Interdisciplinary Co-Facilitation of Support Groups for Parents of Children with Autism: An Opportunity for Professional Preparation

Abstract

Skillful cofacilitation of groups provides group members with shared leadership, combined knowledge, and broadened problem-solving capability. Interdisciplinary cofacilitation offers group members different points of view and diverse professional expertise. This article presents a support group approach for parents of children diagnosed with autism and describes the benefits of interdisciplinary cofacilitation by social workers and early childhood special educators. The advantages and challenges of interdisciplinary cofacilitation are discussed.

Using an Interpreter as Cofacilitator

“…Cofacilitating has been examined as it relates to the purpose of the group and the function of using two facilitators (Banach & Couse, 2012;Cohen & DeLois, 2001;Wright, 2002). Male and female cofacilitators have been used to model parental figures, and professionals from different disciplines have facilitated groups together to provide different perspectives and expertise for groups focused on healthrelated issues.…”

Autism in the Context of Humanitarian Emergency: The Lived Experiences of Syrian Refugee Mothers of Children on the Autism Spectrum

“…Creating opportunities for gaining a social network through support groups can establish relational and informal informationsharing among Syrian refugee parents of autistic children. Such groups have a host of benefits, such as increased knowledge of autism, psychoeducation, and problemsolving skills (Banach & Couse, 2012). Volunteering opportunities and pre-migration orientations are also crucial to refugee resettlement outcomes (Abid, 2020) and may increase parents' informal understanding of support and service provision.…”

Interdisciplinary teams: A model to support students with autism

“…Positive management attributes (Banach & Couse, 2012;Nancarrow et al, 2013) Collaborative View of collaboration as a process that is both dynamic and evolving (D'Amour et al shared vision, respect, communication, knowledge, trust, leadership, and collaboration (Banach & Couse, 2012;Nancarrow et al, 2013). In this final phase, the professional works to establish their identity and partnership with the other team members.…”

“…Once confidence is established, the next phase, evolving professional, the professional practices their expertise, often seeking more knowledge. Finally, as an IDT member, the professional can effectively practice the critical teaming characteristics: shared vision, respect, communication, knowledge, trust, leadership, and collaboration (Banach & Couse, 2012; Nancarrow et al, 2013). In this final phase, the professional works to establish their identity and partnership with the other team members.…”

“…An interdisciplinary team (IDT) is a group of professionals from various disciplines who share common goals, influence decision‐making, take joint responsibility, and portion power among members as they work with one another toward a common purpose (Banach & Couse, 2012; Benoliel & Somech, 2015). When multifaceted specialists collaborate on school teams, there is an increased likelihood that intervention outcomes are meaningful for the student and have greater impact on their developmental trajectory (Borg & Drange, 2019).…”