A Review of Involvement Programs for Parents of Learning Disabled Children

Abstract

The literature on involvement programs for parents of learning disabled children was reviewed to discover the types of programs attempted, their results, and their implications. The most common program types were tutoring and counseling. Results for both types were generally positive. The most effective counseling programs combined counseling with academic tutoring and/or praise for academic performance. Effective tutoring programs combined positive reinforcement with reading and/or perceptual skills. The studies reviewed support the value of parent involvement. Implications include the need for stronger experimental research, comparison studies between tutoring and counseling programs, more efficient evaluation, and follow-up studies.