ABSTRACT

Conjoint behavioral consultation (CBC) is a model of consultation wherein parents and teachers partner to address children’s social-behavioral concerns. The teacher-parent relationship has proven critical to the success of CBC, yet little is known about the dynamics in CBC that may promote these relationships. This study explored interactions among teachers and parents during CBC. Using latent profile analysis, four interactional sense-making behaviors (i.e., engagement, perspective-taking, turn-taking, and coherence) were examined among 193 parents and teachers participating in CBC. Three classes of interactions emerged – one class characterized by high interactional sense-making (18%), another characterized by moderate interactional sense-making (69%), and one class characterized by low interactional sense-making (13%). Follow-up analyses suggested differences in the quality of this relationship based on the interactions displayed by parents and teachers, with dyads that displayed high and moderate patterns of interactional sense-making reporting better quality relationships than those demonstrating low patterns of interactional sense-making.

摘要

联合行为咨询 (CBC) 是一种咨询模式，其中父母和教师合作解决儿童的社会行为问题。事实证明，教师与家长的关系对 CBC 的成功至关重要，但人们对 CBC 中可能促进这些关系的动态知之甚少。本研究探讨了 CBC 期间教师和家长之间的互动。使用潜在概况分析，在参与 CBC 的 193 名家长和教师中检查了四种互动意义行为（即参与、观点转换、轮换和连贯性）。出现了三类交互——一类以高交互意义（18%）为特征，另一类以中等交互意义（69%）为特征，一类以低交互意义（13%）为特征。