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Presented at the 20th Annual Research Conference

The √íParent Connectors√ď Program: An Empirical Investigation of a Parent Support Program

We're sorry, handouts are not available for this presentation.

Session Number: 2000 Room: Salon E & F

Presenting: Albert Duchnowski; Krista Kutash; Nancy Lynn; Stephanie Romney

All Authors for this paper: Albert Duchnowski; Krista Kutash; Nancy Lynn; Stephanie Romney; Larry English; Michael Greeson

Presentation Type: poster presentation

Synopsis: The purpose of this presentation is to describe a project designed to develop, implement, and evaluate a program to provide parent support to families that have children who have been identified as having emotional disturbances and who are being educated in special education programs in public schools. The goal of the project is to improve outcomes for the children and their families through parent participation in an effective, school-based parent-to-parent support program which links, through telephone calls, experienced parents (who have a child that receives services) with parents who have a child with emotional disturbances. A conceptual model has been developed to explain the hypothesized causal relationship between reducing parental stress, increased parental involvement in the education of their children and the positive effects on the emotional and academic functioning of their children. A randomized clinical trial is being conducted to empirically test the model. In this presentation we will present the conceptual model, the method and procedure of the intervention and the empirical evaluation, and the baseline data from the experimental and comparison groups (family and students) as well as detail the duration and type of support offered to families. The project is being implemented through a unique partnership of teachers, a family advocacy group, and researchers that have collaboratively constructed a format for conducting a parent support program that can be consistently implemented and evaluated in terms of adherence to the conceptual model. Family involvement is considered to be a fundamental component of current school reform policies and related legislation. The conceptual model is illustrated and proposes the use of specific strategies to increase family involvement and, subsequently, academic achievement in children with disabilities.

Date: Tuesday, March 6, 2007

Session Time: 6:00 PM - 8:00 PM