Evaluating the Effect of Positive Parent Contact on Elementary Students' On-Task Behavior

Autor/inn/en	Fefer, Sarah A.; Hieneman, Meme; Virga, Caitlin; Thoma, Ashley; Donnelly, Marina
Titel	Evaluating the Effect of Positive Parent Contact on Elementary Students' On-Task Behavior
Quelle	In: Journal of Positive Behavior Interventions, 22 (2020) 4, S.234-245 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fefer, Sarah A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300720908009
Schlagwörter	Family School Relationship; Parent Participation; Behavior Modification; Time on Task; Parent Teacher Cooperation; Student Behavior; Reports; Electronic Mail; Program Effectiveness; Computer Mediated Communication; Elementary School Teachers; Elementary School Students; Positive Behavior Supports + Suchen Sie Ihr Suchwort? Elternmitwirkung; Behaviour modification; Verhaltensänderung; Zeitaufwand; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Student behaviour; Schülerverhalten; Abschlussbericht; Berichten; Elektronischer Briefkasten; Computerkonferenz; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	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 0.67 to 0.90, with a combined effect of 0.75 (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. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01