Parent-Therapist Partnership Survey: Parent Feedback and Psychometric Properties

Ashley N. Murphy*, Linzy M. Pinkerton, Alexandra E. Morford, Heather J. Risser

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

Parents of children with disabilities are an important part of their child’s special education team. However, parents often have limited involvement in school-based therapies that are provided as part of a child’s Individualized Education Program. The field lacks tools to assess the domain and extent of parent needs for optimal engagement in their child’s special education therapies. Study one assessed the Parent-Therapist Partnership Survey’s (PTPS) (formerly known as the Needs of Parents Questionnaire -School-Based Therapy Version) measure’s clarity, fit, and comprehensiveness. Study two assessed the factor structure and internal consistency. Two factors emerged – Need to Be an Informed, Engaged Member of Their Child’s Team, and Need for Support and Guidance. Internal consistency was 0.93 for the overall scale. The PTPS can serve as a powerful measure to better identify opportunities to engage parents in school therapeutic goals while improving parent-provider collaboration in school-based therapies.

Original languageEnglish (US)
Pages (from-to)532-543
Number of pages12
JournalJournal of Autism and Developmental Disorders
Volume54
Issue number2
DOIs
StatePublished - Feb 2024

Keywords

  • Children with Disabilities: Parent Engagement
  • Family-Centered Care
  • Individual Education Program (IEP)
  • Special Education

ASJC Scopus subject areas

  • Developmental and Educational Psychology

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