Abstract
Effective parent-teacher communication involves problem-solving concerns about students. Few studies have examined problem-solving interactions between parents and teachers of children with autism spectrum disorder (ASD), with a particular focus on identifying communication barriers and strategies for improving them. This study examined the problem-solving behaviors of parents and teachers of children with ASD. Participants were 18 teachers and 39 parents of children with ASD. Parent-teacher dyads were prompted to discuss and provide a solution for a problem that a student experienced at home and at school. Parents and teachers also reported on their problem-solving behaviors. Results showed that parents and teachers displayed limited use of the core elements of problem-solving. Teachers displayed more problem-solving behaviors than parents. Both groups reported engaging in more problem-solving behaviors than they were observed to display during their discussions. Our findings suggest that teacher and parent training programs should include collaborative approaches to problem-solving.
Original language | English (US) |
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Pages (from-to) | 1071-1084 |
Number of pages | 14 |
Journal | Psychology in the Schools |
Volume | 53 |
Issue number | 10 |
DOIs | |
State | Published - Dec 1 2016 |
Externally published | Yes |
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology