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 .67 to .90, with a combined effect of .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.

中文翻译：

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评估父母积极接触对小学生在职行为的影响

家庭与学校的伙伴关系一直与积极的学生成绩相关联。不幸的是，与父母交往的努力往往很艰辛，而为维持参与所需的围绕强化的有限的计划却很少。该研究的目的是评估一种行为方法，以增强师生之间的沟通并改善学生在课堂上的行为。积极的家长联系（PPC）要求教师认识到学生的积极行为，这些行为被确定为需要额外的行为支持，并通过两周的电子邮件向父母报告积极事件。多基线设计与来自两个小学的五个参与者三人组（教师，学生和家长）一起使用。视觉分析和描述性统计表明，根据在富有挑战性的课堂常规中进行的观察，工作中的行为有所增加。所有对的非重叠效果范围从0.67到0.90，组合效果为0.75（对冲g）。结果表明，PPC改善了任务课堂上的行为，并增强了相互之间的家长与老师沟通。家长和老师报告说，PPC是可行且可以接受的。限制和含义进行了讨论。