Assessing the Quality of Parent-Teacher Relationships for Students with ADHD

Autor/inn/en	Mautone, Jennifer A.; Marcelle, Enitan; Tresco, Katy E.; Power, Thomas J.
Titel	Assessing the Quality of Parent-Teacher Relationships for Students with ADHD
Quelle	In: Psychology in the Schools, 52 (2015) 2, S.196-207 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.21817
Schlagwörter	Attention Deficit Hyperactivity Disorder; Parent Teacher Cooperation; Interpersonal Relationship; Family Involvement; Family School Relationship; Factor Structure; Test Validity; Questionnaires; Kindergarten; Preschool Children; Elementary School Students; Correlation; Intervention; Interpersonal Communication + Suchen Sie Ihr Suchwort? Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Faktorenstruktur; Testvalidität; Fragebogen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Korrelation; Interpersonale Kommunikation
Abstract	Family involvement in education, including the quality of family-school communication, has been demonstrated repeatedly to have a substantial effect on child development and success in school; however, measures of this construct are limited. The purpose this study was to examine the factor structure and concurrent validity of the Quality of the Parent-Teacher Relationship, a subscale of the Parent-Teacher Involvement Questionnaire, in a sample of children with attention deficit hyperactivity disorder (ADHD). Participants were 260 parents and teachers of children diagnosed with ADHD in Grades kindergarten to 6. Results provided support for a two-factor model, consisting of separate factors for parents and teachers, and correlational findings provided support for concurrent validity. This measure appears to have utility in assessing parent-teacher relationships and evaluating the effectiveness of family-school interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01