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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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Related Experiment Video

Updated: Oct 17, 2025

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting
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Teaching Future School Personnel to Train Parents to Implement Explicit Instruction Interventions.

Sara Kupzyk1, Zachary C LaBrot2

  • 1Department of Psychology, University of Nebraska at Omaha, 347 Arts and Sciences Hall, 6001 Dodge Street, Omaha, NE 68182 USA.

Behavior Analysis in Practice
|October 11, 2021
PubMed
Summary

Educators need better training to guide parents in supporting students with disabilities at home. An academic clinic trains future school personnel to implement effective parent tutoring interventions for improved academic skills.

Keywords:
academic interventionsexplicit instructionparent tutoring

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Area of Science:

  • Special Education
  • Educational Psychology
  • Intervention Science

Background:

  • Students with disabilities often show lower proficiency in basic academic skills compared to their peers.
  • Increased quality instructional time is crucial for academic development.
  • Parent tutoring is a recognized strategy to supplement instruction and enhance child outcomes.

Purpose of the Study:

  • To describe a model for training future school personnel in parent tutoring interventions.
  • To equip educators with skills to collaborate with parents in supporting academic goals.
  • To facilitate the development and implementation of explicit instruction parent tutoring.

Main Methods:

  • An academic assessment and intervention clinic serves as the training ground.
  • Future school personnel are trained to work directly with families.
  • Interventions focus on developing and implementing explicit instruction parent tutoring.

Main Results:

  • The clinic provides practical training for educators on parent collaboration.
  • Future professionals learn to guide parents in delivering academic support at home.
  • A case example demonstrates the successful application of the training model.

Conclusions:

  • Training future school personnel in parent tutoring is essential for bridging the gap in academic support for students with disabilities.
  • Effective collaboration between educators and parents can significantly improve academic proficiency.
  • The described clinic model offers a viable approach to preparing educators for this critical role.