Improving Disadvantaged Families' Educational Skills: Changes in Children and Caregivers

Abstract

The purpose of this study was to evaluate the effects for three families, each with a fifth-grade child at risk, of training in skills such as communicating with teachers and administrators, providing a quiet place for their child to work, and praising their child's appropriate changes in academic and social behaviors. The caregivers were trained by a university student in these skills and evaluated in an AB time series design. All three families showed increased involvement in the school. Two of the three children improved performance both at school and at home.