In this study we compared perceptions of the campus climate for GLBT students from surveys returned by 80 GLBT students, 253 general students, 126 faculty members, 41 student affairs staff members, and 105 residence hall assistants. A snowball sampling strategy was used to collect GLBT student responses, all residence hall assistants were surveyed, and a stratified random sampling process was used for faculty, student affairs staff, and general students. Some survey scales were common across all groups and some were unique to each group. They focused on knowledge, interest, and involvement in GLBT topics, attitudes toward GLBT persons and issues, and perceptions of the campus climate. The authors believe the results suggest that sufficient differences exist across and within (sex and class for students, sex and academic discipline for faculty) campus community groups to warrant using a multiple perspectives approach when assessing the campus climate for GLBT students.

The present study assessed the effects of summer parent tutoring on 3 children with learning disabilities using empirically derived reading interventions. Brief experimental analyses were used to identify customized reading fluency interventions. Parents were trained to use the intervention strategies with their children. Parents implemented the procedures during parent-tutoring sessions at home and results were measured continuously in high-word-overlap and low-word-overlap passages to determine whether generalization occurred. Parent and child satisfaction with the procedures was assessed. Results demonstrated generalized increases in reading fluency in both high-word-overlap and low-word-overlap passages as a function of parent tutoring. Also, acceptability ratings by children and their parents indicated that they viewed the interventions as acceptable and effective. Results are discussed in terms of structuring reading fluency interventions that promote generalization and maintenance of treatment effects.

Two experimental investigations of the effects of parent delivered reading interventions were conducted. Tutoring packages consisting of empirically supported intervention components were delivered by parents for at least several weeks after initial parent training. Both experiments used single-case experimental designs and measured participants' oral reading fluency in passages. Experiment 1 used a multiple-probe design across tasks (passages) to evaluate tutoring effects for two students with learning disabilities. Results indicate that both students increased their reading fluency and maintained those increases over time. Experiment 2 used a brief experimental analysis that included both experimenter and parent delivered instructional trials to validate the treatment package. Next, the treatment package was evaluated using an alternating treatments design. Results were uniformly positive. An interesting but not surprising correlation was also found between treatment integrity and student outcomes. Results are discussed in terms of the framework and skills that behavior analysts have for working with parents and schools to improve their children's academic responding.

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