Interdisciplinary Collaboration for Communication Development in Children with Autism: A Qualitative Analysis

Abstract

This study aims to explore the process of interdisciplinary collaboration among parents, teachers, and therapists in developing the communication skills of children with autism. A qualitative approach with a case study design was employed. The participants consisted of ten parents, three teachers, and three therapists. Data were collected through interviews and document analysis, and analyzed in three stages: data reduction, data display , and conclusion drawing. The results indicated that collaboration among parents, teachers, and therapists functioned as a cooperative effort to enhance the communication skills of children with autism. Collaboration between parents and teachers involved joint program development, discussions and consultations, and the use of student liaison books. Meanwhile, collaboration between parents and therapists included designing therapy programs that incorporated parents’ input, providing home-based programs, conducting educational sessions, and determining follow-up plans. Overall, the collaborative process among parents, teachers, and therapists contributed significantly to the success of communication development programs for children with autism.