Instructions of Intervention Plan· Intervention PlanStudents.docx

Instructions of Intervention Plan
· Intervention Plan
Students are asked to read several of the research presentations
and respond to ONE of them by creating a lesson plan or plan
for intervention to assist individuals with the problems
described in the research presentation.
· This assignment addresses the teaching goal of identifying
strategies for facilitating the development of people. For
example, if your classmate's presentation concerns adolescent
identity in the face of parental divorce, create a plan for
intervention or treatment to help those adolescents that is based
on the conclusions of the research presentation.
· If your classmate's presentation concerns caregivers' health
problems in the face of a family member with Alzheimer's,
create a plan for intervention or treatment to help those
caregivers that is based on the results of the studies summarized
in the presentation.
· If your classmate's presentation concerns college student
grades in the face of extracurricular involvement in athletics,
create a lesson plan or intervention plan to help college students
that is based on the results of the studies.
· If your classmate's presentation concerns the effects of silent
reading on middle schoolers' comprehension skills, create a
lesson plan to help middle schoolers that is based on the results
of the studies.
· Convince me that your plan is based on the results of the
studies.
· Please create your OWN intervention--do not borrow one used
in your school district or found in another study.
· Think CREATIVELY about what you might do, why it should
work, and exactly how you would implement it. Think through

the steps of implementation.
The plan should identify a target audience, and a target frame of
duration, and contain an objective, a summary of skills to be
developed, and specific techniques for reaching the objective
and developing the skills. Be sure to identify the research
presentation that you are responding to and explain how your
intervention addresses the issues explained in your classmate’s
research presentation.
Please note that in your References section you should not
include any article that you yourself have not read.
Your classmate’s research presentation will list both of the
studies your classmate read to produce the research
presentation. I encourage you to work from the summaries
produced by your classmate. Unless you have read those
original studies yourself, you may not ethically cite those
studies. If you use other sources in preparing your IP, you
should cite those sources faithfully.
I prefer that you write your IP in Word. Please attach the rubric
(available under the purple button "Course Documents") to the
end of your plan.
The IP will be evaluated according to the rubric under Course
Documents and is worth 7% of your course grade. Please send
the IP (in a Microsoft Word format) to me as an email
attachment with the rubric copied into the last pages no later
than the date listed in the Calendar.
· Intervention Plan Rubric
__of 1 point Identification of Research Presentation to which
your plan is in response
__ of 3 points Explain how the research presentation
findings motivated your intervention--be specific
__of 1 point Target Audience
__of 1 point Target Frame of Duration
__of 1 point Objective
__ of 4 points Skills to be developed
__ of 4 points Specific Techniques

__of 2 points Originality of Student's Intervention
__of 3 points Style--grammar, spelling, rhetorical structure, and
proper citation of any sources used, including your classmate's
research presentation--make a separate References page
__ of 20 points Total
What are the effects of positive parental involvement on
academic achievement in adolescents?
Brianne Gassert
Cheung, C.S. & Pomerantz, E.M. (2013). Why Does Parents’
Involvement Enhance Children’s Achievement? The Role of
Parent-Oriented Motivation. Journal of Educational Psychology,
104 (3), 820-832. doi: 10.1037/a0027183.
Dumont, H., Trautwein, U., Nagy, G., & Nagengast, B. (2013,
September 16). Quality of Parental Homework Involvement:
Predictors and Reciprocal Relations With Academic Functioning
in the Reading Domain. Journal of Educational Psychology.
Advance online publication. doi: 10.1037/a0034100.
Citations:
Purposes:
To research the benefit of parent-oriented motivation
facilitating (1) adolescent’s engagement and motivation in
school and (2) adolescent’s academic achievement in the school
setting
To research the differences in parent-oriented motivation in two
countries, the United States and China

Study #1: Cheung and Pomerantz (2012)
Design:
Correlational study to show academic differences between
students with varying parental involvement
Participants:
University of Illinois U.S.-China Adolescence Study data used
Children entering 7th grade through end of 8th grade (2 year
study)
Diversity U.S.- 374 American children (mean age 12.78 years in
fall of 7th grade)
187 boys & 187 girls
Primarily European American (88%)
Hispanic American (9%)
African American (2%)
Asian American (1)
Chicago suburbs
Diversity China- 451 Chinese children (mean age 12.69 years in
fall of 7th grade)
240 boys & 211 girls
Han ethnicity (95%)
Beijing suburbs
Both countries- children attending average to above average
schools in working class or middle class areas
Procedure
Questionnaires completed by students
Instructions read aloud in students’ native languages by
research staff in normal school/classroom setting
Two 45 minute sessions
Wave 1: Fall 7th grade
Wave 2: Spring 7th grade
Wave 3: Fall 8th grade

Wave 4: Spring 8th grade
Children received a small gift for participation in study after
each session
Procedures approved by institutional review boards of
University of Illinois and Beijing Normal University
Measures
Standard translation and back translation were used to make
sure all items were relevant in both the U.S. questionnaires and
those used in China
Questions adopted from prior research questionnaires and
created
Parents’ involvement in children’s learning
Attendance of parent-teacher conferences
Discussing school at home
Helping with homework
Parent-oriented motivation in school
How students show responsibility and gain parental approval
through school tasks
Controlled and autonomous motivation in school
How students relate tasks to intrinsic and extrinsic motivations
Self-regulated learning strategies
School engagement- monitoring, planning, and self-regulation
Methods of Measurement
Correlations between autonomous and controlled motivation
averaged for both U.S. and Chinese students
Grades standardized to account for averages and standard
deviations
At each Wave (measurement/questionnaire), relationships
between motivation, achievement, and other indirect factors
were calculated.

Results
Analysis #1: Testing the nature of parent-oriented motivation in
school is different than other forms of motivation assessed
(intrinsic, extrinsic, introjected, or identified)
In both countries, the relationship between the parent-oriented
motivation and other types of motivation was similar.
A comparison of parent-oriented motivation and other forms of
motivation was conducted to show the relationship between the
two based on student feedback.
Researchers used two different models to compare data, finding
that the two-factor model better supported the hypothesis that
parent-oriented motivation is unique from other forms of
motivation, but:
Parent motivation is more closely associated with controlled
forms of motivation, rather than autonomous forms of
motivation
This correlation is consistent in both U.S. and China
Results
Analysis #2: Testing the idea that parent-oriented motivation is
a foundation for the children’s engagement and achievement in
school
This was measured over time, as a prediction of student success
in school, based on motivation from parents (from Wave 1 to
Wave 4 in data collected).
Two separate comparisons of data showed that the results of
this particular analysis also showed that student response in
both the U.S. and China was similar.
Over time, student response showed that there was an indirect

relationship between initial parental involvement to parental
motivation to student achievement
Results
Analysis #3: Examination of the effects of other forms of
motivation (to find out whether the role of parent-oriented
motivation is separate)
Wave #1- Parental involvement measurements predicted
accurately increased autonomous motivation by second measure
(spring of 7th grade)
Wave #2- Autonomous motivation measured predicted
accurately increased self-regulated learning by third measure
(fall of 8th grade)
Wave #3- Some increase in grades predicted as a result of self-
regulated learning measured in Wave #2
Wave #4- Increase in academic grades measured as a result of
self-regulated learning measured in Wave #2
Measurements of motivation and parental involvement did not
differ between students in U.S. and China
Discussion & Researchers’ Conclusions
Study conducted was able to predict that parental involvement
was able to accurately predict positive change in student
motivation and achievement in academic settings.
Parental involvement is often synonymous to children as
controlled motivation; that is, the involvement of parents is
often considered to be external (not intrinsic). Parental approval
of academic achievement is a large motivator for students in
school.
To some degree, parental motivation was also found to be

related to intrinsic motivation, as students internalized the
motivation and goals of parents in the academic setting.
Research also showed that, even though there was a relationship
between parent-oriented motivation and other forms of
motivation, the parent-oriented motivation remained separate
from other forms of motivation- intrinsic, extrinsic, identified,
and introjected motivation.
Discussion & Researchers’ Conclusions
Students are able to take the parent-oriented motivation and
internalize the goals and desires of parents so that those same
goals and desires become their own.
Students are able to use parent-oriented motivation to increase
achievement in schools.
Parent-oriented motivation is predictive of students’ future
academic success- with accurate predictive outcomes for both
autonomous motivation in schools and academic engagement in
the school setting.
Data collected in U.S. and China shows similarity in
populations studied between the start of 7th grade and the end
of 8th grade in the positive effect of parent-oriented motivation
on students’ academic achievement over time.
Limitations of Current Study
All reports of parent-oriented motivation made through student
questionnaires in the school setting. The only part of the data
collected not coming directly from students was the data from
academic achievement.
Fix: Include parent and teacher perspectives in future research.
This study was done with similar modes to earlier research
reports; however, it does not always take into account the
effects of outside forces, such as parental achievement in

academics.
Fix: Include measures of quality of parental involvement in
students’ academic achievement.
Sample student populations used for this study were not
necessarily representative of the diversity of populations across
the U.S. and China.
Fix: Increase size and variety of sample to include greater
variety in populations questioned.
Theoretical Perspective:
Self-Determination Theory
“Parent-oriented motivation is likely to arise from external
sources- namely, parents.”
Controlled vs. autonomous motivation
Parent-oriented motivation may take several forms for students,
based on student academic success:
Avoidance of punishment
Rewards for success
Parental expectation- guilt/anxiety
Questions:
How can researchers take into account other student
populations?
How can researchers (and /or teachers, parents, or students) use
data to effectively implement programs to increase positive
parental involvement and student achievement?
Purposes:
Look at the quality of parental involvement in homework
Understand the relationship between parental homework

involvement and the academic success of students
Reciprocal relationship?
Understand why the quality of parental involvement in
homework activities differs
Socioeconomic background of families
Academic achievement of students
Study #2:
Dumont, Trautwein, Nagy, and Nagengast (2013)
Design:
Correlational study to show the academic differences between
German students of varying socioeconomic backgrounds with
varying parental-homework involvement
Used Tradition and Innovation in Schools Systems Study
(TRAIN)
Analysis of academics in German middle school students
2,830 5th graders (225 classes in 86 secondary schools; in 2
German states)
36.6% of students were in the lower/intermediate schooling
track in Saxony (German state); in Baden-Wurrtemberg (2nd
German state), 40.5% of students were in the lower schooling
track, while 22.9% of students were in the intermediate track
The lower tracks of students have less data on academic
development
71.5% of parents surveyed (13.9% mothers and 16.5% fathers
had qualified for college)
27.2% of students had immigrant background (one parent born
outside Germany)
53.6% of students were boys
46.4% of students were girls
Average age in 5th grade was 11.1 years old
Conducted in 5th grade and 7th grade to track progress
Retention rate- 83.1% of students participated in 7th grade
study

Study #2:
Procedure:
Conducted over two school days in students’ classrooms during
two school years (2008-2009 and 2010-2011)
5th grade and 7th grade
Voluntary participation
Required parental consent
Questionnaires and standardized achievement tests were
administered in classroom setting by trained research assistants
for students
Questionnaires sent home for parents during the first time of
measurement
Socioeconomic background information from parent surveys
only assessed during 5th grade window
Study #2:
Measures:
Parental homework involvement
Measures of (perceived) parental control, parental
responsiveness, and parental structure
Students’ academic functioning
Four measures, including reading achievement, reading grade,
reading effort, and homework procrastination
Reading achievement
Standardized achievement test in reading comprehension (open
ended, closed ended, and multiple choice)
Reading grade
Report card grade in reading (at study time, end of 4th grade
and end of 6th grade)
High scores indicative of desired learning outcomes

Reading effort
4 items asking students about reading effort in German
Study #2:
Measures:
Homework procrastination
3 items (developed for study)
Socioeconomic background
Occupational status
Parent education
Immigrant background
Occupational status
Information provided by both parents and students
When scores for both mother and father provided, higher score
used
Educational background
Provided through parent survey
When scores for both mother and father provided, higher score
used
Immigrant background
Information provided by both parents and students
Study #2:
Methods of Measurement:
Control for academic track of students, gender (based on
knowledge of parental responsiveness), and socioeconomic
background
Tested only for data directly correlating with research
questions- dependent variables
Researchers used a multilevel structure to group students within

classrooms and schools
Study #2:
Results:
Correlations
At both measurement points, students perceived their parents to
be involved in their homework.
Parents who were perceived to be involved in the homework
process were also thought to provide more structure.
Both parental homework involvement and structure had positive
correlations in the 5th grade survey
In the 7th grade survey, parental involvement in the homework
process had both negative and positive correlations
Study #2:
Results:
Question #1: Predictors of Quality Homework Involvement
Three predictors (control, responsiveness, and structure) were
not associated with either parental occupational status or
educational background
Socioeconomic background did not correlate negatively with
parents assisting their children with homework
Academic functioning:
Accurate predictor of how involved parents were in homework
process as well as parental responsiveness
Low reading achievement predicted more control in the
homework process; less responsiveness
High reading achievement predicted less control in the
homework process; more responsiveness

Study #2:
Results:
Question #2: Relations Between Quality of Parental Homework
Involvement and Students’ Academic Functioning
Unclear whether parents’ behavior had any correlation to
students’ academic success between 5th and 7th grade
Because a parental survey was only given in 5th grade, it was
also unclear whether the parents behavior changed between the
first survey and the second.
High correlation between reading achievement, reading effort,
and homework procrastination
Controlling parent behavior led to higher rates of homework
procrastination (over the course of 2 years), leading to lower
reading achievement and effort over time
Study #2:
Discussion & Researchers’ Conclusions:
Socioeconomic background did not accurately predict the type
of parental homework involvement
Student behavior determined type and quality of parental
homework involvement
Parental control, responsiveness, and structure each impact
student academic achievement in different ways
Reciprocal relationship between success of students
academically and involvement of parents in homework process
Study #2:

Limitations of Current Study:
More studies needed to determine the specific facet of
socioeconomic background that influenced parental involvement
Missing data- not all parents completed the parent questionnaire
for students participating in the study
Fix: Increase sample size of students /parents to possible
increase parental participation
Dropout rate of students between 5th grade and 7th grade
Fix: Adjust data accordingly to take into account dropout rate
Organization of data- reviewed to take into account individual
discrepancies; adjusted accordingly by researchers using
“nuisance” factors
Fix: Analyze data to mainly focus on individual academic
progress and correlations between parental involvement
Study #2:
Theoretical Perspective:
Self-determination theory
Parental control- may lead to lower academic functioning
Control can decrease student motivation and academic success
Positive relationship between responsiveness in parental
involvement, as well as between parental involvement and
structure provided for students in the home environment
Responsiveness and structure- may lead to increase in academic
functioning
Study #2:
Questions:
How can this study influence the type of change needed to
impact parental involvement positively? Can quality of parental
involvement be improved to impact student academic success

positively?
How can information be shared to ensure that the impact of
parental involvement is a positive experience for students?
Can schools and teachers provide training programs for parents
to advise parents of techniques to increase quality of
interactions of parents and students?
Study #2:
The quantity and quality of parental involvement in both
homework processes and motivational processes matters!
Pros:
Cons:
Programs to improve parental involvement in the school setting
may be necessary to improve the quality of parental
involvement and motivation for students
Take-Home Message
Total Assignment = 100 pts (=23% of course grade)
10 pts -- Your research question/ appropriate selection of
articles and presentation length--total presentation should be no
shorter than 20 and no longer than 40 slides
45 pts -- Summary of each study; please include for each study
the following.
a. Purpose of Study--what are the study's research questions? (6
pts)
b. Design --First, answer this question: is this study
experimental?, quasi-experimental?, or correlational?
Experimental=are there randomly assigned groups that were
treated differently?, Quasi-Experimental--are there groups that

naturally occurred--e.g., smokers vs. non-smokers--that were
treated differently by the researcher?, Correlational--a group is
described and the results show differences among the group
members? Second, IF the study has a developmental focus,
analyze the developmental design: cross-sectional, longitudinal,
or sequential. (6 pts)
c. Methods--include participants, materials/instruments, data
collection techniques, and data analysis techniques. After
summarizing the methods, analyze what the researchers did in
terms of the criteria of 1) objectivity, 2) reliability, 3) validity,
4) representative sampling, and 5) replication. (21 pts)
Rubric
d. Findings--look for information indicating significant
differences--connect the findings back to the research
hypotheses. The findings should be contained in the Results
section of the paper (6 pts)
e. Conclusions--summary of authors' interpretations from
Discussion section (6 pts)
15 pts--Theoretical Perspective--what are the researchers'
(probably implicit) perspectives on human development?--
defend your decisions for each study with reasons (from the
purpose, design, data collection and analysis, results, and
interpretation); you should 1) identify (2 pts), 2) explain (5 pts),
and 3) defend (8 pts) whether the perspective of each study is
organismic, cognitive-developmental, cognitive-learning,
behavioral, psychodynamic, contextual, or humanistic. If
possible to determine the specific theory being tested by the
study, further analyze the origins of the developmental approach
being used. Be sure to defend your point of view.
15 pts -- Take Home Message--having read these two studies
(notice this is a comparative analysis), what do you now
believe? (=conclusions, 5 pts) What other questions do you

have? (=future research questions, 5 pts) What can you not
know for sure? (=limitations, 5 pts)
Rubric
15 pts -- Communicative Effectiveness
a. Presence of a brief introduction and conclusion (2 pts)
b. Does paper flow? (please use headings) (3 pts)
c. Are words misspelled or used incorrectly, are subject-verb
agreements correct? (4 pts)
d. Correct use of in-text citation (e.g., refer to studies by the
authors' last names and year of publication)--please note that
the only proper way to refer to a study in formal writing is by
the last names of the authors and the year of publication. No
article titles should appear in the narrative. (3 pts)
e. Style of references (3 pts)
For both d. and e. please follow the APA Manual of Style, 6th
ed. An APA tutorial is available under the Cunningham
Memorial Library's home page (see online tutorials).
Rubric

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