Parents' school-related concerns and perceived strengths in youth with spina bifida.
Parents' school-related concerns and perceived strengths in youth with spina bifida.
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DOI：
10.1111/cch.12969
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发表时间：
2022-07
影响因子：
1.9
通讯作者：
Holmbeck, Grayson N.
中科院分区：
文献类型：
--
作者：
Winning, Adrien M.;Ridosh, Monique;Wartman, Elicia;Kritikos, Tessa;Friedman, Catherine;Starnes, Meredith;Crowe, Autumn N.;Holmbeck, Grayson N.
虽然脊柱裂（SB）儿童的学习困难有很好的文献记载，但关于父母对孩子的学校经历和学校相关支持服务的看法的文献有限。因此，本研究调查了SB儿童中父母对学校相关问题的关注，以及对优势领域的感知。采用混合方法，30个SB儿童（8-15岁）家庭（29名母亲和19名父亲）完成了问卷调查和访谈。内容分析用于从访谈数据中产生关于家长对学校相关问题和对孩子优势的看法的主题。总的来说，在评估父母双方的担忧和感知优势时，出现了六个主题。一些家长不赞同学校对孩子的关注或长处。然而，其他家长则描述了与学习成绩、认知能力、缺乏学校支持、缺课和/或上课时间、脱离接触有关的担忧，以及学术技能、认知能力、毅力、自我宣传和亲和力等优势。尽管家长担心孩子的学习成绩，但定量数据显示，只有不到50%的孩子接受了神经心理学评估和/或学习辅导；更多的定量数据支持了定性研究结果。本研究中使用的混合方法提供了更丰富的理解父母在学校环境中的经历，当他们有一个患有SB的孩子时。结果可以为临床实践提供信息，确定需要改善对SB儿童的学术支持，并帮助父母管理与教育相关的压力源。
Although the academic difficulties of children with spina bifida (SB) are well‐documented, there is limited literature on parents' views of their children's school experiences and school‐related supportive services. Thus, the current study examined parents' school‐related concerns, as well as perceived areas of strength, among children with SB. Using a mixed‐methods approach, 30 families (29 mothers and 19 fathers) of children with SB (ages 8–15 years) completed questionnaires and interviews. Content analysis was used to generate themes from interview data about parents' school‐related concerns and perceptions of their child's strengths. Overall, six themes emerged when assessing both parents' concerns and perceived strengths. Some parents did not endorse school concerns or strengths for their child. However, other parents described concerns related to academic performance, cognitive abilities, lack of school support, missed school and/or class time and disengagement, as well as strengths such as academic skills, cognitive abilities, persistence, self‐advocacy and agreeableness. Despite parents' concerns about their children's academic performance, quantitative data revealed that less than 50% of children had received a neuropsychological evaluation and/or academic accommodations; additional quantitative data supported the qualitative findings. The mixed‐methods approach used in this study provides a richer understanding of parents' experiences in the school setting when they have a child with SB. Results can inform clinical practice, identifying a need to improve academic support for children with SB and help parents manage education‐related stressors.
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DOI：
10.1038/nrdp.2015.7
发表时间：
2015-04-30
期刊：
Nature reviews. Disease primers
影响因子：
--
作者：
Copp AJ;Adzick NS;Chitty LS;Fletcher JM;Holmbeck GN;Shaw GM
通讯作者：
Shaw GM
影响因子：
3.3
作者：
EGELAND, B;PIANTA, R;OBRIEN, MA
通讯作者：
OBRIEN, MA
影响因子：
3.6
作者：
Devine, Katie A.;Holmbeck, Grayson N.;Purnell, Jason Q.
通讯作者：
Purnell, Jason Q.
影响因子：
5.9
作者：
Holmbeck, GN;Westhoven, VC;Davison, K
通讯作者：
Davison, K
影响因子：
2
作者：
Nabors, Laura A.;Little, Steven G.;Iobst, Emily A.
通讯作者：
Iobst, Emily A.