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The purpose of this study was to examine whether seventh-grade positive peer affiliation and conduct problems mediated the relationship between sixth-grade parental monitoring of behavior and eighth-grade school participation and grades among students with elevated behavior ratings (EBR; n = 821) and students with unelevated behavior ratings (UBR; n = 3,779). Conduct problems and peer affiliation mediated the relationship between parental monitoring and school participation as well as grades in the overall sample (n = 4,600). A multiple-group mediation model suggested that these effects did not significantly differ across students with EBR and UBR, though the mediation estimates were smaller in magnitude and not statistically significant among students with EBR. Implications for the role of parental monitoring as an intervention target within a multitiered system of support for social and behavioral skills in middle school, as well as limitations and future directions are discussed.

The purpose of this study was to obtain perspectives of parents, teachers, and students about the contextual fit of conjoint behavioral consultation for supporting middle school students with emotional and behavior concerns. Participants were eight parents of middle school students with elevated behavior risk, eight middle school students with elevated behavior risk, and four middle school general education teachers. Participants responded to questions during focus groups and interviews regarding their perspectives about conjoint behavioral consultation. Results were analyzed using thematic coding to identify the themes from participant responses. Results suggested that parents, teachers, and students viewed aspects of CBC as relevant and useful. In addition, participants identified potential barriers to CBC implementation during middle school. Findings suggest implications for possible modifications to enhance CBC implementation during middle school. Limitations and future research directions are discussed. [For the corresponding grantee submission, see ED623335.]

This exploratory study examined the efficacy of Conjoint Behavioral Consultation for addressing classroom disruptive behavior for middle school students with externalizing behavior problems. In addition, the parent-teacher relationship, parent and teacher competence in problem-solving, and acceptability were examined. Participants were parents and teachers of four middle school students with externalizing behavior problems. Disruptive classroom behavior data were examined in a concurrent multiple baseline across participants design. Parent-teacher relationship, competence in problem-solving, and acceptability data were examined descriptively. Findings suggested improvements in disruptive behavior for each participant. However, limitations impeded interpretations. Parent-teacher relationship data were inconclusive. Six out of eight parents and teachers with pretest and posttest data reported improvements in their competence in problem-solving. All parents and teachers perceived the consultation process favorably. Limitations and future directions are discussed.