{"title":"Correlates of School-Home Communication From Caregivers of Children With Autism.","authors":"Chak Li, Meghan M Burke","doi":"10.1352/1934-9556-63.1.14","DOIUrl":null,"url":null,"abstract":"<p><p>School-home communication may be especially critical for families of children with autism given their tenuous partnerships with school professionals. In this study, we explored the child, caregiver, and family-professional partnership correlates of school-home communication. Data were collected from 179 caregivers of children with autism (age 3-21) via a national survey. Participants overwhelmingly reported having less than monthly communication with educators (i.e., general and special education teachers) despite wanting at least weekly communication. A preference for email communication negatively correlated with participants who were Black and/or from lower-income households, but this should be met with caution due to limited sample diversity. These findings indicate that it is necessary to attain a nuanced understanding of school-home communication and identify other potential correlates.</p>","PeriodicalId":47489,"journal":{"name":"Intellectual and Developmental Disabilities","volume":"63 1","pages":"14-28"},"PeriodicalIF":1.7000,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Intellectual and Developmental Disabilities","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1352/1934-9556-63.1.14","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
引用次数: 0
Abstract
School-home communication may be especially critical for families of children with autism given their tenuous partnerships with school professionals. In this study, we explored the child, caregiver, and family-professional partnership correlates of school-home communication. Data were collected from 179 caregivers of children with autism (age 3-21) via a national survey. Participants overwhelmingly reported having less than monthly communication with educators (i.e., general and special education teachers) despite wanting at least weekly communication. A preference for email communication negatively correlated with participants who were Black and/or from lower-income households, but this should be met with caution due to limited sample diversity. These findings indicate that it is necessary to attain a nuanced understanding of school-home communication and identify other potential correlates.
期刊介绍：
Intellectual and Developmental Disabilities is dedicated to meeting the information needs of those who seek effective ways to help people with mental retardation. The journal reports new teaching approaches, program developments, administrative tools, program evaluation, service utilization studies, community surveys, public policy issues, training and case studies, and current research in mental retardation. Intellectual and Developmental Disabilities is a peer-reviewed journal whose consulting editors represent a broad spectrum of settings: universities, research centers, public and private residential care facilities, and specialized community service agencies.
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