| Communication between school and home is often limited to concerns regarding a student's lack of progress or poor behaviors during school (Jenson, 2007). This study revealed when teachers utilized technology to regularly communicate with the parents of students identified as having emotional and behavioral disorders an increase in positive student behaviors, a decrease in missing assignments and absences among participants and parents who reported a growth in their relationship with their student's teacher. Data for this research was maintained through the use of behavioral success cards, an online program used by the school district to track attendance and grades, and a parent pre and post surveys. The timeline of the study included 11 weeks, three weeks to gather baseline data and eight weeks to gather data based on intervention and withdrawal phases. |
