A Systematic Literature Review of the Patterns of School-Home Communication among Caregivers of Children with Autism

Autor/inn/en	Chak Li; Meghan M. Burke
Titel	A Systematic Literature Review of the Patterns of School-Home Communication among Caregivers of Children with Autism
Quelle	In: Review Journal of Autism and Developmental Disorders, 12 (2025) 2, S. 311-322 PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	ORCID (Chak Li)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2195-7177
DOI	10.1007/s40489-023-00396-0
Schlagwörter	Family School Relationship; Parent Teacher Cooperation; Child Caregivers; Interpersonal Communication; Children; Autism Spectrum Disorders; Special Education + Suchen Sie Ihr Suchwort? Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Interpersonale Kommunikation; Kind; Kinder; Autism; Autismus; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	Despite the importance of caregiver involvement in special education, research examining school-home communication among families of children with autism has only begun to emerge in recent years. Further, it is unclear how caregivers of children with autism perceive the impact of the different dimensions of communication on family-professional partnerships and child outcomes. In this systematic literature review, we examined 25 studies about school-home communication. Overwhelmingly, caregivers report the need for frequent, honest, and open communication with the school. Moreover, family-professional partnerships and caregiver involvement are impacted by how educators value caregivers' input. School-home communication also demonstrates positive effects on child behavioral outcomes. Limitations, directions for future research, and implications for practice are discussed. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/3/08