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Communication Training within Partners in School: Feasibility, Acceptability, and Usability.

Gazi F Azad1,2, Isabella Taormina3, Victoria Herrera4

  • 1Heilbrunn Department of Population and Family Health, Mailman School of Public Health, Columbia University Medical Center.

Journal of Educational and Psychological Consultation : the Official Journal of the Association for Educational and Psychological Consultants
|August 16, 2024
PubMed
Summary

Parents and teachers found the School Talk communication training feasible and acceptable for children with Autism. This approach showed early signs of improving parent-teacher communication and reducing child concerns.

Keywords:
Autismconsultationhome-school partnershipsparent involvementparent-teacher relationships

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Area of Science:

  • Developmental Psychology
  • Clinical Psychology
  • Special Education

Background:

  • The Partners in School model facilitates collaboration between parents and teachers for children with Autism.
  • Evidence-based practices (EBPs) are crucial for supporting children with Autism in both home and school environments.
  • Enhancing parent-teacher communication may amplify the effectiveness of collaborative consultation models.

Purpose of the Study:

  • To evaluate parents' and teachers' experiences with the School Talk communication training.
  • To examine the clinical outcomes of the Partners in School model when combined with School Talk.
  • To assess the feasibility, acceptability, and usability of School Talk.

Main Methods:

  • A consultation model (Partners in School) was adapted, incorporating parent-teacher communication training (School Talk).
  • Participants included 21 parent-teacher dyads (N=42) of preschool to first-grade children diagnosed with Autism.
  • Data were collected on participants' experiences with School Talk and clinical outcomes.

Main Results:

  • Both parents and teachers reported School Talk as feasible and acceptable.
  • Parents rated the usability of School Talk higher than teachers.
  • Preliminary evidence suggests the combined approach may improve parent-teacher communication and decrease child concerns.

Conclusions:

  • School Talk is a feasible and acceptable addition to the Partners in School model for supporting children with Autism.
  • The integrated approach shows potential for enhancing communication and reducing behavioral concerns.
  • Further research is warranted to confirm the efficacy of Partners in School with School Talk.