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

Abstract

Problem solving between parents and teachers is critical to maximizing student outcomes. The current study examined the associations among the different components of problem solving, as well as the relationship between various characteristics and problem solving in parents and teachers of children with autism spectrum disorder (ASD). Participants were 18 teachers and 39 parents of children with ASD. Parents and teachers completed a demographic survey, phone interview, and dyad observation. Results indicated that parent and teacher problem solving strategies were correlated with each other. Lower‐income parents and parents interacting with White teachers displayed less problem solving. Findings suggest that school‐based service delivery models to improve problem solving should consider both skill development, as well as the sociodemographic characteristics that parents and teachers bring to their interactions.

Adolescent–Caregiver Agreement Regarding the School Bullying and Cyberbullying Involvement Experiences of Adolescents with Autism Spectrum Disorder

“…Third, caregivers should develop communication patterns with AASD and spend time on discussing about their school lives and peer interaction to early detect the likelihood of bullying involvement in their care recipients, even in those without severe behavioral, emotional, or social interaction problems. Fourth, because problem solving between caregivers and teachers is critical to maximizing AASD outcomes [ 44 ], enhancing the cooperation between caregivers and teachers is one of core works in the whole-school intervention program for school bullying [ 45 ]. Fifth, the results of the present study highlighted the need to identify comorbidities early in AASD.…”

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

“…Furthermore, research suggests that social factors such as parental income, as well as teacher race and experience, were related to perceptions of communication quality between parents and special education teachers (Azad et al, 2018, 2020). For teachers, self‐efficacy, expectations of success, and fidelity to intervention plans were associated with perceptions of high quality communication with parents of children on the AS (Azad et al, 2020; Jeon et al, 2020; Lin et al, 2019; McDowall et al, 2017).…”

“…Effective parent–teacher communication is a prerequisite for aligning interventions across home and school. Cross‐setting alignment of practices has the potential to double the dosage, intensity, and impact of interventions (Azad, Minton, et al, 2021) by generating awareness of mutual concerns across home and school, as well as reinforcing a shared understanding of intervention implementation and expectations for fidelity (Azad et al, 2018, 2020). Unfortunately, the extant research suggests that parents and teachers often fail to share information or come to a mutual understanding of expectations and goals (Gwernan‐Jones et al, 2015; Hornby & Lafaele, 2011; Leenders et al, 2019; Murray et al, 2011).…”