Parental school involvement and satisfaction are unstudied in families raising a child with an autism spectrum disorder (ASD). To fill this gap, the current study utilized a national sample of families (N = 8,978) from the 2007 Parent and Family Involvement in Education survey ( U.S. Department of Education, National Center for Education Statistics, 2006-2007 ). Parents of children with ASDs were found to be more likely than parents of children without the disorder to attend parent-teacher conferences, meet with school guidance counselors, and help with homework. Parents of children with ASD were also more dissatisfied with the level of communication provided by the school. There was a significant positive correlation between parental school involvement and parental school satisfaction. These findings have important implications for how schools interact with families with children with ASD.
"The literature in this area suggests that teachers and parents of children with autism may not collaborate to the extent warranted (Blair et al., 2011). Parents of children with autism often are dissatisfied with their communication with teachers (Zablotsky et al., 2012) and communication worsens as children age (Gabovitch and Curtin, 2009; McWilliam et al., 1999). Parental and professional views do not always concur (Gabovitch and Curtin, 2009; Nissenbaum et al., 2002). "
"There is a clear need to help parents improve the quality of their children's experience at home. Zablotsky, Boswell, and Smith (2012) reported that in a national sample of families (N=8,978) a significant positive correlation was found between parental school involvement and parental school satisfaction. They found that parents of CWDD were more likely than parents of TDC to attend parent-teacher conferences, meet with school guidance counselors, and help the child with homework. "
[Show abstract][Hide abstract] ABSTRACT: Purpose: This study was designed to investigate the experience of parents of children with and without developmental disabilities who use Touch-Screen Mobile Devices (TSMD) and their subjective evaluation of its impact on their children. Procedure: A survey was administered via the internet and via personal connections. Results: Statistically significant differences were found between the parents of children with a disability and those without.
In general the study findings show a fairly high degree of satisfaction with the TSMD experience among parents of children with disabilities and somewhat less satisfaction among parents of typically developing children. Reports of satisfaction among parents of children with disabilities were highly correlated
with improvement in the child’s positive social interaction, having clear goals for the child’s use of the technology and the degree to which the parent was involved in the child’s experience. Parents expressed low satisfaction with the preparation, support and instruction that they received to use the TSMD.
Conclusions: TSMD technologies offer a non-stigmatizing tool that can complement existing support strategies to aid a child’s with disabilities and the family to improve communication, social interaction, anxiety management, and relaxation. There is a need to develop supportive and guiding services for parents to help them develop meaningful goals and to encourage their participation in the child’s experience.
"Therefore, parents of children with developmental disabilities and ADHD can benefit from learning intervention strategies that prevent or decrease challenging behavior when presenting or assisting with academic tasks. Past studies have examined the effectiveness of parent education to address common difficulties faced by parents of children with ADHD and ASD, however, few studies have explicitly taught parents of children with ADHD (Kahle & Kelley, 1994; Pfiffner et al., 2007; Power, Karustis, & Habboushe, 2001; Power et al., 2012; Raggi, Chronis-Tuscano, Fishbein, & Groomes, 2009; Resnick & Reitman, 2011) and ASD (Hampshire, Butera, & Bellini, 2011; Koegel, Tran, Mossman, & Koegel, 2006; Koegel et al., 2010; Zablotsky et al., 2012) strategies to prevent and address challenging behavior specifically while assisting their child with academic tasks. The majority of previous research consists of individualized education sessions that taught parents general strategies for increasing the completion of academic tasks and increasing task engagement (e.g., Hampshire et al., 2011; Raggi et al., 2009; Resnick & Reitman, 2011) rather than teaching underlying principles of behavior analysis. "
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