Michael Persampieri|Valerie Gortmaker|Edward J. Daly|Susan M. Sheridan|Merilee McCurdy
Promoting parent use of empirically supported reading interventions: two experimental investigations of child outcomes
University of Nebraska–Lincoln|University of Nebraska–Lincoln|University of Nebraska–Lincoln|University of Nebraska–Lincoln|University of Nebraska–Lincoln
behavioral interventionsvolume 21 issue 1 p 3157 research article promoting parent use empirically supported reading interventions two experimental investigations child outcomes michael persampieri michael persampieri university nebraskalincoln usasearch papers authorvalerie gortmaker valerie gortmaker university nebraskalincoln usasearch papers authoredward j daly iii corresponding author edward j daly iii email protected university nebraskalincoln usauniversity nebraskalincoln educational psychology 33 teachers college lincoln ne 685880345 usasearch papers authorsusan sheridan susan sheridan university nebraskalincoln usasearch papers authormerilee mccurdy merilee mccurdy university nebraskalincoln usasearch papers author michael persampieri michael persampieri university nebraskalincoln usasearch papers authorvalerie gortmaker valerie gortmaker university nebraskalincoln usasearch papers authoredward j daly iii corresponding author edward j daly iii email protected university nebraskalincoln usauniversity nebraskalincoln educational psychology 33 teachers college lincoln ne 685880345 usasearch papers authorsusan sheridan susan sheridan university nebraskalincoln usasearch papers authormerilee mccurdy merilee mccurdy university nebraskalincoln usasearch papers author first published 30 january 2006 httpsdoiorg101002bin210citations 30aboutpdf toolsrequest permissionexport citationadd favoritestrack citation shareshare give accessshare full text accessshare fulltext accessplease review terms conditions use check box share fulltext version articlei read accept wiley online library terms conditions useshareable linkuse link share fulltext version article friends colleagues learn morecopy url abstract two experimental investigations effects parent delivered reading interventions conducted tutoring packages consisting empirically supported intervention components delivered parents least several weeks initial parent training experiments used singlecase experimental designs measured participants oral reading fluency passages experiment 1 used multipleprobe design across tasks passages evaluate tutoring effects two students learning disabilities results indicate students increased reading fluency maintained increases time experiment 2 used brief experimental analysis included experimenter parent delivered instructional trials validate treatment package next treatment package evaluated using alternating treatments design results uniformly positive interesting surprising correlation also found treatment integrity student outcomes results discussed terms framework skills behavior analysts working parents schools improve childrens academic responding copyright 2006 john wiley sons ltd citing literature volume21 issue1february 2006pages 3157 relatedinformation