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Collins B, Garbacz SA, Powell T. Reframing family-school partnerships to disrupt disenfranchisement of Black families and promote reciprocity in collaboration. J Sch Psychol 2024; 104:101290. [PMID: 38871413 DOI: 10.1016/j.jsp.2024.101290] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2022] [Revised: 03/27/2023] [Accepted: 01/24/2024] [Indexed: 06/15/2024]
Abstract
Research has long demonstrated the benefits of family-school partnerships. However, these benefits often fail to generalize to all families, especially Black families. A present and historical pattern of discrimination and exclusion has contributed to the lack of benefits yielded from Black family-school partnerships. A major contributing factor is the narrow way in which schools define family engagement. Such narrow definitions often marginalize families from non-dominant backgrounds, particularly Black families, and reinforce harmful narratives that Black parents and families are uninvolved in their children's education. The combination of continued discrimination and exclusion as well as harmful narratives has impacted Black family-school partnering. However, schools can work to repair harm and rebuild partnerships with Black families. In this article, we advance a framework for such work. After grounding the need for this framework in a historical context, we emphasize three essential components to forming equitable Black family-school partnerships: (a) grounding relationship building in social justice, (b) integrating reciprocity in family-school relationships, and (c) usage of multiple and non-dominant methods and modalities to build relationships.
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Bierman KL, Stormshak EA, Mannweiler MD, Hails KA. Preschool Programs that Help Families Promote Child Social-Emotional School Readiness: Promising New Strategies. Clin Child Fam Psychol Rev 2023; 26:865-879. [PMID: 37453988 PMCID: PMC11154596 DOI: 10.1007/s10567-023-00444-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/01/2023] [Indexed: 07/18/2023]
Abstract
Parents play a central role in supporting the early learning that positions young children for success when they enter formal schooling. For this reason, efforts to engage families in meaningful collaboration is a long-standing goal of high-quality early childhood education (ECE). Family-school engagement can take multiple forms; in this review, we focus on universal preschool-based outreach strategies that help parents support growth in child social-emotional and self-regulation competencies and prepare them for the transition into formal schooling. Recent research has expanded understanding of the neurodevelopmental processes that underlie child school readiness, and the impact of parenting (and the social ecology affecting parenting) on those processes. These new insights have fueled innovation in preschool-based efforts to partner with and support parents, expanding and shifting the focus of that programming. In addition, new approaches to intervention design and delivery are emerging to address the pervasive challenges of reaching and engaging families, especially those representing diverse racial, ethnic, cultural, and socioeconomic backgrounds. This paper reviews developmental research that underscores the importance of prioritizing child social-emotional learning (with attention to self-regulation and approaches to learning) in universal preschool-based parenting programs targeting young children. We highlight the intervention strategies used in programs with strong evidence of impact on child readiness and school adjustment based on randomized controlled trials (RCTs). New directions in intervention design and delivery strategies are highlighted, with the hope of extending intervention reach and improving family engagement and benefit.
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Affiliation(s)
- Karen L Bierman
- Department of Psychology, The Pennsylvania State University, University Park, PA, USA.
| | | | - Morgan D Mannweiler
- Department of Psychology, The Pennsylvania State University, University Park, PA, USA
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Sideridis G, Alghamdi MH. Teacher Burnout in Saudi Arabia: The Catastrophic Role of Parental Disengagement. Behav Sci (Basel) 2023; 13:bs13050367. [PMID: 37232604 DOI: 10.3390/bs13050367] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/22/2023] [Revised: 04/21/2023] [Accepted: 04/27/2023] [Indexed: 05/27/2023] Open
Abstract
The present study predicts teacher burnout from previous experiences, efficacious beliefs, student achievement, and parental engagement. Data came from the Trends in International Mathematics and Science study (TIMSS 2019) and utilized a random sample of n = 2000 from the Kingdom of Saudi Arabia. It was hypothesized that parental engagement and involvement in school may represent a salient factor in understanding teacher burnout in that if parental disengagement is high, necessary supports and resources available to the teacher are withdrawn. This thesis was tested using the cusp catastrophe with linear negative predictors of teacher burnout being teacher satisfaction, years of experience, teacher efficacy, and student achievement. The role of parental disengagement was verified with critically low levels of parental engagement being associated with abrupt and unpredictable levels of teacher burnout. It is concluded that parental engagement and involvement in schools may provide critical supports that are necessary for teachers to successfully manage their workload.
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Affiliation(s)
- Georgios Sideridis
- Boston Children's Hospital, Harvard Medical School, Boston, MA 02215, USA
- Department of Primary Education, National and Kapodistrian University of Athens, 15784 Athens, Greece
| | - Mohammed H Alghamdi
- Department of Self Development Skills, Common First Year Deanship, King Saud University, P.O. Box 2454, Riyadh 11451, Saudi Arabia
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Obrovská J, Aguiar C, Silva CS, Petrogiannis K. Predictors of educational aspirations of Roma mothers in Czech Republic, Greece, and Portugal. SOCIAL PSYCHOLOGY OF EDUCATION 2023. [DOI: 10.1007/s11218-023-09780-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/08/2023]
Abstract
AbstractRoma communities are a disadvantaged minority in Europe which is particularly underrepresented in social and educational research. This study aimed to investigate the predictors of Roma mothers’ educational aspirations for their children in the Czech Republic, Greece, and Portugal. Participants included 461 mothers with a Roma background (135 from the Czech Republic, 130 from Greece, and 196 from Portugal), with a child between 3 to 6 (n = 181) or 9 to 12 (n = 280) years old. Data were based on mothers’ reports, obtained during a structured in-person interview. Material deprivation (microsystem level), frequency and quality of interactions with non-Roma parents, as well as the quality of parent-teacher interactions (mesosystem level), predicted Roma mothers’ educational aspirations. Findings suggest that, in addition to microsystemic variables such as material deprivation, mesosystemic predictors such as those examining contact with non-Roma parents may play an important role in shaping Roma mothers’ educational aspirations and need to be further examined.
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Hails KA, Garbacz SA, Stormshak EA, McIntyre LL. Engagement in a brief preventive parenting intervention during the transition to kindergarten: Effects of parent stress and child behavior concerns. J Sch Psychol 2023; 96:24-35. [PMID: 36641222 DOI: 10.1016/j.jsp.2022.11.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2022] [Revised: 09/07/2022] [Accepted: 11/15/2022] [Indexed: 12/14/2022]
Abstract
Although school-based preventive parenting interventions have been found to promote children's social-emotional skill development and behavioral functioning, it is important to understand potential barriers to engagement in such programs to ensure that intervention access is equitable and likely to reach those who could most benefit. In the present study, we tested independent and interactive associations between parents' concerns about their child's hyperactivity behavior and their perceived stress in relation to their participation in a preventive parenting intervention, the Family Check-Up (FCU), delivered when children were in kindergarten. Participants were parents of 164 children who were randomized to the intervention group of a randomized controlled trial that took place at five elementary schools. Results indicated that parents who reported higher levels of hyperactivity in their children and high levels of perceived stress were less likely to initially engage in the FCU, but if they did engage, they were more likely to participate more intensively as measured by total treatment time. Parents' motivation to change mediated the association between high parent stress and child hyperactivity in relation to total treatment time. This study has important implications for the use of motivational interviewing strategies to engage parents in school-based, family-centered interventions.
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Affiliation(s)
- Katherine A Hails
- University of Oregon, Prevention Science Institute, 1600 Millrace Dr Eugene, OR 97403, United States of America.
| | - S Andrew Garbacz
- University of Wisconsin-Madison, Department of Educational Psychology, 1025, West, Johnson St Madison, WI 53706, United States of America.
| | - Elizabeth A Stormshak
- University of Oregon, Prevention Science Institute, 1600 Millrace Dr Eugene, OR 97403, United States of America.
| | - Laura Lee McIntyre
- University of Oregon, Prevention Science Institute, 1600 Millrace Dr Eugene, OR 97403, United States of America.
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Vongsachang H, Callan J, Kretz AM, Wahl M, Mukherjee MR, Neitzel A, Friedman DS, Collins ME. Teacher and school staff perspectives on their role in school-based vision programs. CANADIAN JOURNAL OF OPHTHALMOLOGY 2022; 57:381-387. [PMID: 34283966 DOI: 10.1016/j.jcjo.2021.06.011] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/06/2021] [Revised: 05/27/2021] [Accepted: 06/15/2021] [Indexed: 01/15/2023]
Abstract
OBJECTIVE School-based vision programs (SBVPs) are one approach to increase access to vision care by providing vision screenings, eye examinations, and eyeglasses directly in schools. Few studies report on the perspectives of teachers and staff, who are important stakeholders, on SBVPs. We examined teacher and staff perspectives on their involvement in SBVPs. DESIGN Qualitative study using focus groups. PARTICIPANTS Teachers and staff at Baltimore and Chicago public schools served by SBVPs between 2016 and 2018. METHODS We conducted 21 semistructured focus groups with 117 teachers and staff in 10 Baltimore and 11 Chicago public preK-12 schools that participated in SBVPs. Sessions were recorded, transcribed, and coded using inductive thematic analysis. RESULTS Participants identified 2 main themes regarding teacher and staff involvement in SBVPs: (i) program outreach, including using multiple communication modalities to engage parents, explaining program details to families, and helping with program consent form return and (ii) promoting vision health, including identifying vision problems in the classroom, encouraging eyeglasses wear, and supporting eyeglasses maintenance. Participants also discussed limitations in capacity to partake in these activities. CONCLUSION Teachers interact with parents and students throughout the SBVP process, undertaking important roles in outreach and health promotion to ensure uptake of SBVP services. SBVPs and other school-based health programs should explore strategies to support teachers in the roles they fill to optimize program impact.
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Affiliation(s)
- Hursuong Vongsachang
- Wilmer Eye Institute, Dana Center for Preventive Ophthalmology, Johns Hopkins University School of Medicine, 600 North Wolfe Street, Baltimore, MD 21287
| | - Jonathan Callan
- Wilmer Eye Institute, Dana Center for Preventive Ophthalmology, Johns Hopkins University School of Medicine, 600 North Wolfe Street, Baltimore, MD 21287
| | - Alyssa M Kretz
- Wilmer Eye Institute, Dana Center for Preventive Ophthalmology, Johns Hopkins University School of Medicine, 600 North Wolfe Street, Baltimore, MD 21287
| | - Madison Wahl
- Wilmer Eye Institute, Dana Center for Preventive Ophthalmology, Johns Hopkins University School of Medicine, 600 North Wolfe Street, Baltimore, MD 21287
| | - M Rani Mukherjee
- Wilmer Eye Institute, Dana Center for Preventive Ophthalmology, Johns Hopkins University School of Medicine, 600 North Wolfe Street, Baltimore, MD 21287
| | - Amanda Neitzel
- Johns Hopkins University School of Education, 2800 N. Charles St, Baltimore, MD 21218, USA
| | - David S Friedman
- Wilmer Eye Institute, Dana Center for Preventive Ophthalmology, Johns Hopkins University School of Medicine, 600 North Wolfe Street, Baltimore, MD 21287
| | - Megan E Collins
- Wilmer Eye Institute, Dana Center for Preventive Ophthalmology, Johns Hopkins University School of Medicine, 600 North Wolfe Street, Baltimore, MD 21287; Johns Hopkins Berman Institute of Bioethics, 1809 Ashland Ave, Baltimore, MD 21205, USA.
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Collier-Meek MA, Kratochwill TR, Luh HJ, Sanetti LMH, Susilo A. Reflections on Consultation: Applying a DisCrit and Equitable Implementation Lens to Help School Psychologists Disrupt Disparities. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2022. [DOI: 10.1080/10474412.2022.2131558] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/10/2022]
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Mäkelä T, Fenyvesi K, Kankaanranta M, Pnevmatikos D, Christodoulou P. Co-designing a pedagogical framework and principles for a hybrid STEM learning environment design. EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT : ETR & D 2022; 70:1329-1357. [PMID: 35601890 PMCID: PMC9113377 DOI: 10.1007/s11423-022-10114-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 04/17/2022] [Indexed: 06/15/2023]
Abstract
The importance of engaging and effective learning environments for science, technology, engineering and mathematics (STEM) has been internationally recognised. However, no comprehensive pedagogical frameworks exist that support STEM learning environment design. In this study, a pedagogical framework and principles for STEM learning environment design were created based on participatory focus groups involving 10-18-year-old students, teachers, school directors, parents, university students and STEM professionals. Representatives of key stakeholder groups in Belarus, Finland, Germany, Greece and Spain (total n = 132) were invited to focus group discussions in which their wishes related to the pedagogical framework were collected. A second focus group discussion session, engaging the same stakeholder groups (total n = 137), was implemented to validate the framework. A final review for the framework and its design principles was conducted in online focus group sessions, involving 20 experts in curriculum, STEM, educational policy and/or educational technology from all participant countries. The co-designed framework, which is strengthened by the research literature, entails the following design principle categories: (1) General principles, (2) Cross-curricular skills, (3) Ways of teaching and learning, (4) Socio-emotional aspects and (5) Educational compatibility. The design principles created in this study have been employed in developing a hybrid (virtual, physical, formal, non-formal and informal) STEM environment, but they can be employed in any (STEM) learning environment design. Instead of focusing on singular design principles, we recommend considering a wide range of different design principles in order to support multiple ways of teaching and learning and to develop both subject-related and cross-curricular competencies.
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Affiliation(s)
- Tiina Mäkelä
- Finnish Institute for Educational Research, University of Jyvaskyla, Jyväskylä, Finland
| | - Kristóf Fenyvesi
- Finnish Institute for Educational Research, University of Jyvaskyla, Jyväskylä, Finland
| | - Marja Kankaanranta
- Finnish Institute for Educational Research, University of Jyvaskyla, Jyväskylä, Finland
| | - Dimitris Pnevmatikos
- Department of Primary Education, University of Western Macedonia, Kozani, Greece
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Garbacz SA, Jordan P, Novotnak T, Young K, Zahn M, Markham MA. Parent, Teacher, and Student Perceptions of Conjoint Behavioral Consultation for Middle School Students. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2022. [DOI: 10.1080/10474412.2022.2054422] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/31/2022]
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10
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Smith TE, Holmes SR, Romero ME, Sheridan SM. Evaluating the Effects of Family–School Engagement Interventions on Parent–Teacher Relationships: A Meta-analysis. SCHOOL MENTAL HEALTH 2022. [DOI: 10.1007/s12310-022-09510-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
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Collins ME, Guo X, Repka MX, Neitzel AJ, Friedman DS. Lessons Learned From School-Based Delivery of Vision Care in Baltimore, Maryland. Asia Pac J Ophthalmol (Phila) 2022; 11:6-11. [PMID: 35066521 DOI: 10.1097/apo.0000000000000488] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022] Open
Abstract
ABSTRACT In an effort to address health care disparities in pediatric eye care, school-based vision programs have been established. These programs, while not universally available, have been established at individual schools or across school districts in at least 20 states in the United States (US). They play a critical role for students who are not accessing eye care, especially in disadvantaged communities. In the US, school-based vision programs often provide vision screenings, eye exams, and eyeglasses directly in the school setting. The rationale for involving schools in vision care delivery is the recognition of the inter-relatedness between health and education, including how poor vision can impact learning. Vision for Baltimore is a citywide school-based vision program that provides vision care for all Baltimore City Public Schools elementary and middle school students (age range 4 to 16 years). The goal of this paper is to summarize lessons learned from our work on clinical outcomes from screenings and eye exams, the academic impact of Vision for Baltimore, and qualitative work about consent challenges and stakeholder engagement. While school-based vision programs may vary in operations, we hope the lessons learned through our work may help demonstrate the transformative impact on vision and learning, as well as the importance of addressing stakeholder needs to maximize impact and ensure program sustainability.
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Affiliation(s)
- Megan E Collins
- Wilmer Eye Institute, Johns Hopkins University School of Medicine, Baltimore, MD, US
- School of Education, Johns Hopkins University, Baltimore, MD, US
- Berman Institute of Bioethics, Johns Hopkins University, Baltimore, MD, US
| | - Xinxing Guo
- Wilmer Eye Institute, Johns Hopkins University School of Medicine, Baltimore, MD, US
| | - Michael X Repka
- Wilmer Eye Institute, Johns Hopkins University School of Medicine, Baltimore, MD, US
| | - Amanda J Neitzel
- School of Education, Johns Hopkins University, Baltimore, MD, US
| | - David S Friedman
- Massachusetts Eye and Ear, Glaucoma Center of Excellence, Harvard Medical School, Boston, MA, US
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Shayo HJ, Rao C, Kakupa P. Conceptualization and Measurement of Trust in Home-School Contexts: A Scoping Review. Front Psychol 2021; 12:742917. [PMID: 34899483 PMCID: PMC8661449 DOI: 10.3389/fpsyg.2021.742917] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2021] [Accepted: 10/26/2021] [Indexed: 11/13/2022] Open
Abstract
Objective and Method: This review unravels the complexity of trust in home-school contexts across the globe by drawing on 79 peer-reviewed quantitative empirical studies spanning over two decades (2000-2020). The goal is to refocus attention on how trust has been defined and operationalized in recent scholarship. Findings: The findings reveal four essential pillars in the conceptualization of trust: the trustor's propensity to trust, shared goals, the trustor-trustee relationship, and the trustee's trustworthiness. However, the operationalization of trust in existing measures does not fully capture these essential pillars, as it is mainly based on trustee characteristics of benevolence, reliability, openness, competence, and honesty rather than on the trustor's actual trust behavior. Conclusion: Most "trust studies" are essentially measuring trustworthiness and not the purported trust. Therefore, a shift in the conceptualization and measurement of trust is proposed. The review contributes to the understanding and assessment of home-school and workplace relationships.
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Affiliation(s)
| | - Congman Rao
- Faculty of Education, Northeast Normal University, Changchun, China
| | - Paul Kakupa
- Faculty of Education, Northeast Normal University, Changchun, China
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Garbacz SA, Moore KJ, Mauricio AM, Stormshak EA. Promoting Family Centered Support Assessment and Intervention. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2021. [DOI: 10.1080/10474412.2021.1963266] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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Predictors of shared book reading at home with preschoolers: Are there differences between Roma and non-Roma low-income families? SOCIAL PSYCHOLOGY OF EDUCATION 2021. [DOI: 10.1007/s11218-021-09648-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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Garbacz SA, Lee Y, Hall GJ, Stormshak EA, McIntyre LL. Initiating Family–School Collaboration in School Mental Health through a Proactive and Positive Strengths and Needs Assessment. SCHOOL MENTAL HEALTH 2021. [DOI: 10.1007/s12310-021-09455-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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Analyzing the Typology of First Graders’ School Adjustment and Identifying the Predictors of Mothers’ Educational Involvement. ADONGHAKOEJI 2021. [DOI: 10.5723/kjcs.2021.42.2.219] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
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Bolsoni-Silva AT, Loureiro SR. Educational Practices and Child Behaviors: Mothers’ and Teachers’ Evaluation. PSICOLOGIA: TEORIA E PESQUISA 2021. [DOI: 10.1590/0102.3772e372114] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Abstract The objective of this study was to describe and compare mothers’ and teachers’ reports concerning their educational social skills and negative practices and children’s behavioral problems and social skills. The mothers and teachers of 81 children participated in this study. The children were assigned to four groups depending on whether they presented problems exclusively at home, school, in both, or none of these contexts. Valid instruments measured educational practices and child behavior. The results show that: (a) mothers and teachers agreed that children with problems in both contexts presented the highest level of impairment; (b) the mothers more frequently reported skills such as affection, adopted negative practices, and identified problem behaviors; (c) the teachers reported more skills such as limit setting. The conclusion is that teachers’ and mothers’ practices differ, and such information can guide preventive programs and interventions.
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Azad GF, Minton KE, Mandell DS, Landa RJ. Partners in School: An Implementation Strategy to Promote Alignment of Evidence-Based Practices Across Home and School for Children with Autism Spectrum Disorder. ADMINISTRATION AND POLICY IN MENTAL HEALTH AND MENTAL HEALTH SERVICES RESEARCH 2020; 48:266-278. [PMID: 32653973 DOI: 10.1007/s10488-020-01064-9] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
When parents and teachers align their practices across home and school, it may optimize services for children with autism spectrum disorder (ASD). Partners in School is a multi-faceted implementation strategy designed to improve ASD services in schools. The goal is to increase parents' and teachers' use of evidence-based practices (EBPs) and to align those EBPs across settings. We piloted Partners in School with 49 parent-teacher dyads to assess administration and the factors associated with reported fidelity to the model. Specifically, we measured the number of intervention steps both parents and teachers completed (reported alignment) and the characteristics associated with intervention alignment. Partners in School involves parent-teacher participation in a pre-consultation interview, an in-person consultation meeting, active implementation of the same EBPs in their respective settings, and a post-consultation interview. Parents and teachers also completed surveys pre- and post-consultation. On average, parents and teachers completed approximately five EBP steps on their own in their respective settings (i.e., at home or at school). Of these five steps, parents and teachers both completed three of the same EBPs steps, on average. Different factors were related to reported alignment for parents versus teachers; however, a similarity noted for both parents and teachers was that communication variables were associated with reported alignment. Our findings indicate the important role of communication in aligning stakeholders for ASD service delivery models.
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Affiliation(s)
- Gazi F Azad
- Division of Child and Adolescent Psychiatry, Department of Psychiatry, New York State Psychiatric Institute & Columbia University, 1051 Riverside Drive, New York, NY, 10032, USA.
| | - Kyla E Minton
- Center for Autism and Related Disorders, Kennedy Krieger Institute, 3901 Greenspring Ave, Baltimore, MD, 21211, USA
| | - David S Mandell
- Center for Mental Health, University of Pennsylvania Perelman School of Medicine, 3535 Market St., 3rd Fl., Philadelphia, PA, 19104, USA
| | - Rebecca J Landa
- Center for Autism and Related Disorders, Kennedy Krieger Institute, 3901 Greenspring Ave, Baltimore, MD, 21211, USA.,Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, 733 N. Broadway, Baltimore, MD, 21205, USA
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Ross LL, Marchand AD, Cox VO, Rowley SJ. Racial identity as a context for African American parents’ school trust and involvement and the impact on student preparation and persistence. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2018. [DOI: 10.1016/j.cedpsych.2018.07.003] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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Azad GF, Marcus SC, Sheridan SM, Mandell DS. Partners in School: An Innovative Parent-Teacher Consultation Model for Children with Autism Spectrum Disorder. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2018; 28:460-486. [PMID: 30713408 DOI: 10.1080/10474412.2018.1431550] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
Abstract
Little research examines the best ways to improve communication between parents and teachers of children with Autism Spectrum Disorder (ASD) and its effect on child outcomes. The present study tests an innovative parent-teacher consultation model, entitled Partners in School. The goal of Partners in School is to improve parent-teacher communication aboutevidence-based practices (EBPs), and subsequently, outcomes for children with ASD. Participants were 26 teachers and 49 parents of children with ASD from a large urban public school district. Parents and teachers completed measures of their communication and child outcomes prior to and after receiving consultation through Partners in School. Results indicated that parents and teachers perceived improvements in child outcomes after participation inPartners in School. Changes in parent-teacher communication also were associated with changes in some child outcomes. Discussionhighlights the important role of communication inconsultations targeting family-school partnerships for children with ASD.
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Affiliation(s)
- Gazi F Azad
- Kennedy Krieger Institute & Johns Hopkins University
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