A federally funded three year project to train parents of children with learning and behavior problems is discussed in terms of its ecological impact on parents, their children, their children's teachers, and on the community at large. The design of the project including the home intervention component, the school-based support group component, and the community component is briefly detailed. A comprehensive analysis of data on the effects of the various parent training components on parent, teacher and student perceptions of each other, as well as on student achievement, attendance and self-concept measures are reported. Overall, the data demonstrate the success of the project and support the ecological premise that making changes in one system surrounding a troubled child causes resultant changes in other systems surrounding the child.
Child Child Behavior Disorders