The efficacy of conjoint behavioral consultation to reduce the off-task behavior of elementary school children diagnosed with attention deficit hyperactivity disorder

Conjoint Behavioral Consultation (CBC) was developed to extend behavioral consultation and collaborative problem-solving intervention models. Although research generally supports the effectiveness of CBC for modifying a variety of elementary school student behaviors, the existing number of investigations of the model is limited and the technical features of this process for modifying behaviors in the school setting have yet to be thoroughly explored. As a result, questions remain concerning: (a) which CBC procedures are most effective in schools; (b) what underlying mechanisms influence the efficacy of the model; (c) what behaviors and with whom CBC is most effective; and, (d) what is the impact of the process on parent-teacher relationships. Despite these questions, proponents believe this method, used in school, can promote positive behavioral changes through facilitated parent-teacher collaboration and intervention implementation. Moreover, the mandate to establish family-school partnerships is implicit in National Education Goals 1 and 8. Initial studies of the CBC process have indicated that it may provide a productive vehicle for promoting these partnerships. More research is needed in understanding the effectiveness of this approach for children diagnosed with ADHD, their parents, and their teachers. Using a multiple-baseline across individuals design, this study attempts to explore whether a CBC intervention effectively reduced the off-task behavior of four elementary school students with ADHD. Specifically, it extended the Colton and Sheridan (1995) study in including off-task behavior as an intervention target, probing parents and teachers about the impact of the process on parent-teacher perceptions of their relationship, and including students in the Conjoint Problem Identification Interview (CPII).