Parent Involvement in Secondary Special Education and Transition: An Exploratory Psychometric Study

An increased level of parent involvement in education has been identified as a predictor of positive postschool outcomes for students with disabilities who have traditionally experienced lower rates of employment and postsecondary education than their peers without disabilities. The purpose of this study was to explore the factor structure of scales adapted from the Hoover-Dempsey and Sandler Model of Parent Involvement that might be used to predict parent involvement in secondary special education. An iterative adaption process included adding and revising scale items to reflect parent beliefs and involvement activities related to transition planning and secondary education for parents of high school students with disabilities. Participants were 149 parents of students with disabilities, ages 16–21. Two exploratory factor analyses (EFA) were conducted to examine the psychometric properties of the scales. Results of the EFA for involvement activities suggested a three-factor solution including: Future Planning; Home-based Involvement; and Agency/School-based Involvement. Results of the EFA for Motivators for Involvement suggested a seven-factor solution including: Parent Expectations for the Future; General School Invitations; Role Construction; Perceptions of Time and Energy; Knowledge, Skills, and Self-efficacy; Specific Child Invitations, and Specific Teacher Invitations. Implications and future research directions are discussed.     

Family and ability correlates of academic grades: social status group differences

In a continuation of work by Marjoribanks (2003), using a sample of 150 seventh grade students, relationships among Parent Involvement as defined by factor scores of four measures of parents' involvement completed by teachers: teacher-parent contacts, teacher-parent communication, parents' involvement at home, and parents' participation in school, Intellectual Ability as defined by Verbal Intelligence using the Yuste's Differential and General Aptitudes Battery-M, and Academic Grades as defined by the average grade for all subject matter were examined. Analysis showed different predictive models for children's academic achievement as a function of social status. For children of low and middle social status, Intellectual Ability was the single predictor. For children of high social status the predictors were Parents' Involvement and the interaction of Parents' Involvement and Intellectual Ability.     

Resilience and Coping Intervention with Children and Adolescents in At-Risk Neighborhoods

This study evaluated the Resilience and Coping Intervention for Children (RCI), a group intervention to increase coping skills and resilience in children and adolescents. RCI was delivered to children and adolescents residing in five at-risk neighborhoods in a southern U.S. city. Children’s and adolescents’ self-report of coping strategies, strengths and difficulties with behaviors and emotions, and hope indicated decreased difficulties with behavior and emotions and increased feelings of hope postintervention. Parent report of difficulties with behavior and emotions revealed a significant decrease in children but not in adolescents. Mean scores for four coping dimensions increased, but the increase was not statistically significant.     

Impact and Detection of Response Distortions on Parenting Measures Used to Assess Risk for Child Physical Abuse

This study investigates the impact of instructional conditions (fake good, be honest, fake bad, and respond randomly) on the scores of 3 parenting measures: the Adult/Adolescent Parenting Inventory (AAPI; Bavolek, 1984), the Child Abuse Potential (CAP) Inventory (Milner, 1986), and the Parenting Stress Index (PSI; Abidin, 1995) in general-population parents and at-risk parents. In addition, the study explores the ability of the PSI Defensiveness Scale and the CAP Inventory validity indexes to detect response distortions. As expected, most parenting-measure scores changed significantly as a result of parents' attempts to distort their responses. Across the response-distortion conditions, the PSI Defensiveness Scale only detected protocols in the fake-good condition with detection rates below 50%, whereas the CAP Inventory validity indexes correctly detected as invalid 94.7% and 91.1% of the protocols generated by general-population parents and at-risk parents, respectively. With regard to correct detection and labeling rates, except for the labeling of faking-bad behavior in the at-risk group (57.9% correct), the labeling rates of the CAP validity indexes for each of the response-distortion conditions in the general population and at-risk groups were acceptable, ranging from 82.4% to 100% correct.     

Children's perceptions of parental behaviors

Children's perceptions of positive and negative parental behaviors were assessed using a newly-developed scale, the Parent Perception Inventory (PPI). Reliability and validity were examined across a sample of 75 children aged 5 to 13 using additional measures administered to the children and measures completed by their parents. The scale showed acceptable levels of internal consistency. No effects of children's age were apparent, but effects of the child's and parent's gender were found. Boys reported more positive parental behaviors, particularly for fathers, and children reported more negative (disciplinary) behaviors by mothers. PPI scores were predictably related to child's self-concept and behavior problems (convergent validity) and generally unrelated to measures of child's achievement (discriminant validity). As predicted by family systems theory, children from nondistressed families viewed their parents as behaving more similarly on the PPI than did children from distressed families.     

Pilot Evaluation of Outcomes of Combined Parent-Child Cognitive-Behavioral Group Therapy for Families at Risk for Child Physical Abuse

Child physical abuse (CPA) is not only a highly prevalent public health problem, but it has been associated with a wide range of debilitating psychosocial sequelae that may develop during childhood and persist into adulthood. This paper outlines a treatment model, Combined Parent-Child Cognitive-Behavioral Therapy (CPC-CBT), that addresses the complex needs of the parent who engages in physically abusive behavior and the traumatized child. This pilot program was conducted to examine the feasibility of a CBT group approach that incorporates the child into the offending parent's treatment. It highlights the use of gradual exposure, developing a trauma narrative and abuse clarification to address PTSD symptoms in children. Parent components include motivational interviewing and consequence review, cognitive and behavioral anger-control strategies, and the examination of parent-child interactions to assist parents in modulating their emotions, remaining calm, and using effective problem-solving during child-rearing situations. Pilot data examining pre- to posttreatment changes for parents and children participating in the 16-week group treatment program are presented. Participants were 12 caregivers, ages 25 to 54, and their 21 children, ages 4 to 14, who were referred for the treatment of issues related to CPA. About 48% of participating parents were referred for substantiated CPA against their children, while the other parents were deemed to be at-risk for CPA. Both parents and children reported significant pre- to posttreatment reductions in the use of physical punishment. Results also demonstrated pre- to posttreatment improvements in parental anger toward their children, and consistent parenting as well as children's posttraumatic stress symptoms and behavioral problems. Clinical and research implications for these preliminary findings are discussed.     

从父母教育卷入到学业成就:自主支持与自主学习力的链式中介

家长教育卷入是为了提升学生的学业成就,但能否支持学生的自主学习从而提升其自主学习力,可能是提升学业成就的关键环节。研究将与自主学习相关的多种个人内部因素整合为自主学习力,对12万余名中小学生及其家长进行了大规模调查,建构了一个链式中介模型,分析显示父母教育卷入对学生学业成就的影响体现为两条路径:(1)父母主导路径:父母投入通过其自我报告的自主支持对学生学业成就产生显著影响;(2)学生发展路径:学生通过其所感知的父母自主支持提升其自主学习力,进而自主地促进其学业发展。研究提示,如何提高家长对学生“自主学习”的认识和支持能力,是家校协同促进学业发展的一个重要话题,也是保障“双减”不降学业成绩的一项关键举措。     

Enhancing Neurobehavioral Gains with the Aid of Games and Exercise (ENGAGE): Initial open trial of a novel early intervention fostering the development of preschoolers’ self-regulation

Poor self-regulation during the preschool years predicts a wide array of adverse adult outcomes and, as such, is an important treatment target. We assessed the efficacy of a novel early intervention aimed at fostering the development of preschoolers’ self-regulation. Enhancing Neurobehavioral Gains with the Aid of Games and Exercise (ENGAGE) involves parents and children playing a wide range of games targeting self-regulation on a daily basis over a 5-week period. Twenty-five New Zealand families, in whom parents identified their children as difficult to manage, took part in this study. Parent hyperactivity, aggression, and attention problems ratings on the BASC-2 were used to assess improvements in behavioral self-regulation, and subtests of the Stanford Binet-5 and NEPSY-2 were used to assess improvements in cognitive control. Improvements in parent-rated hyperactivity, aggression, and attention problems were maintained throughout the 12-month follow-up. In addition, improvements were found in two neurocognitive areas associated with self-regulation. While more rigorous randomized controlled trials are necessary, ENGAGE shows promise as a novel intervention for developing self-regulation in at-risk preschoolers.     

The Effects of a Reinforcement Package for On-Task and Reading Behavior with At-Risk and Middle School Students with Disabilities

ABSTRACT

The purpose of the present study is to evaluate the use of a reinforcement package with four middle school students who were below grade level in reading. Data were gathered, independently by two observers, for on-task behavior for the number of correct words read for a two-minute timed trial, and for book pre- and posttests. These data were gathered during Direct Instruction Corrective Reading Lessons. The participants earned points for increases in reading academic behaviors and on-task during the lesson. The effects of the reinforcement package were evaluated in an ABAB single case replication design. The overall outcomes indicate that on-task behavior improved from the low levels during both baselines and increased to high levels when the reinforcement package was in effect. Changes in reading rate were also dramatic with the largest increases found when the reinforcement package was in effect. Increases in pre- and posttest scores were noted for each of the participants. The advantages of employing consequences in conjunction with Direct Instruction reading materials and procedures were outlined. The role of enhancing academic skills of at-risk and children with disabilities was also outlined.     

Group Cognitive Behavioral Treatment for Parents and Children At-Risk for Physical Abuse: An Initial Study

To compare the relative efficacy of two types of group cognitive-behavioral therapy for treating the traumatized child and at-risk or offending parent in cases of child physical abuse (CPA), 24 parents and their children were treated with Combined Parent-Child Cognitive Behavioral Therapy (CPC-CBT) and 20 parents were treated with Parent-Only CBT. Outcome measures assessing children's emotional and behavioral functioning and parents' parenting skills were administered to both parent and child participants before treatment, after 15 sessions of treatment, and 3 months after the completion of treatment. A series of correlated t tests and analyses of covariance were used to compare the scores on the outcome measures. The children and parents in the CPC-CBT group demonstrated greater improvements in total posttraumatic symptoms and positive parenting skills, respectively, compared to those who participated in the Parent-Only CBT group. The parents in the Parent-Only CBT group reported using less corporal punishment to manage their children's behavior at posttest than the parents in the CPC-CBT group. The differential benefits of including the child in treatment are discussed.     

The attachments of children in foster care.

Subjects for this research were 52 foster children (mean ages 7 years, 11 months) and their natural and foster parents. Case history files provided information concerning reasons for placing the children in foster care. Foster parents completed the Parent/Child Reunion Inventory (Marcus, 1988) measuring the "quality of reunion behavior" following separation. Foster mothers also completed the Child Behavior Checklist (Achenbach & Edelbrock, 1983), and measures of adult empathy were collected from both foster parents. Foster care workers rated the quality and intensity of attachment between the child and all parents. Finally, foster children were interviewed concerning their social supports, perception of affection from adults, and the quality of their relationships with adults and friends. Results showed that behavior and school achievement problems were predictable from measures of the quality of attachment with parents. The mean number of behavior problems of foster children were found to be midway between clinical and nonclinical norm groups. Children's perceptions of friends' behavior and degree of control over friends were related to their adjustment. Case history variables were also related to behavior problems and attachment.     

Evaluating the technical adequacy of DBR-SIS in tri-annual behavioral screening: A multisite investigation

The implementation of multi-tiered systems in schools necessitates the use of screening assessments which produce valid and reliable data to identify students in need of tiered supports. Data derived from these screening assessments may be evaluated according to their classification accuracy, or the degree to which cut scores correctly identify individuals as “at-risk” or “not-at-risk.” The current study examined the performance of mean scores derived from over 1700 students in Grades 1, 2, 4, 5, 7, and 8 using Direct Behavior Rating—Single Item Scales. Students were rated across three time points (Fall, Winter, Spring) by their teachers in three areas: (a) academically engaged behavior, (b) disruptive behavior, and (c) respectful behavior. Classification accuracy indices and comparisons among behaviors were derived using Receiver Operating Characteristic (ROC) curve analyses, partial area under the curve (pAUC) tests, and bootstrapping methods to evaluate the degree to which mean behavior ratings accurately identified students who demonstrated elevated behavioral symptomology on the Behavioral and Emotional Screening System. Results indicated that optimal cut-scores for mean behavior ratings and a composite rating demonstrated high levels of specificity, sensitivity, and negative predictive value, with sensitivity point estimates for optimal cut-scores exceeding .70 for individual behaviors and .75 for composite scores across grade groups and time points.     

Authoritarianism of Parents and Offspring: Intergenerational Politics and Adjustment to College

The authoritarianism scores (RWA) of parents and their college-aged children were hypothesized to interact to affect the intergenerational transmission of political attitudes and offspring adjustment to college. Parent and offspring dyads who matched on RWA (both scored high or low) agreed about the importance of social events and on the mechanisms by which political attitudes were transmitted from parent to offspring. Disagreeing dyads (parent scored high on RWA and offspring scored low or parent scored low on RWA and offspring scored high) did not show this pattern. In addition, 2-year longitudinal data revealed that offspring who mismatched with their parents on authoritarianism had a more difficult time adjusting to college than did offspring who matched with their parents on authoritarianism. Discussion stresses the importance of examining the implications of home context on the authoritarianism of adolescent children.     

Maternal Depression,Locus of Control,and Emotion Regulatory Strategy as Predictors of Preschoolers’ Internalizing Problems

Childhood internalizing problems may occur as early as preschool, tend to be stable over time, and undermine social and academic functioning. Parent emotion regulatory behaviors may contribute to child internalizing problems and may be especially important during the preschool years when parents model emotion coping and regulation for their children. Parents who feel out of control of their preschoolers’ behavior and emotional states may adopt avoidant emotion regulatory strategies. We proposed that parent depression, perceived locus of control, and experiential avoidance would be linked with internalizing symptoms in a high-risk sample of preschool-aged children. We also expected that locus of control would mediate the relationship between maternal depression, experiential avoidance, and child internalizing problems. Seventy-four urban, low-income, diverse mothers of Head Start preschool children completed rating scales measuring their own depression, locus of control, experiential avoidance, and their children’s internalizing behaviors. Correlational analyses revealed that mothers reporting higher levels of depression were more likely to report experiential avoidance, feeling out of control in their parenting role, and internalizing symptoms in their children. Hierarchical multiple regressions showed that locus of control explained additional unique variance in child internalizing problems over and above that explained by maternal depression. Locus of control mediated the relationship between maternal depression and child internalizing symptoms. The importance of considering parent locus of control and its relation to children’s internalizing symptoms is discussed as a potential target for early childhood prevention programs.     

Family Communication Patterns,Discourse Behavior,and Child Television Viewing

This study investigated the relationship between the Family Communication Patterns (FCP) Inventory and parent-child discourse, the effect of FCP scores on child compliance, and the effect of parent discourse strategies on child compliance. Parents and children did not appear to agree about the norms in their family and appeared to be using different instances of discourse to draw conclusions about their family. For parents, control orientation was related to controlling verbal strategies; for children, control was related to global negative affect. Communication orientation was related to information sharing for parents but to fewer parental commands for children. In addition, greater control orientation resulted in less compliance. Parent discourse strategies also were related to child compliance. Younger children were more compliant when parents used directive language coupled with positive affect, but older children were less compliant in response to this verbal strategy.     

Examining Parents’ Preferences for Group Parent Training for ADHD When Individual Parent Training is Unavailable

Parent training programs are considered well-established interventions for attention deficit hyperactivity disorder in children as they reduce behavioral impairment, but limited parent engagement decreases service effectiveness. We used a discrete choice experiment to examine how parent preferences for group vs. individual format might influence their participation in Parent training. Parents (N?=?260) seeking mental health services for children with elevated symptoms of attention deficit hyperactivity disorder in Ontario, Canada were participants. They preferred Individual parent training in another study and completed a discrete choice experiment composed of 30 choice tasks measuring Parent training format preference. In this paper, parents’ preferences for alternatives to Individual Parent training, specifically Group Parent training and Minimal Information options, were estimated. Specifically, this study asked “if first choice is unavailable, what is the second choice?” This question is important as many clinics may not be able to offer both group and individual therapy given state funding cuts for youth mental health services. Simulations predicted that 85.8?% of parents who initially preferred Individual Parent training would switch to Group Parent training that included step-by-step solutions to children’s emotional and behavior problems, and the possibility of feeling informed and confident. The remaining 14.2?% of parents preferred Minimal Information; these parents preferred internet services offered conveniently and timely. Findings highlight consideration of less appealing factors that families might trade for more desirable service elements in a cost-restrictive environment.     

Attractiveness in young children: Sex-differentiated reactions of adults

Attractiveness ratings of 50 children aged 12–38 months were investigated in relation to adult socializing agents' behavior toward the children in their homes and play groups and their attitudes toward the children. Attractiveness scores were derived from 43 judges' ratings of facial photographs of the children. The same children were observed in play groups with female care givers; 40 of them were also observed in their homes with their parents. Play-group care givers rated the children for likability, tractability, and peer relations. Parents rated their attitudes toward giving routine care to their child. Attractiveness scores were not correlated with any adult attitude measures. Girls' attractiveness scores were positively correlated with their attempts to communicate in home and play group, and with mothers', fathers', and care givers' instructional responses, but negatively correlated with passive behavior in the home and with mothers' positive reactions. Boys' attractiveness scores were negatively correlated with passive behavior in the play group; no other significant correlations were found in the data for boys.     

Parent group education: What does it do for the children

The Downing Program for Parent Training in Family Relationship and management Skills was introduced to the parents of students attending an alternative education school at the secondary level. With 58 parents completing all phases of the program, the results indicated that students with parents completing the Dowing program were significantly or markedly different from students whose parents did not participate in the Dowing program, using two measures of classroom behavior.     

Generalizability in the Mediation Effects of Parental Expectations on Children’s Cognitive Ability and Self-concept

Previous research involving Hong Kong Chinese parents and their children showed that parental home involvement, beliefs of their children’s cognitive ability and their expectations for academic achievement mediated the relationship between their children’s cognitive ability and school achievement scores. This mediation effect was interpreted as the cognitive-affect model of academic achievement. The current research confirms the generalizability of the findings and tests the hypothesis that there are cultural differences in the mediation effects with the inclusion of non-Chinese students and their parents as a comparison group. The responses from 103 Chinese speaking (CS) and 163 non-Chinese speaking (NCS) primary students and parents from two schools in Hong Kong were analyzed using structural equation modeling. Student measures included self-concept, cognitive ability and academic achievement in mathematics, English and Chinese. Parent measures included home involvement, beliefs of their child’s cognitive ability and expectations of academic success. Initial model showed that parental expectations mediate the link between cognitive ability and academic achievement for both CS and NCS groups, with parental involvement predicting English achievement for only the NCS group. After the inclusion of academic self-concept, the model showed that CS parental expectations also mediate the link between self-concept and academic achievement. However, the model showed that the parental expectations of NCS play a lesser role in mediating the link between academic self-concept and their children’s academic achievement. Despite the differences, the results provide evidence for the generalizability of the cognitive-affect model.