TEAMING INTERACTIONS BETWEEN PARENTS AND PROFESSIONALS WORKING WITH CHILDREN WITH AUTISM
Open Access
- Author:
- Spirgel, Meredith Ashley
- Area of Honors:
- Communication Sciences and Disorders
- Degree:
- Bachelor of Science
- Document Type:
- Thesis
- Thesis Supervisors:
- Kathryn D R Drager, Thesis Supervisor
Kathryn D R Drager, Thesis Supervisor
Dr. Carol Anne Miller, Thesis Honors Advisor - Keywords:
- Parent-Professional Relationships
Children with ASD
Teaming Interactions - Abstract:
- For years, research has demonstrated that a positive parent-professional relationship is invaluable for enhancing the educational success for a child with autism spectrum disorders (ASD). However, parents and professionals today face numerous challenges when collaborating with one another. The research that is currently available primarily addresses the parents’ perspectives regarding the diagnostic process of a child with ASD. However, the perceptions of professionals working with parents of children with ASD during the diagnostic and treatment process have been minimally examined. This study utilized a qualitative research design to explore the challenges and benefits of working with parents of children with ASD as well as recommendations to maximize this relationship. Eight speech-language pathologists were chosen to participate in order to determine the best practice strategies for including parents in a multi-disciplinary team, and approaches for enhancing their partnership. Participants identified the following four themes when discussing the topic of parent-professional collaboration: communication, equality, mutual trust and respect, and personal qualities. The results indicate that teaming is critical to meeting the needs of children with autism, and parental involvement is essential in education as well as beneficial to both the parents and professionals. Moreover, barriers may often be clarified and/or rectified through addressing problems and concerns in open communication. The results may be utilized to ascertain the experiences and opinions of professionals working with parents of child with ASD. The results may also promote a positive parent-professional relationship by examining the attitudes and skills that compromise a working partnership.