Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


33rd Annual Convention; San Diego, CA; 2007

Event Details

Previous Page


Symposium #65
CE Offered: BACB
Training Parents to Implement Academic Interventions
Saturday, May 26, 2007
2:30 PM–3:50 PM
America's Cup AB
Area: EDC/CBM; Domain: Service Delivery
Chair: Mark D. Shriver (Munroe-Meyer Institute)
Discussant: Keith D. Allen (Munroe-Meyer Institute)
CE Instructor: Keith D. Allen, Ph.D.

When children are struggling academically, it is not uncommon for their parents to be involved with assisting homework or providing extra tutoring. Effective tutoring requires time, resources, knowledge and skill in instructional techniques that many parents may not posses. In such cases, parents may benefit from training in individualized instructional strategies developed to improve their childs academic progress. This symposium presents information and research regarding training parents to implement academic interventions to improve childrens academic progress. Clinical and school-based cases will be presented detailing procedures for training parents to implement academic interventions. Data will be presented regarding the identification of effective instructional strategies for individual children using brief experimental analysis procedures. Data on parents implementation of academic interventions and childrens academic progress will be presented. Information in this symposium will link directly with research literature on parent training, brief experimental analysis of academic interventions, and effective instruction. Participants will acquire practical knowledge and ideas for future research on training parents to implement academic interventions and innovative strategies for using brief experimental analysis to identify effective academic interventions.

Training Parents of Children with Disabilities to Implement Academic Interventions.
MARK D. SHRIVER (Munroe-Meyer Institute)
Abstract: Parents of children with disabilities are often at a loss as to how to work with their children to improve academic functioning. Most tutoring agencies are not skilled at working with children with disabilities such as mental retardation, autism, neurological injury and other types of neurodevelopmental disabilities. Most special educators are not trained to teach parents how to implement academic interventions at home. This presentation provides an overview of a clinic developed to train parents of children with disabilities to implement academic interventions at home. Individualized assessments, including brief experimental analysis of academic interventions, are conducted to identify and develop effective interventions. Behavioral skills training utilizing instruction, modeling, rehearsal, and immediate feedback is utilized to teach parents how to implement academic interventions. Parents are taught how to monitor progress and are assisted in making data-based decisions regarding changes in academic interventions. Issues regarding training parents to implement academic interventions at home will be discussed. Data gathered from children and families seen in the clinic will be provided. Data from individual cases will be presented to illustrate specific points. Research derived from clinic cases will be presented.
Improving Reading Outcomes Using Brief Experimental Analysis to Develop Parent Training Interventions.
VALERIE J. GORTMAKER (Munroe-Meyer Institute)
Abstract: Learning to read is critical for a child’s current and future well-being. Yet approximately one-fifth of the population suffers from a reading disability. This problem is compounded by the summer in which children with disabilities are subject to even greater declines in academic performance. The present study assessed the effects of summer parent tutoring on three children with learning disabilities using empirically derived reading interventions. Brief experimental analysis methods were used to identify customized reading fluency interventions. Parents were trained to use the intervention strategies with their children. Parents implemented the procedures during parent-tutoring sessions at home and results were measured continuously in high word overlap and low word overlap passages in order to determine whether generalization of effects occurred. Parent and child satisfaction with the procedures was assessed. Results demonstrated generalized increases in reading fluency in both high word overlap and low word overlap passages as a function of parent tutoring. Also, acceptability ratings by children and their parents indicated that they viewed the interventions as acceptable and effective. Results are discussed in terms of structuring reading fluency interventions that promote generalization and maintenance of treatment effects.
Training Parents to Match Student Needs with Effective Academic Intervention.
GARY L. CATES (Illinois State University)
Abstract: This presentation describes parent training in academic interventions across three students. The three students were demonstrating skills deficits in mathematics, reading, and early literacy respectively. Specifically, student one exhibited low math accuracy in subtraction. Student one’s parents were instructed how to utilize an intervention and develop new intervention materials as the student’s skills progressed. Student two was a home-schooled teen age student who exhibited low reading fluency. Student two’s parents were instructed on how to complete a brief experimental analysis of reading fluency interventions in an attempt to replicate clinic analyses. Finally student three demonstrated low letter identification accuracy. Due to slow weekly progress in the clinic setting, student three’s parents were instructed on how to perform discrete trial training in the home. Results are discussed with regard to potential variables affecting intervention integrity including stage of skill development, intervention complexity, and intervention acceptability. Discussion will also focus on potential directions for future research.



Back to Top
Modifed by Eddie Soh