Maternal Involvement in the Education of Young Children with Autism Spectrum Disorders

Autor/inn/en	Benson, Paul; Karlof, Kristie L.; Siperstein, Gary N.
Titel	Maternal Involvement in the Education of Young Children with Autism Spectrum Disorders
Quelle	In: Autism: The International Journal of Research and Practice, 12 (2008) 1, S.47-63 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361307085269
Schlagwörter	Behavior Problems; Mothers; Pervasive Developmental Disorders; Questionnaires; Parent Teacher Cooperation; Parent Participation; Young Children; Child Behavior; Parent School Relationship; Severity (of Disability); Family Characteristics; Student Characteristics; Socioeconomic Influences; Institutional Characteristics; Special Education; Early Childhood Education + Suchen Sie Ihr Suchwort? Mother; Mutter; Fragebogen; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Elternmitwirkung; Frühe Kindheit; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Schweregrad; Sozioökonomischer Faktor; Special needs education; Sonderpädagogik; Sonderschulwesen; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	Parent involvement is widely acknowledged to be a critical "best practice" in the education of young children with ASD. Despite its importance, no studies to date have systematically examined the relative influence of child, family, and school factors on the extent to which parents participate in the education of their children with ASD. In the present study, questionnaire and interview data collected from the mothers and teachers of 95 children receiving public school services for ASD were used to address this issue. Descriptively, wide variation was found in both type and intensity of mothers' educational involvement. Regression analyses showed involvement, both at school and at home, to be heavily influenced by the extent to which school staff actively encouraged, assisted, and provided opportunities for parent involvement. In addition, severity of child behavior problems was also found to exert a uniformly negative effect on intensity of mothers' educational involvement, while the influence of family resources and demand variables varied, depending on whether involvement occurred at school or at home. Implications of these findings for future research and for the support of parents seeking to participate in the learning and development of their children with ASD are discussed. (Contains 3 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10