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Coordinating Speech-Language Pathology Services for Youth with Autism Spectrum Disorder

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Interprofessional Care Coordination for Pediatric Autism Spectrum Disorder

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Abstract

This chapter discusses the importance of coordinating speech-language services in the community, school, and home settings for youth with autism spectrum disorder (ASD). The role of the speech-language pathologist (SLP) is discussed relative to assessment and treatment of youth with ASD, over the course of development. Practical recommendations are provided for ways that the SLP can work with other community members to build inclusive communities. Interprofessional practice and other models of collaboration are considered, including case scenarios and resources to support successful evidence-based practice collaborations between SLPs and other professionals when supporting individuals with ASD.

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Acknowledgement

Thank you to Kristine Philbin, OT, OTR, MS for contributing examples of clinical collaborations including occupational therapy and speech-language pathology services.

Author information

Authors and Affiliations

  1. Department of Communication Sciences and Disorders, Emerson College, Boston, MA, USA

    Lisa Wisman Weil

Authors
  1. Lisa Wisman Weil
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Corresponding author

Correspondence to Lisa Wisman Weil .

Editor information

Editors and Affiliations

  1. Department of Psychology, Utah State University, Logan, UT, USA

    Maryellen Brunson McClain

  2. Department of Psychiatry, University of Texas at Austin Dell Medical School, Austin, TX, USA

    Jeffrey D. Shahidullah

  3. Department of Educational Psychology, Miami University, Oxford, OH, USA

    Katherine R. Mezher

Appendices

Appendix A

Resources to further your study of speech-language pathology interprofessional practice service coordination for individuals with autism spectrum disorder:

ASHA Interprofessional Practice Resources

Appendix B

Case Examples

Case Collaboration Example 1: Cooking Group

Once a week, three middle-school-age boys with autism participated in a cooking group. The boys attended their local public middle school with IEPs and were learning in a sub-separate classroom with minimal to no inclusion time with peers learning in general education classrooms. The speech-language pathologist, occupational therapist, and special education teacher joined the three boys weekly for a cooking group, to work collaboratively on communication, activities of daily living, and academic goals. The cooking supplies and materials were set up in order to facilitate communication, fine motor development, sensory regulation, and learning of mathematical concepts. One set of measuring cups was shared so that the students had opportunities to practice making verbal requests to peers and teachers. A variety of ingredients were measured, poured, and stirred to encourage bilateral hand skills, tolerance to sensory experiences, and self-regulation during the group. Ingredients were measured and counted to encourage mathematical practices. The SLP, OT, and special education teacher were all responsible for supporting the students and collaborated to ensure that each goal area was addressed during each cooking group session.

Case Collaboration Example 2: Executive Summary Cards

In a public school with a specialized unit for children on the autism spectrum, maladaptive behaviors increased when regular staff members were absent and substitutes were in the classroom. The substitute teachers often felt overwhelmed, and complained that they could not easily find the information needed to follow the behavior plans on the students’ IEPs because it was buried in password-protected online systems and/or lengthy printed IEP documents. The special education teachers, occupational therapist, speech language pathologist, and behavioral specialist collaborated to create an “Executive Summary” for each student, formatted in an easy to follow bulleted list, including pictures of the students, successful behavior strategies with specific phrasing, triggers, and behaviors to watch for (e.g., running away or hair-pulling). Each student’s individual schedule was also included in the one-page executive summary. The executive summary was then kept in a special folder for substitutes, which they could access and take with them for the day. The executive summary also facilitated increased communication and collaboration among team members after the team came together to create cards for each child.

Appendix C

Once a week, three middle-school-age boys with autism participated in a cooking group. The boys attended their local public middle school with IEPs and were learning in a sub-separate classroom with minimal to no inclusion time with peers learning in general education classrooms. The speech-language pathologist, occupational therapist, and special education teacher joined the three boys weekly for a cooking group, to work collaboratively on communication, activities of daily living, and academic goals. The cooking supplies and materials were set up in order to facilitate communication, fine motor development, sensory regulation, and learning of mathematical concepts. One set of measuring cups was shared so that the students had opportunities to practice making verbal requests to peers and teachers. A variety of ingredients were measured, poured, and stirred to encourage bilateral hand skills, tolerance to sensory experiences, and self-regulation during the group. Ingredients were measured and counted to encourage mathematical practices. The SLP, OT, and special education teacher were all responsible for supporting the students and collaborated to ensure that each goal area was addressed during each cooking group session.

In a public school with a specialized unit for children on the autism spectrum, maladaptive behaviors increased when regular staff members were absent and substitutes were in the classroom. The substitute teachers often felt overwhelmed, and complained that they could not easily find the information needed to follow the behavior plans on the students’ IEPs because it was buried in password-protected online systems and/or lengthy printed IEP documents. The special education teachers, occupational therapist, speech language pathologist, and behavioral specialist collaborated to create an “Executive Summary” for each student, formatted in an easy to follow bulleted list, including pictures of the students, successful behavior strategies with specific phrasing, triggers, and behaviors to watch for (e.g., running away or hair-pulling). Each student’s individual schedule was also included in the one-page.

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Wisman Weil, L. (2020). Coordinating Speech-Language Pathology Services for Youth with Autism Spectrum Disorder. In: McClain, M., Shahidullah, J., Mezher, K. (eds) Interprofessional Care Coordination for Pediatric Autism Spectrum Disorder. Springer, Cham. https://doi.org/10.1007/978-3-030-46295-6_16

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