Partners in School: An Innovative Parent-Teacher Consultation Model for Children with Autism Spectrum Disorder

Authors

Gazi F. Azad, Kennedy Krieger Institute & Johns Hopkins UniversityFollow
Steven C. Marcus, University of Pennsylvania
Susan M. Sheridan, University of Nebraska, LincolnFollow
David S. Mandell, University of Pennsylvania

Document Type

Article

Date of this Version

2-8-2019

Citation

2019 Authors

doi:10.1080/10474412.2018.1431550

Comments

J Educ Psychol Consult. 2018 ; 28(4): 460–486. .

Abstract

Little research examines the best ways to improve communication between parents and teachers of children with Autism Spectrum Disorder (ASD) and its effect on child outcomes. The present study tests an innovative parent-teacher consultation model, entitled Partners in School. The goal of Partners in School is to improve parent-teacher communication about evidence-based practices (EBPs), and subsequently, outcomes for children with ASD. Participants were 26 teachers and 49 parents of children with ASD from a large urban public school district. Parents and teachers completed measures of their communication and child outcomes prior to and after receiving consultation through Partners in School. Results indicated that parents and teachers perceived improvements in child outcomes after participation in Partners in School. Changes in parent-teacher communication also were associated with changes in some child outcomes. Discussion highlights the important role of communication in consultations targeting family-school partnerships for children with ASD.