Aim. Historically, parents of children with disabilities report mixed views of their relationship with their children’s intervention team. The author was interested in ascertaining reasons for positive and negative interactions and ways to improve collaboration and teamwork.

Methods. A qualitative study was conducted utilizing interviews with three mothers of children considered multi-handicapped. The subjects were chosen from a purposive, convenience sample. Data was coded into recurrent themes.

Results. Mothers of children with disabilities indicated that the attitude of the professionals, communication among team members, and listening behaviors contribute to the formation of a positive or negative parent-professional relationship. Recommendation were provided by the mothers to facilitate positive interactions.



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