Assessing the quality of parent–teacher relationships for students with ADHD

CITATION

Mautone, J.A., Marcelle, E., Tresco, K.E. and Power, T.J. (2015) Assessing the quality of parent–teacher relationships for students with ADHD, Psychology in the Schools, 52(2), pp.196-207

For library access / research help in a similar topic: anyangoceline19@gmail.com

ABSTRACT
Family involvement in education, including the quality of family–school communication, has
been demonstrated repeatedly to have a substantial effect on child development and success in
school; however, measures of this construct are limited. The purpose this study was to examine
the factor structure and concurrent validity of the Quality of the Parent–Teacher Relationship, a
subscale of the Parent–Teacher Involvement Questionnaire, in a sample of children with attention
deficit hyperactivity disorder (ADHD). Participants were 260 parents and teachers of children
diagnosed with ADHD in Grades kindergarten to 6. Results provided support for a two-factor
model, consisting of separate factors for parents and teachers, and correlational findings provided
support for concurrent validity. This measure appears to have utility in assessing parent–teacher
relationships and evaluating the effectiveness of family–school interventions.


REFERENCES
Achenbach, T. M., & Rescorla, L. A. (2001). Manual for the ASEBA school-age forms and profiles: An integrated system of
multi-informant assessment. Burlington, VA: Library of Congress.

Ambrosini, P. J. (2000). Historical development and present status of the Schedule for Affective Disorders and Schizophrenia
for School-Age Children (K-SADS). Journal of the American Academy of Child and Adolescent Psychiatry, 39, 49–58.

Anesko, K. M., Schoiock, G., Ramirez, R., & Levine, F. M. (1987). The homework problem checklist - Assessing childrens’
homework difficulties. Behavioral Assessment, 9, 179–185.

Arbuckle, J. L. (2011). IBM SPSS Amos 20 User’s Guide. Amos Development Corporation.

Baker, J. A. (2006). Contributions of teacher-child relationships to positive school adjustment during elementary school.
Journal of School Psychology, 44, 211–229.

Christenson, S. L., & Sheridan, S. M. (2001). Schools and families: Creating essential connections for learning. New York,
NY: Guilford Press.

DuPaul, G. J., Power, T. J., Anastopoulos, A. D., & Reid, R. (1998). The ADHD Rating Scale – IV: Checklists, norms, and
clinical interpretation. New York, NY: Guilford Press.

El Nokali, N. E., Bachman, H. J., & Votruba-Drzal, E. (2010). Parent involvement and children’s academic and social
development in elementary school. Child Development, 81, 988–1005.

Fantuzzo, J., McWayne, C., Perry,M. A., & Childs, S. (2004).Multiple dimensions of family involvement and their relations
to behavioral and learning competencies for urban, low-income children. School Psychology Review, 33, 467–480.

Fantuzzo, J., Tighe, E., & Childs, S. (2000). Family involvement questionnaire: A multivariate assessment of family participation
in early childhood education. Journal of Educational Psychology, 92, 367–376.

Hill, N. E., Castellino, D. R., Lansford, J. E., Nowlin, P., Dodge, K. A., Bates, J. E., & Pettit, G. S. (2004). Parent academic
involvement as related to school behavior, achievement, and aspirations: Demographic variations across adolescence.
Child Development, 75, 1491–1509.

Hollingshead, A. B. (1975). Four factor index of social status. New Haven, CT: Yale University, Department of Sociology.

Hoover-Dempsey,K.V., Bassler,O. C.,&Brissie, J. S. (1992). Explorations in parent-school relations. Journal of Educational
Research, 85, 287–294.

Hoover-Dempsey, K. V., Ice, C. L., & Whitaker, M. C. (2009). “We’re way past reading together:” Why and how parental
involvement in adolescence makes sense. In N. E. Hill & R. K. Chao (Eds.), Families, schools, and the adolescent:
Connecting research, policy, and practice (pp. 19–36). New York, NY: Teachers College Press.

Hu, L.-T., & Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus
new alternatives. Structural Equation Modeling, 6, 1–55.

Hughes, J. N., Luo,W., Kwok, O. M.,&Loyd, L. K. (2008). Teacher-student support, effortful engagement, and achievement:
A 3-year longitudinal study. Journal of Educational Psychology, 100, 1–14.

Izzo, C. V., Weissberg, R. P., Kasprow, W. J., & Fendrich, M. (1999). A longitudinal assessment of teacher perceptions of
parent involvement in children’s education and school performance. American Journal of Community Psychology, 27,
817–839.

Kim, E. M., Sheridan, S. M., Kwon K., & Koziol, N. (2013). Parent beliefs and children’s social-behavioral functioning: The
mediating role of parent–teacher relationships. Journal of School Psychology, 51, 175–185.

Kohl, G. O., Lengua, L. J., McMahon, R. J., & Conduct Problems Prevention Research Group. (2000). Parent involvement
in school: Conceptualizing multiple dimensions and their relations with family and demographic risk factors. Journal of
School Psychology, 38, 501–523.

Langberg, J. M., Arnold, L. E., Flowers, A. M., Altaye, M., Epstein, J. N., & Molina, B. S. (2010). Assessing homework
problems in children with ADHD: Validation of a parent-report measure and evaluation of homework performance
patterns. School Mental Health. School Mental Health, 2, 3–12.

Manz, P. H., Fantuzzo, J. W., & Power, T. J. (2004). Multidimensional assessment of family involvement among urban
elementary students. Journal of School Psychology, 42, 461–475.

Marsh, H. W., Liem, G. A. D., Martin, A. J., Morin, A. J. S., & Nagengast, B. (2011). Methodological measurement
fruitfulness of exploratory structural equationmodeling (ESEM): Newapproaches to key substantive issues in motivation
and engagement. Journal of Psychoeducational Assessment, 29, 322–346.

Mautone, J. A., Carson, K., & Power, T. J. (2014). Best practices in linking families and schools to educate children with
attention problems. In A. Thomas & P. Harrison (Eds.), Best Practices in School Psychology (6th ed., pp. 519–532).
Bethesda, MD: National Association of School Psychologists.

Mautone, J. A., Marshall, S. A., Sharman, J., Eiraldi, R. B., Jawad,A. F.,&Power, T. J. (2012).Development of a family-school
intervention for young children with ADHD. School Psychology Review, 41, 447–466, PMCID: PMC3864191.

McWayne,C., Hampton,V., Fantuzzo, J., Cohen, H. L.,&Sekino,Y. (2004).Amultivariate examination of parent involvement
and the social and academic competencies of urban kindergarten children. Psychology in the Schools, 41, 363–377.

Midgett, J. D. (2000). Exploring parental school-focused behaviors: A factor analysis of parents’ and children’s reports,
University of Guelph, Guelph Ontario, Canada.

Olympia, D. E., Sheridan, S. M., Jenson, W. R., & Andrews, D. (1994). Using student-managed interventions to increase
homework completion and accuracy. Journal of Applied Behavior Analysis, 27, 85–99.

Pianta, R. C. (2002). Student-Teacher Relationship Scale: Professional manual. Odessa, FL: Psychological Assessment
Resources.

Power, T. J., Dombrowski, S. C., Watkins, M. W., Mautone, J. A., & Eagle, J. W. (2007). Assessing children’s homework
performance: Development of multi-dimensional, multi-informant rating scales. Journal of School Psychology, 45,
333–348.

Power, T. J., Mautone, J. A., Soffer, S. L., Clarke, A. T., Marshall, S. A., Sharman, J., . . . Jawad, A. F. (2012). A familyschool
intervention for children with ADHD: Results of a randomized clinical trial. Journal of Consulting and Clinical
Psychology, 80, 611–623. doi: 10.1037/a0028188.

Power, T. J., Soffer, S. L., Mautone, J. A., Costigan, T. E., Jones, H. A., Clarke, A. T., & Marshall, S. A. (2009). An analysis
of teacher investment in the context of a family-school intervention for children with ADHD. School Mental Health, 1,
107–117.

Power, T. J., Werba, B. E., Watkins, M. W., Angelucci, J. G., & Eiraldi, R. B. (2006). Patterns of parent-reported homework
problems among ADHD-referred and non-referred children. School Psychology Quarterly, 21, 13–33.

Reynolds, A. J., Weissberg, R. P., & Kasprow, W. J. (1992). Prediction of early social and academic adjustment of children
from the inner city. American Journal of Community Psychology, 20, 599–624.

Reynolds, C. R., & Kamphaus, R. W. (2004). BASC-2: Behavior Assessment System for Children (2nd ed.). Circle Pines,
MN: AGS Publishing.

Sheridan, S.M., Bovaird, J. A., Glover, T. A., Garbacz, S. A.,Witte, A.,&Kwon, K. (2012). A randomized trial examining the
effects of conjoint behavioral consultation and the mediating role of the parent-teacher relationship. School Psychology
Review, 41, 23–46.

Sheridan, S. M., & Kratochwill, T. R. (2008). Conjoint behavioral consultation: Promoting family-school connections and
interventions (2nd ed.). New York, NY: Springer Science+Business Media.

Vickers, H. S., & Minke, K.M. (1995). Exploring parent-teacher relationships: Joining and communication to others. School
Psychology Quarterly, 10, 133–150.

Wechsler, D. (1999).WASI:Wechsler Abbreviated Scales of Intelligence. San Antonio, TX: The Psychological Corporation.