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A Preliminary Study of Parent Activation, Parent-Teacher Alliance, Transition Planning Quality, and IEP and Postsecondary Goal Attainment of Students with ASD / L. RUBLE in Journal of Autism and Developmental Disorders, 49-8 (August 2019)
[article]
Titre : A Preliminary Study of Parent Activation, Parent-Teacher Alliance, Transition Planning Quality, and IEP and Postsecondary Goal Attainment of Students with ASD Type de document : Texte imprimé et/ou numérique Auteurs : L. RUBLE, Auteur ; J. H. MCGREW, Auteur ; V. WONG, Auteur ; M. ADAMS, Auteur ; Y. YU, Auteur Article en page(s) : p.3231-3243 Langues : Anglais (eng) Mots-clés : ASD transition Compass Parent activation Parent-teacher alliance Transition planning quality Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1007/s10803-019-04047-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403
in Journal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3231-3243[article] A Preliminary Study of Parent Activation, Parent-Teacher Alliance, Transition Planning Quality, and IEP and Postsecondary Goal Attainment of Students with ASD [Texte imprimé et/ou numérique] / L. RUBLE, Auteur ; J. H. MCGREW, Auteur ; V. WONG, Auteur ; M. ADAMS, Auteur ; Y. YU, Auteur . - p.3231-3243.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3231-3243
Mots-clés : ASD transition Compass Parent activation Parent-teacher alliance Transition planning quality Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1007/s10803-019-04047-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403