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Azad GF, Taormina I, Herrera V, Zhang Y. Communication Training within Partners in School: Feasibility, Acceptability, and Usability. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2024; 34:239-264. [PMID: 39148644 PMCID: PMC11323131 DOI: 10.1080/10474412.2024.2341382] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2022] [Accepted: 04/07/2024] [Indexed: 08/17/2024]
Abstract
Partners in School is a consultation model adapted from Conjoint Behavioral Consultation where parents and teachers identify a mutual concern for children with Autism and then implement the same evidence-based practices (EBPs) across home and school. Adding parent-teacher communication training (School Talk) may bolster the effects of this consultation approach. The purpose of this study was to explore parents' and teachers' experiences with School Talk, as well as examine the clinical outcomes of Partners in School plus School Talk. Participants were 21 parents and 21 teachers (n=21 dyads, N=42 participants) of preschool to first-grade children with Autism. Results indicated that parents and teachers both rated School Talk as feasible and acceptable, but parents rated it as more usable. There was preliminary evidence that Partners in School with School Talk may be associated with improvements in parent-teacher communication, as well as reductions in the frequency of child concerns.
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Affiliation(s)
- Gazi F Azad
- Heilbrunn Department of Population and Family Health, Mailman School of Public Health, Columbia University Medical Center
- Center for Autism and the Developing Brain, Columbia University Medical Center & Weill Cornell Medicine
| | | | - Victoria Herrera
- Division of Child and Adolescent Psychiatry, Columbia University Medical Center and the New York State Psychiatric Institute
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Duncan A, Risley S, Combs A, Lacey HM, Hamik E, Fershtman C, Kneeskern E, Patel M, Crosby L, Hood AM, Zoromski AK, Tamm L. School Challenges and Services Related to Executive Functioning for Fully Included Middle Schoolers with Autism. FOCUS ON AUTISM AND OTHER DEVELOPMENTAL DISABILITIES 2023; 38:90-100. [PMID: 37388555 PMCID: PMC10309140 DOI: 10.1177/10883576221110167] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/01/2023]
Abstract
The educational services available for fully included middle schoolers with autism spectrum disorder (ASD) in the general education setting are not well known. Even less is known about how the executive functioning (EF) deficits of such youth are addressed in the classroom. The current study sought to identify the challenges, including EF, that middle schoolers with ASD face and the services that they receive on their Individualized Education Program (IEP), and also explore specific strategies used to build EF skills at school. A convenience data sample was obtained from focus groups with educational personnel (n = 15), and qualitative analyses of IEPs were conducted in middle schoolers with ASD with EF deficits (n = 23). Results confirmed that social communication and EF challenges are common. Multiple services and accommodations were identified, although EF challenges were rarely targeted on IEPs. Factors that may facilitate the success of EF strategies in the classroom are discussed.
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Affiliation(s)
- Amie Duncan
- Cincinnati Children’s Hospital Medical Center
- University of Cincinnati College of Medicine
| | | | | | | | | | | | | | | | - Lori Crosby
- Cincinnati Children’s Hospital Medical Center
- University of Cincinnati College of Medicine
| | | | - Allison K. Zoromski
- Cincinnati Children’s Hospital Medical Center
- University of Cincinnati College of Medicine
| | - Leanne Tamm
- Cincinnati Children’s Hospital Medical Center
- University of Cincinnati College of Medicine
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3
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Increasing collaboration and knowledge in school communities to enhance outcomes for autistic students. ADVANCES IN AUTISM 2023. [DOI: 10.1108/aia-03-2022-0014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/08/2023]
Abstract
Purpose
This paper describes a case study of a developmental program evaluation on the Autism Community Toolkit, a collaborative skills training program for parents and school professionals. The purpose of this study was to examine the influence of the training on participants’ knowledge, competence and perceived collaboration; and potential improvements to the training program.
Design/methodology/approach
The program included multiple training sessions for families and school professionals, designed to educate participants on autism, evidence-based interventions and to increase home-school communication and collaboration. Data collection methods included pre- and post-measures and feedback forms.
Findings
Results indicated that the training program was beneficial for participants overall. Pre- and posttest measures indicated growth in knowledge and competency in autism interventions. While there were no statistically significant differences in the quantitative measure of collaboration, qualitative results suggest that participants reported increased collaboration posttraining.
Practical implications
Overall, the training program was effective, and the ongoing implementation assessment was conducive to continuous improvement. The authors also discuss difficulties with implementation and recommendations for future intervention implementation.
Originality/value
This case study provides practical information about creating, evaluating and improving a unique intervention designed to support school–home collaboration.
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Gray L, Hill V, Pellicano E. "He's shouting so loud but nobody's hearing him": A multi-informant study of autistic pupils' experiences of school non-attendance and exclusion. AUTISM & DEVELOPMENTAL LANGUAGE IMPAIRMENTS 2023; 8:23969415231207816. [PMID: 37860824 PMCID: PMC10583514 DOI: 10.1177/23969415231207816] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 10/21/2023]
Abstract
Background and aims Children and young people on the autism spectrum frequently report a range of negative educational experiences and face disproportionally high rates of school non-attendance, including school avoidance and permanent exclusion, which can have a significant impact on their well-being as well as educational and broader life outcomes. To date, few studies have examined the full range of proximal (child, parent/family, school levels) and distal (community and society levels) barriers to ensuring the school attendance and the inclusion of autistic pupils. The current study sought to do just that by examining autistic young peoples' school non-attendance and exclusion experiences from the perspectives of multiple informants. Methods We recruited 12 autistic pupils, who had previously experienced school avoidance and/or exclusion, from one local authority in England, United Kingdom. We conducted semi-structured interviews with the young people themselves, ten of their parents, eight of their current teachers and nine local authority professionals, including six educational psychologists and three specialist autism teachers. We analyzed interviewees' responses using reflexive thematic analysis. Results Interviewees gave overwhelmingly negative accounts of autistic pupils' school non-attendance and exclusion experiences. Our analysis identified a range of school-related factors they felt led to, or exacerbated, negative experiences in their former mainstream schools, and which ultimately led to their or their children's school non-attendance. It also went further to identify distal factors, including fragmented educational experiences, parents "fighting" against a complex bureaucratic system to secure appropriate education for their children, and limited professional involvement. Conclusions Our findings emphasize the importance of examining the broader context in which autistic pupils are embedded and demonstrate that such pupils are able to successfully attend-and even enjoy-school when they receive the appropriate care and support. Implications Schools and local authority professionals should seek to work in partnership with parents and autistic pupils to secure the necessary support for their inclusion in mainstream education. Government policy should support the provision of sufficient local authority professionals to adopt a more proactive approach to mitigate autistic pupils' avoidance of and exclusion from school.
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Affiliation(s)
- Laura Gray
- Educational Psychology Service, Barnet, UK;
UCL Institute of Education, University College London, London, UK
| | - Vivian Hill
- UCL Institute of Education, University College London, London, UK
| | - Elizabeth Pellicano
- Department of Clinical, Educational and Health Psychology, University College London, London, UK
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5
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Communication between Parents and Teachers of Special Education Students: A Small Exploratory Study of Reddit Posts. SOCIAL SCIENCES 2022. [DOI: 10.3390/socsci11110518] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
Communication between teachers and parents is an important research topic in the field of special education. Although this type of communication is fraught with challenges such as conflict and lack of trust, there are also some success factors such as collaborative two-way communication and the use of appropriate technologies to facilitate communication. In this paper, we set out to explore this topic in more depth, by examining the experiences of parents and teachers of special-needs students when it comes to communication. A small exploratory qualitative study of social media posts from Reddit is performed. The aim is to shed light on the experiences of parents and teachers. The findings show that both parts of this dyadic relationship have mixed experiences, but the general sentiment is skewed towards the negative. These findings are discussed in relation to the literature on parent-teacher communication.
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Azad G, Sridhar A, Taormina I, Roter DL. Parent–teacher communication for children on the autism spectrum: An examination of communication skill use and problematic communication. PSYCHOLOGY IN THE SCHOOLS 2022. [DOI: 10.1002/pits.22787] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Gazi Azad
- Division of Child and Adolescent Psychiatry New York State Psychiatric Institute (NYSPI) and Columbia University Medical Center New York New York USA
| | - Aksheya Sridhar
- Department of Psychology Michigan State University East Lansing Michigan USA
| | - Isabella Taormina
- Division of Child and Adolescent Psychiatry New York State Psychiatric Institute (NYSPI) and Columbia University Medical Center New York New York USA
| | - Debra L. Roter
- Department of Health, Behavior, and Society Johns Hopkins Bloomberg School of Public Health Baltimore Maryland USA
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Mazon C, Etchegoyhen K, Saint-Supery I, Amestoy A, Bouvard M, Consel C, Sauzéon H. Fostering parents-professional collaboration for facilitating the school inclusion of students with ASD: design of the " ToGather" web-based prototype. EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT : ETR & D 2021; 70:231-262. [PMID: 34876798 PMCID: PMC8638642 DOI: 10.1007/s11423-021-10073-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 11/21/2021] [Indexed: 06/13/2023]
Abstract
UNLABELLED In recent years, many psycho-educational technologies were studied to address the school-related difficulties encountered by students with autism spectrum disorder (ASD). However, most of them remain individual-centered and do not consider the social environment. To fill this gap, this study reports on the user-centered design of a web-based support tool, which aims to support communication and coordination between parents, school staff and health professionals of middle and high school students with ASD, in the context of elaborating, implementing, and following an Individualized Education Plan. The study followed a two-step design process: (1) a need analysis for identifying information domains deemed important by the stakeholders; (2) through a participative iterative design process, a panel of professionals and parents provided ideas and feedbacks on the design, which was integrated in subsequent prototype versions of the "ToGather" app. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s11423-021-10073-w.
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Affiliation(s)
- Cécile Mazon
- Équipe Handicap, Activité, Cognition, Santé (HACS), Université de Bordeaux, Inserm, BPH, U1219. Site Carreire, zone Nord, bat. 1B. 146 rue Léo Saignat, 33076 Bordeaux, Gironde, Nouvelle-Aquitaine France
- Équipe-Projet Flowers, Inria Bordeaux Sud-Ouest, 200 Avenue de la Vieille Tour, 33405 Talence Cedex, Gironde, Nouvelle-Aquitaine France
| | - Kattalin Etchegoyhen
- Centre Ressources Autisme Aquitaine, Centre hospitalier Charles Perrens, 121 rue de la Béchade, CS81285, 33076 Bordeaux Cedex, Gironde, Nouvelle-Aquitaine France
| | - Isabeau Saint-Supery
- Équipe Handicap, Activité, Cognition, Santé (HACS), Université de Bordeaux, Inserm, BPH, U1219. Site Carreire, zone Nord, bat. 1B. 146 rue Léo Saignat, 33076 Bordeaux, Gironde, Nouvelle-Aquitaine France
- Équipe-Projet Flowers, Inria Bordeaux Sud-Ouest, 200 Avenue de la Vieille Tour, 33405 Talence Cedex, Gironde, Nouvelle-Aquitaine France
| | - Anouck Amestoy
- Centre Ressources Autisme Aquitaine, Centre hospitalier Charles Perrens, 121 rue de la Béchade, CS81285, 33076 Bordeaux Cedex, Gironde, Nouvelle-Aquitaine France
| | - Manuel Bouvard
- Centre Ressources Autisme Aquitaine, Centre hospitalier Charles Perrens, 121 rue de la Béchade, CS81285, 33076 Bordeaux Cedex, Gironde, Nouvelle-Aquitaine France
| | - Charles Consel
- Bordeaux INP/Enseirb-Matmeca, Avenue des Facultés, 33405 Talence Cedex, Gironde, Nouvelle-Aquitaine France
| | - Hélène Sauzéon
- Équipe Handicap, Activité, Cognition, Santé (HACS), Université de Bordeaux, Inserm, BPH, U1219. Site Carreire, zone Nord, bat. 1B. 146 rue Léo Saignat, 33076 Bordeaux, Gironde, Nouvelle-Aquitaine France
- Équipe-Projet Flowers, Inria Bordeaux Sud-Ouest, 200 Avenue de la Vieille Tour, 33405 Talence Cedex, Gironde, Nouvelle-Aquitaine France
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Disrupted Care Continuity: Testing Associations between Social Networks and Transition Success for Children with Autism. SOCIAL SCIENCES 2021; 10. [PMID: 34305199 PMCID: PMC8301264 DOI: 10.3390/socsci10070247] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
Children with autism situated in lower income families often receive intensive educational interventions as their primary form of treatment, due to financial barriers for community interventions. However, the continuity of care can be disrupted by school transitions. The quality of social relationships during the transition to a new school among parents, school staff and community providers, called the team-around-the-child (TAC), can potentially buffer a child with autism from the adverse effects caused by care disruptions. Qualities of social relationships, including trust and collaborative problem solving, can be measured using social network analysis. This study investigates if two different types of TAC relationships, defined as (1) the level of trust among team members and (2) the degree of collaborative problem solving among team members, are associated with perceived successful transitions for children with autism from lower income families. Findings suggested that TAC trust is significantly associated with the outcome of transition success for children with autism immediately post-transition.
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Azad GF, Marcus SC, Mandell DS. Partners in School: Optimizing Communication between Parents and Teachers of Children with Autism Spectrum Disorder. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2020; 31:438-462. [PMID: 34955622 PMCID: PMC8694006 DOI: 10.1080/10474412.2020.1830100] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2020] [Revised: 08/28/2020] [Accepted: 09/23/2020] [Indexed: 10/23/2022]
Abstract
Partners in School is a consultation model with the goal of enhancing communication between two of the most important stakeholders in children's lives - parents and teachers. Using a single-group pre-post design, this preliminary study examined the effect of Partners in School on parent-teacher communication outcomes and the factors associated with these outcomes. Participants were 26 teachers and 49 parents of children with autism spectrum disorder (ASD). Parents and teachers completed surveys before and after participating in Partners in School. Teachers reported an increase in their communication to parents. However, parents did not report an increase in their communication to teachers. Teachers' self-efficacy, expectations, and intervention fidelity were associated with increased communication to parents. Parental self-efficacy and teacher experience were associated with parents' reports of communication to teachers. Our findings suggest that family-school consultation services may be used to enhance teachers' communication with parents.
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Affiliation(s)
- Gazi F Azad
- Columbia University and New York State Psychiatric Institute
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Azad GF, Minton KE, Mandell DS, Landa RJ. Partners in School: An Implementation Strategy to Promote Alignment of Evidence-Based Practices Across Home and School for Children with Autism Spectrum Disorder. ADMINISTRATION AND POLICY IN MENTAL HEALTH AND MENTAL HEALTH SERVICES RESEARCH 2020; 48:266-278. [PMID: 32653973 DOI: 10.1007/s10488-020-01064-9] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
When parents and teachers align their practices across home and school, it may optimize services for children with autism spectrum disorder (ASD). Partners in School is a multi-faceted implementation strategy designed to improve ASD services in schools. The goal is to increase parents' and teachers' use of evidence-based practices (EBPs) and to align those EBPs across settings. We piloted Partners in School with 49 parent-teacher dyads to assess administration and the factors associated with reported fidelity to the model. Specifically, we measured the number of intervention steps both parents and teachers completed (reported alignment) and the characteristics associated with intervention alignment. Partners in School involves parent-teacher participation in a pre-consultation interview, an in-person consultation meeting, active implementation of the same EBPs in their respective settings, and a post-consultation interview. Parents and teachers also completed surveys pre- and post-consultation. On average, parents and teachers completed approximately five EBP steps on their own in their respective settings (i.e., at home or at school). Of these five steps, parents and teachers both completed three of the same EBPs steps, on average. Different factors were related to reported alignment for parents versus teachers; however, a similarity noted for both parents and teachers was that communication variables were associated with reported alignment. Our findings indicate the important role of communication in aligning stakeholders for ASD service delivery models.
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Affiliation(s)
- Gazi F Azad
- Division of Child and Adolescent Psychiatry, Department of Psychiatry, New York State Psychiatric Institute & Columbia University, 1051 Riverside Drive, New York, NY, 10032, USA.
| | - Kyla E Minton
- Center for Autism and Related Disorders, Kennedy Krieger Institute, 3901 Greenspring Ave, Baltimore, MD, 21211, USA
| | - David S Mandell
- Center for Mental Health, University of Pennsylvania Perelman School of Medicine, 3535 Market St., 3rd Fl., Philadelphia, PA, 19104, USA
| | - Rebecca J Landa
- Center for Autism and Related Disorders, Kennedy Krieger Institute, 3901 Greenspring Ave, Baltimore, MD, 21211, USA.,Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, 733 N. Broadway, Baltimore, MD, 21205, USA
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11
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Azad GF, Gormley S, Marcus S, Mandell DS. Parent-teacher problem solving about concerns in children with autism spectrum disorder: The role of income and race. PSYCHOLOGY IN THE SCHOOLS 2019; 56:276-290. [PMID: 34045777 DOI: 10.1002/pits.22205] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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.
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Affiliation(s)
- Gazi F Azad
- Center for Autism and Related Disorders, Kennedy Krieger Institute, Baltimore, Maryland.,Bloomberg School of Public Health, Johns Hopkins University, Baltimore, Maryland
| | - Sara Gormley
- Center for Mental Health Policy & Services Research, University of Pennsylvania, Philadelphia, Pennsylvania
| | - Steve Marcus
- Center for Mental Health Policy & Services Research, University of Pennsylvania, Philadelphia, Pennsylvania
| | - David S Mandell
- Center for Mental Health Policy & Services Research, University of Pennsylvania, Philadelphia, Pennsylvania
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The Perceptions of School Involvement of Parents of Students with Autism Spectrum Disorders: a Systematic Literature Review. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2019. [DOI: 10.1007/s40489-019-00157-y] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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13
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Azad GF, Marcus SC, Sheridan SM, Mandell DS. Partners in School: An Innovative Parent-Teacher Consultation Model for Children with Autism Spectrum Disorder. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2018; 28:460-486. [PMID: 30713408 DOI: 10.1080/10474412.2018.1431550] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
Abstract
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 aboutevidence-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 inPartners in School. Changes in parent-teacher communication also were associated with changes in some child outcomes. Discussionhighlights the important role of communication inconsultations targeting family-school partnerships for children with ASD.
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Affiliation(s)
- Gazi F Azad
- Kennedy Krieger Institute & Johns Hopkins University
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14
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Azad G, Wolk CB, Mandell DS. Ideal Interactions: Perspectives of Parents and Teachers of Children With Autism Spectrum Disorder. SCHOOL COMMUNITY JOURNAL 2018; 28:63-84. [PMID: 33727779 PMCID: PMC7958697] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
We conducted a qualitative study using key informant interviews with 18 teachers and 39 parents of children with autism spectrum disorder (ASD) about how they would envision their ideal interactions with each other. Four main themes emerged from our content analysis. Parents and teachers were concerned about different aspects of communication with each other. Neither party wanted to ask the other for more involvement, and both attributed resistance to a lack of confidence in their expertise. Parents and teachers valued parental presence, but teachers wanted parents to be active partners in the education of their children. The results suggest possible reasons why parents and teachers of children with ASD are often dissatisfied with their interactions. Discussion centers on similarities and differences with general education, as well as on practical solutions to promote more positive exchanges between parents and teachers of children with ASD in school-based contexts.
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Affiliation(s)
- Gazi Azad
- Center for Autism and Related Disorders, Kennedy Krieger Institute, 3901 Greenspring Ave, Baltimore, MD 21211
| | | | - David S Mandell
- Center for Mental Health Policy and Services Research at the University of Pennsylvania
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