Transdisciplinary Approach Practicum for Speech-Language Pathology and Special Education Graduate Students
- PDF / 926,988 Bytes
- 18 Pages / 595.276 x 790.866 pts Page_size
- 2 Downloads / 212 Views
ORIGINAL PAPER
Transdisciplinary Approach Practicum for Speech‑Language Pathology and Special Education Graduate Students Deborah Weiss1 · Barbara Cook1 · Ruth Eren2
© Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract Speech-language pathology and special education graduate student teams participated in an intensive summer practicum for social communication skills with children with autism spectrum disorders, utilizing a transdisciplinary approach that aligned to the frameworks utilized for implementation science. Questionnaires measuring transdisciplinary approach knowledge and comfort level were administered pre/post-practicum. Results of the questionnaires, written daily team reflections, course evaluations, and a focus group interview indicated an increase in all measures, including an increased knowledge of TA, increased understanding and comfort level with the other discipline, and a higher level of confidence and openness in working collaboratively utilizing a transdisciplinary approach. Keywords Autism spectrum disorder · Transdisciplinary · Speech-language pathology · Special education · Interprofessional collaboration · Collaborative teaming · Implementation science
Introduction Autism spectrum disorder (ASD) is a complex neurodevelopmental disorder characterized by impaired social interaction, impaired verbal and non-verbal communication, and stereotyped, repetitive behaviors evident from an early age (American Psychiatric Association 2013). Autism prevalence has been consistently rising, with the most recent estimate by the Centers for Disease Control and Prevention (2018) of 1 in 59 children presenting with ASD, an increase of 15% from 2 years prior. Causality appears to be multi-faceted and complex. The previous assumption of autism as being highly heritable has given way to a more balanced conclusion which recognizes the interaction of both genetic and environmental factors during neurological Dr. Ruth Eren has retired from Southern Connecticut State University. * Deborah Weiss [email protected] 1
Department of Communication Disorders, Southern Connecticut State University, 501 Crescent Street, New Haven, CT 06515, USA
Professor Emeritus, Department of Special Education, Southern Connecticut State University, New Haven, CT, USA
2
development (Casanova 2014). Research indicates that several hundred loci probably contribute to the genetic heterogeneity of ASD (Schaaf and Zoghbi 2011). The broad heterogeneity and range of symptomatology and disabilities within this population pose special challenges to the professionals who work with children with ASD (Klin et al. 2005). Due to the complexity of the disorder, no one member of a child’s educational team is expected to have in-depth knowledge in all of the impacted areas; collectively however, a team would presumably have this breadth and depth of knowledge (Connecticut State Department of Education 2005). Under the Individuals with Disabilities Education Act (2004), a multidisciplinary team is mandated to a
Data Loading...
