Evidence map›Paper›PMID 36149615›Full record

ArticleJournal of autism and developmental disorders2023

"They Were Saying That I Was a Typical Chinese Mum" : Chinese Parents' Experiences of Parent-Teacher Partnerships for Their Autistic Children.

Jodie Smith, Aspasia Stacey Rabba, Lin Cong, Poulomee Datta, Emma Dresens, Gabrielle Hall, Melanie Heyworth, Wenn Lawson, Patricia Lee, Rozanna Lilley and 6 more

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In one paragraph

Article in Journal of autism and developmental disorders, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. An erratum has been issued. Cited by 4 papers.

0numbers the graph read from it
0cells of the map it votes in
4citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

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.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

4 citing papers in PubMed.

  1. Article
  2. Article
  3. Article
  4. Article
4 · The record

Corrections and comments

5 · Who and what money

Authors and funding

16 authors.

Jodie SmithMacquarie School of Education, Macquarie University, 2109, Sydney, NSW, Australia. jodie.smith@latrobe.edu.au.ORCID http://orcid.org/0000-0003-3528-0658
Aspasia Stacey RabbaMacquarie School of Education, Macquarie University, 2109, Sydney, NSW, Australia.
Lin CongMacquarie School of Education, Macquarie University, 2109, Sydney, NSW, Australia.
Poulomee DattaMacquarie School of Education, Macquarie University, 2109, Sydney, NSW, Australia.
Emma DresensPositive Partnerships, Chatswood, Australia.
Gabrielle HallMacquarie School of Education, Macquarie University, 2109, Sydney, NSW, Australia.
Melanie HeyworthMacquarie School of Education, Macquarie University, 2109, Sydney, NSW, Australia.
Wenn LawsonMacquarie School of Education, Macquarie University, 2109, Sydney, NSW, Australia.
Patricia LeePositive Partnerships, Chatswood, Australia.
Rozanna LilleyMacquarie School of Education, Macquarie University, 2109, Sydney, NSW, Australia.
Najeeba SyedaPositive Partnerships, Chatswood, Australia.
Emily MaMacquarie School of Education, Macquarie University, 2109, Sydney, NSW, Australia.
Julia WangMacquarie School of Education, Macquarie University, 2109, Sydney, NSW, Australia.
Rena WangMacquarie School of Education, Macquarie University, 2109, Sydney, NSW, Australia.
Chong Tze YeowMacquarie School of Education, Macquarie University, 2109, Sydney, NSW, Australia.
Elizabeth PellicanoMacquarie School of Education, Macquarie University, 2109, Sydney, NSW, Australia.

Funding

Department of Education, Australian Government Department of Education, Australian Government
6 · The paper itself

Abstract

Effective parent-teacher partnerships improve outcomes for autistic students. Yet, we know little about what effective partnerships look like for parents of autistic children from different backgrounds. We conducted interviews with 17 Chinese parents of autistic children attending Australian kindergartens/schools to understand their experiences. Parents appreciated the acceptance, opportunities and supports they received in Australia. They had high expectations of children; expectations not often shared by educators. Parents were respectful of teachers' expertise and polite and undemanding in interactions. Nevertheless, parents were frustrated by inconsistent teaching quality and inadequate communication. Navigating systems was also challenging and parents faced discrimination from teachers and their community. Recommendations include fostering open home-school communication, proactively seeking parents' expertise about children and explicitly scaffolding parents' self-advocacy.

Indexed as

Autism Spectrum DisorderAutistic DisorderAustraliaChildEast Asian PeopleHumansParentsAutistic StudentsChinese ParentsCultural and Linguistic DiversityParent-Teacher PartnershipsParticipatory Research

Identifiers

PMID36149615
PMCPMC9510549

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

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.