ABSTRACT
Strong, positive relationships between the home and school systems are essential in addressing the needs of children and families and have demonstrated positive outcomes for parents, students, and teachers alike (Haynes, Comer, & Hamilton-Lee, 1989; Masten & Coatsworth, 1998). However, few models have been speci$ed and validated that bring families and schools together in joint problem solving and decision making within a consultation framework. Conjoint behavioral consultation (CBC) is one exception. CBC is an indirect method of service delivery that facilitates a collaborative working relationship among the key individuals in a child’s life by establishing linkages between the home and school systems. Given its conceptual importance to the model, collaboration is de$ned here as a relational process between participants by which unique information, expertise, values, and goals are shared, and the insight gleaned from each party is incorporated into a joint intervention and evaluation plan for which all bear some responsibility.
