For youth with autism spectrum disorder (ASD) and their families, adolescence presents unique challenges that require parents work closely with school teams. Both parent involvement in education and family school partnerships are associated with positive student outcomes. However, research characterizing parents' role in working with school-based teams across the middle and high school years for youth with ASD is limited. The present study presents qualitative data illustrating the perspectives of 23 parents of students with ASD regarding their experiences working with middle and high school teams. Participants completed semistructured interviews, which were analyzed using interpretative phenomenological analysis. Six themes were reflected in the experiences and perspectives of parents, including collaboration/partnership, advocacy, relationships, parental background, expectations, and impact on the parent. Results indicated variability in the nature and impact of parents' experiences and a need for intentional formation of meaningful partnerships between educators and families that honor the unique needs and strengths of youth and maximize team effectiveness. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

中文翻译：

---

自闭症谱系障碍青少年在校队中的家长角色。

对于患有自闭症谱系障碍（ASD）的年轻人及其家人，青春期带来了独特的挑战，需要父母与学校团队紧密合作。父母参与教育和家庭学校伙伴关系都与学生积极的学习成绩相关。但是，关于父母在与ASD青年在初中和高中阶段与校本团队合作中所扮演的角色的研究有限。本研究提供了定性数据，这些数据说明了23名ASD学生家长关于他们在中学和高中团队工作的经验的观点。参与者完成了半结构化访谈，并使用解释现象学分析进行了分析。父母的经验和观点反映了六个主题，包括合作/伙伴关系，倡导，关系，父母的背景，期望以及对父母的影响。结果表明，父母经历的性质和影响各不相同，需要有意识地在教育者和家庭之间形成有意义的伙伴关系，以满足青年的独特需求和力量，并最大限度地提高团队效率。（PsycINFO数据库记录（c）2019 APA，保留所有权利）。