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3 Ways to Collaborate with an SLP and Assist with a Communication and Language

Assessment

1.​​ The ASHA webpage discussed several strategies for collaborating with an SLP. In

order to assess students for IEP services, I have completed numerous rating scales in preparation

for initial IEPs. By completing rating scales, an RSP can help the SLP gather data that can be

used for evaluations for special education.

“Parent/Teacher/Self-Report Measures are rating scales, checklists, and/or inventories

that are completed by family member(s)/caregiver, teacher, and/or individual. Findings from

multiple sources (e.g., family vs. teacher vs. self-report) may be compared to obtain a

comprehensive profile of communication skills.

Screenings may be completed by a number of different professionals (e.g., primary care

physicians, speech pathologists, teachers, etc.) in addition to partnering with families in the

assessment and interventions for individuals with ASD.” (American Speech Language

Association: Autism: Roles and Responsibilities, n.d.)

An SLP may also use “caregiver report measures” which “are an alternative when more

complex assessments cannot be completed. Caregiver report measures can be used to supplement

direct testing in clinical environments and formal tests. These measures can serve as probes and

help an SLP to evaluate naturally occurring communication behaviors and when exposure to

real-world language may be otherwise unavailable (Santhanam & Hewitt, 2015).

2.​​ In order to assist an SLP, the RSP can “facilitate the collaborative efforts of families,

caregivers, classroom teachers, SLPs, special educators, and psychologists by consulting and

collaborating with other professionals, family members, caregivers, and others. The information
obtained from the collaborators can be use to facilitate program development and to provide

supervision, evaluation, and/or expert testimony, as appropriate” (American Speech Language

Association: Autism: Roles and Responsibilities, n.d.).

3.​​ RSPs may also assist SLPs during a special education evaluation by providing them

with “assessment-based curricula that addresses traditional readiness skills and academic skills

as developmentally indicated” (Meyers & Johnson, 2010).

RSPs and SLPs can work together by taking time to meet and discuss student progress.

“Everyone benefits if you take time to discuss the student’s strengths and weaknesses,” states

Rosemarie Griffin in her blog entry on the ASHA.org website. Griffin suggests that teachers

“advocate to your principal about creating time for this meeting. This will help work the

collaboration into your already busy schedule (Griffin, 2017). I have taught at schools that built

time into my schedule, one day per month, that allowed me to meet with the general education

teachers of my students with IEPs. A roving substitute was provided for the general education

teachers. Meanwhile, I got to meet with each teacher for a half an hour to discuss the progress of

our students. Our “IEP Collaboration Days” gave us time to work on report cards, discuss

progress on goals and objectives and anything else that we felt would best serve our students.

References

American Speech Language Hearing Association. (n.d.). Autism: Roles and Responsibilities.
Retrieved from
https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589935303&section=Roles_and
_Responsibilities

Griffin, R. (2017). 10 Collaboration Tips for SLPs and Behavior Analysts Treating Students
With Autism. ​ASHA Leader Live Blog, May 18, 2017.
Retrieved from:
https://blog.asha.org/2017/05/18/10-collaboration-tips-for-slps-and-behavior-analysts-tre
ating-students-with-autism/

Meyers, S.M, Johnson, C.P., Council on Children With Disabilities. (2010). Clinical Report:
Management of Children With Autism Spectrum Disorders.
Pediatrics.120(5):1162–1182.
Retrieved from:
http://www.interventionsunlimited.com/editoruploads/files/Iowa%20DHS%20Autism%2
0Interventions%206-10-11.pdf
http://pediatrics.aappublications.org/content/120/5/1162

Santhanam, S. p., & Hewitt, L. E. (2015). Evidence-based assessment and autism spectrum
disorders: A scoping review. ​Evidence-Based Communication Assessment And
Intervention​, (4), 140.