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

Authors

Gazi F. Azad, University of Pennsylvania
Mina Kim, University of Pennsylvania
Steven C. Marcus, University of Pennsylvania
David S. Mandell, University of Pennsylvania
Susan M. Sheridan Dr., University of Nebraska at LincolnFollow

Document Type

Article

Date of this Version

12-1-2017

Citation

2017 Authors

doi:10.1002/pits.21976.

Comments

Psychol Sch. 2016 December ; 53(10): 1071–1084.

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 included 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.