ABSTRACT
“Family-School Partnerships and Conjoint Behavioral Consultation: Working with Families” defines what it means to engage in family-school partnerships and the systemic supports that are needed to do so, before exploring Conjoint Behavioral Consultation (CBC). The basics of CBC are discussed and the goals for which CBC might be appropriate for students with ASD are reviewed. Particular attention is paid to the developmental nature of providing consultation for students with ASD and the challenges inherent to applying this model to work with families and educators of students with ASD. Adaptations made to CBC and other forms of research evidence are summarized. The “Focus on Culture” section in this chapter highlights how family’s preferences for intervention may be culturally influenced, and discusses how school-based consultants can work effectively with families to ensure that they see intervention as appropriate and likely to be helpful.
