This exploratory study employed qualitative methodology to analyze interview data that emerged from face-to-face interviews with eight parents of four children With autism spectrum disorder. The study focused on the roles these parents played as they monitored their children's educational programs and interacted with school professionals. The findings revealed that parent participants, especially mothers, consistently engaged in four roles: (a) negotiator, (b) monitor, (c) supporter, and (d) advocate. In addition, the degree of perceived parental trust in education professionals affected the extent of their engagement in the roles of negotiator, monitor, and supporter.
The data also indicated that parents' education monitoring was mediated by the trust the parents placed on the education professionals. The authors discuss the implications of the findings for the improvement of parent—professional interactions and offer recommendations for future research. [abstract]