Parent–teacher problem solving about concerns in children with autism spectrum disorder: The role of income and race

Gazi F. Azad, Sara Gormley, Steve Marcus, David S. Mandell

Research output: Contribution to journalArticle

Abstract

Problem solving between parents and teachers is critical to maximizing student outcomes. The current study examined the associations among the different components of problem solving, as well as the relationship between various characteristics and problem solving in parents and teachers of children with autism spectrum disorder (ASD). Participants were 18 teachers and 39 parents of children with ASD. Parents and teachers completed a demographic survey, phone interview, and dyad observation. Results indicated that parent and teacher problem solving strategies were correlated with each other. Lower-income parents and parents interacting with White teachers displayed less problem solving. Findings suggest that school-based service delivery models to improve problem solving should consider both skill development, as well as the sociodemographic characteristics that parents and teachers bring to their interactions.

Original languageEnglish (US)
Pages (from-to)276-290
Number of pages15
JournalPsychology in the Schools
Volume56
Issue number2
DOIs
StatePublished - Feb 1 2019

Keywords

  • autism spectrum disorder
  • communication
  • family involvement
  • parent–teacher relationships
  • problem solving

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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