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Focus on Autism and Other Developmental Disabilities
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Compass

A Parent—Teacher Collaborative Model for Students With Autism

Lisa A. Ruble

Department of Pediatrics, Child Evaluation Center, at Vanderbilt University Medical Center, lisa.ruble{at}mcmail.vanderbilt.edu

Nancy J. Dalrymple

University of Louisville School of Medicine, Department of Pediatrics, Child Evaluation Center

Educational and psychological consultants have a long history of providing indirect school-based service delivery to students With disabilities. The need for consultants With skills in autism is necessary noW more than ever. Described as one of the most complex developmental disabilities, autism is being identified in children at a rapid rate—more so than any other loW-incidence disability, resulting in the need for trained personnel. To enhance competence of both the student and the teacher, a holistic understanding of the interactions betWeen students and their environments is necessary. A consultation frameWork With strong theoretical and conceptual support is described. The rationale for a specific consultation approach in autism is presented and components of the consultation model provided. Educational and psychological consultants are ideally positioned to act as bridges betWeen parents and school personnel for developing appropriate programs based on parent—teacher collaboration.

Focus on Autism and Other Developmental Disabilities, Vol. 17, No. 2, 76-83 (2002)
DOI: 10.1177/10883576020170020201
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