School Factors Related to the Social and Behavioral Success of Children and Adolescents with Tuberous Sclerosis: Special Education Placement, Services, and Parental Involvement

• Main Author: Carlisle, Kathleen Walker
• Format: Others
• Published: Scholar Commons 2003
• Subjects: genetic disorders; parent satisfaction; communication; behavior disorders; seizures; autism; cbcl; questionnaire
• Online Access: https://scholarcommons.usf.edu/etd/1336; https://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=2335&context=etd

The researcher examined the relationships between tuberous sclerosis, a multi-system genetic disorder, and school functioning through the use of a parent questionnaire and behavior rating scale. Information was gathered on the typical school experiences of children with tuberous sclerosis, including educational placement and services, behavioral functioning, parent involvement, and parent satisfaction. The results indicated that the majority of students with tuberous sclerosis are in special education and receiving related services. Three-quarters received one or more related services through the public school, and 30% received private related services paid for by their parents. Parent involvement was positively correlated with parent satisfaction, and negatively correlated with t-scores on the Withdrawn/Depressed subscale of the CBCL. Parents of children receiving Autism services were generally less satisfied with their children's school experiences than other parents. Parent satisfaction was negatively correlated with the Attention Problems scale of the CBCL. Student age was negatively correlated with time in inclusion and with related services. This information forms the basis for a discussion of school psychologists' roles in the educational success of students with tuberous sclerosis and the critical areas towards which interventions should be directed.