Evaluating the Efficacy and Feasibility of a School-Home Communication Intervention Among Families of Children with Autism

Abstract

Effective school-home communication is vital for families of children with autism, yet many families report suboptimal communication with schools, leading to conflicts and poor educational outcomes. This study evaluated the feasibility and efficacy of the School-Home Alliance for Relationship Enhancement (SHARE) intervention, designed to improve communication between families and educators. Grounded in Bronfenbrenner’s Ecological Systems Theory, this study aimed to evaluate the efficacy of the SHARE intervention in improving school-home communication satisfaction and quality, family-professional partnerships, and its feasibility and acceptability among participants. A convenience sample of families and educator of children with autism from diverse geographical regions was recruited. Findings suggest that SHARE was a feasible, well-received, and effective intervention for enhancing school-home communication satisfaction and quality. Given its scalability and strong participant engagement, SHARE has potential for implementation in family-centered training programs and school-based initiatives. Future research should focus on strategies to increase educator participation and assess long-term impacts on family-professional partnerships.