Roles of Speech Language Pathologists for An ASD Professional Questions Please answer the question:
Why is it essential for an ASD professional to fully understand the roles and responsibilities of speech/language pathologists? Give a detailed example of when collaboration between an ASD teacher and a speech therapist would be essential.
Please respond to the student discussion board. Please DO NOT mix the question with the discussion board.
(Laura R) It is important for the ASD professionals to respect the SLP practices and position as each other would other professionals on the team. Therefore, the ASD professional must understand the SLP expertise, knowledge, skills, and/or shared responsibility for both working together as a team to improve an ASD learner who has limited speech and language skills. In fact, collaboration is essential among all team members and requires joint communication and decision making among each other. Furthermore, an example of when collaboration between the ASD teacher and the SLP would be essential is how students will use AAC to access general education curriculum. This should include, for example, literacy instruction for students with CCN, access of the general education curriculum via AAC, and instructional practices in AAC. Team members must have an understanding of the typical curriculum. (Ganz, 2014) By the same token, all members need to have basic skills in implementing interventions to promote the student’s use of the AAC device(s), including adding needed vocabulary. At the least, each team member who provides direct services should have knowledge of resources that may be used for tech support in such instances. (Ganz, 2014)
Reference
Ganz, J. B. (2014). Aided augmentative communication for individuals with autism spectrum disorders. New York, NY: Springer Publishing.
(Ally T.) It is very essential that ASD professionals fully understand the roles and responsibilities of speech/language pathologists (SLP) because it is important to the student’s progress and success. Incorporating the materials and information that is being talked about into the child’s actual classroom lessons into the speech sessions will help the student make connections to what is being addressed. It also helps the student to understand that the teacher and SLP are working on the same areas. When the teacher and SLP work on the same issues it also helps the student make the connection of what is trying to be taught (Ehren, B. J., Montgomery, J., Rudebusch, J., & Whitmire, K. ,2006).
An example of when a teacher and SLP collaborate is when a lesson encourages the student to make verbal requests. When the student spends time with the SLP he/she carries the lesson over into her session and re-enforces it the student to make the request. The student may begin to make the connections of what is expected and begin to make those requests in the classroom as well as in the SLP session.
Not only is important for teachers and SLP to collaborate, it would be helpful if all involved with the student collaborate and help the student to overcome his/her deficits. Collaboration across the educational gamut should be the goal for every student.
Ehren, B. J., Montgomery, J., Rudebusch, J., & Whitmire, K. (2006). The role of the speech-language pathologist in RTI . Retrieved May 4, 2007, from www.nasponline.org/advocacy/RTIrole_NASP.pdf .