Parent Tutoring (PT)

1. Parent Tutoring (PT) An Individualized Tier 3 Intervention for Students with Reading Problems Study 1 Duvall, Delquadri, Elliott & Hall (1992) Study 2 Hook & DuPaul (1999) See PT Handout 1 Summary of PT Intervention

2. PT: Rationale • Parents have primarily played a supportive role in the delivery of contingencies at home for classroom behavior. • Parents typically not given a role in out-of-class academic instruction. • In two PT studies parents were taught a simple oral reading approach to use at home to help improve children’s reading.

3. Parent Tutoring (PT) Overview • PT is an activity that takes place at home • During the school year • During the summer months (or breaks for year-round schools) • The teacher and/or Tier 3 Problem Solving team provides appropriate skill level reading materials to parent. • Parent receives training on the necessary materials and how to conduct the PT sessions at home • Parent implements PT and charts progress. • Teacher/school provides follow-up with parent. • Parent reports progress during teacher conference and/or during Tier 3 Problem Solving meetings.

4. Implementation of Parent Tutoring (PT)

5. PT: Intervention Procedures • Parents trained in 3 sessions: • Learn an oral reading and error correction procedure • Learn how to do a “parent check” (WCPM) • Learn to administer contingent positive reinforcement • Learn to use timeout for inappropriate behavior • Shown a demonstration video OR • Demonstrate all procedures with opportunities for modeling, practice, and feedback • Frequent follow-up with parents are conducted by phone, audio checking or on-site visits

6. PT: Measures and Reading Text • Words Correct Per Minute – WCPM • Calculated by counting total # of words read in one minute and subtracting incorrect words • Text materials (supplied by classroom teacher) • From current classroom basal reading texts • From texts that would be read the next year • From a set of standard leveled reading passages • Parent Tutoring activity takes place • 2-3 times per week during school years • Daily during summer months

7. PT: Intervention Materials • Quiet, well-lit area for uninterrupted work. • Reading material at appropriate level for child (familiar, but not yet mastered). • Timer. • “Parent Check” worksheet (See PT Handout 2) • Chart to chart progress (See PT Handout 3)

8. PT: Directions to ParentsSee PT Handout 2 • Find a comfortable, well-lit space. • Select a text that is not too easy or hard, as suggested by classroom teacher. • Start at a specific point in a designated text. • Ask child to read orally and naturally. • Set a timer for 10 minutes.

9. PT: Oral Reading Procedure Parents only intervene if: • A word is substituted • A word is omitted • A word is added that is not in the text • The child hesitates for longer than 4 seconds

10. PT: Error Correction Procedure Error Correction Steps: • Point to location of error • Correctly state error word(s) • Ask child to pronounce modeled word(s) • Ask child to reread the entire sentence correctly • Deliver verbal praise after sentence is read

11. PT: Intervention Procedurescontinued • After 4-5 minutes of reading, the child is asked to stop and parents mark the stopping point. • Then child is asked to reread same section. • The session ends after 10 minutes (sections are typically read 2-3 times per session). • Successive text passages used for the next session.

12. PT: “Parent Check”See PT Handout 3 and 4 • At end of each session conducts a “Parent Check” • Child reads for 1 minute from that day’s passage with no error correction. • Parent keeps track of errors, marks last word read after 1 minute. • Parent calculates WCPM = # of words read minus # of errors. (PT Handout 3) • Chart WCPM for each child on daily form. (PT Handout 4)

13. Parent CheckSee PT Handout 3 PT – “Parent Check” PT SESSION NOTES: Date: _______________________________________________ • What did you notice this session? 2. What words were difficult for your child to read? PARENT CHECK: Ask your child to read a section from today for 1 minute. Do NOT correct errors, but DO keep count of the number of errors. Stop after 1 minute and put a mark after the last word read. Count total # of words read correctly in a minute, then subtract the errors. Total # of words read in 1 “ = ___________ Subtract # of errors made in 1 “ = ___________ WCPM = Total # of words read correctly in 1 minute = Add the WCPM and the session date on the WCPM Chart form.

14. PT Report Out • Best Practice (not part of original study) • “WCPM Chart” shared by parent with teacher at pre-specified intervals. • Teacher works with parent to decide on best dates • Parent meets with teacher to review WCPM and Chart results. • Teacher and parents discuss new reading materials. • This conference could be part of a Tier 3 Problem Solving team meeting. • Incorporate these data with Tier 3 Intervention progress monitoring and outcome report. • Parent praised for work with child.

15. PT Acceptability, Integrity, and Practice • Parent and student post-treatment acceptability and outcome surveys may be completed. • Student Survey – See PEP Handouts 5 and 6 • Parent Survey – See PEP Handout 7 • Integrity checklist available – See PEP Handout 8 • To practice Parent Tutoring Session/ Parent Check see PEP Activity 1

16. About the Parent Tutoring (PT) Studies Study 1 Duvall, Delquadri, Elliott & Hall (1992) Study 2 Hook & DuPaul (1999)

17. PT: Study Descriptions Study 1 • During the summer, daily lessons • 26-43 ten minute PT sessions • N=1 design, treated and untreated texts • Added a reversal design – PT stopped for 10 sessions and then begun again Study 2 • During school-year, two to four times per week • 12-18 ten minute PT sessions • N=1 design, conducted a 1-month follow-up

18. PT: Participants Study 1 • Four mothers & four children • Children ages 7 to 9; below expected reading level, average IQs Study 2 • Two mothers & four children • Sibling pairs, ages 7 to 9, below expected reading level, average IQs • Hyperactive-Impulsive symptoms, all had stable medication status during study

19. PT: Intervention Procedures Study 1 – parents trained individually in 1 session • Learned an oral reading and error correction procedure • Learned how to do a parent check Study 2 – parents trained together in 3 sessions • Learned an oral reading and error correction procedure • Learned how to do a parent check • Learned to administer contingent positive reinforcement • Learned to use timeout for inappropriate behavior • Were shown a demonstration video • Frequent follow-up conducted by phone, audio checking or on-site visits

20. PT: Research Questions Study 1 • Does PT increase WCPM? • Do such gains generalize to untutored, higher level texts? • Do such gains generalize to WJ Pre to Post test scores? Study 2 • Does PT increase WCPM on text passages at home? • Does PT increased WCPM on text passages at school? • Do such gains show maintenance over one month? • Do such gains generalize to teacher academic ratings? • Do such gains generalize to student attitudes towards reading?

21. PT: Evaluation Measures • Words Correct Per Minute – WCPM • Calculated by counting total # of words read in one minute and subtracting incorrect words • Text Materials • From current classroom basal reading texts • From texts that would be read the next year • From a set of standard leveled reading passages

22. PT: Fidelity Assessment • Parents tape-record sessions and receive feedback on PT procedure. • Tutoring sessions randomly selected for fidelity analysis. • Inter-rater reliability conducted on children’s oral reading score.

23. PT: Overall Results • WCPM: • Improved from baseline to treatment • Study 1 - also a drop during a no-treatment phase and improvement once PT was reinitiated • Generalization: • Study 1 - 3 of 4 students evidenced small improvements on WJ test and gains on untutored passages • Study 2 – 3 of 4 students showed WCPM improvements at school, retained this over one month, 3 of 4 students increased attitudes towards reading • Consumer Impressions: • Students and parents rated PT as beneficial and thought it should be recommended to others

24. PT: Research Limitations • Small sample, no cultural information provided, and selection process differed across the studies. • Limited information on how parents were trained. • Stability and significance of gains not clearly established. • Gains may not generalize to other measures of comprehension. • Gains in Study 2 may also be due to reinforcement and timeout contingency plan.