Increasing collaboration and knowledge in school communities to enhance outcomes for autistic students

Abstract

Purpose

This paper describes a case study of a developmental program evaluation on the Autism Community Toolkit, a collaborative skills training program for parents and school professionals. The purpose of this study was to examine the influence of the training on participants’ knowledge, competence and perceived collaboration; and potential improvements to the training program.

Design/methodology/approach

The program included multiple training sessions for families and school professionals, designed to educate participants on autism, evidence-based interventions and to increase home-school communication and collaboration. Data collection methods included pre- and post-measures and feedback forms.

Findings

Results indicated that the training program was beneficial for participants overall. Pre- and posttest measures indicated growth in knowledge and competency in autism interventions. While there were no statistically significant differences in the quantitative measure of collaboration, qualitative results suggest that participants reported increased collaboration posttraining.

Practical implications

Overall, the training program was effective, and the ongoing implementation assessment was conducive to continuous improvement. The authors also discuss difficulties with implementation and recommendations for future intervention implementation.

Originality/value

This case study provides practical information about creating, evaluating and improving a unique intervention designed to support school–home collaboration.

Citation

Griffiths, A.J., Baker, D., Brady, J., Kennedy, K., Valladolid, A., Wiegand, R. and Delgado, R. (2023), "Increasing collaboration and knowledge in school communities to enhance outcomes for autistic students", Advances in Autism, Vol. 9 No. 2, pp. 176-191. https://doi.org/10.1108/AIA-03-2022-0014