The Parent Role in School-Based Teams for Adolescents with Autism Spectrum Disorder

Autor/inn/en	Rispoli, Kristin M.; Lee, Gloria K.; Nathanson, Emma W.; Malcolm, Allura L.
Titel	The Parent Role in School-Based Teams for Adolescents with Autism Spectrum Disorder
Quelle	In: School Psychology, 34 (2019) 4, S.458-467 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rispoli, Kristin M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000289
Schlagwörter	Parent Role; Parent Participation; Parent School Relationship; Adolescents; Middle School Students; High School Students; Autism; Pervasive Developmental Disorders; Advocacy; Parent Background; Expectation; Parent Teacher Cooperation; Early Intervention + Suchen Sie Ihr Suchwort? Parental role; Elternrolle; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Autismus; Sozialanwaltschaft; Elternhaus; Expectancy; Erwartung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung
Abstract	For youth with autism spectrum disorder (ASD) and their families, adolescence presents unique challenges that require parents work closely with school teams. Both parent involvement in education and family school partnerships are associated with positive student outcomes. However, research characterizing parents' role in working with school-based teams across the middle and high school years for youth with ASD is limited. The present study presents qualitative data illustrating the perspectives of 23 parents of students with ASD regarding their experiences working with middle and high school teams. Participants completed semistructured interviews, which were analyzed using interpretative phenomenological analysis. Six themes were reflected in the experiences and perspectives of parents, including collaboration/partnership, advocacy, relationships, parental background, expectations, and impact on the parent. Results indicated variability in the nature and impact of parents' experiences and a need for intentional formation of meaningful partnerships between educators and families that honor the unique needs and strengths of youth and maximize team effectiveness. (As Provided).
Anmerkungen	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: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01