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Using a mixed-methods design, the study examines how parents’ beliefs about children’s schooling success relate to child-, parent/family-, and teacher/school-level factors among 4- to 7-year-olds with ASD (N=121). When analyzed jointly, children’s externalizing behaviors, parents’ education level, and parents’ employment status significantly associate with parents’ schooling expectations.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/parents-educational-expectations-for-young-children-with-autism-spectrum-disorder/600821/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/parents-educational-expectations-for-young-children-with-autism-spectrum-disorder/600821.png","ImageObject",300,407,{"name":92,"@type":93},"dhado","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What gap does the study address about parental expectations in ASD?","Question",{"text":112,"@type":113},"It examines the limited research on parents’ educational expectations for young children with ASD and how those expectations are formed during early schooling transitions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the association between parents’ expectations and influencing factors studied?",{"text":117,"@type":113},"A mixed-methods design was used to evaluate links between parents’ expectations for schooling success and factors at the child, parent/family, and teacher/school levels.",{"name":119,"@type":110,"acceptedAnswer":120},"Which factors showed significant associations with parents’ schooling expectations?",{"text":121,"@type":113},"When considered simultaneously, children’s externalizing behaviors, parents’ educational level, and parents’ employment status were significantly associated with parents’ expectations.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600821,1792118693,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Education and Training in Autism and Developmental Disabilities, 2017, 52(4), 357 –368  \n© Division on Autism and Developmental Disabilities  \nParents’ Educational Expectations for Young Children with Autism Spectrum Disorder  \nHillary H. Bush Massachusetts General Hospital  \nAbbey S. Eisenhower University of Massachusetts, Boston  \nShana R. Cohen University of California, San Diego  \nJan Blacher University of California, Riverside  \nAbstract: Among typically developing children, many characteristics have been associated with parents’expectations for their children’s adjustment to school and academic progress. Despite the history of increased parental involvement in the education of children with autism spectrum disorder (ASD) relative to parents of children without ASD, there is little research on the educational expectations that parents hold for their young children with ASD and how they are formed. In the current study, we addressed this gap by using a mixed methods design to examine the association between parents’ expectations for the level of success their children would achieve during the current school year, and multiple child-, parent/family-, and teacher/school-level factors, among parents of 4 to 7 year olds with ASD (N 􀀂 121) . When these different factors were considered simultaneously, children’s externalizing behaviors, parents’ educational level, and parents’ employment status were found to be significantly associated with parents’ expectations of schooling.  \nParents’ expectations for their children shape their parenting behaviors, and consequently, children’s self-concept, school adjustment, and academic outcomes (Bandura, Barbaranelli, Caprara, & Pastorelli, 1996) . In fact, parents who hold high academic expectations have children who exhibit better school outcomes than might be anticipated based solely on their cognitive functioning or previous academic achievement (de Boer & van der Werf, 2015) . Past research suggests that parents’ expectations may play a protective role in children’s academic achievement for children facing risk factors, such as economic disadvantage (Alexander, Entwistler, & Bedinger, 1994; Davis-  \nKean, 2005) . However, despite the potentially influential role of parents’ expectations of schooling, very little attention has been placedon parents’ expectations for their young children with autism spectrum disorder (ASD) as they transition into early schooling. In the current study, we examined parents’ schoolrelated expectations for their young children with ASD, as well as their child-, parent/family-, and teacher/school-level correlates. The intent was to identify areas where professionals might better understand and support parents of children with ASD adapting to school entry.  \nThis paper was based on the activities and original conceptual model ofa longitudinal study funded by the Institute of Education Sciences (R324A110086; J. Blacher, P.I.) Support was also provided by the SEARCH Family Autism Resource Center in the Graduate School of Education, UC Riverside. Correspondence concerning this article should be addressed to Hillary H. Bush, Learning and Emotional Assessment Program (LEAP), Department of Psychology, Massachusetts General Hospital, 151 Merrimac St., 5th floor, Boston, MA, USA, 02114 . E-mail: [hbush@partners.org](hbush@partners.org)  \nEcological Systems Theory and School Adjustment  \nIn examining the individual, family, and school contexts that relate to parents’ expectations of schooling and academic achievement for their children with ASD, Bronfenbrenner’s (1979) ecological model provides a useful guide (Eisenhower, Bush, & Blacher, 2015; Odom et al., 2004) . Ecological systems theory suggests examining not only direct contextual influences, such as parents, school, and peers (microsystem), but also the effects  \nParents’ Educational Expectations / 357  \nof interactions between these contexts, such as parent-teacher communications and relationships (the mesosystem) ","cbCaicr7nUHYziNC","https://ap.wps.com/l/cbCaicr7nUHYziNC","pdf",101128,12,"English","# Abstract\n## Ecological Systems Theory and School Adjustment\n## Parent Expectations for Typically Developing Children","[{\"question\":\"What gap does the study address about parental expectations in ASD?\",\"answer\":\"It examines the limited research on parents’ educational expectations for young children with ASD and how those expectations are formed during early schooling transitions.\"},{\"question\":\"How was the association between parents’ expectations and influencing factors studied?\",\"answer\":\"A mixed-methods design was used to evaluate links between parents’ expectations for schooling success and factors at the child, parent/family, and teacher/school levels.\"},{\"question\":\"Which factors showed significant associations with parents’ schooling expectations?\",\"answer\":\"When considered simultaneously, children’s externalizing behaviors, parents’ educational level, and parents’ employment status were significantly associated with parents’ expectations.\"}]","Parents’ Educational Expectations for Young Children with Autism Spectrum Disorder | PDF",1792091448]