dc.creator | Goldman, Samantha E | |
dc.date.accessioned | 2020-08-22T17:18:23Z | |
dc.date.available | 2018-07-08 | |
dc.date.issued | 2016-07-08 | |
dc.identifier.uri | https://etd.library.vanderbilt.edu/etd-07072016-103404 | |
dc.identifier.uri | http://hdl.handle.net/1803/12846 | |
dc.description.abstract | Parent-school communication is a highly valued type of involvement for parents of children with autism spectrum disorders (ASD), but parents continue to report poor communication as a barrier to working with the schools on behalf of their children. Although sometimes informally addressed using school-home notes, no research has examined the effects of such home-school communication interventions for children with ASD. Using a multiple-baseline design, I evaluated the effectiveness of a school-home note and home-based contingent reinforcement in decreasing the off-task behavior of students with ASD at school. I also evaluated secondary effects on parent involvement and compared teacher-reported and researcher-reported data on changes in student behavior. Finally, I evaluated social validity to consider the feasibility and acceptability of this teacher- and parent-implemented intervention. With two demonstrations of effects based on both researcher-collected and teacher-collected data, I was unable to demonstrate a functional relation between the school-home note intervention and reductions in students’ off-task behavior. Parents and teachers also did not report quantitative changes in involvement. However, parents and teachers reported high social validity for the school-home note and home-based contingent reinforcement. Implications for practice and future research, as well as limitations are discussed. | |
dc.format.mimetype | application/pdf | |
dc.subject | partnership | |
dc.subject | communication | |
dc.subject | parent involvement | |
dc.subject | problem behavior | |
dc.subject | autism | |
dc.title | Using School-Home Communication to Reduce Problem Behaviors in Children with Autism Spectrum Disorders | |
dc.type | dissertation | |
dc.contributor.committeeMember | Elisabeth M. Dykens | |
dc.contributor.committeeMember | Blair P. Lloyd | |
dc.contributor.committeeMember | Erin E. Barton | |
dc.type.material | text | |
thesis.degree.name | PHD | |
thesis.degree.level | dissertation | |
thesis.degree.discipline | Special Education | |
thesis.degree.grantor | Vanderbilt University | |
local.embargo.terms | 2018-07-08 | |
local.embargo.lift | 2018-07-08 | |
dc.contributor.committeeChair | Robert M. Hodapp | |