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Improving School Readiness during the Coronavirus Pandemic through Home Instruction for Parents of Preschool Youngsters (HIPPY) and the Department of Family and Protective Services Texas Home Visiting Grant, 2019-2020. Research Educational Program Report
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Holmes, Venita R. – Houston Independent School District, 2020
HIPPY targeted over 600 parents of children zoned to 103 Houston Independent School District (HISD) elementary campuses during the 2019-2020 academic year. Due to the coronavirus pandemic, the program was delivered in a virtual format, beginning in March 2020, with the majority of parents successfuly completing the 30-week program in 26 weeks.…
Descriptors: School Readiness, COVID-19, Pandemics, Preschool Children
Parental Report of Outcomes from a Randomized Trial of In-Home Family Services
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Duppong Hurley, Kristin; Lambert, Matthew C.; Patwardhan, Irina; Ringle, Jay L.; Thompson, Ronald W.; Farley, Jennifer – Grantee Submission, 2020
This study conducted a randomized trial to examine the efficacy of the Boys Town In-Home Family Services (IHFS) program for families of high-risk youth. Participants were recruited from a state helpline for families struggling with poor family functioning and child emotional or behavioral issues. Consent was obtained for 300 of which 152 were…
Descriptors: Parent Attitudes, Outcomes of Treatment, Randomized Controlled Trials, Family Programs
Parental Perspectives on Successful Parent Education and Behavioral Intervention
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Walz, Amber; Wang, Mian; Bianchini, Julie – International Journal of Developmental Disabilities, 2019
Introduction: Literature suggests that although behavioral therapy is an effective means of intervention for children with disabilities, family participation in these programs is often lacking. Several barriers exist to meaningful parent education and parent-professional partnerships, which can lead to lower quality outcomes for both the…
Descriptors: Parent Attitudes, Parent Education, Intervention, Positive Behavior Supports
A Grounded Theory Study of Maternal Engagement of Low Income, Young Rural Mothers in Home-Based, Early Intervention Services
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Fehringer, Elaine Kay – ProQuest LLC, 2017
Home-based, early intervention programs as a preferred delivery model are widely endorsed, heavily funded and highly utilized as prevention and remediation initiatives for families with young children (Eckenrode, et al., 2010; Karoly, Killion, & Cannon, 2005). Of concern, is that while an estimated 40 billion dollars are spent annually between…
Descriptors: Early Intervention, Grounded Theory, Qualitative Research, Low Income Groups
Increasing Parental Involvement in Speech-Sound Remediation
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Roberts, Micah Renee Ferguson – ProQuest LLC, 2014
Speech therapy homework is a key component of a successful speech therapy program, increasing carryover of learned speech sounds. Poor return rate of homework assigned, with a lack of parental involvement, is a problem. The purpose of this project study was to examine what may increase parental participation in speech therapy homework. Guided by…
Descriptors: Parent Participation, Speech Language Pathology, Speech Therapy, Homework
Parent Experience of Implementing Effective Home Programs
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Novak, Iona – Physical & Occupational Therapy in Pediatrics, 2011
The aim of this preliminary study was to describe parent views about implementing effective home programs to inform practice recommendations. Semi-structured interviews were conducted with 10 parents of children with cerebral palsy (2 fathers and 8 mothers) who had participated in a home program by using a partnership-based approach. Transcripts…
Descriptors: Grounded Theory, Home Programs, Cerebral Palsy, Motivation