Family involvement and parent-teacher relationships for students with autism spectrum disorders.

Autor:	Garbacz SA; Department of Special Education and Clinical Sciences., McIntyre LL; Department of Special Education and Clinical Sciences., Santiago RT; Department of Special Education and Clinical Sciences.
Jazyk:	angličtina
Zdroj:	School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association [Sch Psychol Q] 2016 Dec; Vol. 31 (4), pp. 478-490.
DOI:	10.1037/spq0000157
Abstrakt:	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. (PsycINFO Database Record ((c) 2016 APA, all rights reserved).)
Databáze:	MEDLINE
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