Strengthening Professional Networks to Serve Students With Autism Who Have Communication Needs

IF 0.7 4区教育学 Q4 EDUCATION, SPECIAL

Intervention in School and Clinic Pub Date : 2022-03-03 DOI:10.1177/10534512221081250

E. E. Biggs

{"title":"Strengthening Professional Networks to Serve Students With Autism Who Have Communication Needs","authors":"E. E. Biggs","doi":"10.1177/10534512221081250","DOIUrl":null,"url":null,"abstract":"Many students with autism have complex communication needs and benefit from the use of aided augmentative and alternative communication (AAC), which can include picture symbols, communication boards or books, or speech-generating devices. However, many of the challenges to high-quality AAC intervention are amplified by inadequate collaboration. Effective collaboration is critical, including between teachers and speech-language pathologists (SLPs), with students’ parents and other family members, and with other related service providers or specialists. This article draws from social network theory and special education research to offer practical guidelines for special education teachers and SLPs to develop and strengthen their own professional networks and more effectively serve students with autism who have communication needs. Guidance is also offered for school and district leaders. Strong professional networks can improve communication outcomes for students with complex communication needs by fostering educators’ knowledge, skills, confidence, and collective action toward effective and integrated AAC intervention.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"58 1","pages":"173 - 182"},"PeriodicalIF":0.7000,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Intervention in School and Clinic","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/10534512221081250","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}

引用次数: 2

Abstract

Many students with autism have complex communication needs and benefit from the use of aided augmentative and alternative communication (AAC), which can include picture symbols, communication boards or books, or speech-generating devices. However, many of the challenges to high-quality AAC intervention are amplified by inadequate collaboration. Effective collaboration is critical, including between teachers and speech-language pathologists (SLPs), with students’ parents and other family members, and with other related service providers or specialists. This article draws from social network theory and special education research to offer practical guidelines for special education teachers and SLPs to develop and strengthen their own professional networks and more effectively serve students with autism who have communication needs. Guidance is also offered for school and district leaders. Strong professional networks can improve communication outcomes for students with complex communication needs by fostering educators’ knowledge, skills, confidence, and collective action toward effective and integrated AAC intervention.

查看原文本刊更多论文

加强专业网络服务有沟通需求的自闭症学生

许多自闭症学生有复杂的沟通需求，并受益于辅助增强和替代沟通（AAC）的使用，其中可以包括图片符号、沟通板或书籍，或语音生成设备。然而，审咨委高质量干预的许多挑战因合作不足而加剧。有效的合作至关重要，包括教师和言语语言病理学家、学生家长和其他家庭成员以及其他相关服务提供商或专家之间的合作。本文借鉴社会网络理论和特殊教育研究，为特殊教育教师和SLP发展和加强自己的专业网络，更有效地服务于有沟通需求的自闭症学生提供实用指南。还为学校和地区领导人提供指导。强大的专业网络可以通过培养教育工作者的知识、技能、信心和集体行动来提高有复杂沟通需求的学生的沟通成果，从而实现有效和综合的AAC干预。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Intervention in School and Clinic EDUCATION, SPECIAL-

CiteScore

1.90

自引率

12.50%

发文量

期刊介绍： Intervention in School and Clinic is practitioner-oriented and designed to provide practical, research-based ideas to educators who work with students with severe learning disabilities and emotional/behavioral problems. Emphasis is placed on strategies and techniques that can be easily implemented in school or clinic settings and address the multifaceted needs of students with severe LD and emotional/behavioral problems. Specifically, articles should target curricular, instructional, social, behavioral, assessment, and vocational strategies and techniques and have direct application to the classroom setting.