Literaturnachweis - Detailanzeige
Autor/inn/en | Flippin, Michelle; Hahs-Vaughn, Debbie L. |
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Titel | Parent Couples' Participation in Speech-Language Therapy for School-Age Children with Autism Spectrum Disorder in the United States |
Quelle | In: Autism: The International Journal of Research and Practice, 24 (2020) 2, S.321-337 (17 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Flippin, Michelle) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1362-3613 |
DOI | 10.1177/1362361319862113 |
Schlagwörter | Homework; Speech Therapy; Autism; Pervasive Developmental Disorders; Fathers; Mothers; Parent Attitudes; Intervention; Allied Health Personnel; Correlation; Parent Participation; Educational Environment; Family (Sociological Unit); Interpersonal Communication; Individualized Education Programs; Educational Benefits; Elementary School Students; Meetings; Student Evaluation Hausaufgabe; Entwicklungsproximale Sprachtherapie; Logotherapie; Autismus; Mother; Mutter; Elternverhalten; Korrelation; Elternmitwirkung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Familie; Interpersonale Kommunikation; Individualized education program; Individualisierendes Lernen; Bildungsertrag; Meeting; Tagung; Schulnote; Studentische Bewertung |
Abstract | This study examined parent couples' participation in and satisfaction with speech-language therapy for school-age children with autism spectrum disorder in the United States. Responses from 40 father-mother couples (n = 80 parents) were examined across therapy components (i.e. parent-therapist communication, assessment, planning, and intervention). Descriptive frequencies, chi-square tests, intraclass correlations, and dyadic multilevel modeling were used to examine participation across fathers and mothers and within parent couples. Compared to mothers, fathers communicated less with therapists and participated less in assessment and planning. Fathers also had lower satisfaction than mothers with parent-therapist communication and planning. Although few parents participated in school-based therapy sessions, 40% of fathers and 50% of mothers participated in homework. However, few parents received homework support from therapists. Results are discussed in terms of clinical implications for interventionists to more effectively engage both fathers and mothers in family-centered speech-language therapy for school-aged children with autism spectrum disorder. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |