ERIC Number: EJ1122650
Record Type: Journal
Publication Date: 2016-Dec
Abstractor: As Provided
Family Involvement and Parent-Teacher Relationships for Students with Autism Spectrum Disorders
Garbacz, S. Andrew; McIntyre, Laura Lee; Santiago, Rachel T.
School Psychology Quarterly, v31 n4 p478-490 Dec 2016
Family educational involvement and parent--teacher relationships are important for supporting student outcomes and have unique implications for families of children with autism spectrum disorder (ASD). However, little research has examined child and family characteristics among families of children with ASD as predictors of family involvement and parent-teacher relationships. The present study examined child and family variables that may affect family involvement and parent-teacher relationships for families of children with ASD. Findings suggested (a) parents of children with higher developmental risk reported less family involvement and poorer relationships with their child's teacher and (b) family histories accessing services predicted family involvement and parent-teacher relationships. Limitations of the current study and implications for science and practice are discussed.
Descriptors: Pervasive Developmental Disorders, Autism, Family Involvement, Parent Teacher Cooperation, Family Characteristics, Student Characteristics, Predictor Variables, Developmental Disabilities, Family Programs, Access to Health Care
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: firstname.lastname@example.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Sponsor: National Institutes of Health (DHHS)
Authoring Institution: N/A
Grant or Contract Numbers: R01HD059838