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How Long Is Long Enough? Outcomes for a School-based Prevention Program.
Peer reviewed Peer reviewed
McConaughy, Stephanie H.; Kay, Pamela J.; Fitzgerald, Martha – Exceptional Children, 2000
One-year versus two-year outcomes were compared for a school-based prevention project for 82 children at risk for emotional disturbance. Matched pairs of children were assigned to either Parent Teacher Action Research (PTAR) teams or a control group. Significant differences favoring the PTAR group were found, especially following year two. Results…
Descriptors: Action Research, At Risk Persons, Elementary Education, Emotional Disturbances
The Achieving, Behaving, Caring Project for Preventing ED: Two-Year Outcomes.
Peer reviewed Peer reviewed
McConaughy, Stephanie H.; Kay, Pamela J.; Fitzgerald, Martha – Journal of Emotional and Behavioral Disorders, 1999
Matched pairs of 82 kindergarten children at-risk for emotional disturbance were assigned to Parent-Teacher Action Research (PTAR) teams or to a control group for their first and second grades. The PTAR group showed significantly greater reductions in teacher-reported internalizing problems and delinquent behavior, parent-reported total problems,…
Descriptors: Behavior Disorders, Behavior Modification, Emotional Disturbances, High Risk Students
Making Homework Work at Home: The Parent's Perspective.
Peer reviewed Peer reviewed
Kay, Pamela J.; And Others – Journal of Learning Disabilities, 1994
Analysis of data from 11 interviews with parents of children with disabilities, 3 focus groups, and parent action research logs yielded 5 themes: parents felt ill-prepared to help children with homework; parents wanted more information about teachers' expectations; parents wanted individualized homework assignments; parents valued family…
Descriptors: Action Research, Disabilities, Elementary Secondary Education, Expectation
Preventing SED through Parent-Teacher Action Research and Social Skills Instruction: First-Year Outcomes.
Peer reviewed Peer reviewed
McConaughy, Stephanie H.; Kay, Pamela J.; Fitzgerald, Martha – Journal of Emotional and Behavioral Disorders, 1998
First-year outcomes are reported for 18 pairs of first graders at risk for serious emotional disturbance (SED) assigned to Parent-Teacher Action Research (PTAR) teams and a matched control group in the same classrooms. Children who had PTAR teams showed greater reductions in teacher-rated externalizing aggressive and delinquent behavior.…
Descriptors: Aggression, Antisocial Behavior, Behavior Change, Behavior Disorders