A Preliminary Study of Parent Activation, Parent-Teacher Alliance, Transition Planning Quality, and IEP and Postsecondary Goal Attainment of Students with ASD
- 170 Downloads
The school, student and family factors underlying poor postsecondary outcomes of students with autism spectrum disorder (ASD) are not well understood. The potential impact of school [e.g., transition planning quality (TPQ)], family (e.g., parent activation), and student factors (e.g., adaptive functioning) and their interaction (e.g., parent-teacher alliance) on student outcomes were examined. Student IQ and adaptive behavior, TPQ, and alliance correlated with IEP progress, with postsecondary goal attainment generally and with student participation in training/education, specifically. However, only parent activation and student externalizing behavior correlated with employment. Families and students, rather than school personnel, were the primary persons in charge and in control of the implementation of postsecondary plans and required help across multiple coaching sessions to implement plans fully.
KeywordsASD transition COMPASS Parent-teacher alliance Transition planning quality Parent activation
We are grateful to the teachers, families, and children who generously donated their time and effort. We extend our thanks to special education directors and principals for allowing their teachers to participate.
LR and JHM conceived the study, participated in its design and coordination, statistical anlaysis, and drafted the manuscript. VW, YY, and MA participated in the coordination of the study and draft of the manuscript. VW developed the TPQ.
This work was supported by Grant Number 5R34MH104208 from the National Institute of Mental Health. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institute of Mental Health or the National Institutes of Health.
Compliance with Ethical Standards
All procedures performed in this study were in accordance with the ethical standards of the institutional research committee and with the 1964 Helsinki declaration and its later amendments.
Informed consent was obtained from all individual participants included in the study.
- American Psychiatric Association. (2004). Diagnostic and statistical manual of mental disorders-Fourth Edition, Text Revised (4th ed.). Washington, DC: American Psychiatric Association.Google Scholar
- American Psychiatric Association, DSM-5 Task Force. (2013). Diagnostic and statistical manual of mental disorders (DSM-5). Retrieved from http://libraries.uky.edu/lnkr.php?lir_id=3183
- Boloor, J, Yu, Y., Wong, V., Ruble, L., & McGrew, J. (2019). Parental resiliency among ASD caregivers: Activation, empowerment, advocacy, and self-efficacy. Manuscript submitted.Google Scholar
- Cameto, R., Levine, P., & Wagner, M. (2004). Transition planning for students with disabilities: A Ssecial topic report of findings from the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International. Retrieved from http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED496547
- Certo, N. J., Mautz, D., Smalley, K., Wade, H. A., Luecking, R., Pumpian, I., et al. (2003). Review and discussion of a model for seamless transition to adulthood. Education and Training in Developmental Disabilities, 38(1), 3–17.Google Scholar
- Ha, J. H., Hong, J., Seltzer, M. M., & Greenberg, J. S. (2008). Age and gender differences in the well-being of midlife and aging parents with children with mental health or developmental problems: Report of a national study. Journal of Health and Social Behavior, 49(3), 301–316.CrossRefGoogle Scholar
- IBM Corp. Released (2017). IBM SPSS statistics for windows, version 24.0.Google Scholar
- Individuals with Disabilities Education Act. (2004). 20 U.S.C. § 1401.Google Scholar
- Interagency Autism Coordinating Committee. (2012). IACC strategic plan for autism spectrum disorder research.Google Scholar
- Kaufman, A. S., & Kaufman, N. L. (2004). Kaufman brief intelligence test, second edition: KBIT-2 manual. New York: Wiley.Google Scholar
- Kohler, P.D., Gothberg, J. E., Fowler, C., & Coyle, J. (2016). Taxonomy for transition programming 2.0: A model for planning, organizing, and evaluating transition education, services, and programs. Western Michigan University. Retrieved from www.transitionta.org.
- Kucharczyk, S., Reutebuch, C. K., Carter, E. W., Hedges, S., El Zein, F., Fan, H., et al. (2015). Addressing the needs of adolescents with autism spectrum disorder: Considerations and complexities for high school interventions. Exceptional Children, 81(3), 329–349.Google Scholar
- Lord, C., Rutter, M., DiLavore, P. C., Risi, S., Gotham, K., & Bishop, S. (2012). Autism diagnostic observation schedule, second edition (ADOS-2) (Part I): Modules 1-4 [Manual]. Torrance: Western Psychological Services.Google Scholar
- McGrew, J., Ruble, L., & Smith, I. (2016). Autism spectrum disorder and evidence-based practice in psychology. Clinical Psychology: Science and Practice, 23(3), 239–255.Google Scholar
- National Technical Assistance Center on Transition. (n.d.). Evidence-based practices and predictors. Retrieved May 8, 2019, from https://transitionta.org/evidencepractices
- Reynolds, C. R., & Kamphaus, R. W. (2004). Behavior assessment system for children-second edition (BASC-2). Circle Pines: American Guidance Service.Google Scholar
- Ruble, L. A., McGrew, J. H., Toland, M., Dalrymple, N., Adams, M., & Snell-Rood, C. (2018a). Randomized control trial of COMPASS for improving transition outcomes of students with autism spectrum disorder. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-018-3623-9.Google Scholar
- Schall, C., Wehman, P., & Carr, S. (2014). Transition from high school to adulthood for adolescents and young adults with autism spectrum disorders. In F. R. Volkmar, B. Reichow, & J. C. McPartland (Eds.), Adolescents and adults with autism spectrum disorders (pp. 41–60). New York: Springer.CrossRefGoogle Scholar
- Schopler, E., Van Bourgondien, M., Wellman, G., & Love, S. (2010). Childhood autism rating scale (2nd ed.). Los Angeles: Western Psychological Services.Google Scholar
- Snell-Rood, C., Ruble, L., Kleinert, H., McGrew, J., Adams, M., Rodgers, A., et al. (2019). Stakeholder perspectives on transition planning, implementation, and outcomes for students with autism spectrum disorder. Manuscript submitted.Google Scholar
- Southward, J. D., & Kyzar, K. (2017). Predictors of competitive employment for students with intellectual and/or developmental disabilities. Education and Training in Autism and Developmental Disabilities, 52(1), 26–37.Google Scholar
- Sparrow, S. S., Balla, D. A., & Cicchetti, D. V. (2005). Vineland adaptive behavior scales, second edition: Survey forms manual. Circle Pines: AGS Publishing.Google Scholar
- Taylor, J. L., Hodapp, R. M., Burke, M. M., Waitz-Kudla, S. N., & Rabideau, C. (2017). Training parents of youth with autism spectrum disorder to advocate for adult disability services: Results from a pilot randomized controlled trial. Journal of Autism and Developmental Disorders, 47(3), 846–857. https://doi.org/10.1007/s10803-016-2994-z.CrossRefGoogle Scholar
- Taylor, J. L., & Seltzer, M. M. (2011). Employment and post-secondary educational activities for young adults with autism spectrum disorders during the transition to adulthood. Journal of Autism and Developmental Disorders, 41(5), 566–574. https://doi.org/10.1007/s10803-010-1070-3.CrossRefGoogle Scholar
- Wehman, P., Schall, C., Carr, S., Targett, P., West, M., & Cifu, G. (2014). Transition from school to adulthood for youth with autism spectrum disorder: What we know and what we need to know. Journal of Disability Policy Studies, 25(1), 30–40. https://doi.org/10.1177/1044207313518071.CrossRefGoogle Scholar
- Wehmeyer, M. L., & Palmer, S. B. (2003). Adult outcomes for students with cognitive disabilities three-years after high school: the impact of self-determination. Education and Training in Developmental Disabilities, 38(2), 131–144.Google Scholar
- Zuna, N. I. (2007). Examination of family-professional partnerships, parent-teacher communication, and parent involvement in families of kindergarten children with and without disabilities. (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses Global. (3266511)Google Scholar