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Atypical maternal behavior has consistently been identified as a precursor of disorganized infant-mother attachment, but to date, no research has examined the role of atypical paternal behavior in the development of disorganized infant-father attachment. This study aims to enhance our understanding and conceptualization of infant-father attachment by examining the role of fathers' unresolved states of mind and the display of atypical paternal behavior in the development of disorganized infant-father attachment. Thirty-one middle-class couples participated in this study. Maternal and paternal Adult Attachment Interviews (C. George, N. Kaplan, & M. Main, 1996) were completed prenatally and at infant age 6 months, respectively. Infant-mother and infant-father dyads participated in the Strange Situation paradigm (M. Ainsworth, M. Blehar, E. Waters, & S. Wall, 1978) when the infants were 12 and 18 months of age, respectively. The Atypical Maternal Behavior Instrument for Assessment and Classification (E. Bronfman, E. Parsons, & K. Lyons-Ruth, 1999) was used to assess maternal and paternal behavior during the Strange Situation. Maternal states of mind regarding attachment predicted infant-mother attachment relationships, and paternal states of mind predicted infant-father attachment relationships. Atypical maternal behavior was associated with infant-mother disorganized attachment; however, atypical paternal behavior did not predict infant-father disorganized attachment. Thus, it is possible that other factors, yet to be uncovered, might contribute to the development of infant-father disorganized attachment.

L’engagement des parents dans le milieu scolaire est encouragé et valorisé, mais peu d’écrits se sont intéressés à ce sujet en contexte d’autisme. L’analyse qualitative des tâches des pères et des mères, en lien avec la scolarisation de leur enfant présentant un TSA, a permis de mieux comprendre les tâches effectuées à quatre niveaux : celles réalisées directement auprès de l’enfant, auprès du personnel scolaire, de la commission scolaire et des partenaires externes au milieu scolaire. La mise en lumière de la dimension émotionnelle de ces tâches a permis de mieux cerner l’intensité et la lourdeur de celles-ci.

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