Education and Training in Autism and Developmental Disabilities

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Schopler & G. B. Mesibov (Eds.), The effects of autism on the family (pp. 41–63). New York: Plenum. Court Appointed Special Advocate (CASA) Programme. (2003). Retrieved March 16, 2004 from http://www.supreme.state.az.us/casa/training/ Autism/AutIndex.htm Dyson, L. L., Edgar, E., & Crnic, K. (1989). Psychological predictors of adjustment by siblings of developmentally disabled children. American Journal on Mental Retardation, 94, 292–302. Hawley, D. R., & DeHaan, L. (1996). Toward a definition of family resilience: integrating life span and family perspectives. Family Process, 35, 283–298. Henderson, D., & Vandenberg, B. (1992). Factors influencing adjustment in the families of autistic children. Psychological Reports, 71, 167–171. Howlin, P., & Rutter, M. (1987). Treatment of autistic children. New York: John Wiley & Sons. Lacey, A., & Luff, D. (2001). Trent focus for research and development in primary health care: qualitative data analysis. Retrieved November 16, 2004 from http://www.trentfocus.org.uk/ Resources/Qualitative%20Data%20Analysis.pdf Mash, E. J., & Wolfe, D. A. (2002). Abnormal child psychology. Belmont: Wadsworth. McCubbin, M. A., & McCubbin, H. I. (1996). Resiliency in families: a conceptual model of family adjustment and adaptation in response to stress and crises. In H. I. McCubbin, A. I. Thompson, & M. A. McCubbin (1996). Family assessment: resiliency, coping and adaptation–Inventories for research and practice (pp. 1–64). Madison: University of Wisconsin System. McCubbin, H. I., Thompson, A. I., & McCubbin, M. A. (1996). Family assessment: resiliency, coping and adaptation–Inventories for research and practice. Madison, WI: University of Wisconsin System. Pope, C. (2000). Analysing qualitative data-qualitative research in health care, part 2–education and debate. British Medical Journal. Retrieved November 16, 2004 from http://www.findarticles.com/ p/articles/mi_m0999/is_7227_320/ai_59110536 Powers, M. D. (2000). Children with autism: a parents’ guide. Bethesda: Woodbine House. Rivers, J. W., & Stoneman, Z. (2003). Sibling relationships when a child has autism: marital stress and support coping. Journal of Autism and Developmental Disorders, 33, 383–394. Rodrigue, J. R., Geffken, G. R., & Morgan, S. B. (1993). Perceived competence and behavioural adjustment of siblings of children with autism. Journal of Autism and Developmental Disorders, 23, 665–674. Rodrigue, J. R., Morgan, S. B., & Geffken, G. R. (1990). Families of autistic children: psychological functioning of mothers. Journal of Clinical Child Psychology, 19, 371–379. Sadock, B. J., & Sadock, V. A. (2003). Synopsis of psychiatry: behavioural sciences/clinical psychiatry. Philadelphia: Lippincott Williams & Wilkens. Sanders, J. L., & Morgan, S. (1997). Family stress and adjustment as perceived by parents of children with autism or Down syndrome: implications for intervention. Child and Family Behaviour Therapy, 19(4), 15–32. Tennant, A. J. (1996). Visual-motor perception: a correlative study of specific measures for pre-school South African children. Unpublished Masters Thesis, University of Port Elizabeth, South Africa. Walsh, F. (2003). Normal family processes: growing diversity and complexity (3 rd ed.). New York: Guilford Press. Received: 22 February 2009 Initial Acceptance: 30 April 2009 Final Acceptance: 10 July 2009 Resilience in Families / 355
Education and Training in Autism and Developmental Disabilities, 2010, 45(3), 356–365 © Division on Autism and Developmental Disabilities Professionals’ Attitudes on Partnering with Families of Children and Youth with Disabilities Jamie Bezdek, Jean Ann Summers, and Ann Turnbull University of Kansas Abstract: The purpose of this study was to examine the professionals’ perspectives regarding characteristics of effective partnerships with parents. The sample involved 20 professionals representing the backgrounds of occupational therapists/physical therapists/speech-language pathologists, special education teachers, paraprofessionals, and health professionals. The following three themes were identified through qualitative analysis: (a) gap between family-centered language and actions; (b) “Goldilocks” perception (i.e., the perception that parents may be involved too much, too little, or just right); and (c) parental blame. Future directions for research and practice are suggested. The idea of partnerships is not new in the field of special education, particularly partnerships between the families of the children being served and the providers who serve them. Since 1975, IDEA has recognized the benefits of family participation for parents, teachers, and students as best educational practice in the education of children with disabilities (Turnbull, Zuna, Turnbull, Poston, & Summers, 2007). One of the primary purposes of the 1997 amendments to IDEA was to increase the opportunities for partnerships between parents and professionals (Turnbull & Turnbull, 2000). Summers and colleagues (2005) defined partnerships as “. . .mutually supportive interactions between families and professionals, focused on meeting the needs of children and families, and characterized by a sense of competence, commitment, equality, positive communication, respect, and trust” (p. 3). These types of partnerships, based on mutuality and equality, are the primary focus of this study. Research and practice guidelines address the benefits of quality partnerships for professionals (e.g., to better do their jobs), families (e.g., to be empowered, to be satisfied) and students individuals with disabilities (e.g., to Correspondence concerning this article should be addressed to Jamie Bezdek, Haworth Hall, 1200 Sunnyside Avenue Room 3136, The University of Kansas, Lawrence, KS 66045-7534. have more appropriate goals, services, and equipment and more opportunity to reach their goals (Dunst, 2000; McWilliam, Tocci, & Harbin, 1998; Park, Turnbull, & Park, 2001; Turnbull, Turnbull, Erwin, & Soodak, 2006; Turnbull, Turnbull, Summers, & Poston, 2008). Despite the importance of partnerships, the limited evidence available on professionals’ perceptions of partnerships suggests they do not view families as equal partners. In some cases this may be attributed to barriers such as professional attitudes, lack of training and knowledge, and/or lack of experience (Croll 2001; Lee, Ostrosky, Bennett, & Fowler, 2003; Luckner & Hanks, 2003; Penney & Wilgosh, 2000; Shapiro, Monzo, Rueda, Gomez, & Blacher, 2004). Hilton and Henderson (1993) specifically found that teachers appeared to value parent involvement in one section of their questionnaire; yet when asked if they engaged in specific family-centered practices, a limited number of practices were reported as being used, and others were not used often. The authors concluded, “If parent involvement is to become a best practice that is implemented, rather than recognized, it appears some modifications [are necessary]” (p. 210). While researchers have reported barriers to parent involvement in the attitudes and behaviors of teachers, teachers themselves tend to attribute barriers to family characteristics (Bhering, 2002; Dinnebeil & Rule, 1994; Fyl- 356 / Education and Training in Autism and Developmental Disabilities-September 2010
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Page 27 and 28: TABLE 2 Mean Scores of the 7 PSE Pr
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Page 33 and 34: ing the total score of the Family A
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Page 41 and 42: TABLE 1 Demographic Characteristics
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Page 45 and 46: In a number of comments, respondent
Page 47 and 48: practitioners assigned both issues
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Page 53 and 54: TABLE 2 EQCA Adaptive Behaviors: Me
Page 55 and 56: TABLE 5 ERDCP: Means, SDs, and t Te
Page 57 and 58: teen of these studies (90%) reveale
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Page 69 and 70: TABLE 3 (Continued) Student Steps B
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Page 77 and 78: Figure 2. Number of inquiry skills
Page 79 and 80: TABLE 4 Results of Parent Survey It
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Page 85 and 86: TABLE 1 Students’ Description Sub
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Descriptive Analysis The first rese
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eakdown whenever it is the case. He
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Education and Training in Autism an
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stood attribution when two consecut
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within easy reach. The instructiona
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and provided Takao a pen with thin
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Figure 3. Percentages of correct re
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teacher whether we should fully hon
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components to be effective promptin
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ability (IQ 44, Stanford-Binet Inte
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TABLE 1 Task Analysis for Cooking R
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pographic); and (c) no response, ch
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Figure 2. Percentage of steps perfo
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Figure 4. Percentage of steps perfo
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ture audio feature of the PDA, but
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M. (1992). The effects of self oper
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TABLE 1 Stages of The Halliwick’s
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plete other steps (Tekin & Kɹrcaal
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Figure 1. Percentage of correct res
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Martin, J. (1981). The Halliwick Me
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systematic instruction to teach fou
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also extremely low with a standard
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Procedural reliability probes measu
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Discussion The purpose of this stud
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(1986). Stanford-Binet Intelligence
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focus on the important adults in th
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cording to the current environment
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that “she felt very inadequate in
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tive research. (2 nd Ed.). New Jers
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