Examining Conjoint Behavioral Consultation to Support 2e-Autism Spectrum Disorder and Gifted Students in Preschool with Academic and Behavior Concerns.
Weekly team meetings with parents and teachers lift listening, work time, and early academics for gifted autistic preschoolers.
01Research in Context
What this study did
Kahveci et al. (2023) worked with three preschoolers who have autism and are also gifted.
The team used Conjoint Behavioral Consultation. That means the teacher, the parents, and a BCBA met weekly to set goals and share strategies.
They tracked listening, staying on task, and early math and reading skills across six weeks.
What they found
All three children doubled their time spent listening and working.
Early math and reading scores went up for every child.
Parents and teachers both said the plan was easy, fair, and helpful.
How this fits with other research
Falligant et al. (2025) show that preschool staff need quick in-class feedback to master new teaching moves. Kahveci adds parent voices to that same feedback loop.
Watkins et al. (2019) used child interests to spark peer play. Kahveci keeps the playful feel but aims the energy at school work, not just social time.
Klusek et al. (2022) coached parents of toddlers at home. Kahveci moves the same parent-coach idea into school and adds the teacher as a partner.
The mix looks like a step up: earlier studies trained either parents or staff. This one trains both at once.
Why it matters
If you serve bright autistic preschoolers, try a short weekly CBC meeting. Bring the parent, teacher, and yourself. Pick one academic and one on-task goal. Share data each week. The child hears the same cue at home and school, and skills stick without extra pull-out time.
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Schedule a 20-minute CBC huddle with the parent and teacher; pick one on-task behavior and one pre-academic skill to target this week.
02At a glance
03Original abstract
Conjoint behavioral consultation (CBC), as adjusted for 2e children with academic and behavioral difficulties, was the focus of this single-subject design study. Three young children from a preschool participated, together with their parents and teachers. Academic enablers for students—intervention, maintenance, and generalization phases; academic and behavioral competencies—intervention, maintenance, and generalization phases; and teachers’, parents’, and students’ perceptions of the intervention’s social validity data were collected among the outcome measures. Findings from multiple participant-related probes pointed to constructive improvements in the phases of intervention, maintenance for listening behavior, and improved on-task skill in intervention, maintenance, and generalization. Additionally, during the consultation, parents and teachers noted improvements in the outcomes of the target behavior such as rhythm keeping, picture–word matching, writing the pictured concept in Turkish, writing the pictured concept in English, short personal story writing, short personal story telling, and verbal math problem solving, and each stakeholder gave the intervention a grade for its social validity. Limitations, potential routes for future study, and implications for preschool CBC intervention are highlighted.
Behavioral Sciences, 2023 · doi:10.3390/bs13080674