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Title page for ETD etd-07072016-103404

Type of Document Dissertation
Author Goldman, Samantha E
URN etd-07072016-103404
Title Using School-Home Communication to Reduce Problem Behaviors in Children with Autism Spectrum Disorders
Degree PhD
Department Special Education
Advisory Committee
Advisor Name Title
Robert M. Hodapp Committee Chair
Blair P. Lloyd Committee Member
Elisabeth M. Dykens Committee Member
Erin E. Barton Committee Member
  • partnership
  • communication
  • parent involvement
  • problem behavior
  • autism
Date of Defense 2016-06-20
Availability unrestricted
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.
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