Partners in School: Optimizing Communication between Parents and Teachers of Children with Autism Spectrum Disorder

Autor/inn/en	Azad, Gazi F.; Marcus, Steven C.; Mandell, David S.
Titel	Partners in School: Optimizing Communication between Parents and Teachers of Children with Autism Spectrum Disorder
Quelle	In: Journal of Educational and Psychological Consultation, 31 (2021) 4, S.438-462 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-4412
DOI	10.1080/10474412.2020.1830100
Schlagwörter	Autism; Pervasive Developmental Disorders; Parent Teacher Cooperation; Interpersonal Communication; Self Efficacy; Expectation; Intervention; Fidelity; Program Effectiveness; Cooperative Planning; Problem Solving; Elementary School Teachers; Students with Disabilities; Elementary School Students; Special Education; Consultation Programs + Suchen Sie Ihr Suchwort? Autismus; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Interpersonale Kommunikation; Self-efficacy; Selbstwirksamkeit; Expectancy; Erwartung; Problemlösen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Fachberatung
Abstract	Partners in School: is a consultation model with the goal of enhancing communication between two of the most important stakeholders in children's lives -- parents and teachers. Using a single-group pre-post design, this preliminary study examined the effect of "Partners in School" on parent-teacher communication outcomes and the factors associated with these outcomes. Participants were 26 teachers and 49 parents of children with autism spectrum disorder (ASD). Parents and teachers completed surveys before and after participating in "Partners in School." Teachers reported an increase in their communication to parents. However, parents did not report an increase in their communication to teachers. Teachers' self-efficacy, expectations, and intervention fidelity were associated with increased communication to parents. Parental self-efficacy and teacher experience were associated with parents' reports of communication to teachers. Our findings suggest that family-school consultation services may be used to enhance teachers' communication with parents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01