The Association Between Family-Teacher Partnership Satisfaction and Outcomes of Academic Progress and Quality of Life for Children/Youth With Autism
The Association Between Family-Teacher Partnership Satisfaction and Outcomes of Academic Progress and Quality of Life for Children/Youth With Autism
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DOI：
10.1111/jppi.12221
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发表时间：
2018-03-01
影响因子：
1.7
通讯作者：
Mitchell, Renae
中科院分区：
文献类型：
--
作者：
Eskow, Karen Goldrich;Summers, Jean Ann;Mitchell, Renae
随着自闭症谱系障碍（ASD）患病率的增加，教师和特殊教育服务提供者不仅与ASD儿童，而且与他们的父母和家人接触越来越多。在过去的20年里，家庭和教师之间的伙伴关系变得越来越普遍，这是对联邦法律有关家长参与的规定的回应。本研究探讨了接受自闭症豁免服务（豁免家庭和社区服务豁免（42 U.S.C. SS 1915（B）（c））和其家庭表示有兴趣接受豁免服务的人（登记处）。结果表明，家庭教师伙伴关系的满意度与家长报告的改善学业进步和家庭生活质量。这些研究结果并不依赖于组状态（豁免与注册），并强调通过家庭教师伙伴关系为自闭症儿童提供服务的质量的重要性。
As the prevalence of Autism Spectrum Disorders (ASD) increases, teachers and special education service providers are experiencing increased contact with not only children with ASD, but also with their parents and families. Partnerships between families and teachers have become more commonplace in the last 20 years in response to mandates related to parent involvement by federal law. The present study examined the relationship between parent-teacher partnership satisfaction and child progress and family quality of life among children (n=313) receiving autism waiver services (WaiverHome and Community-Based Services Waivers (42 U.S.C. SS 1915(b) (c)) and those whose families expressed an interest in receiving waiver services (registry). Results indicated family-teacher partnership satisfaction was associated with parent-reported improvement in academic progress and family quality of life. These findings were not dependent on group status (waiver vs. registry) and highlight the importance of the quality of service delivery through family-teacher partnerships for children with ASD.