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• Instrument to assess family–school partnerships showed to be reliable and valid. • Welcoming culture and effective communication were reported to be relatively high. • Cooperation and parent participation were reported to be relatively low. • Only effective communication was related with more parent–child communication. Based on the Parent–Teacher Association's Standards for Family–School Partnerships (FSP), German experts on education proposed four standards for quality features of FSP in Germany: (A) welcoming and meeting culture, (B) various and respectful communication, (C) educational cooperation, and (D) parent participation. The aims of this paper were to develop a measurement instrument for the assessment of these quality features of FSP from parents' perspective, and to examine their associations with parent–child communication about school as an important aspect of parental involvement. N = 309 parents—whose children attend different school types—participated in an online survey. The analyses demonstrated that parents reported relatively high levels of standards A and B, but relatively low levels of standards C and D. Controlling for child and family characteristics, standard B (but no other standard) was found to be positively associated with parent–child communication. [ABSTRACT FROM AUTHOR]

• Techniques for late spontaneous recovery from stuttering clustered into six strategies. • The strategies reflect components of established treatments and naïve explanations. • Causal attributions of recovery clustered into three implicit theories about recovery. • Knowledge about strategies and implicit theories may help to improve treatment. (1) To survey the employed techniques and the reasons/occasions which adults who had recovered from stuttering after age 11 without previous treatment reported as causal to overcome stuttering, (2) to investigate whether the techniques and causal attributions can be reduced to coherent (inherently consistent) dimensions, and (3) whether these dimensions reflect common therapy components. 124 recovered persons from 8 countries responded by SurveyMonkey or paper-and-pencil to rating scale questions about 49 possible techniques and 15 causal attributions. A Principal Component Analysis of 110 questionnaires identified 6 components (dimensions) for self-assisted techniques (Speech Restructuring; Relaxed/Monitored Speech; Elocution; Stage Performance; Sought Speech Demands; Reassurance; 63.7% variance explained), and 3 components of perceived causal attributions of recovery (Life Change, Attitude Change, Social Support; 58.0% variance explained). Two components for self-assisted techniques (Speech Restructuring; Elocution) reflect treatment methods. Another component (Relaxed/Monitored Speech) consists mainly of items that reflect a common, non-professional understanding of effective management of stuttering. The components of the various perceived reasons for recovery reflect differing implicit theories of causes for recovery from stuttering. These theories are considered susceptible to various biases. This identification of components of reported techniques and of causal attributions is novel compared to previous studies who just list techniques and attributions. The identified dimensions of self-assisted techniques and causal attributions to reduce stuttering as extracted from self-reports of a large, international sample of recovered formerly stuttering adults may guide the application of behavioral stuttering therapies. [ABSTRACT FROM AUTHOR]