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

• Published in: Psychology in the schools Vol. 60; no. 3; pp. 691 - 706
• Main Authors: Azad, Gazi, Sridhar, Aksheya, Taormina, Isabella, Roter, Debra L.
• Format: Journal Article
• Language: English
• Published: Hoboken Wiley 01-03-2023; Wiley Subscription Services, Inc
• Subjects: Autism; autism spectrum; Autism Spectrum Disorders; Autistic children; Children; Communication; Communication Problems; Communication Skills; Interpersonal Communication; Interpersonal relations; Intervention; Parent Attitudes; Parent Education; Parent Teacher Conferences; Parenthood education; Parents & parenting; parent–teacher communication; parent–teacher relationships; Problem Solving; Quality; schools; Teacher Attitudes; Teacher Education; Teachers
• ISSN: 0033-3085; 1520-6807
• DOI: 10.1002/pits.22787

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 LEAPS‐defined 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.
Practitioner points
Parents reported using more communication skills than special education teachers.
Both parents and special education teachers reported similar levels of problematic communication.
Parents and special education teachers who reported more positive relationships reported less problematic communication.