ABSTRACT
Parent and professional relationships in general (Beckman, 1996; Christenson & Conoley, 1992; Walker, 1989), and parent–professional partnerships in particular (Keen, 2007; Roberts, Rule, & Innocenti, 1998; Turnbull & Turnbull, 1986), are generally recognized as important for optimally affecting child learning and development. Collaboration between parents and professionals is now seen as a crucial component of early childhood intervention, family support, education, and other health and human services programs (e.g., Alexander & Dore, 1999; Bruns & Steeples, 2001; Devore & Bowers, 2006; Jakobsen & Severinsson, 2006; Roberts et al., 1998).
