Evaluating the Effect of Positive Parent Contact on Elementary Students' On-Task Behavior.
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 teac...
| Publicado en: | Journal of Positive Behavior Interventions Vol. 22; no. 4; pp. 234 - 246 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Oct2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=145238339&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 145238339 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10983007 5LU jtl: Journal of Positive Behavior Interventions issn: 10983007 maglogo: N pubinfo: dt: Oct2020 vid: 22 iid: 4 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 145238339 145238339 146261813 145238339 10.1177/1098300720908009 145238339 ppf: 234 ppct: 12 formats: tig: atl: Evaluating the Effect of Positive Parent Contact on Elementary Students' On-Task Behavior. aug: au: Fefer, Sarah A. Hieneman, Meme Virga, Caitlin Thoma, Ashley Donnelly, Marina affil: University of Massachusetts Amherst, USA sug: subj: Students, Elementary Child Behavior Parents Parent-Child Relations Task Performance and Analysis Teachers Interpersonal Relations Communication Human Support, Psychosocial Schools, Elementary Descriptive Statistics Learning Environment ab: 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 on-task classroom behavior. Positive Parent Contact (PPC) required teachers to recognize positive behavior of a student identified for additional behavioral supports and report positive incidents to parents through two weekly emails. A multiple-baseline design was used with five participant triads (teacher, student, and parent) from two elementary schools. Visual analysis and descriptive statistics showed increased on-task behavior based on observations conducted during challenging classroom routines. Non-overlap of all pairs' effects ranged from.67 to.90, with a combined effect of.75 (Hedges g). Results suggest that PPC improved on-task classroom behavior, and reciprocal parent–teacher communication was enhanced. Parents and teachers reported that PPC was feasible and acceptable. Limitations and implications are discussed. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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