Parent Tutoring Parent Tutoring (PT)(PT)

An Individualized Tier 3 Intervention for Students with

Reading Problems

Study 1 Study 1 Duvall, Delquadri, Elliott & Hall (1992)Duvall, Delquadri, Elliott & Hall (1992)

Study 2 Study 2 Hook & DuPaul (1999)Hook & DuPaul (1999)

See PT Handout 1Summary of PT Intervention

PT: RationalePT: 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.

Parent Tutoring (PT) Parent Tutoring (PT) OverviewOverview

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.

Implementation Implementation of Parent of Parent

Tutoring (PT)Tutoring (PT)

PT: Intervention PT: Intervention ProceduresProcedures

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

PT: Measures and Reading PT: Measures and Reading TextText

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

PT: Intervention PT: Intervention MaterialsMaterials

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)

PT: Directions to ParentsPT: Directions to ParentsSee PT Handout 2See 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.

PT: Oral Reading ProcedurePT: Oral Reading Procedure

Parents only intervene if: 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

PT: Error Correction PT: Error Correction ProcedureProcedure

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

PT: Intervention PT: Intervention ProceduresProcedurescontinuedcontinued

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.

PT: “Parent CheckPT: “Parent Check””See PT Handout 3 and 4See 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)

Parent CheckParent CheckSee PT Handout 3See PT Handout 3

PT – “Parent Check”PT – “Parent Check”PT SESSION NOTES: PT SESSION NOTES: Date: _______________________________________________Date: _______________________________________________1.1. What did you notice this session? What did you notice this session?

2. What words were difficult for your child to read?2. What words were difficult for your child to read?

PARENT CHECK: PARENT CHECK: Ask your child to read a section from today for 1 minute. Ask your child to read a section from today for 1 minute. Do NOT correct errors, but DO keep count of the number of Do NOT correct errors, but DO keep count of the number of

errors. errors. Stop after 1 minute and put a mark after the last word read. Stop after 1 minute and put a mark after the last word read. Count total # of words read correctly in a minute, then subtract Count total # of words read correctly in a minute, then subtract

the errors.the errors.Total # of words read Total # of words read in 1 “in 1 “ = ___________ = ___________ Subtract # of errors made in 1 “ Subtract # of errors made in 1 “ = ___________ = ___________ WCPM = Total # of words read correctly in 1 WCPM = Total # of words read correctly in 1

minute = minute =

Add the WCPM and the session date on the WCPM Chart form. Add the WCPM and the session date on the WCPM Chart form.

PT Report OutPT 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.

PT Acceptability, Integrity, PT Acceptability, Integrity, and Practiceand 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

About the About the Parent Tutoring (PT) Parent Tutoring (PT)

StudiesStudiesStudy 1 Study 1

Duvall, Delquadri, Elliott & Hall (1992)Duvall, Delquadri, Elliott & Hall (1992)

Study 2 Study 2 Hook & DuPaul (1999)Hook & DuPaul (1999)

PT: Study DescriptionsPT: Study Descriptions

Study 1Study 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 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

PT: ParticipantsPT: Participants

Study 1Study 1 Four mothers & four children Children ages 7 to 9; below expected

reading level, average IQs

Study 2 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

PT: Intervention PT: Intervention ProceduresProcedures

Study 1Study 1 – parents trained individually in 1 session Learned an oral reading and error correction procedure Learned how to do a parent check

Study 2Study 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

PT: Research QuestionsPT: Research Questions

Study 1 Study 1 Does PT increase WCPM?Does PT increase WCPM? Do such gains generalize to untutored, higher level texts? Do such gains generalize to untutored, higher level texts? Do such gains generalize to WJ Do such gains generalize to WJ Pre to Post test scoresPre to Post test scores??

Study 2 Study 2 Does PT increase WCPM on text passages at home? Does PT increase WCPM on text passages at home? Does PT increased WCPM on text passages at school? Does PT increased WCPM on text passages at school? Do such gains show maintenance over one month?Do such gains show maintenance over one month? Do such gains generalize to teacher academic Do such gains generalize to teacher academic

ratings? ratings? Do such gains generalize to student attitudes Do such gains generalize to student attitudes

towards reading?towards reading?

PT: Evaluation MeasuresPT: Evaluation Measures

Words Correct Per Minute – WCPM Words Correct Per Minute – WCPM Calculated by counting total # of words Calculated by counting total # of words

read in one minute and subtracting read in one minute and subtracting incorrect wordsincorrect words

Text MaterialsText Materials From current classroom basal reading texts From current classroom basal reading texts From texts that would be read the next From texts that would be read the next

year year From a set of standard leveled reading From a set of standard leveled reading

passagespassages

PT: Fidelity AssessmentPT: 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.

PT: Overall ResultsPT: Overall Results WCPM:WCPM:

Improved from baseline to treatment Study 1 - also a drop during a no-treatment phase and

improvement once PT was reinitiated

Generalization: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:Consumer Impressions: Students and parents rated PT as beneficial and

thought it should be recommended to others

PT: Research LimitationsPT: Research Limitations

Small sample, no cultural information Small sample, no cultural information provided, and selection process differed provided, and selection process differed across the studies. across the studies.

Limited information on how parents were Limited information on how parents were trained.trained.

Stability and significance of gains not clearly Stability and significance of gains not clearly established. established.

Gains may not generalize to other measures Gains may not generalize to other measures of comprehension. of comprehension.

Gains in Study 2 may also be due to Gains in Study 2 may also be due to reinforcement and timeout contingency plan. reinforcement and timeout contingency plan.