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The Influence of Native Language, Et...

Seid, Kevin.

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The Influence of Native Language, Ethnicity, Gender, and Parental Depression on Attendance of the Families and Schools Together (FAST) Program.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Influence of Native Language, Ethnicity, Gender, and Parental Depression on Attendance of the Families and Schools Together (FAST) Program./
作者:	Seid, Kevin.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	82 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.
Contained By:	Dissertation Abstracts International77-08A(E).
標題:	Educational psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10096709
ISBN:	9781339608167

The Influence of Native Language, Ethnicity, Gender, and Parental Depression on Attendance of the Families and Schools Together (FAST) Program.
Seid, Kevin.

The Influence of Native Language, Ethnicity, Gender, and Parental Depression on Attendance of the Families and Schools Together (FAST) Program. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 82 p.

Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2016.

The purpose of this research is to examine the recruitment and retention data of an evidence-based parent training program called Families and Schools Together (FAST). FAST is a parent intervention program that strengthens family relationships and support networks. Recruitment and retention have been consistent problematic issues in the research and effectiveness of behavioral parent training programs. Recent research has aimed to understand how to reduce and eliminate the barriers to recruiting and keeping families in these programs. Barriers to recruitment and retention include time, parental beliefs about prevention and intervention programs, and sociodemographic variables. FAST seeks to overcome these barriers through its unique approach towards family engagement practices and intervention procedures. Data were accessed through an existing database that is publicly available. The study examined was a randomized controlled trial (RCT) conducted in Phoenix and San Antonio. Recruitment and retention data were analyzed using non-directional chi-square tests and regression. Through analysis of FAST data, the current study provided more clarity to both the evidence-base of FAST as well as its ability to recruit and retain families. Results indicated significant differences for ethnicity and language in attendance rates for families but no significant difference for parental depression or gender. A total of 1592 parents were eligible to attend FAST sessions and 1222 (76.8%) of those parents attended 1 or more FAST sessions. 588 (48.1%) of parents attended 4 or more FAST sessions and 342 (28%) of parents attended 6 or more FAST sessions. The average attendance rate across all 8 FAST sessions, based on the 1222 parents that attended 1 or more sessions, was 46%. Implications for future research on enrollment and attendance are presented.

ISBN: 9781339608167Subjects--Topical Terms:

517650
Educational psychology.

The Influence of Native Language, Ethnicity, Gender, and Parental Depression on Attendance of the Families and Schools Together (FAST) Program.
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