Training parents in a preventive intervention for transfer children

Parents whose children were identified as being at-risk for academic difficulties following a transfer into a new school were involved in either a school-based tutoring program or a school-based tutoring program with a parent training component. When parents actively worked with their elementary school age children at home, the children evidenced better grades at the end of the school year. A variety of other social adjustment measures also indicated that when parents and school-based personnel worked together in the preventive effort, the outcomes were more favorable.The authors wish to thank the many principals and teachers who have supported this preventive intervention. Funding for this project was provided by the National Institute of Mental Health (Grant Number MH 40851). Requests for reprints should be sent to Leonard A. Jason, Ph.D., Department of Psychology, DePaul University, 2219 N. Kenmore Ave., Chicago, IL 60614.