ArticleSchool psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association2016
Family involvement and parent-teacher relationships for students with autism spectrum disorders.
Article in School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 16 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
16 citing papers in PubMed, 79 citations in OpenAlex.
- Sex Differences and Parent-Teacher Discrepancies in Reports of Autism Traits: Evidence for Camouflaging in a School Setting.Journal of autism and developmental disorders · 2025Article
- Expanding the concept of parent involvement to special education: Considerations for inclusivity.Journal of family theory & review · 2025Article
- 'I'm sick of being the problem': Autistic mothers' experiences of interacting with schools for their autistic children.Autism : the international journal of research and practice · 2025Article
- The Transition to Kindergarten for Children on the Autism Spectrum: A Qualitative Study Examining the Perspectives of Caregivers and Teachers on Home-School Collaboration.Journal of research in childhood education : JRCE · 2025Article
- Telepractice Delivery of Caregiver Coaching for Parents of School-Aged Children with Autism Spectrum Disorder in Taiwan: A Pilot Study.Behavioral sciences (Basel, Switzerland) · 2025Article
- Relationship between parental involvement and children's positive mental character during early years: the moderating role of parent-teacher relationship and teacher-parent relationship.Frontiers in psychology · 2024Article
- Understanding strengths and challenges of people with autism: insights from parents and practitioners.International journal of developmental disabilities · 2024Article
- Parenting stress and autistic children's emotional problems relate to family-school partnerships and parent mental health.School psychology (Washington, D.C.) · 2023Article
- Dimensions of family-school partnerships for autistic children: Context and congruence.School psychology (Washington, D.C.) · 2022Article
- Parent-teacher interactions, family stress, well-being, and parental depression as contributing factors to parental involvement mechanisms in education of children with autism.International journal of developmental disabilities · 2022Article
- Using the Ecological Validity Model to adapt parent-involved interventions for children with Autism Spectrum Disorder in the Latinx community: A conceptual review.Research in developmental disabilities · 2021Article
- The Types and Functions of Social Supports Used by Parents Caring for a Child With Autism Spectrum Disorder.Journal of autism and developmental disorders · 2020Article
- Parent-teacher problem solving about concerns in children with autism spectrum disorder: The role of income and race.Psychology in the schools · 2019Article
- Factors associated with parent engagement in DIR/Floortime for treatment of children with autism spectrum disorder.General psychiatry · 2018Article
- Ideal Interactions: Perspectives of Parents and Teachers of Children With Autism Spectrum Disorder.School community journalArticle
- "He's shouting so loud but nobody's hearing him": A multi-informant study of autistic pupils' experiences of school non-attendance and exclusion.Autism & developmental language impairmentsArticle
Corrections and comments
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Authors and funding
3 authors.
Funding
Abstract
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
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.