A Program Evaluation of Academic Outcomes from Clinic-Based Parent Training in Academic Interventions

2011

Mark Shriver
[email protected]
402-559-6087

Training parents to implement academic interventions to improve the academic skills of their children has a long history in clinical practice (e.g., Patterson, Reid, Jones, & Congor, 1975) and some positive empirical support (Erion, 2006). However, continued research is needed to evaluate the effectiveness of training parents from diverse backgrounds and for children presenting with a variety of academic problems. This poster presents data on the academic outcomes of children who attended two university-based clinics in two Midwestern cities focused on training parents to implement academic interventions. Over 240 case files were reviewed for complete data sets including baseline and treatment data points for individual children. The families represent a diverse population demographically and almost half of the children had some type of identified disability. Academically, the children presented with problems in reading, math, spelling, and/or writing. Demographic information and type of intervention will be presented. Outcome data were analyzed based on each child?s learning rate prior to treatment and learning rate during treatment. In addition, percent of academic gain was examined for some academic areas (reading comprehension). Implications for parent training in academic interventions and for future research are presented.

Conference presentations and posters presented

Consumers/Families, Professionals, Students

N/A