The Association Between Family–Teacher Partnership Satisfaction and Outcomes of Academic Progress and Quality of Life for Children/Youth With Autism.

Abstract: As the prevalence of Autism Spectrum Disorders (ASD) increases, teachers and special education service providers are experiencing increased contact with not only children with ASD, but also with their parents and families. Partnerships between families and teachers have become more commonplace in the last 20 years in response to mandates related to parent involvement by federal law. The present study examined the relationship between parent–teacher partnership satisfaction and child progress and family quality of life among children (<italic>n</italic> = 313) receiving autism waiver services (Waiver—Home and Community‐Based Services Waivers (42 U.S.C. SS 1915(b) (c)) and those whose families expressed an interest in receiving waiver services (registry). Results indicated family–teacher partnership satisfaction was associated with parent‐reported improvement in academic progress and family quality of life. These findings were not dependent on group status (waiver vs. registry) and highlight the importance of the quality of service delivery through family–teacher partnerships for children with ASD. [ABSTRACT FROM AUTHOR]