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

Seabaugh, Gary O.; Schumaker, Jean B.

dc.contributor.author	Seabaugh, Gary O.
dc.contributor.author	Schumaker, Jean B.
dc.date.accessioned	2015-01-16T21:38:57Z
dc.date.available	2015-01-16T21:38:57Z
dc.date.issued	1981-04-01
dc.identifier.citation	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.	en_US
dc.identifier.uri	http://hdl.handle.net/1808/16306
dc.description	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.	en_US
dc.description.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.	en_US
dc.publisher	Institute for Research in Learning Disabilities	en_US
dc.relation.ispartofseries	Research Report / Institute for Research in Learning Disabilities;36
dc.title	Effects of Three Conferencing Procedures on the Academic Productivity of LD and NLD Adolescents	en_US
dc.type	Book
kusw.kuauthor	Seabaugh, G. O.
kusw.kuauthor	Schumaker, Jean B.
kusw.kudepartment	Education	en_US
kusw.oapolicy	This item does not meet KU Open Access policy criteria.
dc.rights.accessrights	openAccess

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