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.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
Seabaugh, G. O. & Schumaker, J. B. (1981) Effects of Three Conferencing Procedures on the Academic Productivity of LD and NLD Adolescents [Research Report 36]. Institute for Research in Learning Disabilities, Lawrence, KS.
Items in KU ScholarWorks are protected by copyright, with all rights reserved, unless otherwise indicated.
We want to hear from you! Please
share your stories
about how Open Access to this item benefits YOU.
The University of Kansas prohibits discrimination on the basis of race, color, ethnicity, religion, sex, national origin, age, ancestry, disability, status as a veteran, sexual orientation, marital status, parental status, gender identity, gender expression and genetic information in the University’s programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Director of the Office of Institutional Opportunity and Access, IOA@ku.edu, 1246 W. Campus Road, Room 153A, Lawrence, KS, 66045, (785)864-6414, 711 TTY.