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

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.