Parent Reactions to Implementation of Intervention-Based Assessment

McNamara, Kathy; Telzrow, Cathy F.; DeLamatre, James E.

doi:10.1207/s1532768xjepc1004_2

Cited by 11 publications

(7 citation statements)

References 16 publications

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“…Other work has similarly indicated that parents perceive their participation in IEP meetings to be limited when IEP documents are prepared in advance without parental input (Spann et al, 2003). McNamara et al (1999) further found that parents who were more involved in the planning (of an intervention) were more satisfied with the team process.…”

Section: Discussionmentioning

confidence: 88%

“…These qualitatively different kinds of involvement may in turn have different consequences for children. Consider, for example, that parents are often responsible for implementing portions of interventions designed by school-based teams and are unlikely to implement changes that they do not accept (McNamara et al, 1999;Truscott et al, 2000). Thus, a long-term goal is to identify the factors that predict qualitatively different kinds of parent involvement as well as the effects of different types of parent involvement on the implementation and success of interventions.…”

Section: Discussionmentioning

confidence: 99%

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Involved Parents' Perceptions of Their Experiences in School-Based Team Meetings

Esquivel

Ryan

Bonner

2008

Journal of Educational and Psychological Consultation

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We explored parents' perceptions of their positive and negative experiences in school-based team meetings as a first step toward identifying the characteristics that may promote meaningful parent participation. Parent members of a Midwestern suburban school district's special education advisory group provided open-ended descriptions of their positive and negative experiences in school-based team meetings. Their responses were coded, summarized, and reported back to participants who then evaluated the summary for accuracy and completeness. The results yielded 17 specific items that were grouped into five categories: meeting context and organization, relationships, communication, problem solving, and parent emotions. The implications of parents' responses for practice as well as for future research are discussed.

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Section: Discussionmentioning

confidence: 88%

Section: Discussionmentioning

confidence: 99%

Involved Parents' Perceptions of Their Experiences in School-Based Team Meetings

Esquivel

Ryan

Bonner

2008

Journal of Educational and Psychological Consultation

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“…First, the possible impact of moderators was explained. For example, it may be likely that setting specific challenging learning goals increases satisfaction only when the task requires explicit planning (McNamara, Telzrow, & Delamatre, 1999). Moreover, the context in which this field experiment took place may be a factor that limits the generalisability of the findings.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Learning vs. Outcome Goals on Self‐Efficacy, Satisfaction and Performance in an MBA Program

Latham

Brown

2006

Applied Psychology

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Dans cette expérience de terrain, on applique la théorie de la fixation des objectifs au sentiment d'efficacité personnelle d'étudiants, à leur satisfaction envers le programme du MBA aussi bien qu'à leur performance (GPA). Immé-diatement après leur avoir fixé des objectifs spécifiques élevés, nous avons mesuré le sentiment d'efficacité personnelle des étudiants en MBA. Celui des étudiants de la condition "objectifs de résultats pour la fin de l'année" (long terme) était inférieur à celui de sujets qui étaient dans la condition "faites de votre mieux" ou dans celle "but d'apprentissage". Les sujets présentant des difficultés spécifiques en ce qui concerne les buts d'apprentissage sont plus satisfaits du programme MBA que ceux des autres conditions expérimentales. Le GPA était significativement plus élevé dans la condition "but d'apprentissage" que dans celle "but de performance" à long terme. Les sujets qui ont des objectifs à court terme et un objectif de résultat à long terme ont un GPA plus élevé que ceux qui ont seulement un objectif à long terme ou que ceux qui sont dans l'urgence de faire de leur mieux. Les implications de ces résultats pour la théorie et la pratique sont discutées.The present field experiment examined the application of goal setting theory on student self-efficacy, satisfaction with the MBA program, as well as performance (i.e. GPA). Immediately after setting specific high goals, the selfefficacy of MBA students who set year end (distal) outcome goals was lower than participants in either the "do your best" or the learning goal conditions. Participants who set specific difficult learning goals had higher satisfaction with the MBA program than those in other experimental conditions. GPA was significantly higher in the learning goal condition relative to the distal performance goal condition. Participants who set proximal goals, in addition to a distal outcome goal, had a higher GPA than those who only set a distal

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“…Intervention alignment may be an important indicator of the quality of the PIT process, with high-quality processes utilizing interventions that are well aligned with the child's problems. McNamara et al (1999) found that student attainment of PIT goals was also related to parental support of prereferral interventions at home. These findings suggest that parental involvement in the PIT process may be linked to student outcome as well as intervention alignment with student problems.…”

Section: Gaps In Researchmentioning

confidence: 95%

“…One exception is a study by McNamara et al (1999). They found that when parents helped develop prereferral interventions, the parents were more satisfied with their child's progress, felt their child was more successful, and felt the intervention plan better addressed their child's needs.…”

Section: Gaps In Researchmentioning

confidence: 99%

Parental Involvement in the Prereferral Process

Chen

Gregory

2010

Remedial and Special Education

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Little is known about parental involvement in the prereferral intervention team (PIT) process. To shed light on the role of parental involvement in PIT meetings and referred student outcomes, this study used a stratified sample of 88 PIT student records from 14 elementary schools within one district. The records were randomly selected and reliably coded. Analyses revealed that greater parental involvement, measured in two ways-parent presence at PIT meetings and parent implementation of PIT interventions-was associated with an indicator of the quality of the PIT process. Parent presence at PIT meetings was also linked with a student outcome. When parents attended more PIT meetings, there was a decreased likelihood of referral for special education evaluation. Practical implications about why and how parents may influence the PIT process and student outcomes are offered.

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Parent Reactions to Implementation of Intervention-Based Assessment

Cited by 11 publications

References 16 publications

Involved Parents' Perceptions of Their Experiences in School-Based Team Meetings

Involved Parents' Perceptions of Their Experiences in School-Based Team Meetings

The Effect of Learning vs. Outcome Goals on Self‐Efficacy, Satisfaction and Performance in an MBA Program

Parental Involvement in the Prereferral Process

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