Garbacz S Andrew, McIntyre Laura Lee, Santiago Rachel T
Department of Special Education and Clinical Sciences.
Sch Psychol Q. 2016 Dec;31(4):478-490. doi: 10.1037/spq0000157.
Family educational involvement and parent-teacher relationships are important for supporting student outcomes and have unique implications for families of children with autism spectrum disorder (ASD). However, little research has examined child and family characteristics among families of children with ASD as predictors of family involvement and parent-teacher relationships. The present study examined child and family variables that may affect family involvement and parent-teacher relationships for families of children with ASD. Findings suggested (a) parents of children with higher developmental risk reported less family involvement and poorer relationships with their child's teacher and (b) family histories accessing services predicted family involvement and parent-teacher relationships. Limitations of the current study and implications for science and practice are discussed. (PsycINFO Database Record
家庭教育参与度和家长与教师的关系对于促进学生的学业成果很重要，并且对于自闭症谱系障碍（ASD）儿童的家庭具有独特的意义。然而，很少有研究将ASD儿童家庭中的儿童和家庭特征作为家庭参与度和家长与教师关系的预测因素进行考察。本研究考察了可能影响ASD儿童家庭的家庭参与度和家长与教师关系的儿童及家庭变量。研究结果表明：（a）发育风险较高的儿童的家长报告的家庭参与度较低，且与孩子的教师关系较差；（b）获得服务的家庭历史可预测家庭参与度和家长与教师的关系。本文讨论了当前研究的局限性以及对科学和实践的启示。（《心理学文摘数据库记录》）
