Parent-Teacher Problem Solving about Concerns in Children with Autism Spectrum Disorder: The Role of Income and Race

Autor/inn/en	Azad, Gazi F.; Gormley, Sara; Marcus, Steve; Mandell, David S.
Titel	Parent-Teacher Problem Solving about Concerns in Children with Autism Spectrum Disorder: The Role of Income and Race
Quelle	In: Psychology in the Schools, 56 (2019) 2, S.276-290 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Azad, Gazi F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22205
Schlagwörter	Problem Solving; Autism; Pervasive Developmental Disorders; Parent Attitudes; Teacher Attitudes; Parent Teacher Cooperation; Correlation; Low Income; Whites; Teacher Characteristics; Skill Development; Delivery Systems + Suchen Sie Ihr Suchwort? Problemlösen; Autismus; Elternverhalten; Lehrerverhalten; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Korrelation; Niedriglohn; White; Weißer; Kompetenzentwicklung; Qualifikationsentwicklung; Auslieferung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01