Congruence in Parent-Teacher Relationships

Minke, Kathleen M.; Sheridan, Susan M.; Kim, Elizabeth Moorman; Ryoo, Ji Hoon; Koziol, Natalie A.

doi:10.1086/675637

Cited by 123 publications

(79 citation statements)

References 42 publications

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“…This implies the high physical and psychological supports from caregivers such as parents and teachers decreases depressive symptoms in adolescents with high functioning ASD. This finding validates the previous studies that parental supports, parent-child interaction and teachers' support are linked to acquisition of social-emotional competence in adolescents with high functioning ASD (Mazefsky, Andrew, & Santiago, 2016;Minke, Sheridan, Kim, Ryoo, & Koziol, 2014). This implies that care-givers' relationships and attachment are important protective/resilience factor of depressive symptoms in adolescents with high functioning ASD.…”

Section: Discussionsupporting

confidence: 90%

“…This implies that care-givers' relationships and attachment are important protective/resilience factor of depressive symptoms in adolescents with high functioning ASD. Given that adolescents with high functioning ASD are biologically vulnerable to depressive symptoms (Case-Smith et al, 2015;Mazefsky, 2015;Pitskel et al, 2014;Minke et al, 2014), the present study supports that building strong relationship with significant adult caregiver could be a feasible way of moderating biological depressive vulnerability in adolescents with high functioning ASD. Through physical and psychological supports, caregivers can help adolescents with high functioning ASD navigate their social-emotional and functional situations that could ordinarily constitute stress to such individual (Mazefsky et al, 2016;Minke et al, 2014).…”

Section: Discussionsupporting

confidence: 73%

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Predictive Impact of Resilience on Depressive Symptoms in Adolescents with High Functioning Autism Spectrum Disorders

Onyishi¹,

Sefotho²

2019

GJHS

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Adolescents with high functioning Autism Spectrum Disorders (ASDs) are highly vulnerable to depressive symptoms (DS) and a range of mental health problems compared to their typically developing peers. It is not known whether resilience can influence DS in adolescents with high functioning ASD. This study sought to find out the link between resilience and DS in a sample of adolescents with high functioning ASD in Nigeria. The study is a quantitative correlation study of in-school adolescents with high functioning ASD. 68 adolescents with high functioning ASD from 20 inclusive education schools participated in the study. Data were collected using self report versions of Child and Youth resilience Measure (CYRM-SR) and Children's Depression Inventory second edition (CDI-2: SR). Findings showed that total resilience score is a strong negative predictor of DS in adolescents with high functioning ASD predicted overall depressive symptoms (Total DS score) negatively and significantly. It was concluded that DS among adolescents with high functioning ASD can be reduced through developing resilience skills among them. Parents, special Educators and all stakeholders should intensify efforts in building resilience in adolescents with high functioning ASD.

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Section: Discussionsupporting

confidence: 90%

Section: Discussionsupporting

confidence: 73%

Predictive Impact of Resilience on Depressive Symptoms in Adolescents with High Functioning Autism Spectrum Disorders

Onyishi¹,

Sefotho²

2019

GJHS

View full text Add to dashboard Cite

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“…Beyond parent educational involvement, research has begun to uncover how positive relationships between parents and teacher s may be associated with improved outcomes for students. Minke, Sheridan, Kim, Ryoo, and Koziol () investigated the effect of congruence for parent and teacher perceptions of relationship quality on student outcomes. They found that shared perceptions of parent‐teacher relationships positively affect student adjustment at school.…”

mentioning

confidence: 99%

Parent‐teacher Relationships in Elementary School: An Examination of Parent‐teacher Trust

Santiago¹,

Garbacz²,

Beattie³

et al. 2016

Psychology in the Schools

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Trust is an important dimension of parent educational involvement and parent-teacher relationships. Preliminary research suggests that parent trust in teachers and schools is associated with student learning and behavior. However, examinations of parent trust in children's education are limited. The present study investigated the influence of demographic variables on parent trust and relations among parent trust, student behavior, and parent involvement. Findings suggested that student eligibility for a free or reduced-price lunch predicted parent trust of teachers and schools, parent trust was correlated with dimensions of student behavior, and parent trust of teachers predicted parent involvement. Implications for parent involvement and parent-teacher relationships are discussed.

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“…Researches tend to suggest that both academic and behavioural outcomes of students with ASD are improved through family-school collaboration in the child's learning and remedial efforts (Garbacz, McIntosh, Eagle, Dowd-Eagle, Ruppert, Hirano, 2015;Garbacz, Sheridan, Koziol, Kwon, & Holmes, 2015). Family involvementparenting behaviours that support children's learning (Minke, Sheridan, Kim, Ryoo, &Koziol, 2014) has further been linked with acquisition of social-emotional skills, indexing resilience in children with autism (Sheridan, Ryoo, Garbacz, Kunz, & Chumney, 2013;Zablotsky, Boswell, & Smith, 2012).…”

Section: The Role Of the Parents In Building Resilience In Children Wmentioning

confidence: 99%

Family Roles in Developing Resilience Skills in School Children with Autism Spectrum Disorders

Onyishi¹,

Sefotho²

2019

GJHS

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Children with Autism Spectrum (ASD) Disorders are highly vulnerable and constitute significant burdens on the families, schools and the global economy. Developing resilience in children with autism spectrum disorders is a major challenge to both teachers and parents. This article discusses the roles of the family in building resilience among children with ASD. Firstly, the article explored the roles of parents in developing resilience in children with ASD. Secondly, the roles of siblings in developing resilience in children with ASD were examined. Thirdly, the roles of family socio-economic/cultural contexts in developing resilience in children with ASD were investigated. Finally, we discussed researches on best practices for resilience in children with ASD and directions for educational practices and future research.

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Congruence in Parent-Teacher Relationships

Cited by 123 publications

References 42 publications

Predictive Impact of Resilience on Depressive Symptoms in Adolescents with High Functioning Autism Spectrum Disorders

Predictive Impact of Resilience on Depressive Symptoms in Adolescents with High Functioning Autism Spectrum Disorders

Parent‐teacher Relationships in Elementary School: An Examination of Parent‐teacher Trust

Family Roles in Developing Resilience Skills in School Children with Autism Spectrum Disorders

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