TY - JOUR
T1 - The effects of consultation-based family-school engagement on student and parent outcomes
T2 - a meta-analysis
AU - Smith, Tyler E.
AU - Holmes, Shannon R.
AU - Sheridan, Susan M.
AU - Cooper, Jennifer M.
AU - Bloomfield, Bradley S.
AU - Preast, June L.
PY - 2021
Y1 - 2021
N2 - Given that consultation has consistently yielded benefits for clients and consultees, it is likely an effective method of promoting family-school engagement. Thus, this meta-analysis examined the effects of consultation-based family-school engagement on child and parent outcomes, and complementary intervention methods used in conjunction with consultation. This study also sought to advance consultation research via a contemporary meta-analytic technique, robust variance estimation (RVE). Analyses yielded significant effects of consultation-based family-school engagement on children’s social-behavioral competence (δ = 0.34), mental health (δ = 0.37), and academic achievement (δ = 0.27). Significant effects for parent practices (δ = 0.53), parent attitudes (δ = 0.49), and relational outcomes (δ = 0.37) were also found. Complementary intervention methods revealed significant effects across various child, parent, and relational outcomes. Results indicate benefits of consultation-based family-school engagement for key outcomes and have implications for utilizing complementary methods to augment the net effects of consultation for valuable stakeholders.
AB - Given that consultation has consistently yielded benefits for clients and consultees, it is likely an effective method of promoting family-school engagement. Thus, this meta-analysis examined the effects of consultation-based family-school engagement on child and parent outcomes, and complementary intervention methods used in conjunction with consultation. This study also sought to advance consultation research via a contemporary meta-analytic technique, robust variance estimation (RVE). Analyses yielded significant effects of consultation-based family-school engagement on children’s social-behavioral competence (δ = 0.34), mental health (δ = 0.37), and academic achievement (δ = 0.27). Significant effects for parent practices (δ = 0.53), parent attitudes (δ = 0.49), and relational outcomes (δ = 0.37) were also found. Complementary intervention methods revealed significant effects across various child, parent, and relational outcomes. Results indicate benefits of consultation-based family-school engagement for key outcomes and have implications for utilizing complementary methods to augment the net effects of consultation for valuable stakeholders.
UR - http://www.scopus.com/inward/record.url?scp=85083886774&partnerID=8YFLogxK
U2 - 10.1080/10474412.2020.1749062
DO - 10.1080/10474412.2020.1749062
M3 - Article
AN - SCOPUS:85083886774
SN - 1047-4412
VL - 31
SP - 278
EP - 306
JO - Journal of Educational and Psychological Consultation
JF - Journal of Educational and Psychological Consultation
IS - 3
ER -