Promoting healthy development for youth requires understanding the factors that predict positive outcomes. Although cognitive skills are important for student development, research has also identified social-emotional and behavioral growth as key developmental contributors. Social-emotional and behavioral skills, such as adaptability, emotional control, and peer relations, aid students in developing cognitive and academic skills, transitioning into new environments, coping with stress, and problem-solving. As students transition into adolescence and undergo major life changes, such as new responsibilities, increased social freedoms, cultural pressures, and greater education demands, there is an even greater need for social-emotional and behavioral skills to help prepare for those changes. Students with social-emotional deficits often struggle academically and are at risk for an array of intractable negative life outcomes. Moreover, the deficits may increase in severity over time. Although noticeable from a young age, many students' social-emotional and behavioral deficits are often left unaddressed until they become unignorable in adolescence, during which it may be more difficult to intervene. Therefore, it is important that students with social-emotional and behavioral deficits are treated early in development. That said, there is little research that examines whether the effects of early education interventions maintain over time as students enter adolescence. This study was developed to better understand the long-term social-emotional and behavioral effects of one early education intervention on student outcomes. The long-term effects of Conjoint Behavioral Consultation (CBC) on youth outcomes were investigated. The study sample was comprised of adolescents and their parents who previously participated in a CBC study targeting elementary students in rural communities. Following parent contact, the researchers conducted a follow-up to identify whether CBC's effects maintained over time. Findings revealed CBC youth experienced maintained social-emotional outcomes compared to the control group. This study is one of the first of its kind and established that students who received CBC services continued to benefit from its effects over time, beyond the effects of changes and challenges associated with major developmental transitions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]