Parent‐teacher Communication About Children With Autism Spectrum Disorder: An Examination of Collaborative Problem‐solving

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.

Parent–teacher problem solving about concerns in children with autism spectrum disorder: The role of income and race

“…One probable reason that parents may be engaging in less problem solving with White teachers is related to role expectations. When teachers are White, parents may perceive their role (i.e., the teachers) as the “expert” or “advice giver” and automatically assume a passive role as the receiver of information (G. F. Azad et al, ; Burke, ). Parents are often more comfortable in the role of observer, viewing professionals as a source of unquestionable knowledge.…”

“…Behavioral involvement included parents’ and teachers’ specific actions that demonstrated problem solving, such as actively defining the target concern and sharing relevant information about students’ strengths. Psychological involvement included parents’ and teachers’ perceived attitudes and perceptions, such as expressing an understanding of the demands placed on each other (G. F. Azad et al, ). A 5‐point Likert scale is used by independent observers (i.e., coders trained on the PTIQ) to rate each item.…”

“…Parent–teacher problem solving is particularly critical for students who receive special education services, such as children with ASD (G. F. Azad et al, ; Garbacz et al, ; Murray et al, ; Wilkinson, ). By law, planning for special education services should include frequent meetings with parents (Gregg, Rugg, & Souto‐Manning, ; Tucker & Schwartz, ), such as parent–teacher conferences and individualized education planning meetings (McNaughton, Hamlin, McCarthy, Head‐Reeves, & Schreiner, ).…”

“…By law, planning for special education services should include frequent meetings with parents (Gregg, Rugg, & Souto‐Manning, ; Tucker & Schwartz, ), such as parent–teacher conferences and individualized education planning meetings (McNaughton, Hamlin, McCarthy, Head‐Reeves, & Schreiner, ). Unfortunately, many families are dissatisfied with these meetings, stating that their views on goal setting and decision making are frequently ignored (G. F. Azad et al, ; Lake & Billingsley, ). Parents commonly view communication with teachers as lacking respect, empathy, and trust (Bernhard, Lefebvre, Murphy Kilbride, Chud, & Lange, ; Lea, ; McNaughton et al, ).…”

“…In special education, research suggests that the quality of parent–teacher relationships in general (Gwernan‐Jones et al, ), and communication in particular (G. F. Azad et al, ), may be poor especially between parents and teachers of children with ASD. The more demanding needs of this vulnerable population, in conjunction with the complex interventions necessary to address them (Schreibman et al, ; Wong et al, ) are probable reasons why communication may be especially difficult between parents and teachers of children with ASD.…”