reported significant improvements in the parent-teacher relationship, and the parent-teacher relationship mediated the effect of CBC on children's adaptive skills. Implications for practice in rural communities, study limitations, and directions for future research are discussed.

/pdf/the-efficacy-of-conjoint-behavioral-consultation-in-the-home-2bot88q41v.pdf

The Efficacy of Conjoint Behavioral Consultation in the Home Setting: Outcomes and Mechanisms in Rural Communities.

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...

/pdf/rural-teacher-practices-and-partnerships-to-address-1x7he9imbp.pdf

Rural Teacher Practices and Partnerships to Address Behavioral Challenges: The Efficacy and Mechanisms of Conjoint Behavioral Consultation

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 grades K–3 in 45 Midwest rural schools randomly assigned to treatment or control conditions. Treatment group teachers participated in an 8- to 10-week CBC intervention. Outcome measures were (a) self-reports of classroom practices and collaborative process skills and (b) direct observations of teachers’ use of effective behavioral strategies. Relative to control group participants, there was a significant positive intervention effect on CBC teachers’ self-report of appropriate behavioral strategies (β = .47, p < .001), observations of their use of positive attention (β = .50, p < .001) and positive consequences (β = .72, p < .001), and competence in addressing problems (β = .95, p < .001). Teachers’ appropriate strategy use was mediated by their use of problem-solving processes. Implications for rural settings are discussed.

/pdf/the-efficacy-and-mechanisms-of-conjoint-behavioral-1xxl6ssr7y.pdf

Samantha R. Angell

Papers

The efficacy of conjoint behavioral consultation in the home setting: Outcomes and mechanisms in rural communities.

The Efficacy of Conjoint Behavioral Consultation in the Home Setting: Outcomes and Mechanisms in Rural Communities.

Rural Teacher Practices and Partnerships to Address Behavioral Challenges: The Efficacy and Mechanisms of Conjoint Behavioral Consultation

The Efficacy and Mechanisms of Conjoint Behavioral Consultation