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

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...

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Bibliographic Details
Published in:Psychology in the schools 2019-02, Vol.56 (2), p.276-290
Main Authors: Azad, Gazi F., Gormley, Sara, Marcus, Steve, Mandell, David S.
Format: Article
Language:English
Subjects:
Autism
autism spectrum disorder
Autistic children
communication
Correlation
Delivery Systems
family involvement
Low Income
Parent Attitudes
Parent Teacher Cooperation
Parents & parenting
parent–teacher relationships
Pervasive Developmental Disorders
Problem Solving
Race
Skill Development
Sociodemographics
Teacher Attitudes
Teacher Characteristics
Teachers
Whites
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Summary: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.
ISSN:0033-3085
1520-6807
DOI:10.1002/pits.22205