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Training Teachers to Provide Opportunities for Parents to Support Learning at Home via Remote Distance Technology

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Abstract

Family–school partnerships are valuable and are associated with improvements in students’ academic success. However, teachers often do not receive sufficient training to confidently collaborate with families. Furthermore, parents report feeling unsure of how to support learning at home and dissatisfaction with the special education process. The purpose of this study was to evaluate the effectiveness of remote behavioral skills training on special education teachers’ use of evidence-based meeting steps for collaborating with families to support a student’s individualized education program goals at home. A multiple probe across participants design was used to evaluate the effectiveness of the training. Pre and post data were also collected on teacher practices and confidence in working with families. All participants demonstrated a significant increase in steps completed following the training. The teachers reported high levels of satisfaction with the training and improved confidence in working with parents. Future research should examine parents’ perceptions of teachers’ use of the skills taught.

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Data Availability

The data that support the findings of this study are available from the corresponding author upon reasonable request.

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Acknowledgements

The authors would like to thank Quinton Rasser for his involvement with data collection.

Funding

This work was supported by the University Committee on Research and Creative Activity Summer Fellowship at the University of Nebraska at Omaha.

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Authors and Affiliations

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

    Sara Kupzyk, Lindsey Aberle, Maria Juarez & Madison Schaller

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  1. Sara Kupzyk
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  2. Lindsey Aberle
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  3. Maria Juarez
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Contributions

All the authors contributed to the study conception and design. Material preparation and data analysis were performed by Sara Kupzyk and Lindsey Aberle. Data collection was performed by Lindsey Aberle, Maria Juarez, and Madison Schaller. The authors contributed sections of the manuscript that were compiled by Sara Kupzyk. All the authors read and approved the final manuscript prior to submission.

Corresponding author

Correspondence to Sara Kupzyk.

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Ethics Approval and Consent to Participate

This study was performed in line with the principles of the Declaration of Helsinki and its later amendments or comparable ethical standards. Approval was granted by the University of Nebraska Omaha/University of Nebraska Medical Center Institutional Review Board (Protocol #716–20-EX). Informed consent was obtained from all individual participants included in the study.

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This manuscript does not contain identifying details, images, or videos. The approved consent form stated that no personal information would be disclosed and individuals would not be named in reports.

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The authors declare no competing interests.

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Kupzyk, S., Aberle, L., Juarez, M. et al. Training Teachers to Provide Opportunities for Parents to Support Learning at Home via Remote Distance Technology. Contemp School Psychol 28, 86–96 (2024). https://doi.org/10.1007/s40688-023-00471-7

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