2023 Volume 61 Issue 2 Pages 77-90
One aim of the present study was to examine effects of a program in which parents and teachers supported each other through using antecedent-behavior-consequence (A-B-C) recording for behavior problems of their children. In addition, the present study examined how parent-teacher relationships changed after participating as pairs in the program. Each of the 5 participating parent-teacher pairs selected a target behavior that matched the child’s actual situation and made records on an A-B-C chart. To make A-B-C recording specific and develop a support plan, parent-teacher pairs asked each other questions. The researchers provided positive feedback for asking questions and for making the descriptions accurate. The results showed that the accuracy of A-B-C recording improved for many participants. Parents and teachers collaborated to identify, incorporate, and implement appropriate support. In addition, the children’s target behaviors improved, and the parents’ and teachers’ scores on the Parent-Teacher Relationship Scale-II increased. It is presumed that the accuracy of A-B-C recording promoted monitoring of the antecedents and consequences of the children’s behavior. These results suggest that parent-teacher collaboration to address children’s behavioral challenges across home and school may have positive effects on parent-teacher relationships. On the other hand, some participants did not show these results. In cases in which the children had severe behavior problems, it appeared to be difficult to apply this program. Future research should examine hierarchical interventions that promote parent-teacher collaboration in the context of the actual conditions and needs of parents, teachers, and children.
