A Preliminary Study of Parent Activation, Parent-Teacher Alliance, Transition Planning Quality, and IEP and Postsecondary Goal Attainment of Students with ASD

Autor/inn/en	Ruble, Lisa; McGrew, John H.; Wong, Venus; Adams, Medina; Yu, Yue
Titel	A Preliminary Study of Parent Activation, Parent-Teacher Alliance, Transition Planning Quality, and IEP and Postsecondary Goal Attainment of Students with ASD
Quelle	In: Journal of Autism and Developmental Disorders, 49 (2019) 8, S.3231-3243 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ruble, Lisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-019-04047-4
Schlagwörter	Autism; Pervasive Developmental Disorders; Postsecondary Education; Intelligence Quotient; Transitional Programs; Planning; Family Involvement; Student Characteristics; Individualized Education Programs; Educational Attainment; Training; Parent Participation; Behavior Problems; Correlation; Employment Level; Parent Teacher Cooperation + Suchen Sie Ihr Suchwort? Autismus; Post-secondary education; Tertiäre Bildung; Intelligenzquotient; Ablaufplanung; Planungsprozess; Individualized education program; Individualisierendes Lernen; Bildungsabschluss; Bildungsgut; Ausbildung; Elternmitwirkung; Korrelation; Beschäftigungsgrad; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung
Abstract	The school, student and family factors underlying poor postsecondary outcomes of students with autism spectrum disorder (ASD) are not well understood. The potential impact of school [e.g., transition planning quality (TPQ)], family (e.g., parent activation), and student factors (e.g., adaptive functioning) and their interaction (e.g., parent-teacher alliance) on student outcomes were examined. Student IQ and adaptive behavior, TPQ, and alliance correlated with IEP progress, with postsecondary goal attainment generally and with student participation in training/education, specifically. However, only parent activation and student externalizing behavior correlated with employment. Families and students, rather than school personnel, were the primary persons in charge and in control of the implementation of postsecondary plans and required help across multiple coaching sessions to implement plans fully. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01