This exploratory study examined the efficacy of Conjoint Behavioral Consultation for addressing classroom disruptive behavior for middle school students with externalizing behavior problems. In addition, the parent–teacher relationship, parent and teacher competence in problem-solving, and acceptability were examined. Participants were parents and teachers of four middle school students with externalizing behavior problems. Disruptive classroom behavior data were examined in a concurrent multiple baseline across participants design. Parent–teacher relationship, competence in problem-solving, and acceptability data were examined descriptively. Findings suggested improvements in disruptive behavior for each participant. However, limitations impeded interpretations. Parent–teacher relationship data were inconclusive. Six out of eight parents and teachers with pretest and posttest data reported improvements in their competence in problem-solving. All parents and teachers perceived the consultation process favorably. Limitations and future directions are discussed.

中文翻译：

---

检查联合行为咨询对中学生行为外化问题的有效性

这项探索性研究研究了联合行为咨询对解决具有外部化行为问题的中学生课堂破坏性行为的功效。此外，还检查了父母与老师的关系，父母和老师解决问题的能力以及可接受性。参加者是四名初中生的父母和教师，他们都具有外部化行为问题。跨参与者设计在并发多个基准中检查了破坏性课堂行为数据。描述性地检查了父母与老师的关系，解决问题的能力以及可接受性数据。研究结果表明，每个参与者的破坏性行为都有所改善。但是，局限性限制了解释。家长与老师的关系数据尚无定论。八名家长和老师中有六名接受过测试和测试后数据的人表示，他们解决问题的能力得到了提高。所有的父母和老师都对咨询过程感到满意。讨论了局限性和未来方向。