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

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.