Advisor Information
Dr. Sara Kupzyk
Location
Zoom
Presentation Type
Poster
Start Date
26-3-2021 12:00 AM
End Date
26-3-2021 12:00 AM
Abstract
Parent involvement contributes to academic success and a reduction in behavioral concerns (Hoover-Dempsey et al., 2002). However, parents report feeling dissatisfied with the special education process, noting that they do not feel their perspectives and input are valued (Tucker & Schwartz, 2013). Parents also report feeling unsure of how to support their children’s learning at home (Jacobs et al., 2016). Teachers often do not receive sufficient training to confidently collaborate with families (Fowler et al, 2019). The purpose of this study is to use distance behavioral skills training (BST) to train special education providers to teach parents how to support individualized education programs (IEP) at home.
The teachers will participate in individual baseline assessments (i.e., role plays) and training via distance technology. A single-case research design (i.e., multiple probe) will be used to determine change in use of evidence-based parent training components. In addition, pre and post data will be collected on teacher confidence with working with families.
Training Teachers to Provide Opportunities for Parents to Support Learning at Home
Zoom
Parent involvement contributes to academic success and a reduction in behavioral concerns (Hoover-Dempsey et al., 2002). However, parents report feeling dissatisfied with the special education process, noting that they do not feel their perspectives and input are valued (Tucker & Schwartz, 2013). Parents also report feeling unsure of how to support their children’s learning at home (Jacobs et al., 2016). Teachers often do not receive sufficient training to confidently collaborate with families (Fowler et al, 2019). The purpose of this study is to use distance behavioral skills training (BST) to train special education providers to teach parents how to support individualized education programs (IEP) at home.
The teachers will participate in individual baseline assessments (i.e., role plays) and training via distance technology. A single-case research design (i.e., multiple probe) will be used to determine change in use of evidence-based parent training components. In addition, pre and post data will be collected on teacher confidence with working with families.