Top

Gepubliceerd in:

18-08-2016 | Original Paper

Parent Involvement in Secondary Special Education and Transition: An Exploratory Psychometric Study

Auteurs: Kara. A. Hirano, S. Andrew Garbacz, Lina Shanley, Dawn A. Rowe

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 12/2016

Abstract

An increased level of parent involvement in education has been identified as a predictor of positive postschool outcomes for students with disabilities who have traditionally experienced lower rates of employment and postsecondary education than their peers without disabilities. The purpose of this study was to explore the factor structure of scales adapted from the Hoover-Dempsey and Sandler Model of Parent Involvement that might be used to predict parent involvement in secondary special education. An iterative adaption process included adding and revising scale items to reflect parent beliefs and involvement activities related to transition planning and secondary education for parents of high school students with disabilities. Participants were 149 parents of students with disabilities, ages 16–21. Two exploratory factor analyses (EFA) were conducted to examine the psychometric properties of the scales. Results of the EFA for involvement activities suggested a three-factor solution including: Future Planning; Home-based Involvement; and Agency/School-based Involvement. Results of the EFA for Motivators for Involvement suggested a seven-factor solution including: Parent Expectations for the Future; General School Invitations; Role Construction; Perceptions of Time and Energy; Knowledge, Skills, and Self-efficacy; Specific Child Invitations, and Specific Teacher Invitations. Implications and future research directions are discussed.

vorige artikel Affect in Play Scale-Preschool Version: Validation on a Sample of School Age Italian Children

volgende artikel Validity and Reliability of the Parenting Stress Index Short Form (PSI-SF) Applied to a Chilean Sample

Adams, K. S., & Christenson, S. L. (2000). Trust and the family–school relationship: An examination of parent–teacher differences in elementary and secondary grades. Journal of School Psychology, 38, 447–497. http://dx.doi.org/10.1016/S0022-4405(00)00048-0.CrossRef

Arrindell, W. A., & Van der Ende, J. (1985). An empirical test of the utility of observer-to-variables ratio in factor and component analysis. Applied Psychological Measurement, 9, 165–178. doi:10.1177/014662168500900205.CrossRef

Blustein, D. L., Chaves, A. P., Diemer, M. A., Gallagher, L. A., Marshall, K. G., Sirin, S., & Bhati, K. S. (2002). Voices of the forgotten half: The role of social class in the school-to-work transition. Journal of Counseling Psychology, 49, 311–323.CrossRef

Callahan, K., Rademacher, J. A., & Hildreth, B. L. (1998). The effect of parent participation in strategies to improve the homework performance of students who are at risk. Remedial and Special Education, 19(3), 131–141.CrossRef

Carter, E. W., Austin, D., & Trainor, A. A. (2012). Predictors of postschool employment outcomes for young adults with severe disabilities. Journal of Disability Policy, 23, 50–63. doi:10.1177/1044207311414680.CrossRef

Casey Life Skills. (2012). Casey Family Programs. Seattle, WA: Retrieved from: casey.org.

Chiang, H. M., Cheung, Y. K., Hickson, L., Xiang, R., & Tsai, L. Y. (2012). Predictive factors of participation in postsecondary education for high school leavers with autism. Journal of Autism and Developmental Disorders, 42, 685–596. doi:10.1007/s10803-011-1297-7.CrossRefPubMed

Cooney, B. F. (2002). Exploring perspectives on transition of youth with disabilities: Voices of young adults, parents, and professionals. Mental Retardation, 40(6), 425–435.CrossRefPubMed

Deslandes, R., & Bertrand, R. (2005). Motivation of parent involvement in secondary-level schooling. Journal of Educational Research, 98, 164–175. doi:10.3200/JOER.98.3.164-175.CrossRef

Domina, T. (2005). Leveling the home advantage: Assessing the effectiveness of parental involvement in elementary school. Sociology of Education, 78(3), 233–249.CrossRef

Doren, B., Gau, J. M., & Lindstrom, L. E. (2012). The relationship between parent expectations and postschool outcomes of adolescents with disabilities. Exceptional Children, 79, 7–23. doi:10.1177/001440291207900101.

Eccles, J. S., & Harold, R. D. (1996). Family involvement in children’s and adolescents’ schooling. In A. Booth & J. Dunn (Eds.), Family–school links: How do they affect educational outcomes? Hillsdale, NJ: Erlbaum.

Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., & Mac Iver, D. (1993). Development during adolescence: The impact of stage-environment fit on young adolescents’ experiences in schools and in families. American Psychologist, 48(2), 90–101. doi:10.1037/0003-066X.48.2.90.CrossRefPubMed

Epstein, J. L. (1995). School/family/community partnerships: Caring for the children we share. Phi delta kappan, 76(9), 701–712.

Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational psychology review, 13(1), 1–22.CrossRef

Fabrigar, L. R., Wegener, D. T., MacCallum, R. C., & Strahan, E. J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4, 272–299. doi:10.1037/1082-989X.4.3.272.CrossRef

Falbo, T., Lein, L., & Amador, N. A. (2001). Parental involvement during the transition to high school. Journal of Adolescent Research, 16(5), 511–529.CrossRef

Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th ed.). Thousand Oaks, CA: Sage Publications, Inc.

Finn, J. D. (1989). Withdrawing from school. Review of educational research, 59(2), 117–142.CrossRef

Fishman, C. E. & Nickerson, A. B. (2014). Motivations for involvement: A preliminary investigation of parents of students with disabilities. Advance online publication. doi:10.1007/s10826-013-9865-4.

Gadermann, A. M., Guhn, M., & Zumbo, B. D. (2012). Estimating ordinal reliability for Likert-type and ordinal item response data: A conceptual, empirical, and practical guide. Practical Assessment, Research & Evaluation, 17(3), 1–13.

Gallivan-Fenlon, A. (1994). “Their senior year”: Family and service provider perspectives on the transition from school to adult life for young adults with disabilities. Journal of the Association for Persons with Severe Handicaps, 19(1), 11–23.

Geenan, S., Powers, L. E., & Lopez-Vasquez, A. (2001a). Multicultural aspects of parent involvement in transition planning. Exceptional Children, 67(2), 265–282.

Geenan, S., Powers, L. E., Lopez-Vasquez, A., & Bersani, H. (2001b). Understanding and promoting the transition of minority adolescents. Career Development and Transition for Exceptional Individuals, 26(27), 27–46.

Gonzalez, A. R. (2002). Parental involvement: Its contribution to high school students’ motivation. The Clearing House, 75(3), 132–134.CrossRef

Green, C. L., Walker, J. M. T., Hoover-Dempsey, K. V., & Sandler, H. (2007). Parents’ motivations for involvement in children’s education: An empirical test of a theoretical model of parental involvement. Journal of Educational Psychology, 99, 532–544. doi:10.1037/0022-0663.99.3.532.CrossRef

Greenfield, M. D., Epstein, J. L., Hutchins, D. J., & Thomas, B. G. (2012). Sampler: Improve family and community involvement in high schools. National Network of Partnership Schools at Johns Hopkins University. http://www.csos.jhu.edu/p2000/PPP/Samplers/2012-High-School-Sampler.pdf.

Henson, R. K., & Roberts, J. K. (2006). Use of exploratory factor analysis in published research: Common errors and some comments on improved practice. Educational and Psychological Measurement, 66, 393–416. doi:10.1177/0013164405282485.CrossRef

Hetherington, S. A., Durant-Jones, L., Johnson, K., Nolan, K., Smith, E., Taylor-Brown, S., & Tuttle, J. (2919). The lived experience of adolescents with disabilities and their parents in transition planning. Focus on Autism and Other Developmental Disabilities, 25(3), 163–172.CrossRef

Hill, N. E., & Chao, R. K. (2009). Families, schools, and the adolescent: Connecting research, policy, and practice. New York: Teachers College Press.

Hirano, K. A., & Rowe, D. A. (2015). A conceptual framework for parent involvement in secondary special education and transition. Journal of Disability Policy Studies, 27, 43–53.CrossRef

Hogarty, K. Y., Hines, C. V., Kromrey, J. D., Ferron, J. M., & Mumford, K. R. (2005). The quality of factor solutions in exploratory factor analysis: The influence of samples size, communality, and overdetermination. Educational and Psychological Measurement, 65, 202–226. doi:10.1177/0013164404267287.CrossRef

Hollifield, J. H. (1994). High schools gear up to create effective school and family partnerships. Baltimore, MD: Center on Families, Communities, Schools and Children’s Learning, Johns Hopkins University.

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

Hoover-Dempsey, K. V., & Sandler, H. M. (1995). Parental involvement in children’s education: Why does it make a difference? Teachers College Record, 97, 310–331.

Hoover-Dempsey, K. V., & Sandler, H. (1997). Why do parents become involved in their children’s education? Review of Educational Research, 67, 3–42. doi:10.2307/1170618.CrossRef

Hoover-Dempsey, K. V., & Sandler, H. M. (2005). Final performance report for OERI: The social context of parental involvement: A path to enhanced achievement. Presented to Project Monitor, Institute of Education Sciences, U.S. Department of Education, March 22, 2005.

IBM Corp. Released. (2013). IBM SPSS Statistics for Macintosh, Version 22.0. Armonk, NY: IBM Corp.

Individuals with Disabilities Education Improvement Act of (2004). P.L. 108-446, 20 U.S.C. $ 1400 et seq.

Jeynes, W. H. (2005). A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement. Urban Education, 40(3), 237–269.CrossRef

Kalyanpur, M., Harry, B., & Skrtic, T. (2000). Equity and advocacy expectations of culturally diverse families’ participation in special education. International Journal of Disability, Development, and Education, 47(2), 119–136.CrossRef

Kena, G., Aud, S., Johnson, F., Wang, X., Zhang, J., Rathbun, A., Wilkinson-Flicker, S., & Kristapovich, P. (2014). The Condition of Education 2014 (NCES 2014-083). U.S. Department of Education, National Center for Education Statistics. Washington, DC. http://nces.ed.gov/pubsearch. Accessed 20 Apr 2015.

Landmark, L. J., Roberts, E. L., & Zhang, D. (2013). Educators’ beliefs, and practices about parent involvement in transition planning. Career Development and Transition for Exceptional Individuals, 36(2), 114–123. doi:10.1177/2165143412463047.CrossRef

Lindstrom, L., Doren, B., Metheny, J., Johnson, P., & Zane, C. (2007). Transition to employment: Role of the family in career development. Exceptional Children, 73(3), 348–366.CrossRef

Lynn, M.R. (1986). Determination and quantification of content validity. Nursing Research, 35, 382–386. doi:10.1097/00006199-198611000-00017.CrossRefPubMed

Mapp, K., & Hong, S. (2010). Debunking the myth of the hard-to-reach parent. In S. L. Christensen & A. L. Reschly (Eds.), Handbook of school-family partnerships. New York, NY: Routledge.

Mazzotti, V., Rowe, D. A., Sinclair, J., & Poppen, M. (2015). Predictors of post-school success: A systematic review of NLTS2 secondary analysis. doi:10.1177/2165143415588047.

Muthén, L. K., & Muthén, B. O. (2012). Mplus user’s guide. 7. Los Angeles, CA: Muthén & Muthén.

National Longitudinal Transition Study 2 (2003). Parent interview (part 1). http://nlts2.org.

Newman, L. (2005). Family Involvement in the Educational Development of Youth with Disabilities. A Special Topic Report of Findings from the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International. http://www.nlts2.org/reports.

Newman, L., Wagner, M., Knokey, A. -M., Marder, C., Nagle, K., Shaver, D., & Wei, X. (2011). The post-high school outcomes of young adults with disabilities up to 8 years after high school: A report from the national longitudinal transition study-2 (NLTS2). Ncser 2011-3005. National Center for Special Education Research.

Overstreet, S., Devine, J., Bevans, K., & Efreom, Y. (2005). Predicting parental involvement in children’s schooling within an economically disadvantaged African American sample. Psychology in the Schools, 42, 101–111. doi:10.1002/pits.20028.CrossRef

Qualtrics. Version (2013). Provo, UT.: Author

Rumberger, R. W., Ghatak, R., Poulos, G., Ritter, P. L., & Dornbusch, S. M. (1990). Family influences on dropout behavior in one california high school. Sociology of Education, 283–299.

Shumow, L., & Lomax, R. (2002). Parental efficacy: Predictor of parenting behavior and adolescent outcomes. Parenting: Science and Practice, 2, 127–150. doi:10.1207/S15327922PAR0202_03.CrossRef

Stevens, J. (2002). Applied multivariate statistics of the social sciences (4th ed.). Mahwah, NJ: Erlbaum.

Test, D., Mazzotti, V., Mustian, A., Fowler, C., Krtering, L., & Kohler, P. (2009). Evidence-based secondary transition predictors for improving postschool outcomes for students with disabilities. Career Development for Exceptional Individuals, 32(3), 160–181. doi:10.1177/0885728809346960.CrossRef

Velicer, W. F. (1976). Determining the Number of Components from the Matrix of Partial Correlations. Psychometrika, 41, 321–327.CrossRef

Wagner, M., Newman, L., Cameto, R., Javitz, H., & Valdes, K. (2012). A national picture of parent and youth participation in IEP and transition planning meetings. Journal of Disability Policy Studies, 23, 40–55. doi:10.1177/1044207311425384.CrossRef

Walker, J. M., Ice, C. L., Hoover-Dempsey, K. V., & Sandler, H. M. (2011). Latino parents’ motivations for involvement in their children’s schooling: An exploratory study. The Elementary School Journal, 111, 409–429. doi:10.1086/657653.CrossRef

Walker, J. M., Wilkins, A. S., Dallaire, J., Sandler, H. M., & Hoover-Dempsey, K. V. (2005). Parental involvement: Model revision through scale development. Elementary School Journal, 106, 85–104. doi:10.1086/499193.CrossRef

Wang, M., Hill, N. E., & Hofkens, T. (2014). Parental involvement and African American and European American adolescents' academic, behavioral, and emotional development in secondary school. Child Development, 85(6), 2151–2168.PubMed

Whitaker, M., & Hoover-Dempsey, K. V. (2013). School influences on parents’ role beliefs. The Elementary School Journal, 114, 73–99. doi:10.1086/671061.CrossRef

Williams, B., Brown, T., & Onsman, A. (2012). Exploratory factor analysis: A five-step guide for novices. Australian Journal of Paramedicine, 8, 1–13.

Zumbo, B. D., Gadermann, A. M., & Zeisser, C. (2007). Ordinal versions of coefficients alpha and theta for Likert rating scales. Journal of Modern Applied Statistical Methods, 6, 21–29.

Titel: Parent Involvement in Secondary Special Education and Transition: An Exploratory Psychometric Study
Auteurs: Kara. A. Hirano
S. Andrew Garbacz
Lina Shanley
Dawn A. Rowe
Publicatiedatum: 18-08-2016
Uitgeverij: Springer US
Gepubliceerd in: Journal of Child and Family Studies / Uitgave 12/2016
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI: https://doi.org/10.1007/s10826-016-0516-4

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 12/2016

Psychological Inflexibility and Child Anxiety

Relations between Parenting Stress, Parenting Style, and Child Executive Functioning for Children with ADHD or Autism

Personal and Family Perfectionism in Chinese School Students: Relationships with Learning Stress, Learning Satisfaction and Self-Reported Academic Performance Level

Expressed Emotion in Mothers of School-Age Children: Relations to Maternal Maltreatment and Parenting Behavior

Factors Associated with Psychological Maladjustment of Mexican Adolescents Living in Poverty

Empathy as an Essential Foundation to Successful Foster Parenting