title: Assessing the Quality of Parent-Teacher Relationships for Students with ADHD.
abstract: Family involvement in education, including 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 (PTIQ) in a sample of children with ADHD. Participants were 260 parents and teachers of children diagnosed with ADHD in grades K 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.
authors: The Children's Hospital of Philadelphia.
authors: Jennifer A
authors: JA
authors: Mautone
authors: The Children's Hospital of Philadelphia.
authors: Enitan
authors: E
authors: Marcelle
authors: Philadelphia College of Osteopathic Medicine.
authors: Katy E
authors: KE
authors: Tresco
authors: The Children's Hospital of Philadelphia/Perelman School of Medicine at the University of Pennsylvania.
authors: Thomas J
authors: TJ
authors: Power