A QUALITATIVE-ANALYSIS OF PARENTS AND SERVICE COORDINATORS DESCRIPTIONS OF VARIABLES THAT INFLUENCE COLLABORATIVE RELATIONSHIPS

Parent-professional collaboration is an essential component of success ful early intervention efforts. A collaborative relationship exists wh en both parents and professionals view each other as partners, with bo th providing expertise and knowledge that will help the family reach i ts goals. Although collaborative relationships are valued within early intervention, little is known about the variables that enhance or det ract from collaboration. The purpose of this study was to examine pare nts' and service coordinators' (SCs) responses to two open-ended quest ions in a survey sent to over 1,400 parents and SCs. Survey respondent s were asked to describe the variables that the other person in the pa rtnership brings to the relationship that either enhance or interfere with collaboration. Survey results suggested that interpersonal and co mmunication skills are critical for successful collaboration. The auth ors also discuss the microcounseling model, a model of behavioral cons ultation training that may be useful in preservice and inservice staff development efforts.