Conjoint Behavioral Consultation, Cognitive Behavior Therapy and Schema-based Instruction: Enhancing Mathematical Resilience
 
More details
Hide details
1
European University of Lefke, N. CYPRUS
CORRESPONDING AUTHOR
Gül Kahveci   

European University of Lefke, N. CYPRUS
Online publish date: 2017-06-21
Publish date: 2017-06-21
 
EURASIA J. Math., Sci Tech. Ed 2017;13(8):5543–5556
KEYWORDS
ABSTRACT
In this study, we demonstrate the use of conjoint behavioral consultation (CBC) as a main model to join parents and educators in the shared development and implementation of comprehensive interventions for students. A cognitive behavior therapy (CBT) model and schema-based instruction (SBI) served as an intervention and delivered in the context of CBC to enhance mathematical resilience. A multiple probe design across participants was used. The mothers and teachers of three boys between the ages of 10 and 11 years who were exhibiting performance deficits on the mathematics outcomes served as consultation participants. Direct observation data suggest that intervention implemented within the context of CBC was related to increases in mathematical resilience. In general positive changes were noted from pretreatment to post treatment administrations of the well-being questioner. Measures of treatment acceptability, treatment integrity, and social validity also yielded positive results. This study lends support to the use of CBC as a means of joining parents and teachers in the delivery of effective academic and behavioral interventions.
 
REFERENCES (64)
1.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
 
2.
Ahrens, K., DuBois, D. L., Lozano, P., & Richardson, L. P. (2010). Naturally acquired mentoring relationships and young adult outcomes among adolescents with learning disabilities. Learning Disabilities Research & Practice, 25(4), 207-216.
 
3.
Baloglu, M., & Balgalmis, E. (2010). The Adaptation of the Mathematics Anxiety Rating Scale-Elementary Form into Turkish, Language Validity, and Preliminary Psychometric Investigation. Educational Sciences: Theory and Practice, 10(1), 101-110.
 
4.
Benard, B. (1991). Fostering resiliency in kids: Protective factors in the family, school, and community.
 
5.
Borman, G. D., & Overman, L. T. (2004). Academic resilience in mathematics among poor and minority students. The Elementary School Journal, 104(3), 177-195.
 
6.
Bryan, T., Burstein, K., & Ergul, C. (2004). The social-emotional side of learning disabilities: A science-based presentation of the state of the art. Learning Disability Quarterly, 27(1), 45-51.
 
7.
Calhoon, M. B., Emerson, R. W., Flores, M., & Houchins, D. E. (2007). Computational fluency performance profile of high school students with mathematics disabilities. Remedial and Special Education, 28(5), 292-303.
 
8.
Colton, D. L., & Sheridan, S. M. (1998). Conjoint behavioral consultation and social skills training: Enhancing the play behaviors of boys with attention deficit hyperactivity disorder. Journal of Educational and Psychological Consultation, 9(1), 3-28.
 
9.
Deshler, D. D. (2005). Adolescents with learning disabilities: Unique challenges and reasons for hope. Learning Disability Quarterly, 28(2), 122-124.
 
10.
Elliott, E. S., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of personality and social psychology, 54(1), 5.Fava, G. A., & Ruini, C. (2003). Development and characteristics of a well-being enhancing psychotherapeutic strategy: Well-being therapy. Journal of behavior therapy and experimental psychiatry, 34(1), 45-63.
 
11.
Elliott, S. N., & Treuting, M. V. B. (1991). The Behavior Intervention Rating Scale: Development and validation of a pretreatment acceptability and effectiveness measure. Journal of School Psychology, 29(1), 43-51.
 
12.
Fan, X., & Chen, M. (2001). Parental involvement and students' academic achievement: A meta-analysis. Educational psychology review, 13(1), 1-22.
 
13.
Freer, P., & Watson, T. S. (1999). A comparison of patent and teacher acceptability ratings of behavioral and conjoint behavioral consultation. School Psychology Review, 28(4), 672.
 
14.
Frick, P. J., Kamphaus, R. W., Lahey, B. B., Loeber, R., Christ, M. A. G., Hart, E. L., & Tannenbaum, L. E. (1991). Academic underachievement and the disruptive behavior disorders. Journal of consulting and clinical psychology, 59(2), 289.
 
15.
Fridrickson, B. L. (2001). The role of positive emotion in positive psychology: the broaden-and-build theory of positive emotion. American psychologist, 56, 218-226.
 
16.
Gersten, R. (2005). Behind the scenes of an intervention research study. Learning Disabilities Research & Practice, 20(4), 200-212.
 
17.
Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J. R., & Witzel, B. (2009). Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools. NCEE 2009-4060. What Works Clearinghouse.
 
18.
Greene, R. W. (1995). Students with ADHD in school classrooms: Teacher factors related to compatibility, assessment, and intervention. School Psychology Review.
 
19.
Hargreaves, A. (2003). Teaching in the knowledge society: Education in the age of insecurity. Teachers College Press.
 
20.
Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for research in mathematics education, 33-46.
 
21.
Humphrey, N. (2002). Teacher and pupil ratings of self‐esteem in developmental dyslexia. British Journal of special education, 29(1), 29-36.
 
22.
Hutchinson, N. L. (1993). Effects of cognitive strategy instruction on algebra problem solving of adolescents with learning disabilities. Learning Disability Quarterly, 16(1), 34-63.
 
23.
Ingesson, S. G. (2011). Growing up with dyslexia. School Psychology International, 28(5), 574–591.
 
24.
Jitendra, A., DiPipi, C. M., & Perron-Jones, N. (2002). An Exploratory study of schema-based word-problem—Solving instruction for middle school students with learning disabilities an emphasis on conceptual and procedural understanding. The Journal of Special Education, 36(1), 23-38.
 
25.
Jordan, N. C., Hanich, L. B., & Kaplan, D. (2003). A longitudinal study of mathematical competencies in children with specific mathematics difficulties versus children with comorbid mathematics and reading difficulties. Child development, 74(3), 834-850.
 
26.
Kazdin, A. E. (1987). Treatment of antisocial behavior in children: Current status and future directions. Psychological bulletin, 102(2), 187.
 
27.
Krawec, J., & Montague, M. (2014). The role of teacher training in cognitive strategy instruction to improve math problem solving. Learning Disabilities Research & Practice, 29(3), 126-134.
 
28.
Kumpfer, K. L. (2002). Factors and processes contributing to resilience. In Resilience and development (pp. 179-224). Springer US.
 
29.
Levy, A., & Wall, J. (2000). Children who have witnessed community homicide: Incorporating risk and resilience in clinical work. Families in Society. The Journal of Contemporary Social Services, 81(4), 402-411.
 
30.
Ma, X. (1999). A meta-analysis of the relationship between anxiety toward mathematics and achievement in mathematics. Journal for research in mathematics education, 520-540.
 
31.
Mabbott, D. J., & Bisanz, J. (2008). Computational skills, working memory, and conceptual knowledge in older children with mathematics learning disabilities. Journal of Learning Disabilities, 41(1), 15-28.
 
32.
Marchant, M., Heath, M. A., & Miramontes, N. Y. (2013). Merging empiricism and humanism: Role of social validity in the school-wide positive behavior support model. Journal of Positive Behavior Interventions, 15(4), 221-230.
 
33.
Marshall, S. P. (1995). Schemas in problem solving. Cambridge University Press.
 
34.
Mautone, J. A., Marshall, S. A., Sharman, J., Eiraldi, R. B., Jawad, A. F., & Power, T. J. (2012). Development of a Family-School intervention for young children with Attention Deficit Hyperactivity Disorder. School psychology review, 41(4), 447.
 
35.
Mayer, R. E. (1985). Mathematical ability. Human abilities: An information processing approach, 127-150.
 
36.
Mayer, R. E. (2013). Problem solving. The Oxford handbook of cognitive psychology. Oxford University Press.
 
37.
Mazzocco, M. M., Devlin, K. T., & McKenney, S. J. (2008). Is it a fact? Timed arithmetic performance of children with mathematical learning disabilities (MLD) varies as a function of how MLD is defined. Developmental neuropsychology, 33(3), 318-344.
 
38.
Montague, M., & Applegate, B. (2000). Middle school students' perceptions, persistence, and performance in mathematical problem solving. Learning Disability Quarterly, 23(3), 215-227.
 
39.
Mooney, K. A., & Padesky, C. A. (2000). Applying client creativity to recurrent problems: Constructing possibilities and tolerating doubt. Journal of Cognitive Psychotherapy: An International Quarterly, 14(2), 149–161.
 
40.
Nalavany, B. A., Carawan, L. W., & Rennick, R. A. (2011). Psychosocial experiences associated with confirmed and self-identified dyslexia: A participant-driven concept map of adult perspectives. Journal of learning disabilities, 44(1), 63-79.
 
41.
Nelson, J. M., & Harwood, H. (2011). Learning disabilities and anxiety: A meta-analysis. Journal of learning disabilities, 44(1), 3-17.
 
42.
Padesky, C. A., & Mooney, K. A. (2012). Strengths‐based cognitive–behavioural therapy: A four‐step model to build resilience. Clinical Psychology & Psychotherapy, 19(4), 283-290.
 
43.
Pomerantz, E. M., Kim, E. M., & Cheung, C. S. S. (2012). Parents’ involvement in children’s learning.
 
44.
Power, T. J., Mautone, J. A., Soffer, S. L., Clarke, A. T., Marshall, S. A., Sharman, J., ... Jawad, A. F. (2012). A family–school intervention for children with ADHD: Results of a randomized clinical trial. Journal of Consulting and Clinical Psychology, 80, 611–623. doi:10.1037/a0028188.
 
45.
Prior, M. R. (1996). Understanding specific learning difficulties. Psychology Press.
 
46.
Reid, R., Gonzalez, J. E., Nordness, P. D., Trout, A., & Epstein, M. H. (2004). A meta-analysis of the academic status of students with emotional/behavioral disturbance. The Journal of Special Education, 38(3), 130-143.
 
47.
Rutter, M. (1985). Resilience in the face of adversity. Protective factors and resistance to psychiatric disorder. The British Journal of Psychiatry, 147(6), 598-611.
 
48.
Scanlon, D., & Mellard, D. F. (2002). Academic and participation profiles of school-age dropouts with and without disabilities. Exceptional Children, 68(2), 239-258.
 
49.
Serin, N. B., Ozbulak, B. E., & Serin, O. (2012). The Relationships Among Negative Thoughts, Problem Solving and Social Skills of School Psychological Consultants. Eğitim Araştırmaları-Eurasian Journal of Edicational Research, 12(49 A), 67-82.
 
50.
Serin O., Serin, N. B., & Saygılı, G. (2010). Developing problem solving inventory for children at the level of primary education (PSIC). Elementary Education Online, 9(2), 446-458.
 
51.
Shaywitz, S. E., Morris, R., & Shaywitz, B. A. (2008). The education of dyslexic children from childhood to young adulthood. Annu. Rev. Psychol., 59, 451-475.
 
52.
Sheridan, S. M., Witte, A. L., Holmes, S. R., Coutts, M. J., Dent, A. L., Kunz, G. M., & Wu, C. (2017). A randomized trial examining the effects of Conjoint Behavioral Consultation in rural schools: Student outcomes and the mediating role of the teacher–parent relationship. Journal of School Psychology, 61, 33-53.
 
53.
Sheridan, S. M., Kratochwill, T. R., & Elliott, S. N. (1990). Behavioral consultation with parents and teachers: Delivering treatment for socially withdrawn children at home and school. School Psychology Review.
 
54.
Sheridan, S. M., & Steck, M. C. (1995). Acceptability of conjoint behavioral consultation: A national survey of school psychologists. School Psychology Review.
 
55.
Sheridan, S. M., & Kratochwill, T. R. (2007). Conjoint behavioral consultation: Promoting family-school connections and interventions. Springer Science & Business Media.
 
56.
Snyder, C. R., Lopez, S. J., Aspinwall, L., Fredrickson, B. L., Haidt, J., Keltner, D., ... & Wrzesniewski, A. (2002). The future of positive psychology: A declaration of independence.
 
57.
Stampoltzis, A., & Polychronopoulou, S. (2009). Greek university students with dyslexia: an interview study. European Journal of Special Needs Education, 24(3), 307-321.
 
58.
Svetaz, M. V., Ireland, M., & Blum, R. (2000). Adolescents with learning disabilities: Risk and protective factors associated with emotional well-being: Findings from the National Longitudinal Study of Adolescent Health. Journal of Adolescent Health, 27(5), 340-348.
 
59.
Tekin-İftar, E. (2012). Geçerlik. Eğitim ve davranış bilimlerinde tek denekli araştırmalar, 275-296.
 
60.
Undheim, A. M. (2009). A thirteen‐year follow‐up study of young Norwegian adults with dyslexia in childhood: reading development and educational levels. Dyslexia, 15(4), 291-303.
 
61.
Van Garderen, D., & Montague, M. (2003). Visual‐spatial representation, mathematical problem solving, and students of varying abilities. Learning Disabilities Research & Practice, 18(4), 246-254.
 
62.
Weiner, R. K., Sheridan, S. M., & Jenson, W. R. (1998). The effects of conjoint behavioral consultation and a structured homework program on math completion and accuracy in junior high students. School Psychology Quarterly, 13(4), 281.
 
63.
Wilkinson, L. A. (2005). An evaluation of conjoint behavioral consultation as a model for supporting students with emotional and behavioral difficulties in mainstream classrooms. Emotional and Behavioural Difficulties, 10(2), 119-136.
 
64.
Zawaiza, T. R. W., & Gerber, M. M. (1993). Effects of explicit instruction on math word-problem solving by community college students with learning disabilities. Learning Disability Quarterly, 16(1), 64-79.
 
eISSN:1305-8223
ISSN:1305-8215