Yun-Ju Hsiao1, Kyle Higgins2, Tom Pierce3, Peggy J Schaefer Whitby4, Richard D Tandy5. 1. Washington State University Tri-Cities, 2710 Crimson Way, Richland, WA 99354, USA. Electronic address: yhsiao@tricity.wsu.edu. 2. University of Nevada, 4505 S Maryland Parkway, Las Vegas, NV 89154, USA. Electronic address: higgins@unlv.nevada.edu. 3. University of Nevada, 4505 S Maryland Parkway, Las Vegas, NV 89154, USA. Electronic address: tom.pierce@unlv.edu. 4. University of Arkansas, Fayetteville, AR 72701, USA. Electronic address: pschaefe@uark.edu. 5. University of Nevada, 4505 S Maryland Parkway, Las Vegas, NV 89154, USA. Electronic address: dick.tandy@unlv.edu.
Abstract
BACKGROUND: Reducing parental stress and improving family quality of Life (FQOL) are continuing concerns for families of children with autism spectrum disorder (ASD). Family-teacher partnerships have been identified as a positive factor to help parents reduce their stress and improve their FQOL. However, the interrelations among parental stress, FQOL, and family-teacher partnerships need to be further examined so as to identify the possible paths to help parents reduce their stress and improve their FQOL. The purpose of this study was to examine the interrelations among these three variables. METHOD: A total of 236 parents of school children with ASD completed questionnaires, which included three measures: (a) the Beach Center Family Quality of Life Scale, (b) the Parental Stress Scale, and (c) the Beach Center Family-Professional Partnerships Scale. The structural equation modeling was used to analyze the interrelations among these three variables. RESULTS: Perceived parental stress had a direct effect on parental satisfaction concerning FQOL and vice versa. Perceived family-teacher partnerships had a direct effect on FQOL, but did not have a direct effect on parental stress. However, family-teacher partnerships had an indirect effect on parental stress through FQOL. CONCLUSIONS AND IMPLICATIONS: Reducing parental stress could improve FQOL for families of children with ASD and vice versa. Strong family-teacher partnerships could help parents of children with ASD improve their FQOL and indirectly reduce their stress.
BACKGROUND: Reducing parental stress and improving family quality of Life (FQOL) are continuing concerns for families of children with autism spectrum disorder (ASD). Family-teacher partnerships have been identified as a positive factor to help parents reduce their stress and improve their FQOL. However, the interrelations among parental stress, FQOL, and family-teacher partnerships need to be further examined so as to identify the possible paths to help parents reduce their stress and improve their FQOL. The purpose of this study was to examine the interrelations among these three variables. METHOD: A total of 236 parents of school children with ASD completed questionnaires, which included three measures: (a) the Beach Center Family Quality of Life Scale, (b) the Parental Stress Scale, and (c) the Beach Center Family-Professional Partnerships Scale. The structural equation modeling was used to analyze the interrelations among these three variables. RESULTS: Perceived parental stress had a direct effect on parental satisfaction concerning FQOL and vice versa. Perceived family-teacher partnerships had a direct effect on FQOL, but did not have a direct effect on parental stress. However, family-teacher partnerships had an indirect effect on parental stress through FQOL. CONCLUSIONS AND IMPLICATIONS: Reducing parental stress could improve FQOL for families of children with ASD and vice versa. Strong family-teacher partnerships could help parents of children with ASD improve their FQOL and indirectly reduce their stress.
Authors: Amy S Weitlauf; Neill Broderick; J Alacia Stainbrook; Julie Lounds Taylor; Catherine G Herrington; Amy G Nicholson; Madeline Santulli; Elisabeth M Dykens; A Pablo Juárez; Zachary E Warren Journal: Pediatrics Date: 2020-04 Impact factor: 7.124