Speech Language pathologists - are professionals who work closely with individuals with ASD. Here is an article which describes their role and services they provide.
https://www.iidc.indiana.edu/irca/articles/the-role-of-the-school-speech-language-pathologist-and-the-student-with-autism.html


Taking a team approach in education article
www.autismspeaks.org/tool-kit-excerpt/team-approach-educating-students-autism 


The Multidisciplinary Team - article by The IRIS Center provides information how a multi disciplinary team can work together.
https://iris.peabody.vanderbilt.edu/module/asd1/cresource/q2/p04/#content 


Collaborating in assessment.
It is important that a team work approach is taken when assessing a child for ASD. In doing this, a comprehensive assessment will be done, focusing on all disciplines such as academic, behavioral, speech and language and functional skills. Team members can share information and observations on the child which can help to determine any other assessment which may be needed. The parents are a very important part of this team as they can provide invaluable information not their child. 

Communication is key to effective collaboration, this should be frequent to ensure good ongoing assessment. This can be in the form of face to face conversations, email, phone calls. 

Here are some tips to help initiate and maintain a collaborative process  *
  1. Take time to introduce yourself and talk with one another. Often, a behavior analyst might work as a contractor, so they might be a new member of the educational team. Although you’re probably swamped, the small gesture of introducing yourself can go a long way in developing a productive working relationship.
  2. Share current progress regarding communication goals. Highlight areas in which the student has made good progress, as well as trickier target goals. Everyone benefits if you take time to discuss the student’s strengths and weaknesses. Advocate to your principal about creating time for this meeting. This will help work the collaboration into your already busy schedule.
  3. If your student demonstrates disruptive behavior that prevents their learning, try talking about it. Behavior analysts receive specific training in evaluating and setting up systems to decrease difficult behavior and increase student engagement. For example, the behavior analyst may ask you and other team members for data regarding what happens just before disruptive behavior, what the observable behavior looks like and what happens after the behavior. Analyzing this type of data—along with additional information—helps determine the function of this behavior.
  4. Work together to create a daily data sheet. As mentioned, shared goals are important for students with autism and other complex disorders. Try creating a shared data sheet to allow all team members to gather information throughout the day. Use it to gather data on the use of unprompted and prompted requests throughout the day.
  5. Find time to watch each other work with the student. Are you targeting something in a different way that the behavior analyst can use when working with the student—or vice versa? Learning from each other can benefit all involved
  6. Share any approaches you think will work better for the student. Collect research and daily data to support your idea. This information will set the foundation for a professional discussion about the best way to target goals for your student. Sometimes it’s fine to agree to disagree. Just discuss progress frequently
  7. Share communication sciences and disorders research findings.  This shared learning can increase competency for both professionals and help students make functional gains.











Information for this page from:
Autismspeaks.org
* Adapted from 
10 Collaboration Tips for SLPs and Behavior Analysts Treating Students With Autism written by Rosemarie Griffin  May 18, 2017
Retrieved from  https://blog.asha.org/2017/05/18/10-collaboration-tips-for-slps-and-behavior-analysts-treating-students-with-autism/
The IRIC Center
Vicker B. (2020) The Role of the School Speech Language Pathologist and the Student with Autism
Retrieved online at https://www.iidc.indiana.edu/irca/articles/the-role-of-the-school-speech-language-pathologist-and-the-student-with-autism.html