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Parent involvement in education: Variables affecting treatment acceptability and implementation
Abstract
This study examined the effect of two types of rationales and parent perceived child behavior problems on acceptability and implementation of a reading intervention. Participants were parents of children who experience difficulty acquiring basic reading skills. Participants completed a Position Questionnaire developed by the author to identify each person's unique feelings, beliefs and attitudes about their child's education and reading progress. Each participant completed an Eyberg Child Behavior Inventory to measure their perception of behavior problems observed in their child. Participants were randomly assigned to one of two rationale groups. Parents assigned to the matched rationale group were provided a description of a reading activity and a rationale for using the activity which matched that participant's position. Participants assigned to the generic rationale group were given the same description of a reading activity with a generic rationale for using that activity. All participants completed a modified version of the Intervention Rating Profile-15 (Witt and Elliott, 1985). Implementation was measured by participant completion of a Reading Record reporting the number of days and amount of minutes spent completing the intervention. Results showed no differences on measures of acceptability or implementation between the matched and generic rationale group. Neither type of rationale nor parent perceived behavior problems were significant predictors of acceptability of a reading intervention; nor were acceptability or perceived behavior problems significant predictors of implementation.
Subject Area
Educational psychology|Special education|Literacy|Reading instruction
Recommended Citation
Larson, Paula Brislen, "Parent involvement in education: Variables affecting treatment acceptability and implementation" (1997). ETD collection for University of Nebraska-Lincoln. AAI9819700.
https://digitalcommons.unl.edu/dissertations/AAI9819700