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Teaching Future School Personnel to Train Parents to Implement Explicit Instruction Interventions

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Abstract

Students with disabilities are less likely to be proficient with basic academic skills compared to peers, indicating a need for more quality instructional time. Parent tutoring has been identified as a promising practice for supplementing instruction to improve child outcomes. However, educators are not sufficiently prepared to collaborate with and provide guidance to parents in how to support academic goals at home. We describe how an academic assessment and intervention clinic trains future school personnel to work with families to develop and implement explicit instruction parent tutoring interventions. A case example illustrates the process.

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Acknowledgment

We thank Dr. Mark Shriver for starting an academic clinic, inspiring students, and providing guidance in supporting students and families.

Funding

This program was supported in part by a grant from the United Way of the Midlands 2017-2020.

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Authors and Affiliations

  1. Department of Psychology, University of Nebraska at Omaha, 347 Arts and Sciences Hall, 6001 Dodge Street, Omaha, NE, 68182, USA

    Sara Kupzyk

  2. University of Southern Mississippi, Hattiesburg, MS, USA

    Zachary C. LaBrot

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  1. Sara Kupzyk
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Correspondence to Sara Kupzyk.

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Kupzyk, S., LaBrot, Z.C. Teaching Future School Personnel to Train Parents to Implement Explicit Instruction Interventions. Behav Analysis Practice 14, 856–872 (2021). https://doi.org/10.1007/s40617-021-00612-5

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