Caregiver and Teacher Alliance and COMPASS: Relationship Matters
Saved in:
| Title: | Caregiver and Teacher Alliance and COMPASS: Relationship Matters |
|---|---|
| Language: | English |
| Authors: | Lisa Ruble (ORCID |
| Source: | School Mental Health. 2025 17(2):400-409. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Institute of Mental Health (NIMH) (DHHS/NIH) |
| Contract Number: | R34MH073071 RC1MH089760 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Child Caregivers, Family School Relationship, Autism Spectrum Disorders, Cooperative Planning, Intervention, Caregiver Attitudes, Goal Orientation, Stress Variables, Child Behavior, Consultation Programs |
| DOI: | 10.1007/s12310-024-09732-z |
| ISSN: | 1866-2625 1866-2633 |
| Abstract: | A positive caregiver-teacher relationship has the potential to promote student progress. Yet, little is understood about factors contributing to effective caregiver-teacher alliance and team building on behalf of students with autism. Data from randomized controlled trials of a home-school collaborative planning and teacher coaching intervention called COMPASS were used to determine whether caregivers' perceptions of teacher alliance was associated with child goal attainment outcomes, and what caregiver and child factors were associated with alliance of the 75 caregivers, those who received COMPASS were more likely to report higher alliance compared to caregivers who did not receive COMPASS. Further, higher ratings of objective assessment of child goal attainment of social, communication, and learning skills were associated with higher alliance. For child variables, higher caregiver and teacher ratings of externalizing behavior were associated with lower ratings of alliance. Lastly, higher ratings of caregiving stress were associated with lower alliance. Autism severity, age, adaptive behavior, IQ and family income were not associated with alliance; however, caregiver stress was significantly associated. These findings demonstrate the association between alliance and child progress and how COMPASS improves alliance. Also, attention to caregivers of children with externalizing behaviors may be particularly warranted given the impact on caregiver-teacher alliance. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1476654 |
| Database: | ERIC |
| Abstract: | A positive caregiver-teacher relationship has the potential to promote student progress. Yet, little is understood about factors contributing to effective caregiver-teacher alliance and team building on behalf of students with autism. Data from randomized controlled trials of a home-school collaborative planning and teacher coaching intervention called COMPASS were used to determine whether caregivers' perceptions of teacher alliance was associated with child goal attainment outcomes, and what caregiver and child factors were associated with alliance of the 75 caregivers, those who received COMPASS were more likely to report higher alliance compared to caregivers who did not receive COMPASS. Further, higher ratings of objective assessment of child goal attainment of social, communication, and learning skills were associated with higher alliance. For child variables, higher caregiver and teacher ratings of externalizing behavior were associated with lower ratings of alliance. Lastly, higher ratings of caregiving stress were associated with lower alliance. Autism severity, age, adaptive behavior, IQ and family income were not associated with alliance; however, caregiver stress was significantly associated. These findings demonstrate the association between alliance and child progress and how COMPASS improves alliance. Also, attention to caregivers of children with externalizing behaviors may be particularly warranted given the impact on caregiver-teacher alliance. |
|---|---|
| ISSN: | 1866-2625 1866-2633 |
| DOI: | 10.1007/s12310-024-09732-z |
