PARENT-TEACHER COMMUNICATION ABOUT CHILDREN WITH AUTISM SPECTRUM DISORDER: AN EXAMINATION OF COLLABORATIVE PROBLEM-SOLVING

Gazi F Azad, Mina Kim, Steven C. Marcus, Susan M. Sheridan, David S. Mandell

Research output: Contribution to journalArticle

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 languageEnglish (US)
Pages (from-to)1071-1084
Number of pages14
JournalPsychology in the Schools
Volume53
Issue number10
DOIs
StatePublished - Dec 1 2016
Externally publishedYes

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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