Parent-Teacher Communication about Children with Autism Spectrum Disorder: An Examination of Collaborative Problem-Solving

Autor/inn/en	Azad, Gazi F.; Kim, Mina; Marcus, Steven C.; Sheridan, Susan M.; Mandell, David S.
Titel	Parent-Teacher Communication about Children with Autism Spectrum Disorder: An Examination of Collaborative Problem-Solving
Quelle	In: Psychology in the Schools, 53 (2016) 10, S.1071-1084 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.21976
Schlagwörter	Parent Teacher Cooperation; Autism; Pervasive Developmental Disorders; Problem Solving; Parent Attitudes; Teacher Attitudes; Barriers; Communication Problems; Identification; Student Behavior + Suchen Sie Ihr Suchwort? Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Autismus; Problemlösen; Elternverhalten; Lehrerverhalten; Kommunikationsbarriere; Identifikation; Identifizierung; Student behaviour; Schülerverhalten
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01