English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

In this exploratory study, the communicative process in conjoint behavioral consultation was investigated with a coding system designed to measure two dimensions of communication (i.e., infl uence and involvement). The nature of discrete speech acts that typify consultants’ and consultees’ behaviors in CBC (i.e., collaborative, controlling, obliging, withdrawing) and the communicative function of speech exchanges within CBC (i.e., affi liation, distancing, mixed) were investigated. An initial exploration of the relationship between speech exchanges and direct and indirect outcomes in CBC was conducted. Results indicated that CBC meetings were characterized by a high degree of affi liation among participants; however, few signifi cant relationships were identifi ed between the exchanges and outcomes. Future research is recommended to address limitations of the present study and to advance the fi eld’s understanding of how communication patterns in CBC may facilitate positive case outcomes. Collaboration in consultation is an area that has received a great deal of scrutiny in recent years. Criticisms of collaboration revolve around several core assumptions of behavioral consultation, including (a) the respective roles of consultants, parents, and teachers; (b) the most effective interactional styles among consultation This study was supported by federal grants awarded to the first author by the U. S. Department of Education, Office of Special Education Programs. The opinions herein reflect those of the authors and do not reflect opinion or policy of the funding agency. Correspondence: Susan M. Sheridan, University of Nebraska–Lincoln, Department of Educational Psychology, 239 Teachers College Hall, Lincoln, NE 68588-0345; E-mail: ssheridan2@

Assessing the social context in initial conjoint behavioral consultation interviews: An exploratory analysis investigating processes and outcomes.