Team collaboration: The use of behavior principles for serving students with ASD

Amy L. Donaldson, Aubyn C. Stahmer, Aubyn C. Stahmer, Aubyn Stahmer

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

Purpose: Speech-language pathologists (SLPs) and behavior analysts are key members of school-based teams that serve children with autism spectrum disorders (ASD). Behavior analysts approach assessment and intervention through the lens of applied behavior analysis (ABA). ABA-based interventions have been found effective for targeting skills across multiple domains for children with ASD. However, some SLPs may be unfamiliar with the breadth of ABA-based interventions. The intent of this tutorial is to briefly introduce key ABA principles, provide examples of ABA-based interventions used within schools, and identify strategies for successful collaboration between behavior analysts and SLPs.

Method: This tutorial draws from empirical studies of ABA-based interventions for children with ASD within school settings, as well as discussions in the extant literature about the use of behavior principles by SLPs and strategies for interdisciplinary collaboration.

Conclusion: Given the prevalence of ASD at 1 in 68 children (Centers for Disease Control and Prevention, 2014) and the high cost of serving these children within schools (an average cost of 286% over regular education; Chambers, Shkolnik, & Perez, 2003), the need for effective, comprehensive service provision and efficiency within interdisciplinary teams is paramount. Communication, mutual understanding, and recognition of common ground between SLPs and behavior analysts can lead to successful collaboration.

Original languageEnglish (US)
Pages (from-to)261-276
Number of pages16
JournalLanguage, Speech, and Hearing Services in Schools
Volume45
Issue number4
DOIs
StatePublished - Jan 1 2014

Fingerprint

behavior analysis
autism
Students
Language
language
student
school
Costs and Cost Analysis
Centers for Disease Control and Prevention (U.S.)
costs
chamber
Lenses
Applied Behavior Analysis
Autism Spectrum Disorder
Autism Spectrum Disorders
Behavior Analysis
Communication
Pathologists
Speech-language Pathologists
Disease

ASJC Scopus subject areas

  • Language and Linguistics
  • Linguistics and Language
  • Speech and Hearing

Cite this

Team collaboration : The use of behavior principles for serving students with ASD. / Donaldson, Amy L.; Stahmer, Aubyn C.; Stahmer, Aubyn C.; Stahmer, Aubyn.

In: Language, Speech, and Hearing Services in Schools, Vol. 45, No. 4, 01.01.2014, p. 261-276.

Research output: Contribution to journalArticle

Donaldson, Amy L. ; Stahmer, Aubyn C. ; Stahmer, Aubyn C. ; Stahmer, Aubyn. / Team collaboration : The use of behavior principles for serving students with ASD. In: Language, Speech, and Hearing Services in Schools. 2014 ; Vol. 45, No. 4. pp. 261-276.
@article{aac146c7489c45e5865790fc737f0d0a,
title = "Team collaboration: The use of behavior principles for serving students with ASD",
abstract = "Purpose: Speech-language pathologists (SLPs) and behavior analysts are key members of school-based teams that serve children with autism spectrum disorders (ASD). Behavior analysts approach assessment and intervention through the lens of applied behavior analysis (ABA). ABA-based interventions have been found effective for targeting skills across multiple domains for children with ASD. However, some SLPs may be unfamiliar with the breadth of ABA-based interventions. The intent of this tutorial is to briefly introduce key ABA principles, provide examples of ABA-based interventions used within schools, and identify strategies for successful collaboration between behavior analysts and SLPs.Method: This tutorial draws from empirical studies of ABA-based interventions for children with ASD within school settings, as well as discussions in the extant literature about the use of behavior principles by SLPs and strategies for interdisciplinary collaboration.Conclusion: Given the prevalence of ASD at 1 in 68 children (Centers for Disease Control and Prevention, 2014) and the high cost of serving these children within schools (an average cost of 286{\%} over regular education; Chambers, Shkolnik, & Perez, 2003), the need for effective, comprehensive service provision and efficiency within interdisciplinary teams is paramount. Communication, mutual understanding, and recognition of common ground between SLPs and behavior analysts can lead to successful collaboration.",
author = "Donaldson, {Amy L.} and Stahmer, {Aubyn C.} and Stahmer, {Aubyn C.} and Aubyn Stahmer",
year = "2014",
month = "1",
day = "1",
doi = "10.1044/2014_LSHSS-14-0038",
language = "English (US)",
volume = "45",
pages = "261--276",
journal = "Language, Speech, and Hearing Services in Schools",
issn = "0161-1461",
publisher = "American Speech-Language-Hearing Association (ASHA)",
number = "4",

}

TY - JOUR

T1 - Team collaboration

T2 - The use of behavior principles for serving students with ASD

AU - Donaldson, Amy L.

AU - Stahmer, Aubyn C.

AU - Stahmer, Aubyn C.

AU - Stahmer, Aubyn

PY - 2014/1/1

Y1 - 2014/1/1

N2 - Purpose: Speech-language pathologists (SLPs) and behavior analysts are key members of school-based teams that serve children with autism spectrum disorders (ASD). Behavior analysts approach assessment and intervention through the lens of applied behavior analysis (ABA). ABA-based interventions have been found effective for targeting skills across multiple domains for children with ASD. However, some SLPs may be unfamiliar with the breadth of ABA-based interventions. The intent of this tutorial is to briefly introduce key ABA principles, provide examples of ABA-based interventions used within schools, and identify strategies for successful collaboration between behavior analysts and SLPs.Method: This tutorial draws from empirical studies of ABA-based interventions for children with ASD within school settings, as well as discussions in the extant literature about the use of behavior principles by SLPs and strategies for interdisciplinary collaboration.Conclusion: Given the prevalence of ASD at 1 in 68 children (Centers for Disease Control and Prevention, 2014) and the high cost of serving these children within schools (an average cost of 286% over regular education; Chambers, Shkolnik, & Perez, 2003), the need for effective, comprehensive service provision and efficiency within interdisciplinary teams is paramount. Communication, mutual understanding, and recognition of common ground between SLPs and behavior analysts can lead to successful collaboration.

AB - Purpose: Speech-language pathologists (SLPs) and behavior analysts are key members of school-based teams that serve children with autism spectrum disorders (ASD). Behavior analysts approach assessment and intervention through the lens of applied behavior analysis (ABA). ABA-based interventions have been found effective for targeting skills across multiple domains for children with ASD. However, some SLPs may be unfamiliar with the breadth of ABA-based interventions. The intent of this tutorial is to briefly introduce key ABA principles, provide examples of ABA-based interventions used within schools, and identify strategies for successful collaboration between behavior analysts and SLPs.Method: This tutorial draws from empirical studies of ABA-based interventions for children with ASD within school settings, as well as discussions in the extant literature about the use of behavior principles by SLPs and strategies for interdisciplinary collaboration.Conclusion: Given the prevalence of ASD at 1 in 68 children (Centers for Disease Control and Prevention, 2014) and the high cost of serving these children within schools (an average cost of 286% over regular education; Chambers, Shkolnik, & Perez, 2003), the need for effective, comprehensive service provision and efficiency within interdisciplinary teams is paramount. Communication, mutual understanding, and recognition of common ground between SLPs and behavior analysts can lead to successful collaboration.

UR - http://www.scopus.com/inward/record.url?scp=84907816877&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84907816877&partnerID=8YFLogxK

U2 - 10.1044/2014_LSHSS-14-0038

DO - 10.1044/2014_LSHSS-14-0038

M3 - Article

C2 - 25091620

AN - SCOPUS:84907816877

VL - 45

SP - 261

EP - 276

JO - Language, Speech, and Hearing Services in Schools

JF - Language, Speech, and Hearing Services in Schools

SN - 0161-1461

IS - 4

ER -