Dimensions of Family-School Partnerships for Autistic Children: Context and Congruence

Autor/inn/en	Santiago, Rachel T.; McIntyre, Laura Lee; Garbacz, S. Andrew
Titel	Dimensions of Family-School Partnerships for Autistic Children: Context and Congruence
Quelle	In: School Psychology, 37 (2022) 1, S.4-14 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Santiago, Rachel T.) ORCID (McIntyre, Laura Lee) ORCID (Garbacz, S. Andrew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000473
Schlagwörter	Family School Relationship; Partnerships in Education; Autism; Pervasive Developmental Disorders; At Risk Students; Socioeconomic Status; Resources; Family Involvement; Teacher Attitudes; Parent Attitudes; Parent Teacher Cooperation; Interpersonal Relationship; Family Income; Predictor Variables; Oregon; Childhood Autism Rating Scale + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Autismus; Socio-economic status; Sozioökonomischer Status; Betriebsmittel; Hilfsmittel; Lehrerverhalten; Elternverhalten; 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; Familieneinkommen; Prädiktor
Abstract	Family-school partnerships are crucial for promoting positive outcomes and serving as a protective factor for children at-risk for poor school outcomes (Christenson & Sheridan, 2001). This may be particularly important for autistic children, who are at increased developmental risk (Garbacz et al., 2016). However, little research has examined variables related to dimensions of these partnerships for parents and teachers of autistic children. The present study examined family socioeconomic resources in relation to two dimensions of family-school partnerships (relationship quality and family involvement) among parents of autistic children, as well as dyadic perceptions of relationship quality among parents and teachers of autistic children. Data were collected across two time points (Time 1 N = 68 parents, child ages = 5-11; Time 2 parent-teacher dyad N = 22, child ages = 7-13). Results suggest that: (1) higher appraisal of financial resources was associated with higher parent-reported family involvement after controlling for child autism spectrum disorder (ASD) characteristics; and (2) higher parent-reported relationship quality and family involvement at one time were significantly associated with positive independent (parent and teacher) and congruent ratings of parent-teacher relationship quality 2 years later. Study limitations, future directions, and practical implications are discussed. (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	2024/1/01