Document Type
Article
Publication Date
2020
Published In
DADD Online Journal
Abstract
High quality communication between school and home is reported to be highly valued by parents of children with autism spectrum disorders (ASD). However, they remain dissatisfied with school-home communication and limited empirical research has addressed this topic. One study that used a school-home note with parent-provided, home-based reinforcement to reduce child off-task behavior showed differential results for some students, but high social validity according to parent and teacher participants. In this study we evaluated the social validity of this school-home note intervention from the perspective of other parents of children with ASD—outside consumers who did participate directly in the intervention. Focus groups were conducted with 22 parents of children with ASD. Results showed high acceptability of this intervention related to: communication and data sharing, parent involvement, child motivation, and consistency between school and home. Participants also identified several limitations and suggestions for improving the school-home note. Implications for research and practice are discussed.
Grant Information
Funding for focus groups was provided by the Organization for Autism Research through the Graduate Research Grants Program and the Dean’s Office of Peabody College at Vanderbilt University.
Rights
© 2020 by the Division on Autism and Developmental Disabilities, The Council for Exceptional Children. Used with permission.
Recommended Citation
Goldman, S. E.; and Mello, M. P. (Dec. 2020). Social Validity of a School-Home Note Intervention for Students with Autism Spectrum Disorders: Independent Stakeholder Perspectives. DADD Online Journal 7(1): 65-78. http://www.daddcec.com/dadd-online-journal.html.