In this episode, Nicole Casey discusses the challenges faced by speech-language pathologists (SLPs) when supporting autistic students, particularly the difficulty of starting communication support without knowing the child well. She emphasizes the importance of a structured approach to identify key communication functions, such as asking for help, protesting, and directing actions. Nicole advocates for a child-led approach that empowers students to communicate authentically and autonomously, moving beyond traditional methods that may hinder their development. The conversation highlights the significance of rubrics in goal setting and the need for a supportive environment that fosters trust and communication.

Takeaways

The system has flaws that impact how we support autistic students.
It's challenging to write an IEP without knowing the child.
A structured approach can simplify the process of supporting communication.
Starting with requesting is common but not always the best approach.
Protesting is a crucial skill for safety and autonomy.
Communication should empower the child, not just be a performance.
Directing actions helps children feel powerful in their communication.
Child-led approaches foster authentic communication.
Rubrics can help target a variety of communication skills.
Building a communication ecosystem is essential for growth.

Chapters

00:00 Navigating the Challenges of Supporting Autistic Students 05:18 The Importance of a Systematic Approach 20:07 Identifying Key Communication Functions 23:37 Rethinking Strategies for Asking for Help 28:17 Creating Supportive Environments for Communication 39:37 The Importance of Protesting and Rejecting 46:05 Empowering Children Through Directing Actions 48:28 The Role of Requesting in Communication 56:04 Building a Communication Ecosystem

autism, communication, support, IEP, SLP, rubrics, child-led approach, education, special education, neurodiversity

33. The First 3 Communication Functions I Support With Autistic Students