Title page for ETD etd-11022006-192135


Type of Document Dissertation
Author Williams, Kashunda Lynn
Author's Email Address kvicks1@lsu.edu
URN etd-11022006-192135
Title Training Parents in Consequence Delivery and To Initiate School Communication Using an Electronic Home-based Reinforcement Program To Modify Studentsí Classroom Behaviors
Degree Doctor of Philosophy (Ph.D.)
Department Psychology
Advisory Committee
Advisor Name Title
Noell, George Jr Committee Chair
Gansle, Kristin A Committee Member
Gresham, Frank M Committee Member
Kelley, Mary L Committee Member
Burts, Diane C Dean's Representative
Keywords
  • parent training
  • home-school notes
  • treatment integrity
  • email
Date of Defense 2006-10-12
Availability unrestricted
Abstract
Existing research has shown that when parents and teachers work together, everyone benefits; students tend to earn higher grades, perform better on tests, attend school more regularly, have better behavior, and show more positive attitudes toward themselves and toward school (Canter, 2004). This study builds upon these findings by examining the effects of parent training and a parent implemented intervention (parent initiated home-school note via email) on studentsí maladaptive classroom behavior and teachersí ratings on Achenbachís Teacher Report Form and Connerís Ratings Scales. In addition, the effects of emailing parental performance feedback on parentsí adherence to intervention procedures (parent initiated home-school note via email) and intervention acceptability as rated by parents and teachers were examined. Study participants were 46 parent-child dyads. Findings of the current investigation suggest that both treatment conditions (i.e., Treatment Alone and Treatment plus performance Feedback) were associated with increases in studentsí observed on-task classroom behavior. Teacher ratings of the TRF suggest that student internalizing behaviors, externalizing behaviors, and total problems decreased in both treatment conditions and increased in the No Treatment Condition. A significant difference between treatment conditions was found in the number of notes emailed and parentsí treatment integrity. Overall, the findings of the current investigation suggest that studentsí classroom behavior can be influenced by a parent initiated intervention that utilizes computer technology, but additional research is clearly needed in this area. This investigation extends the literature by incorporating computer technology in a parent initiated treatment program using home-based reinforcement.
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