| Title: |
Dyadic Mechanisms of Effect in Home-School Consultation: Evidence from Two School-Based Consultation Models |
| Language: |
English |
| Authors: |
Brittany A. Dale (ORCID 0000-0002-0288-0449); Lindsey N. Ogle; Lisa A. Ruble; Gazi F. Azad |
| Source: |
School Psychology International. 2025 46(2):115-134. |
| Availability: |
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
20 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Descriptive |
| Descriptors: |
Family School Relationship; Autism Spectrum Disorders; Students with Disabilities; Parent Teacher Cooperation; Consultation Programs; Participative Decision Making; Cooperative Planning; Partnerships in Education; Caregivers |
| DOI: |
10.1177/01430343241283025 |
| ISSN: |
0143-0343; 1461-7374 |
| Abstract: |
The United States educational system struggles to provide supportive services as rates of autism spectrum disorder rise. Teachers face challenges in "shared decision-making" with caregivers for developing high-quality intervention plans tailored to the strengths, challenges, and needs of students with autism and their learning environments. We describe two school-based consultation approaches for supporting shared decision-making between parents/caregivers and teachers of students with autism -- Partners in School and COMPASS. Both approaches bring parents/caregivers and teachers together for collaborative goal setting facilitated by a consultant through shared dyadic mechanisms of effect, which include shared decision-making, caregiver-teacher alliance, and agreement on educational goals. These innovative consultation models incorporate both the teacher and parent/caregiver perspectives early on when deciding on specific goals and strategies. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1472320 |
| Database: |
ERIC |