Parent–teacher communication for children on the autism spectrum: An examination of communication skill use and problematic communication

Abstract

The purpose of this investigation was to examine communication skill use and related characteristics, as well as factors associated with problematic communication during conferences, in parents and teachers of children on the autism spectrum (AS). Participants were 36 parent-teacher dyads who completed questionnaires on communication, defined within the Listen, Educate, Assess, Partners, Support (LEAPS) Model, as well as measures on problem-solving and relationship quality. Parents reported more frequent use of LEAPSdefined skills than teachers, as well as a more positive view of problem-solving and relationship quality. Both parents and teachers reported similar levels of problematic communication. Problematic communication was inversely associated with problem-solving and relationship quality for parents. For teachers, problematic communication was inversely related to skill use and relationship quality. Communication during parent-teacher conferences may be improved through LEAPS-based communication training for both teachers and parents. This training may diminish problematic communication and align cross-setting intervention practices, and subsequently optimize outcomes for children on the AS.