The effectiveness of two types of parent training were evaluated and compared with a control group that received training. A child Management Inventory was constructed for this purpose. Parent Effectiveness Training was significantly superior to a training program developed by the Utah State Department of Education as measured by pre- and post-test criterion measure. There were no significant differences between the Utah State Department of Education group and the control group. This was determined by applying an analysis of covariance to the pre- and post-test data from all three groups. However, on a follow-up critical incidents test the Utah State Department of Education group showed more persistance of the desired behaviors than the Parent Effectiveness Training group or the control group three months after the completion of the initial study. No clear-cut conclusions were made as to the effectiveness of one program over the other based on the data. Both programs, however, showed changed over the control group. Further research in the area of the effectiveness of parent training groups was recommended.

Although parents in television are often depicted in negative patterns, little to no research has empirically examined the effect of viewing these depictions of parent efficacy and stress. The purpose of this study is to use experimental methods to assess the effect of viewing authoritative, authoritarian, and stereotypical depictions of parents in television on parental efficacy and parent stress. A sample of 122 parents of adolescents were randomly assigned to one of three condition groups: authoritarian, authoritative, and stereotypical. Each group watches a different clip from a television show, and then reported on their comparison of themselves against the parents depicted in the television clip. Parents then answered questions assessing parent efficacy and parent stress. Results revealed that there were no differences in levels of parent efficacy and parent stress based on condition, and a SEM analysis did not find that social comparison served as a meaningful mediator for the relationship between television depiction of parents (condition group) and either parent efficacy or parent stress. Parents did, however, engage in social comparison differently based on their condition group. These findings indicate that portrayals of parents in media do not affect parent efficacy or parent stress for parents of adolescents.

Children with autism spectrum disorder (ASD) often experience significant challenges with play, thereby affecting their development of language skills, emotional development, cognitive development, and social connections with others (Freeman & Kasari, 2013). Parent-child relationships influence many aspects of a child’s life including participation in joint play, which is when two or more individuals are playing together (Waldman-Levi, Finzi-Dottan, & Cope, 2019). There are several factors hindering parent participation in play including knowledge of play, understanding of sensory processing and its impact on play, communication during play, and mindful parenting. The following chapters discuss the evidence and theories supporting the development of the proposed program, Play 4 Parents. Play 4 Parents is an in-person group training program designed to enhance play skills of parents of children with ASD. The program uses a variety of teaching strategies, such as direct teaching, strategy practice, and at home hands-on practice. Through program participation it is anticipated that parents will gain an increase in parental sense of competence, a decrease in perceived stress, and improvements with parent-child play interactions.

No description available.

No description available.

Teacher-parent partnerships in education are crucial when responding to the challenges of the 21st century. As teachers and parents work collaboratively to enhance children's development, the need for building productive alliances becomes essential. The link between these institutions takes on added significance as parents and teachers of students with disabilities work together as partners. The purpose of this study was to explore the relationship between the ranking of selected values and beliefs about child development by parents and teachers of students with disabilities. The sample was comprised of 10 teachers considered out of field, teaching in exceptional education classrooms and 10 mothers whose children with disabilities were receiving services in special education classrooms. Participants were interviewed individually using a Q-sort rank and order task. The Q-sort involved a set of 15 cards, which were presented to the participants. Each card listed a characteristic(s) that could be ascribed to a child (e.g., responsible, obedient). Participants were asked to sort the cards into three groups of five cards according to the importance they ascribed to the characteristics. Data analysis was divided into two phases. First, the similarities and differences on participants' ranking were examined within and across groups. Means and standard deviations were calculated and used for comparison. Second, definitions ascribed by mothers and teachers to the top three and bottom three characteristics were transcribed and analyzed to compare their constructed meaning for each of these characteristics. Research findings yielded that mothers' and teachers' are in fact in agreement as to the characteristics that they value and believe to be the most arid least important to the development of a child. Results also described differences in the definition of selected constructs or characteristics responding to the role participants played in the lives of the children. Similarities and differences identified in this study may assist in the development of healthy parent-teacher partnerships and strengthen those that already exist.

To evaluate activities that effect better parent-teacher cooperation in relation to child development and welfare is the purpose of this study. The five types of activities about which information was desired included personal conferences, communication, parent-teacher association, visitation, and parental education.

No description available.

Call number: LD2668 .T4 1965 S347 / Master of Science

Abstract The difference in educators’ and immigrant parents’ definition of parent involvement has led to the view that immigrant parents are less involved in their children’s education than native parents from the middle class (Crozier & Davies, 2005). The purpose of this study was to understand the experience of three immigrant parents born in Africa and the Caribbean with parent involvement in their children’s education at the elementary level. This phenomenological study utilized semi-structured interviews to gain a better understanding of the various ways in which immigrant parents are involved in their children’s education, and the factors that influenced how they became involved. The findings revealed that the essence of the parents’ experience of involvement in their children’s education was maintaining nurturing relationships. Participants guided their children into a relationship with God, they cultivated a loving relationship with their children, and had a cooperative relationship with their children’s school. The parents’ experience is explored using the themes spiritual leadership, creating and nurturing relationships, and anticipatory socialization. The description of the parents’ experiences provides some insight into how immigrant parents view and enact their role in their children’s education. The study also highlights how different cultural beliefs influence the ways in which parents contributed to their children’s development. The parents were already making contributions in a variety of ways to their children’s education. However, for the most part their activities were home-based and geared towards only their own children. There were opportunities for the parent to become more involved in ways that would extend to other members of the school community. The implications of this study for practice are that educators should give an orientation to parents new to Canada about strategies they can use to incorporate school based involvement activities into their busy schedules. This will suggest ideas that parents may not have considered and could be effective in increasing their involvement on the school compound. Implications for future research include the need to investigate how culture delimits the ways in which parents become involved. There is also a need to explore what factors would motivate immigrant parents to become more involved in their children’s education on the school site.