Perceived Parent Needs for Improving Parent Participation in School-Based Therapies for Children with Disabilities Using the Parent-Therapist Partnership Survey.
Rehabilitative and habilitative therapies can help children with disabilities increase independence and overall wellbeing. However, children and their caregivers face many barriers to accessing these therapies and often rely on the school for therapy access. Given the limited resources available wit...
| Publicado en: | Journal of Autism & Developmental Disorders Vol. 55; no. 4; pp. 1254 - 1274 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Springer Nature
Apr2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=183973028&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 183973028 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01623257 AUT jtl: Journal of Autism & Developmental Disorders issn: 01623257 maglogo: N pubinfo: dt: Apr2025 vid: 55 iid: 4 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 183973028 175593349 183973028 183973028 10.1007/s10803-024-06282-w 183973028 ppf: 1254 ppct: 20 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Perceived Parent Needs for Improving Parent Participation in School-Based Therapies for Children with Disabilities Using the Parent-Therapist Partnership Survey. aug: au: Murphy, Ashley N. Moskowitz, Kathleen Fernandez, Francesca Risser, Heather J. affil: https://ror.org/019t2rq07 Psychiatry and Behavioral Sciences, Northwestern University Feinberg School of Medicine, 710 N. Lake Shore Drive, Suite 1200, 60611, Chicago, IL, USA sug: subj: Parents of Children with Disabilities Psychosocial Factors Consumer Participation Parenting Collaboration Health Personnel Professional-Family Relations Education, Special Sociodemographic Factors Needs Assessment Funding Source Human Male Female Adult Middle Age Pilot Studies Descriptive Research United States Questionnaires Parent-Child Relations Descriptive Statistics School Health Services Family Centered Care Adult: 19-44 years Middle Aged: 45-64 years Male Female ab: Rehabilitative and habilitative therapies can help children with disabilities increase independence and overall wellbeing. However, children and their caregivers face many barriers to accessing these therapies and often rely on the school for therapy access. Given the limited resources available within the special education system, increasing parent involvement in special education therapies could improve service delivery. However, providers must first understand what parents need to participate in therapies before attempting to engage families. 217 parents completed an online survey consisting of the Parent-Therapist Partnership Survey and demographic questionnaires about theirfamiliesand their child[ren] with disabilities. The percentage of needs parents endorsed as important and thepercentageofimportantneedsendorsedasunmetwere calculated. Differences across demographic variables were assessed. Overall, parents reported an average of 75% of needs as important with significantly more needs endorsed as important regarding being an informed, engaged member of the child's care team (M = 83%) than needs related to support and guidance (M = 65%, p < 0.001). Furthermore, parentsreportedan average of 58% of important needs as unmet, with no significant differences in subscale averages. Significant associations were found for race/ethnicity, education, income, partner availability, number of children with disabilities in the household, transportation access, neighborhood opportunities, parent efficacy and social, emotional, and behavioral concerns. Parents reported a high percentage of needs as important, but a large percentage of these important needs were considered unmet. Significant disparities based on racial/ethnic identities and access to resources were found. In order to successfully engage parents in special education therapy activities, providers must work to understand and address parents' engagement needs, paying special attention to each family's unique circumstances to optimize engagement. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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