Communication Training Within Partners in School: Feasibility, Acceptability, and Usability

ABSTRACT

Partners in School is a consultation model adapted from Conjoint Behavioral Consultation where parents and teachers identify a mutual concern for children with Autism and then implement the same evidence-based practices (EBPs) across home and school. Adding parent-teacher communication training (School Talk) may bolster the effects of this consultation approach. The purpose of this study was to explore parents’ and teachers’ experiences with School Talk, as well as examine the clinical outcomes of Partners in School plus School Talk. Participants were 21 parents and 21 teachers (n = 21 dyads, N = 42 participants) of preschool to first-grade children with Autism. Results indicated that parents and teachers both rated School Talk as feasible and acceptable, but parents rated it as more usable. There was preliminary evidence that Partners in School with School Talk may be associated with improvements in parent-teacher communication, as well as reductions in the frequency of child concerns.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the National Institute of Mental Health, Grant # K23 MH119331 (PI Azad).

Notes on contributors

Gazi F. Azad

Gazi F. Azad, PhD is an Assistant Professor in the Heilbrunn Department of Population and Family Health at the Columbia University Mailman School of Public Health. Dr. Azad is a licensed psychologist and Nationally Certified School Psychologist. Her research program aims to promote alignment of evidence-based practices across home and school for children on the autism spectrum using consultation services.

Isabella Taormina

Isabella Taormina, MS, is a former research coordinator at the New York State Psychiatric Institute. She completed a master’s in education and neuroscience at Teachers College, Columbia University. She is currently a graduate student at Kean University.

Victoria Herrera

Victoria Herrera, BA, is a former research assistant at the New York State Psychiatric Institute. She completed her bachelor of arts at Hunter College, City University of New York.

Yanchen Zhang

Yanchen Zhang, PhD, is an Assistant Professor of Psychological and Quantitative Foundations at the University of Iowa. He has over 10 years of experience in applied research and methodology for youth mental health and implementation science in schools.