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ERIC Number: EJ1049583
Record Type: Journal
Publication Date: 2015-Feb
Pages: 12
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0033-3085
Assessing the Quality of Parent-Teacher Relationships for Students with ADHD
Mautone, Jennifer A.; Marcelle, Enitan; Tresco, Katy E.; Power, Thomas J.
Psychology in the Schools, v52 n2 p196-207 Feb 2015
Family involvement in education, including the quality of family-school communication, has been demonstrated repeatedly to have a substantial effect on child development and success in school; however, measures of this construct are limited. The purpose this study was to examine the factor structure and concurrent validity of the Quality of the Parent-Teacher Relationship, a subscale of the Parent-Teacher Involvement Questionnaire, in a sample of children with attention deficit hyperactivity disorder (ADHD). Participants were 260 parents and teachers of children diagnosed with ADHD in Grades kindergarten to 6. Results provided support for a two-factor model, consisting of separate factors for parents and teachers, and correlational findings provided support for concurrent validity. This measure appears to have utility in assessing parent-teacher relationships and evaluating the effectiveness of family-school interventions.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: National Institute of Mental Health (DHHS); Department of Education (ED)
Authoring Institution: N/A
IES Grant or Contract Numbers: R01MH068290|R34MH080782