Partners in School: An Innovative Parent-Teacher Consultation Model for Children with Autism Spectrum Disorder
Partners in School: An Innovative Parent-Teacher Consultation Model for Children with Autism Spectrum Disorder
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DOI：
10.1080/10474412.2018.1431550
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发表时间：
2018-01-01
影响因子：
1.7
通讯作者：
Mandell, David S.
中科院分区：
文献类型：
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作者：
Azad, Gazi F.;Marcus, Steven C.;Mandell, David S.
很少有研究探讨改善自闭症谱系障碍 (ASD) 儿童家长和老师之间沟通的最佳方法及其对儿童结局的影响。本研究测试了一种名为“学校合作伙伴”的创新家长与教师协商模式。学校合作伙伴的目标是改善家长与教师关于循证实践 (EBP) 的沟通，以及随后为患有自闭症谱系障碍 (ASD) 的儿童带来的结果。参与者是来自大城市公立学区的 26 名教师和 49 名患有自闭症谱系障碍 (ASD) 儿童的家长。家长和老师在通过学校合作伙伴接受咨询之前和之后完成了沟通和孩子成果的衡量。结果表明，家长和老师认为参与学校伙伴计划后，孩子的成绩有所改善。家长与老师沟通的变化也与某些孩子的成绩变化有关。讨论强调了沟通在针对自闭症谱系障碍儿童家庭与学校伙伴关系的协商中的重要作用。
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.