McIntyre, Laura LeeSantiago, Rachel2019-09-172019-09-172019-09-17https://hdl.handle.net/1794/24816Strong parent–teacher relationships are crucial for promoting positive outcomes and serving as a protective factor for at-risk children (Glueck & Reschly, 2014). This may be particularly important for children with autism spectrum disorder (ASD), who are at increased developmental risk related to ASD symptoms (Garbacz, Santiago, & McIntyre, 2016). However, little research has examined variables that influence relationships for parents and teachers of children with ASD. The present study examined (a) parent–teacher relationship variables in relation to developmental risk and child and family variables and (b) parent–teacher relationship perceptions among a sample of parents and teachers of children with ASD. Data were collected across two waves within a longitudinal study (N = 68 and N = 22, respectively). Results suggest that parents of children with mild ASD symptoms reported better parent–teacher relationship quality relative to parents of children with more ASD symptoms, child adaptive behavior had a significant effect on family involvement, perceived social status had a significant effect on family involvement after controlling for child ASD symptoms, and parent-reported relationship quality and family involvement had a significant effect on positive and consistent ratings of parent–teacher relationship quality by both parents and teachers approximately two years later. Study limitations, future research directions, and clinical implications are discussed.en-USAll Rights Reserved.Autism Spectrum DisorderFamily InvolvementParent–Teacher RelationshipsElectronic Thesis or Dissertation