Autistic children often require support in various competencies during early childhood. Parents and practitioners must collaborate for optimal child outcomes. Previous research indicates that parent-mediated learning supports children's social communication, encourages parent-practitioner collaboration, and fosters parental feelings of support.…

The present study examined whether parental involvement within the framework of the parent-teacher relationship as established through Conjoint Behavior Consultation (CBC) enhances the academic achievement of students diagnosed with High Functioning Autism Spectrum Disorder (HFASD). Due to the COVID 19 pandemic, this study began with the…

This exploratory study examined the efficacy of Conjoint Behavioral Consultation for addressing classroom disruptive behavior for middle school students with externalizing behavior problems. In addition, the parent-teacher relationship, parent and teacher competence in problem-solving, and acceptability were examined. Participants were parents and…

Family-school partnership has consistently been associated with positive student outcomes. Unfortunately, efforts to engage parents are often demanding, with limited planning around reinforcement needed to sustain participation. The study purpose was to evaluate a behavioral approach to enhance teacher-parent communication and improve student…

Parental behavioral and relational engagement in school include components of trust, communication, and respect that are positively predictive of student academic success. Parents who report high levels of trust with their child's teacher are more likely to be involved in school and related programs and events. Direct teacher-parent communication…

To explore family-professional partnership within schoolwide positive behavioral interventions and supports (SWPBIS), we conducted a qualitative analysis of the perceptions of family members of students with Tier 1 and Tier 2 behavior support needs related to events that impact the quality of their communication with teachers. Family member…

This guide presents information and clinical tools to implement the Anger Coping Program, an empirically supported intervention for students in grades 3-6. Practitioners are taken step by step through setting up treatment groups, teaching vital skills for reducing aggression and disruptive behavior, and building strong partnerships with teachers…

A program in which behavior management plans are systematically demonstrated can help parents of learning disabled students carry through the plan at home. When parents are involved in deciding on target behaviors, record keeping, and actually implementing the program, the likelihood of success is increased. (CL)

This study evaluates the effectiveness of school-home notes for increasing academic productivity and on-task behavior of low-income, African American children diagnosed with attention-deficit/hyperactivity disorder (ADHD). Using a withdrawal, alternating treatments design, each student received school-home notes with and without a response cost…

The author presents a case study describing the way one elementary school counselor, with assistance from parents and teachers, helped solve a behavioral problem of a student. (RWP)

A home-based reinforcement program was instituted with three underachieving fourth graders who exhibited inappropriate behavior. Each day the children brought home a workbook assignment indicating percentage of correct responses and parents provided reinforcement for correct items and for improvement over time. Effectiveness on completion of daily…

A behavior modification program was implemented to improve attendance and punctuality patterns of kindergarten students attending a small, rural elementary school. Also incorporated into the intervention were self-esteem and parent involvement components. Motivational strategies used were: a token economy; group-oriented behavior management…

The Teaching Parents Program at a center for moderately retarded students (5 to 13 years old) who may also be visually handicapped, multiply handicapped, or emotionally disturbed allows parents to learn principles of behavior modification, task analysis, and data collection while working with a child in the classroom. Materials used in the program…

Matched pairs of 82 kindergarten children at-risk for emotional disturbance were assigned to Parent-Teacher Action Research (PTAR) teams or to a control group for their first and second grades. The PTAR group showed significantly greater reductions in teacher-reported internalizing problems and delinquent behavior, parent-reported total problems,…

Three male primary students were issued a daily report card rating their disruptive behavior. Parents were asked to praise positive reports and ignore negative reports. Results showed that the intervention was effective in reducing inappropriate behaviors while increasing assignment completion. Ratings by parents, teachers, peers, and subjects…