Advertisement

A Preliminary Study of Parent Activation, Parent-Teacher Alliance, Transition Planning Quality, and IEP and Postsecondary Goal Attainment of Students with ASD

  • Lisa RubleEmail author
  • John H. McGrew
  • Venus Wong
  • Medina Adams
  • Yue Yu
Original Paper
  • 98 Downloads

Abstract

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.

Keywords

ASD transition COMPASS Parent-teacher alliance Transition planning quality Parent activation 

Notes

Acknowledgments

We are grateful to the teachers, families, and children who generously donated their time and effort. We extend our thanks to special education directors and principals for allowing their teachers to participate.

Author Contributions

LR and JHM conceived the study, participated in its design and coordination, statistical anlaysis, and drafted the manuscript. VW, YY, and MA participated in the coordination of the study and draft of the manuscript. VW developed the TPQ.

Funding

This work was supported by Grant Number 5R34MH104208 from the National Institute of Mental Health. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institute of Mental Health or the National Institutes of Health.

Compliance with Ethical Standards

Ethical Approval

All procedures performed in this study were in accordance with the ethical standards of the institutional research committee and with the 1964 Helsinki declaration and its later amendments.

Informed Consent

Informed consent was obtained from all individual participants included in the study.

References

  1. Abidin, R. R., & Brunner, J. F. (1995). Development of a parenting alliance inventory. Journal of Clinical Child Psychology, 24(1), 31–40.CrossRefGoogle Scholar
  2. American Psychiatric Association. (2004). Diagnostic and statistical manual of mental disorders-Fourth Edition, Text Revised (4th ed.). Washington, DC: American Psychiatric Association.Google Scholar
  3. American Psychiatric Association, DSM-5 Task Force. (2013). Diagnostic and statistical manual of mental disorders (DSM-5). Retrieved from http://libraries.uky.edu/lnkr.php?lir_id=3183
  4. Anderson, K. A., Shattuck, P. T., Cooper, B. P., Roux, A. M., & Wagner, M. (2014). Prevalence and correlates of postsecondary residential status among young adults with an autism spectrum disorder. Autism, 18(5), 562–570.  https://doi.org/10.1177/1362361313481860.CrossRefGoogle Scholar
  5. Ballaban-Gil, K., Rapin, I., Tuchman, R., & Shinnar, S. (1996). Longitudinal examination of the behavioral, language, and social changes in a population of adolescents and young adults with autistic disorder. Pediatric Neurology, 15(3), 217–223.CrossRefGoogle Scholar
  6. Boloor, J, Yu, Y., Wong, V., Ruble, L., & McGrew, J. (2019). Parental resiliency among ASD caregivers: Activation, empowerment, advocacy, and self-efficacy. Manuscript submitted.Google Scholar
  7. Burke, M. M., & Hodapp, R. M. (2014). Relating stress of mothers of children with developmental disabilities to family-school partnerships. Intellectual and Developmental Disabilities, 52(1), 13–23.CrossRefGoogle Scholar
  8. Cameto, R., Levine, P., & Wagner, M. (2004). Transition planning for students with disabilities: A Ssecial topic report of findings from the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International. Retrieved from http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED496547
  9. Certo, N. J., Mautz, D., Smalley, K., Wade, H. A., Luecking, R., Pumpian, I., et al. (2003). Review and discussion of a model for seamless transition to adulthood. Education and Training in Developmental Disabilities, 38(1), 3–17.Google Scholar
  10. Chiang, H.-M., Cheung, Y. K., Li, H., & Tsai, L. Y. (2013). Factors associated with participation in employment for high school leavers with autism. Journal of Autism and Developmental Disorders, 43(8), 1832–1842.  https://doi.org/10.1007/s10803-012-1734-2.CrossRefGoogle Scholar
  11. DaWalt, L. S., Greenberg, J. S., & Mailick, M. R. (2018). Transitioning together: A multi-family group psychoeducation program for adolescents with ASD and their parents. Journal of Autism and Developmental Disorders, 48(1), 251–263.CrossRefGoogle Scholar
  12. Greenberg, J. S., Seltzer, M. M., & Greenley, J. R. (1993). Aging parents of adults with disabilities: The gratifications and frustrations of later-life caregiving. The Gerontologist, 33(4), 542–550.CrossRefGoogle Scholar
  13. Ha, J. H., Hong, J., Seltzer, M. M., & Greenberg, J. S. (2008). Age and gender differences in the well-being of midlife and aging parents with children with mental health or developmental problems: Report of a national study. Journal of Health and Social Behavior, 49(3), 301–316.CrossRefGoogle Scholar
  14. Hedges, S., Kirby, A., Sreckovic, M. A., Kucharczyk, S., Hume, K., & Pace, S. (2014). “Falling through the cracks”: Challenges for high school students with autism spectrum disorder. The High School Journal, 98(1), 64–82.CrossRefGoogle Scholar
  15. Hendricks, D. R., & Wehman, P. (2009). Transition from school to adulthood for youth with autism spectrum disorders: Review and recommendations. Focus on Autism and Other Developmental Disabilities, 24(2), 77–88.CrossRefGoogle Scholar
  16. Hibbard, J. H., Mahoney, E. R., Stockard, J., & Tusler, M. (2005). Development and testing of a short form of the patient activation measure. Health Services Research, 40(6 Pt 1), 1918–1930.  https://doi.org/10.1111/j.1475-6773.2005.00438.x.CrossRefGoogle Scholar
  17. Hughes, J., & Kwok, O. M. (2007). Influence of student-teacher and parent-teacher relationships on lower achieving readers’ engagement and achievement in the primary grades. Journal of Educational Psychology, 99(1), 39.CrossRefGoogle Scholar
  18. Hume, K., Boyd, B. A., Hamm, J. V., & Kucharczyk, S. (2014). Supporting independence in adolescents on the autism spectrum. Remedial and Special Education, 35(2), 102–113.CrossRefGoogle Scholar
  19. Hume, K., Loftin, R., & Lantz, J. (2009). Increasing independence in autism spectrum disorders: A review of three focused interventions. Journal of Autism and Developmental Disorders, 39(9), 1329–1338.CrossRefGoogle Scholar
  20. IBM Corp. Released (2017). IBM SPSS statistics for windows, version 24.0.Google Scholar
  21. Individuals with Disabilities Education Act. (2004). 20 U.S.C. § 1401.Google Scholar
  22. Interagency Autism Coordinating Committee. (2012). IACC strategic plan for autism spectrum disorder research.Google Scholar
  23. Izzo, C. V., Weissberg, R. P., Kasprow, W. J., & Fendrich, M. (1999). A longitudinal assessment of teacher perceptions of parent involvement in children’s education and school performance. American Journal of Community Psychology, 27(6), 817–839.CrossRefGoogle Scholar
  24. Kaufman, A. S., & Kaufman, N. L. (2004). Kaufman brief intelligence test, second edition: KBIT-2 manual. New York: Wiley.Google Scholar
  25. Kohler, P.D., Gothberg, J. E., Fowler, C., & Coyle, J. (2016). Taxonomy for transition programming 2.0: A model for planning, organizing, and evaluating transition education, services, and programs. Western Michigan University. Retrieved from www.transitionta.org.
  26. Kucharczyk, S., Reutebuch, C. K., Carter, E. W., Hedges, S., El Zein, F., Fan, H., et al. (2015). Addressing the needs of adolescents with autism spectrum disorder: Considerations and complexities for high school interventions. Exceptional Children, 81(3), 329–349.Google Scholar
  27. Landmark, L. J., Ju, S., & Zhang, D. (2010). Substantiated best practices in transition: Fifteen plus years later. Career Development for Exceptional Individuals, 33(3), 165–176.CrossRefGoogle Scholar
  28. Lord, C., Rutter, M., DiLavore, P. C., Risi, S., Gotham, K., & Bishop, S. (2012). Autism diagnostic observation schedule, second edition (ADOS-2) (Part I): Modules 1-4 [Manual]. Torrance: Western Psychological Services.Google Scholar
  29. McGrew, J., Ruble, L., & Smith, I. (2016). Autism spectrum disorder and evidence-based practice in psychology. Clinical Psychology: Science and Practice, 23(3), 239–255.Google Scholar
  30. Migliore, A., Timmons, J., Butterworth, J., & Lugas, J. (2012). Predictors of employment and postsecondary education of youth with autism. Rehabilitation Counseling Bulletin, 55(3), 176–184.CrossRefGoogle Scholar
  31. National Technical Assistance Center on Transition. (n.d.). Evidence-based practices and predictors. Retrieved May 8, 2019, from https://transitionta.org/evidencepractices
  32. Norcross, J., & Wampold, B. (2011). Evidenced-based therapy relationships: Rresearch conclusions and clinical practices. Psychotherapy, 48, 98–102.CrossRefGoogle Scholar
  33. Parish, S. L., Thomas, K. C., Williams, C. S., & Crossman, M. K. (2015). Autism and families’ financial burden: The association with health insurance coverage. American Journal on Intellectual and Developmental Disabilities, 120(2), 166–175.CrossRefGoogle Scholar
  34. Powers, K., Hogansen, J., Geenen, S., Powers, L. E., & GilKashiwabara, E. (2008). Gender matters in transition to adulthood: A survey study of adolescents with disabilities and their families. Psychology in the Schools, 45, 349–364.CrossRefGoogle Scholar
  35. Pugliese, C. E., & White, S. W. (2014). Brief report: Problem solving therapy in college students with autism spectrum disorders: Feasibility and preliminary efficacy. Journal of Autism and Developmental Disorders, 44(3), 719–729.  https://doi.org/10.1007/s10803-013-1914-8.CrossRefGoogle Scholar
  36. Reynolds, C. R., & Kamphaus, R. W. (2004). Behavior assessment system for children-second edition (BASC-2). Circle Pines: American Guidance Service.Google Scholar
  37. Rosenthal, M., Wallace, G. L., Lawson, R., Wills, M. C., Dixon, E., Yerys, B. E., et al. (2013). Impairments in real-world executive function increase from childhood to adolescence in autism spectrum disorders. Neuropsychology, 27(1), 13–18.  https://doi.org/10.1037/a0031299.CrossRefGoogle Scholar
  38. Ruble, L. A., Dalrymple, N. J., & McGrew, J. H. (2010). The effects of consultation on Individualized Education Program outcomes for young children with autism: The collaborative model for promoting competence and success. Journal of Early Intervention, 32(4), 286–301.CrossRefGoogle Scholar
  39. Ruble, L., Dalrymple, N. J., & McGrew, J. H. (2012a). Collaborative model for promoting competence and success for students with ASD. New York: Springer.CrossRefGoogle Scholar
  40. Ruble, L., McGrew, J. H., & Toland, M. D. (2012b). Goal attainment scaling as an outcome measure in randomized controlled trials of psychosocial interventions in autism. Journal of Autism and Developmental Disorders, 42(9), 1974–1983.CrossRefGoogle Scholar
  41. Ruble, L. A., McGrew, J. H., Toland, M. D., Dalrymple, N. J., & Jung, L. A. (2013). A randomized controlled trial of COMPASS web-based and face-to-face teacher coaching in autism. Journal of Consulting and Clinical Psychology, 81(3), 566–572.  https://doi.org/10.1037/a0032003.CrossRefGoogle Scholar
  42. Ruble, L., McGrew, J., Snell-Rood, C., Adams, M., & Kleinert, H. (2019). Adapting COMPASS for youth with ASD to improve transition outcomes using implementation science. School Psychology, 34(2), 187–200.CrossRefGoogle Scholar
  43. Ruble, L. A., McGrew, J. H., Toland, M., Dalrymple, N., Adams, M., & Snell-Rood, C. (2018a). Randomized control trial of COMPASS for improving transition outcomes of students with autism spectrum disorder. Journal of Autism and Developmental Disorders.  https://doi.org/10.1007/s10803-018-3623-9.Google Scholar
  44. Ruble, L., Murray, D., McGrew, J. H., Brevoort, K., & Wong, V. W. (2018b). A preliminary study of activation, stress, and self-management of parents of children with autism spectrum disorder. Journal of Child and Family Studies, 27(3), 825–834.CrossRefGoogle Scholar
  45. Schall, C., Wehman, P., & Carr, S. (2014). Transition from high school to adulthood for adolescents and young adults with autism spectrum disorders. In F. R. Volkmar, B. Reichow, & J. C. McPartland (Eds.), Adolescents and adults with autism spectrum disorders (pp. 41–60). New York: Springer.CrossRefGoogle Scholar
  46. Schopler, E., Van Bourgondien, M., Wellman, G., & Love, S. (2010). Childhood autism rating scale (2nd ed.). Los Angeles: Western Psychological Services.Google Scholar
  47. Smith, L. E., & Anderson, K. A. (2014). The roles and needs of families of adolescents with ASD. Remedial and Special Education, 35(2), 114–122.CrossRefGoogle Scholar
  48. Snell-Rood, C., Ruble, L., Kleinert, H., McGrew, J., Adams, M., Rodgers, A., et al. (2019). Stakeholder perspectives on transition planning, implementation, and outcomes for students with autism spectrum disorder. Manuscript submitted.Google Scholar
  49. Southward, J. D., & Kyzar, K. (2017). Predictors of competitive employment for students with intellectual and/or developmental disabilities. Education and Training in Autism and Developmental Disabilities, 52(1), 26–37.Google Scholar
  50. Sparrow, S. S., Balla, D. A., & Cicchetti, D. V. (2005). Vineland adaptive behavior scales, second edition: Survey forms manual. Circle Pines: AGS Publishing.Google Scholar
  51. Taylor, J. L., Hodapp, R. M., Burke, M. M., Waitz-Kudla, S. N., & Rabideau, C. (2017). Training parents of youth with autism spectrum disorder to advocate for adult disability services: Results from a pilot randomized controlled trial. Journal of Autism and Developmental Disorders, 47(3), 846–857.  https://doi.org/10.1007/s10803-016-2994-z.CrossRefGoogle Scholar
  52. Taylor, J. L., & Seltzer, M. M. (2011). Employment and post-secondary educational activities for young adults with autism spectrum disorders during the transition to adulthood. Journal of Autism and Developmental Disorders, 41(5), 566–574.  https://doi.org/10.1007/s10803-010-1070-3.CrossRefGoogle Scholar
  53. Test, D. W., Fowler, C. H., White, J., Richter, S., & Walker, A. (2009). Evidence-based secondary transition practices for enhancing school completion. Exceptionality, 17(1), 16–29.CrossRefGoogle Scholar
  54. Wehman, P., Schall, C., Carr, S., Targett, P., West, M., & Cifu, G. (2014). Transition from school to adulthood for youth with autism spectrum disorder: What we know and what we need to know. Journal of Disability Policy Studies, 25(1), 30–40.  https://doi.org/10.1177/1044207313518071.CrossRefGoogle Scholar
  55. Wehmeyer, M. L., & Palmer, S. B. (2003). Adult outcomes for students with cognitive disabilities three-years after high school: the impact of self-determination. Education and Training in Developmental Disabilities, 38(2), 131–144.Google Scholar
  56. Zuna, N. I. (2007). Examination of family-professional partnerships, parent-teacher communication, and parent involvement in families of kindergarten children with and without disabilities. (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses Global. (3266511)Google Scholar

Copyright information

© Springer Science+Business Media, LLC, part of Springer Nature 2019

Authors and Affiliations

  1. 1.Department of Educational, School, and Counseling PsychologyUniversity of KentuckyLexingtonUSA
  2. 2.Department of PsychologyIndiana-University-Purdue University at IndianapolisIndianapolisUSA
  3. 3.MIND Institute, University of CaliforniaDavisUSA

Personalised recommendations