Parenting Interventions Through Parent-Teacher Collaboration for Children With Developmental Disabilities Who Have Behavior Problems: A Review

Abstract

The present article reviews research using behavioral approaches for strengthening the collaboration between parents and teachers of children with developmental disabilities who have behavior problems, and discusses the development of parenting interventions through parent-teacher collaboration. Many studies have investigated the efficacy of parent-teacher collaboration for promoting positive, adaptive behavior both at home and at school, in order to reduce problem behavior, using conjoint behavioral consultation and positive behavior support. Collaborative approaches recognize the needs, strengths, resources, values, and priorities of teachers as well as of parents, increase the participants' skills and knowledge to address future problems, and produce ongoing relationships between parents and teachers in order to improve students' performance. The present analysis yielded several questions in need of continued investigation. Improvements in the quality of life of families resulting from the use of a behavioral approach should be evaluated. The degree to which a speech act attempts to control the task in consultation, or the extent to which a statement directly or indirectly influences the process, may aft'ect the results, and should be investigated. Effective methods for strengthening relationships between parents and teachers should be studied. Finally, other future directions for research were suggested, including developing behavioral contingencies based on an analysis of school environments in Japan, and developing supports for parents. (PsycInfo Database Record (c) 2022 APA, all rights reserved)