Azad Gazi F, Kim Mina, Marcus Steven C, Mandell David S, Sheridan Susan M
University of Pennsylvania.
University of Nebraska, Lincoln.
Psychol Sch. 2016 Dec;53(10):1071-1084. doi: 10.1002/pits.21976. Epub 2016 Oct 28.
Effective parent-teacher communication involves problem-solving concerns about students. Few studies have examined problem solving interactions between parents and teachers of children with autism spectrum disorder (ASD), with a particular focus on identifying communication barriers and strategies for improving them. This study examined the problem-solving behaviors of parents and teachers of children with ASD. Participants included 18 teachers and 39 parents of children with ASD. Parent-teacher dyads were prompted to discuss and provide a solution for a problem that a student experienced at home and at school. Parents and teachers also reported on their problem-solving behaviors. Results showed that parents and teachers displayed limited use of the core elements of problem-solving. Teachers displayed more problem-solving behaviors than parents. Both groups reported engaging in more problem-solving behaviors than they were observed to display during their discussions. Our findings suggest that teacher and parent training programs should include collaborative approaches to problem-solving.
有效的家校沟通涉及解决有关学生的问题。很少有研究考察自闭症谱系障碍（ASD）儿童的家长与教师之间解决问题的互动情况，尤其侧重于识别沟通障碍以及改善这些障碍的策略。本研究考察了ASD儿童家长与教师的解决问题行为。参与者包括18名教师和39名ASD儿童的家长。家长-教师二人组被要求讨论并为一名学生在家和在学校遇到的问题提供解决方案。家长和教师还报告了他们的解决问题行为。结果显示，家长和教师对解决问题的核心要素运用有限。教师比家长表现出更多的解决问题行为。两组报告称他们在解决问题时的行为比在讨论中观察到的更多。我们的研究结果表明，教师和家长培训项目应包括解决问题的协作方法。
