Relevant bibliographies by topics / Parent-professional collaboration

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Reports

Academic literature on the topic 'Parent-professional collaboration'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Parent-professional collaboration"

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Wittenstein, S. H. "A Parent-Professional Collaboration Model of Transitional Planning." Journal of Visual Impairment & Blindness 87, no. 6 (June 1993): 227–29. http://dx.doi.org/10.1177/0145482x9308700628.

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The transitional planning model described in this article incorporates a broad conceptualization of transition that includes social skills, independent living skills, and overall competence in adjustment to the community with the specific needs of children who are blind, visually impaired, and have multiple disabilities, and their families.
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Buschbacher, Pamelazita, Lise Fox, and Shelley Clarke. "Recapturing Desired Family Routines: A Parent-Professional Behavioral Collaboration." Research and Practice for Persons with Severe Disabilities 29, no. 1 (March 2004): 25–39. http://dx.doi.org/10.2511/rpsd.29.1.25.

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Worthington, Ralph C. "In My Opinion... The Parent as Lobbyist: Vital Product of Parent-Professional Collaboration." Children's Health Care 20, no. 2 (March 1991): 122–24. http://dx.doi.org/10.1207/s15326888chc2002_9.

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Francis, Grace L., April Regester, and Alexandra S. Reed. "Barriers and Supports to Parent Involvement and Collaboration During Transition to Adulthood." Career Development and Transition for Exceptional Individuals 42, no. 4 (December 19, 2018): 235–45. http://dx.doi.org/10.1177/2165143418813912.

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Parent involvement and parent–professional collaboration influence positive transitions from school into adult life among young adults with disabilities. However, parents frequently report being uninformed and uninvolved in transition planning and there is a paucity of information on how to develop these relationships in high school and postsecondary settings. The purpose of this study was to investigate the perspectives of parents of young adults who graduated from a postsecondary education program. We conducted semistructured interviews with 26 parents of young adults with intellectual and developmental disabilities who graduated from a postsecondary education program in the United States. Participants identified five primary barriers to parent–professional collaboration and six strategies to support parent involvement and collaboration. Implications for practice and research are discussed.
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Malekoff, Andrew, Helen Johnson, and Bernard Klappersack. "Parent—Professional Collaboration on Behalf of Children with Learning Disabilities." Families in Society: The Journal of Contemporary Social Services 72, no. 7 (September 1991): 416–24. http://dx.doi.org/10.1177/104438949107200704.

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Marshall, Joanne Kay, and Pat Mirenda. "Parent—Professional Collaboration for Positive Behavior Support in the Home." Focus on Autism and Other Developmental Disabilities 17, no. 4 (November 2002): 216–28. http://dx.doi.org/10.1177/10883576020170040401.

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Smith, Joanna. "Parent-professional collaboration when a child presents with potential shunt malfunction." Nursing Children and Young People 27, no. 1 (February 11, 2015): 22–27. http://dx.doi.org/10.7748/ncyp.27.1.22.e519.

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Kovienė, Skaistė. "COMPETENCE CONDITIONS ENABLING EDUCATION IN PRE-SCHOOL EDUCATION ESTABLISHMENTS: PARENTS’ EVALUATION." Problems of Education in the 21st Century 75, no. 2 (April 20, 2017): 157–69. http://dx.doi.org/10.33225/pec/17.75.157.

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Competence, psychological and material-organisational conditions determine favourable educational environment for parent education in pre-school education establishments. The aim of this research is - to identify competence conditions determining favourable educational environment for parent education in pre-school education establishment. Competence conditions, determining favourable educational environment for parent education in pre-school education establishments, which are formed of pedagogues and parents’ collaboration and parents’ communication between themselves, have been examined in the research. One of the determining factors, forming favourable educational environment for parent education is- pre-school educational establishment pedagogues, therefore both professional and personal pedagogues’ abilities were analysed to apply the most suitable communication and collaboration forms with parents in a concrete situation, to give parents pedagogical-psychological support. Standardised interview was applied for the research (for gathering empiric research data) and content analysis (empiric data analysis). Parents of the children attending pre-school education establishments participated in the research. The obtained results allowed making concrete conclusions about competence conditions determining favourable environment for parent education and to identify, according to parents, the most necessary for parents’ education improvement educational environment area, – pedagogues and parents’ communication and collaboration. Keywords: competence conditions, educational environment, parent education, communication and collaboration, parent involvement, pre-school education establishment.
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Penticuff, Joy H., and Kristopher L. Arheart. "Effectiveness of an Intervention to Improve Parent-Professional Collaboration in Neonatal Intensive Care." Journal of Perinatal & Neonatal Nursing 19, no. 2 (April 2005): 187–202. http://dx.doi.org/10.1097/00005237-200504000-00016.

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Kirmaci, Mehtap, Martha Allexsaht-Snider, and Cory A. Buxton. "Teachers’ Experiences with Spanish-Speaking, Bilingual Families in a Science Learning Context: Empowering Teachers through Home-School Partnerships." Journal of Family Diversity in Education 3, no. 1 (May 17, 2018): 23–47. http://dx.doi.org/10.53956/jfde.2018.113.

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Teacher-parent collaboration can play a critical role in promoting minoritized students’ post-secondary education attendance and academic success. Although teachers are tasked with initiating a trusting collaboration with parents, few research studies focus on teachers’ learning through working with diverse families. Informed by Nieto’s notion of highly qualified teachers, we offer insights into the lived experiences of secondary science teachers who engaged with Latino parents in their children’s science learning in the context of bilingual family science workshops. Analysis of in-depth interviews with four teachers and participant observation field notes from the workshops highlight the potential for designing new professional development opportunities to support secondary teachers in collaborating with parents from a wide range of cultural, ethnic, socioeconomic and linguistic backgrounds.
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Dissertations / Theses on the topic "Parent-professional collaboration"

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Burke, Christopher W. "Parent-professional collaboration : implications for service delivery to parents of children with learning disabilities." Thesis, University of Edinburgh, 2003. http://hdl.handle.net/1842/27524.

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This study examined the relationship between parents of children with learning disabilities and healthcare professionals providing services to them. Parents were asked to name the most and least helpful professional they had experienced contact with in relation to their child with learning disabilities and rate them using an adapted version of the Helping Behaviour Checklist (HBCL-A) (Cournoyer and Johnson, 1991). An adapted version of the Providers Beliefs About Parents Questionnaire (PBAP-A) (Johnson et al, 1994) measured the degree to which professionals endorsed a collaborative approach towards working with parents of children with learning disabilities across blame, inform, validate and instruct factors. The extent to which these professionals' beliefs on the PBAP-A influenced parents choice of most and least helpful professional was examined. Further analyses investigated whether other characteristics of professionals or characteristics of the family influenced parents choice and rating on the HBCL-A of most and least helpful professionals. Parents choice of the most and least helpful professional was not found to be influenced by professionals' beliefs on the PBAP-A. Parents were more likely to name the professional as most helpful than least if they understood their role, had a larger number of contacts and ongoing contact with them, and had a greater degree of congruence with professionals' beliefs on the instruct factor of the PBAP-A. HBCL-A ratings of most helpful professionals were correlated with parents' age and factors concerning parental stress, support and child's behaviour. HBCL-A ratings of least helpful professionals were correlated with parents' beliefs about parents on the validate factor. Implications for service provision were discussed.
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Tannenbaum, Lloyd Gordon. "Parent/Professional Perceptions of Collaboration When Viewed in the Context of Virginia's Comprehensive Services Act System of Care." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/30165.

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In 1992,Virginia created a system of care that was designed to address the needs of troubled youth and their families. Known as the Comprehensive Services Act, the legislation mandated that family and service system interactions were intended to be child-centered, family-focused, and collaborative in nature. Whether at the assessment, planning, implementation, or evaluation phase of a family's individualized service plan unfolding, strong collaborative linkages between families and professionals were encouraged. The present study focuses on determining perceptions of collaborative experiences from the point of view of parents of emotionally disturbed children who have been served by the system of care's Family Assessment and Planning Team, and the perceptions of experiences of professionals who comprise that team. In addition, the study will attempt to show a relationship between a parent's collaborative experiences and a child's treatment outcome. Data suggest that differences exist between parents and professionals in their perceptions of collaborative experiences during the FAPT process, and that the group to which one belongs is a determining factor in shaping those perceptions. Secondly, no statistically significant relationship was found between parent perceptions of collaborative experiences and treatment outcomes of their children. [App. C and D removed per Dean DePauw, 3/28/2014, GMc]
Ed. D.
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McNab, Eleanor. "Models of parent-professional collaboration : what do the parents of children with special educational needs value from their interactions with professionals?" Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/3555/.

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In the context of working towards a more equitable society, where emphasis is increasingly being placed on promoting equal opportunities for all those accessing the education system, it has been recognised that parents have the right to be heard on matters relating to their child‟s special educational needs. Parents play a vital role in contributing to their child‟s overall well-being, and although professionals may strive to work in partnership with parents, partnership is far from achieved in many cases, with some parents remaining "voiceless" or seemingly „unreachable‟. This thesis (Volume One) was produced as part of the written requirements for the Doctoral training in Educational and Applied Child Psychology and comprises four chapters. Chapter one provides an overview of the volume of work, and alerts the reader to my identity as a researcher and a Trainee Educational Psychologist (TEP) and my epistemological position within this. Chapter Two provides a review of the critical literature relating to parent-professional working and looks at the factors that have been identified as contributing to effective partnership. Chapter Three describes a small scale research study that explored parents‟ lived experiences of working with professionals in relation to their child‟s special educational needs, and sought to explore the ways in which partnership working could be improved so that parents felt that they had a voice. The research employed case study methodology to explore participants‟ lived experiences, and data were analysed using Thematic Analysis. Chapter Four contains final reflections relating to the use of case study methodology as an approach to exploratory research and considers how the study has contributed to my practice as an Educational Psychologist (EP).
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Call, Stephanie Priscilla. "Effects of a Parent Training Workshop on Parent Perceptions of Children with Developmental Disabilities." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3061.

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Children with developmental disabilities often exhibit problem behaviors, such as physical aggression, tantrums, and self-injury. These behaviors can detrimentally affect the family's lifestyle. Research has shown that such families should take an active role in developing and implementing a behavior plan. However, families need support to promote effective changes in their child's behavior. This study investigated how a positive behavior support workshop that used the Family HOPE program affected behavior problems and parent/child relationships in families with children with developmental disabilities. Parents of eight children with disabilities and challenging behaviors participated in this research. A Project Director and Principal Investigator taught the six systematic steps to changing behavior. They were assisted by graduate students who provided behavioral education to families, helped families complete a Functional Behavioral Assessment, appropriate interventions, and analyze intervention data. The Parent-Child Relationship Inventory (PCRI) and Scales of Independent Behavior-Revised (SIB-R) were given to the families to study the effects of parent trainings on parents' perceptions of limit setting, parental support, and the frequency and severity of problem behaviors. Results showed a significant difference in the pre- and post-intervention data on limit setting and parental support. There were no significant differences in the frequency and severity of problem behaviors on the SIB-R. Implications for further research are suggested concerning teaching parents Positive Behavior Support principles in a workshop setting.
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Dambrauskienė, Rima. "Tėvų, auginančių ikimokyklinio amžiaus vaikus, pasitenkinimas logopedine pagalba." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110201_092236-87860.

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Darbe atlikta teorinė tėvų pasitenkinimo logopedo teikiamomis paslaugomis bei pagalba vaikui ir šeimai ikimokykliniame amžiuje probleminių klausimų analizė Lietuvoje ir lyginimas su kitomis Europos šalimis. Tyrimo tikslas – įvertinti tėvų, auginančių ikimokyklinio amžiaus vaikus, pasitenkinimą logopedine pagalba. Taikyti teoriniai (mokslinės literatūros ir dokumentų, antrinių dokumentų analizė), empiriniai (anketinė apklausa ir interviu) bei statistiniai metodai. Statistinėms tendencijoms nustatyti, taikyti aprašomosios statistikos metodai (absoliutiniai ir santykiniai dažniai). Anketinėje apklausoje dalyvavo198 tėvai, auginantys ikimokyklinio amžiaus vaikus, kurie gauna logopedinę pagalbą ikimokyklinėse įstaigose. Interviu raštu dalyvavo 4 respondentai (N=4), siekiant išsiaiškinti nuomonių bei nuostatų į teikiamą pagalbą ir pasitenkinimą ja turiniui atskleisti. Svarbiausios empirinio tyrimo išvados: 1. Mokslinės literatūros bei dokumentų analizė rodo, kad Lietuva, orientuodamasi į Europos Sąjungos švietimo politiką, pereina nuo orientacijos į siaurą pagalbą vaikui, grindžiamą tradicine institucine logopedo pagalba vaikui ugdymo įstaigoje, prie sisteminio ugdymo modelio, kai pagalba teikiama ne tik vaikui, bet ir šeimoms, įtraukiant jas į vaiko ugdymą. 2. Tyrimo rezultatų analizė leidžia teigti, kad dauguma tėvų teigiamai vertina logopedinę pagalbą vaikui. Itin gerai vertinamas bendravimas su vaiku bei logopedo taikomi pagalbos būdai. Tyrime dalyvavę tėvai teigiamai... [toliau žr. visą tekstą]
The theoretical part of the research analyses the main focuses concerning parents' satisfaction with the services provided by speech therapists and support to their children as well as to the families in pre-school in Lithuania as well as in other European countries. The aim of the research is to assess the parents’ raising up pre-school children, who need speech therapy, satisfaction with speech therapy support. There were applied the theoretical analysis of literature and documents, secondary analysis of documents as well as empirical (questionnaire and interview), and statistical methods. Methods of descriptive statistics (absolute and relative frequencies) were applied for statistical analysis. The sample of research (questionnaire survey) consists of 198 parents with pre-school children, who receive speech therapy at pre-school, as well as 4 respondents who took part in an interview in order to ascertain the views and attitudes towards the given support and its contents. The main conclusions of the empirical part of the research: 1. The scientific literature and analysis of documents show that Lithuania, focusing on the European Union's education policy, shifts from a narrow orientation to the child‘s and the support to him/her, based on the traditional institutional assistance of a speech therapist to a child in educational institution, to a systemic educational model focused not only on a child but also on a families, involved into the child's education. 2. The... [to full text]
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Okereke, Beverly Ngozi. "A Collaborative Approach to Address Student Behavior and Academic Achievement across Systems." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/404.

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Academic achievement and in-classroom behaviors are two significant child outcomes that affect student success in school. According to Systems Theory, in order to truly understand the factors that affect these outcomes for children, one must look to the major systems that encapsulate the child (including their school and home environments). This project is a meta-analytic review that examined the effectiveness of measures representing each system in predicting child achievement and behavior: School-Wide Positive Behavior Supports (SWPBS) for the school as a system, level of parent involvement (high versus low) for the home system, and student motivation (intrinsic versus extrinsic) for the child system. Archival research was used to examine children who attended K-12 schools in various Westernized countries. A total of 15 studies were examined to compute the effect sizes which were combined to examine the relative strength of each factor on the two outcome variables. For academic achievement, it was found that effect sizes were very large for SWPBS (0.768) and student motivation (0.807), and were large (0.589) for parent involvement. For behavior, SWPBS was associated with a very large effect size (-0.780). In other words, SWPBS is strongly associated with both increased academic achievement and decreased problem behavior, whereas parent involvement and student motivation are strongly associated with increased academic achievement. A suggested systems approach including the school counselor is proposed that meshes the effects of these three child systems into a more fluid, collaborative model that address child academic achievement and behavioral concerns.
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"Authentic parent-professional collaboration in the evaluation of children's mental health service needs." Tulane University, 2001.

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The aim of this study was to develop methods for parent-driven research by involving parents of children with severe emotional and behavioral disorders in the process of conceptualizing and evaluating mental health service needs. A parent team consisting of three service recipients in Louisiana Office of Mental Health Region 1 was employed to work integrally with the principal researcher through all phases of the study. With the parent team leading the process, qualitative focus group data were gathered. With this data, the team worked collaboratively with the principal researcher to generate items for a new survey to assess service needs. Using the strengths perspective, ecological model and constructivist principles to guide the ethos and methods for working with and training the parent team, the Service-Needs-Utilization-Gaps Survey (S.N.U.G.) was developed. The parent team field tested the survey by gathering data from 60 parent respondents whose children use state mental health services at several clinics in Orleans and St. Bernard Parishes in Louisiana. The findings from this study offer some preliminary information to support the reliability and validity of the S.N.U.G. survey. Recommendations for further development of both the methods for parent-driven evaluation and of the S.N.U.G. survey are made. Implications for social work practice and research are discussed
acase@tulane.edu
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chi, chen yu, and 陳玉琪. "An action study on parent-professional collaboration for positive behavior support for a student with autism." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/90027280739424060900.

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碩士
國立台北師範學院
特殊教育學系碩士班
93
ABSTRACT The purpose of this study was to understand the function of problem behaviors for a student with autism and investigate the effects of a functional assessment-based positive behavioral support (PBS) plan designed by a team of parents and professionals on the problem behaviors and appropriate behaviors of the student across three settings. An action research using both quantitative and qualitative methods of data collection was used. The subject of the study was an 8-year-old student with autism in a general class of an elementary school. Indirect informant approaches such as rating scales(the Motivation Assessment Scale) and structured interview procedures (the Functional Assessment Interview and the Functional Behavior Assessment), and a direct approach such as A-B-C observations were used during functional assessment. Based on the results of the functional assessment in the different settings (general class, family, and relative’s home), a positive behavioral support plan was developed for each setting. An action-reflection spiral of development and implementation was used to modify the PBS plan, and a team of parents and professionals working in partnership to implement the plan. Data from in-depth interview, questionnaire survey, and observations were collected for qualitative analysis. A triangulation of data-collection methods was used to help strengthen reliability and validity and provide a more comprehensive analysis. At the end of the research process, participants had to fill in the questionnaire to examine social validity of the PBS plan. The findings of the study were as follow: 1. The function the problem behaviors varied from setting to setting. 2. During the intervention period, teachers put more emphasis on the training and teaching component of the PBS plan; parents put more emphasis on the responding component of the PBS plan. 3. The PBS plan implemented through parent-professional collaboration was effective to reduce the problem behaviors of the subject. 4. The PBS plan implemented through parent-professional collaboration was effective to enhance the alternative skills, but the effects were not stable. 5. Teachers and parents confirmed the outcomes of PBS plan and social validity of PBS plan was good. Keywords: parent-professional collaboration, functional assessment, positive behavioral support, autism
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Books on the topic "Parent-professional collaboration"

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1963-, McKenzie Susan, ed. Professional collaboration with parents of children with disabilities. London: Whurr, 2000.

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McKenzie, Susan, and Kazi Ashraf. Professional collaboration with parents of children with disabilities. Wiley, 2000.

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1955-, Davies Anne, ed. Together is better: Collaborative assessment, evaluation & reporting. Winnipeg: Peguis, 1992.

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Cameron, Caren, Anne Davies, Kathleen Gregory, and Colleen Politano. Together Is Better: Collaborative Assessment, Evaluation & Reporting. Portage & Main Pr, 1992.

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Book chapters on the topic "Parent-professional collaboration"

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Shepherd, Katharine G., Colby T. Kervick, and Djenne-amal N. Morris. "Joining Parent and Professional Knowledge." In The Art of Collaboration, 83–101. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-824-2_5.

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"Parent-Professional Collaboration." In Encyclopedia of Autism Spectrum Disorders, 2126. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_100996.

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"Parent-Professional Collaboration." In Encyclopedia of Autism Spectrum Disorders, 3328. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_301153.

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Astor, Ron, and Rami Benbenishty. "Examples of Monitoring." In Mapping and Monitoring Bullying and Violence. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190847067.003.0006.

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This guidebook is inspired by 20 years of collaborative work to improve school climate and student well- being. Working with government leaders, district administrators, and school personnel in the United States and abroad, the authors have extensive experience in designing and implementing monitoring systems that fit local needs and in showing how results can be used to improve schools. These various monitoring models already in use can help education policymakers and administrators gain a better understanding of how these systems can empower schools and guide decisions about programs and interventions. The overarching message of this guidebook is that methods of monitoring should be well integrated into the process of leading a school, just as academic assessment is. Viewed together, both academic and nonacademic data can provide the information that school leaders need to create safer, more successful schools. The California School Climate, Health, and Learning Survey is a comprehensive set of surveys that includes the: . . . California Healthy Kids Survey (CHKS) California School Climate Survey for staff (CSS) California School Parent Survey (CSPS) . . . The CHKS is a youth risk and resilience survey given to students in the 5th, 7th, 9th, and 11th grades. The survey gathers feedback from students on issues such as school connectedness, safety, violence and victimization, substance use, and physical and mental health. There is a core survey that covers all of those topics to some extent as well as supplemental modules that ask more detailed questions on specific topics. The CSSS is for teachers, administrators, and all other school staff (e.g., secretaries, security guards, bus drivers). It asks about multiple aspects of school climate and needs for professional development. The CSPS focuses on parent perceptions. It asks many questions that parallel those presented to students and staff. In addition, parents describe how they perceive the ways that the school engages and involves them in the school.
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Cryns, Theresa, and Marilyn Johnston. "Teachers Learning Together in Forming a Learning Community." In Learning Together. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195097535.003.0034.

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The three of us, teachers from the early years of the OC, have yet to find professional situations where both the challenges and the support are as strong as in the OC. (Marcy went on to start her own business boarding and training horses; Theresa is now principal of a private school; Marilyn became a university professor.) Perhaps the combination of challenges and support was the key to why this was such a powerful context for our growth and development—and for the development of this learning community. We trace a significant strand of our intellectual growth and development to our participation in the early years of the OC (and, before it, the Thoreau School). Its influence has followed us into our subsequent personal and professional lives, permeating the crevices of our minds and feelings in ways that we have only recently come to appreciate. Our recollections of being teachers in the OC are filled with sharp images and memorable experiences; it was a time of challenge, exhilaration, and exhaustion. We have likely romanticized some of these memories, yet the pains are also vivid. What is most evident is that it was a time of immeasurable learning, for us as individuals as well as for the development of the program as a whole. Many aspects of our participation in the OC prompted this learning. The inherent ambiguity of our loosely defined roles and the changing nature of the program created a challenging environment for us as teachers. Our roles and responsibilities as teachers were ill-defined, collaborative decision making was an unfamiliar way to make educational decisions, and the curriculum was open-ended and required the integration of student and parent interests. As a consequence, we developed a strong, mutual support system, which in turn encouraged the risk taking that nurtured our further development as teachers. The intense support and challenges are the basis of the initial and continuing development of the curriculum and philosophical principles of this community.
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Reports on the topic "Parent-professional collaboration"

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Lavadenz, Magaly, Elvira Armas, and Irene Villanueva. Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leaders. Loyola Marymount University, 2007. http://dx.doi.org/10.15365/ceel.policy.1.

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This policy brief reports findings from a survey of parent leaders in 2007 that sought to understand what parents of English Learners and Standard English Learners think about the education of their children and about parent education and involvement in the Los Angeles Unified School District (LAUSD). Surveys with 513 LAUSD parent leaders revealed low ratings for LAUSD’s parent education efforts as well as for student academic programs. Open-ended responses point both to educational as well as policy recommendations in the following areas: 1) home/school collaboration; 2) professional development, curriculum and Instruction, and tutors/support; and 3) accountability. This policy brief concludes that improvement in the educational experiences and outcomes for Standard English Learners and English Learners can happen by capitalizing on existing parent leadership.
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