Seeking Team Collaboration, Dialogue and Support: The Perceptions of Multidisciplinary Staff-Members Working in ASD Preschools.

Researchers talked to 42 staff in Israeli ASD preschools. The group included teachers, aides, therapists, and principals.

They asked open questions about teamwork, daily hiccups, and what help they wanted. No tests or scores were used.

Staff said they rarely had real back-and-forth talks. Many felt lonely and unsure how to mesh their roles.

They wanted set times to meet, clear leader support, and national policy that values joint planning.

Drahota et al. (2008) surveyed U.S. parents who were already unhappy with preschool service cohesion. Yana’s team digs deeper and shows one reason why: staff themselves feel disjointed.

Brandi Gomes Godoy et al. (2024) later found Brazilian parents welcomed a parent-mediated therapy when clinicians talked well together. Both studies echo Yana’s call for stronger staff dialogue before parents can trust the plan.

Rosales et al. (2021) heard Latino families struggle to even start ABA because of language gaps. Pair that with Yana’s picture of weak staff links and you see two cracks in the same bridge—families and staff both need clearer communication paths.

If you supervise or work in preschool ASD rooms, carve out ten protected minutes each day for the team to share quick wins and snags. One short huddle can cut the isolation Yana describes and boost the smooth hand-offs that parent-mediated models like Priscilla’s and Ruppel’s require.