Concerns of parents and teachers of children with autism in elementary school.
Concerns of parents and teachers of children with autism in elementary school.
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DOI：
10.1177/1362361315588199
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发表时间：
2016-05
期刊：
影响因子：
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通讯作者：
Mandell DS
中科院分区：
文献类型：
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作者：
Azad G;Mandell DS
许多共识准则鼓励家长和教师公开交流他们对孩子的担忧。这些准则证明，必须就哪些问题最为关键以及如何解决这些问题达成共识。这项研究的目的是检查家长和教师是否（1）同意他们对自闭症儿童的担忧，（2）当有机会时，他们是否讨论了这些担忧。参与者是39个父母-教师的自闭症儿童在10至5年级自闭症支持教室。每个家长和老师都被单独采访了他们的担忧，然后一起观察关于孩子的讨论。家长和教师普遍同意他们的主要和次要关注。当有机会沟通他们的关注，49%的家长-教师二人组讨论的问题，既不报告为他们的主要关注，和31%的讨论的问题，既不报告为他们的主要或次要关注。这些研究结果表明，干预措施应针对家长与教师的沟通，而不是协议，以促进家校合作。
Many consensus guidelines encourage parents and teachers to openly communicate about their concerns regarding their children. These guidelines attest to the importance of achieving consensus about what issues are most critical and how to address them. The purpose of this study was to examine whether parents and teachers (1) agree about their concerns for their children with autism and (2) when given the opportunity, whether they discussed these concerns. Participants were 39 parent–teacher dyads of children with autism in kindergarten-through-fifth grade autism support classrooms. Each parent and teacher was interviewed separately about their concerns and then observed together in a discussion about the child. Parents and teachers generally agreed about their primary and secondary concerns. When given an opportunity to communicate their concerns, 49% of the parent–teacher dyads discussed problems that neither reported as their primary concern, and 31% discussed problems that neither reported as their primary or secondary concern. These findings suggest that interventions should target parent–teacher communication, rather than agreement, to facilitate home–school collaboration.