[article]
| Titre : |
Parent-Therapist Partnership Survey: Parent Feedback and Psychometric Properties |
| Type de document : |
Texte imprimé et/ou numérique |
| Auteurs : |
Linzy M. PINKERTON, Auteur ; Alexandra E. MORFORD, Auteur ; Heather J. RISSER, Auteur |
| Article en page(s) : |
p.532-543 |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Parents of children with disabilities are an important part of their child?s special education team. However, parents often have limited involvement in school-based therapies that are provided as part of a child?s Individualized Education Program. The field lacks tools to assess the domain and extent of parent needs for optimal engagement in their child?s special education therapies. Study one assessed the Parent-Therapist Partnership Survey?s (PTPS) (formerly known as the Needs of Parents Questionnaire -School-Based Therapy Version) measure?s clarity, fit, and comprehensiveness. Study two assessed the factor structure and internal consistency. Two factors emerged ? Need to Be an Informed, Engaged Member of Their Child?s Team, and Need for Support and Guidance. Internal consistency was 0.93 for the overall scale. The PTPS can serve as a powerful measure to better identify opportunities to engage parents in school therapeutic goals while improving parent-provider collaboration in school-based therapies. |
| En ligne : |
https://doi.org/10.1007/s10803-022-05782-x |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520 |
in Journal of Autism and Developmental Disorders > 54-2 (February 2024) . - p.532-543
[article] Parent-Therapist Partnership Survey: Parent Feedback and Psychometric Properties [Texte imprimé et/ou numérique] / Linzy M. PINKERTON, Auteur ; Alexandra E. MORFORD, Auteur ; Heather J. RISSER, Auteur . - p.532-543. in Journal of Autism and Developmental Disorders > 54-2 (February 2024) . - p.532-543
| Index. décimale : |
PER Périodiques |
| Résumé : |
Parents of children with disabilities are an important part of their child?s special education team. However, parents often have limited involvement in school-based therapies that are provided as part of a child?s Individualized Education Program. The field lacks tools to assess the domain and extent of parent needs for optimal engagement in their child?s special education therapies. Study one assessed the Parent-Therapist Partnership Survey?s (PTPS) (formerly known as the Needs of Parents Questionnaire -School-Based Therapy Version) measure?s clarity, fit, and comprehensiveness. Study two assessed the factor structure and internal consistency. Two factors emerged ? Need to Be an Informed, Engaged Member of Their Child?s Team, and Need for Support and Guidance. Internal consistency was 0.93 for the overall scale. The PTPS can serve as a powerful measure to better identify opportunities to engage parents in school therapeutic goals while improving parent-provider collaboration in school-based therapies. |
| En ligne : |
https://doi.org/10.1007/s10803-022-05782-x |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520 |
|
Parent-Therapist Partnership Survey: Parent Feedback and Psychometric Properties in Journal of Autism and Developmental Disorders, 54-2 (February 2024)
