Parental Involvement, Teachers’ Participation and the Effectiveness of the Multidisciplinary Team in Conducting Assessments of Children Diagnosed with Autism in Elementary School

Abstract

Background: Accurate assessment of children with autism spectrum disorder requires strong collaboration among parents, teachers, and multidisciplinary teams to ensure comprehensive and effective intervention planning. Aims: This study determined the level of parental involvement, teachers’ participation, and multidisciplinary team effectiveness in assessing children with Autism Spectrum Disorder (ASD). It also examined the relationships among these variables. Study Design: A descriptive-correlational research design. Place and Duration of Study: Elementary Schools Districts I and II, Parañaque City, School Year 2024–2025. Methodology: The respondents were 53 elementary school teachers selected through simple random sampling from a population of 60. Data were gathered using a validated survey questionnaire covering parental involvement, teachers’ participation, and multidisciplinary team effectiveness. The instrument used a four-point Likert scale and obtained Cronbach’s alpha values ranging from 0.681 to 0.898. Data were analyzed using weighted mean and Pearson’s r correlation coefficient. Results: Findings showed very high levels of parental involvement (WM = 3.55), teachers’ participation (WM = 3.41), and multidisciplinary team effectiveness (WM = 3.44). A significant positive relationship was found between parental involvement and teachers’ participation (p < .01). However, parental involvement and teachers’ participation were not significantly related to multidisciplinary team effectiveness (p > .05). Conclusion: Parental involvement significantly supports teachers’ participation in the assessment process. However, multidisciplinary team effectiveness appears to depend more on professional expertise, structured collaboration, and clear assessment protocols than on parent or teacher involvement alone. Strengthening home–school partnerships and improving multidisciplinary coordination are recommended to enhance assessment outcomes for children with ASD.