Interdisciplinary Teams: A Model to Support Students with Autism

Autor/inn/en	Kunze, Megan; Machalicek, Wendy
Titel	Interdisciplinary Teams: A Model to Support Students with Autism
Quelle	In: Psychology in the Schools, 59 (2022) 7, S.1350-1362 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kunze, Megan) ORCID (Machalicek, Wendy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22618
Schlagwörter	Interdisciplinary Approach; Autism; Pervasive Developmental Disorders; Teamwork; Partnerships in Education; Students with Disabilities + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Autismus; Hochschulpartnerschaft; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	To present interdisciplinary teams (IDTs) as foundational to effective assessment for students with autism spectrum disorder (ASD). This conceptual paper encourages IDTs by (a) presenting practice guidelines and research supporting effective IDTs; (b) describing vital team characteristics; (c) introducing a new model of teaming practices with a clinical case example; and (d) discussing IDT implementation barriers and recommendations specific to professionals supporting students with ASD. IDT members (e.g., school psychologists, teachers, behavior analysts, occupational therapists, speech-language pathologists) should use assessment results to navigate goal-setting and intervention planning allowing students with ASD to benefit from several therapeutic and educational approaches. Skilled professionals support a student's educational trajectory, increasing the likelihood of meeting developmental and academic milestones, and, ultimately leading to better life opportunities. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01