The Effects of Consultation-based Family-school Engagement on Student and Parent Outcomes: A Meta-analysis. Issue 3 (3rd July 2021)

• Record Type: Journal Article
• Authors: Smith, Tyler E.; Holmes, Shannon R.; Sheridan, Susan M.; Cooper, Jennifer M.; Bloomfield, Bradley S.; Preast, June L.
• Is Part Of: Journal of educational and psychological consultation. Volume 31:Issue 3(2021)
• Page Start: 278
• Page End: 306
• Publication Date: 2021-07-03
• Subjects: Educational consultants -- Periodicals; School psychology -- Periodicals; Psychological consultation -- Periodicals; 370.15
• DOI: 10.1080/10474412.2020.1749062
• Languages: English
• ISSNs: 1047-4412

Abstract

ABSTRACT: 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.