Parent Training and Decision-Making: Actions Speak Louder than Words

2011

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). Previous research has demonstrated that parents can effectively implement academic interventions to improve child academic outcomes, particularly with reading (Resetar, Noell, & Pellegrin, 2006; Valleley, Begeny, & Shriver, 2005). A meta-analysis of research on the effectiveness of parents implementing academic interventions to improve academic skills was generally positive (Erion, 2006). Continued research is needed to evaluate the effectiveness of training parents of children with diverse needs academically in terms of child-specific disabilities as well as academic areas of need (e.g., reading, math, and writing). Similarly, additional research is needed to demonstrate the effectiveness of training parents to implement academic interventions when applied on a larger scale in more typical outpatient practice. This poster presents program evaluation data on the academic outcomes of children who attended two university-based clinics in two Midwestern cities that trained parents to implement academic interventions.

Conference presentations and posters presented

Consumers/Families, Professionals, Students

N/A