Examining School to Home Transference of Behavioral Interventions Provided to Elementary Students with Autism

Parent–teacher collaboration is crucial for optimizing outcomes for students with autism spectrum disorder (SWAs). This qualitative study addressed perceptions among parents of elementary-aged SWAs regarding the lack of transfer of school-based behavioral skills to the home environment. Parental perceptions of the transfer of behavioral interventions, including applied behavior analysis (ABA), from school to home for SWAs aged 6–12 years were explored. Using a basic qualitative methodology, data were gathered using semi structured in-depth interviews of eight participants with elementary aged children with autism: Member checking, peer debriefing, and triangulation provided validation. Two major themes emerged: (a) the importance of regular communication between home and school and (b) the challenges of replicating a structured environment at home. Finally, a project in the form of a Professional Development Plan was developed with the aim of reaching educators. The findings have the potential to foster improved collaboration between parents and teachers, dispel misconceptions about SWAs in special education, and empower parents by validating their experiences and perspectives, leading to positive social change.