Interdisciplinary teams: A model to support students with autism

Abstract

To present interdisciplinary teams (IDTs) as foundational to effective assessment for students with autism spectrum disorder (ASD). This conceptual paper encourages IDTs by (a) presenting practice guidelines and research supporting effective IDTs; (b) describing vital team characteristics; (c) introducing a new model of teaming practices with a clinical case example; and (d) discussing IDT implementation barriers and recommendations specific to professionals supporting students with ASD. IDT members (e.g., school psychologists, teachers, behavior analysts, occupational therapists, speech‐language pathologists) should use assessment results to navigate goal‐setting and intervention planning allowing students with ASD to benefit from several therapeutic and educational approaches. Skilled professionals support a student's educational trajectory, increasing the likelihood of meeting developmental and academic milestones, and, ultimately leading to better life opportunities.

Autism for the professions: one university, three colleges and one undergraduate course

“…. school psychologists, teachers, behavior analysts, occupational therapists, [and] speech-language pathologists," to coordinate assessment and care as best practice in working with students with autism (Kunze and Machalicek, 2021). The American Speech-Language and Hearing Association's Ad Hoc Committee on Interprofessional Education (IPE) identified the development of IPE coursework and continuing education of membership in interprofessional methods as high-priority recommendations to best prepare current and future professionals.…”

“…One goal of a past president of the American Psychological Association's Division of School Psychology is for members to “get out of the silo” through interdisciplinary collaboration; stating, “interdisciplinary collaboration and working in teams are critically important for promoting our science, practice and policy for children, families and school communities worldwide,” (Reddy, 2014). In a special issue of Psychology in the Schools, the authors specifically call for interdisciplinary teams, including, for example, “… school psychologists, teachers, behavior analysts, occupational therapists, [and] speech-language pathologists,” to coordinate assessment and care as best practice in working with students with autism (Kunze and Machalicek, 2021). The American Speech-Language and Hearing Association's Ad Hoc Committee on Interprofessional Education (IPE) identified the development of IPE coursework and continuing education of membership in interprofessional methods as high-priority recommendations to best prepare current and future professionals.…”

A Longitudinal Study of Behavioral Consultation in Inclusive Preschool Classrooms

“…One solution is to continue teacher education through behavioral consultation. Consultation is defined as an expert passing their knowledge and skills to a mentee, who, in turn, can implement this newly learned approach (Kunze & Machalicek, 2021). More specifically, behavioral consultation includes a behavior expert mentoring a classroom teacher on strategies to decrease challenging child behavior.…”

Behavioral Consultation in Inclusive Preschool Classrooms

“…One solution is to continue teacher education through behavioral consultation. Consultation is defined as an expert passing their knowledge and skills to a mentee, who, in turn, can implement this newly learned approach (Kunze & Machalicek, 2021). More specifically, behavioral consultation, as delivered by a behavior consultant, involves a behavior expert mentoring a classroom teacher on strategies to decrease challenging child behavior using their expertise to prevent disruptive behaviors, respond to behavior escalations, and teach replacement behaviors.…”