Parent-teacher interactions, family stress, well-being, and parental depression as contributing factors to parental involvement mechanisms in education of children with autism

Parental involvement (PI) in education contributes to numerous positive outcomes in children, including educational outcomes and social competence. The goal of the present study was to examine differences in PI mechanisms between parents of children with autism spectrum disorder (ASD) and parents of...

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Bibliographic Details
Published in:International journal of developmental disabilities 2022, Vol.68 (6), p.838-849
Main Authors: Đorđević, Mirjana, Glumbić, Nenad, Memisevic, Haris, Brojčin, Branislav, Krstov, Ana
Format: Article
Language:English
Subjects:
Autism Spectrum Disorders
Autistic children
Child Behavior
children with autism spectrum disorder
Depression (Psychology)
educational process
Elementary School Students
Family Environment
Family relations
Foreign Countries
Occupational stress
Parent Participation
Parent Teacher Cooperation
Parental depression
parental involvement
Parenthood education
Parents & parenting
Predictor Variables
Reactivity
Social skills
Stress Variables
Students with Disabilities
Teachers
typically developing children
Well Being
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Summary:Parental involvement (PI) in education contributes to numerous positive outcomes in children, including educational outcomes and social competence. The goal of the present study was to examine differences in PI mechanisms between parents of children with autism spectrum disorder (ASD) and parents of typically developing (TD) children. An additional goal was to examine factors affecting PI mechanisms in education in parents of children with ASD. The sample for this study consisted of 50 parents of children with ASD and 50 parents of TD children. The results of this study indicate that parents of children with ASD had lower levels of PI mechanisms in education than parents of TD children. The strongest predictors of PI mechanisms in education in parents of children with ASD were subjective well-being and child's emotional reactivity. Implications for future research and practice are discussed.
ISSN:2047-3869
2047-3877
2047-3877
DOI:10.1080/20473869.2021.1896962