Effects of Three Conferencing Procedures on the Academic Productivity of LD and NLD Adolescents

Abstract

The effects of teacher and parent conferencing procedures on lesson completion by LD and NLD adolescents in a learning center were investigated. Following teacher conferences, students showed initial increases; however, these were not maintained. Following parent conferences, student responses showed great variability. Overall, both procedures encouraged initial increases in lesson completion, but magnitude of change was minimal; neither produced generalization or maintenance effects.