The parent role in school-based teams for adolescents with autism spectrum disorder.

Abstract

For youth with autism spectrum disorder (ASD) and their families, adolescence presents unique challenges that require parents work closely with school teams. Both parent involvement in education and family school partnerships are associated with positive student outcomes. However, research characterizing parents' role in working with school-based teams across the middle and high school years for youth with ASD is limited. The present study presents qualitative data illustrating the perspectives of 23 parents of students with ASD regarding their experiences working with middle and high school teams. Participants completed semistructured interviews, which were analyzed using interpretative phenomenological analysis. Six themes were reflected in the experiences and perspectives of parents, including collaboration/partnership, advocacy, relationships, parental background, expectations, and impact on the parent. Results indicated variability in the nature and impact of parents' experiences and a need for intentional formation of meaningful partnerships between educators and families that honor the unique needs and strengths of youth and maximize team effectiveness. Impact and ImplicationsParents of adolescents with autism spectrum disorder were interviewed about their role in participating on school teams to support youth school functioning and preparation for adulthood. Resulting themes indicated parents valued collaboration with school providers, were influenced by their own backgrounds, and were personally impacted. Results can inform educators' efforts to efficiently and effectively engage parents in school teams for middle and high school students with autism spectrum disorder.

Psychometric Analyses of the Challenges and Needs Survey for Family Caregivers of Individuals with Autism Spectrum Disorder: Implications for Practice

“…Although individuals with ASD can have high rates of behavior problems overall (e.g., Maskey et al, 2013), the CANS factor analysis indicates that aggressive behaviors are a distinct source of stress from other autism-related factors and symptoms. Specifically, the Autism-Related Challenges factor highlights the stress related to interacting with or advocating for the service system, including work and educational settings (Lee et al, 2019; Rispoli et al, 2019); this scale is psychometrically separate from the Aggressive Behaviors scale.…”

Reflexive disclosure in qualitative research publications in school psychology (2006–2021)

“…(2021, p. 2153) described their research team as consisting of faculty as well as students from a school psychology graduate program “that claims a social justice orientation.” Rispoli et al . (2019, p. 460) revealed the interviews were conducted by three doctoral students “trained in interviewing techniques by Kristin M. Rispoli and Gloria K. Lee” and who had “knowledge of ASD through coursework and research experiences.”…”

“The Voice of the Parent Cannot be Undervalued”: Pre-Service Teachers’ Observations after Listening to the Experiences of Parents of Students with Disabilities

“…Additionally, parents want to be included! A 2019 study [47] looked at the parent role in school-based teams for students with autism. The parents reported wanting to be "considered experts on their children and valuable partners that contribute toward shared goals and successful outcomes" (p. 461) and also noted that their child's school team "did not understand their [the parents] needs" (p. 461), which can lead to negative interactions with the school.…”