Thoughts on Neurodiversity, FCT/Self-Advocacy, & AAC from a Speech Pathologist and BCBA matters because it changes what a BCBA notices when decisions have to hold up in school teams and classroom routines. In Thoughts on Neurodiversity, FCT/Self-Advocacy, & AAC from a Speech Pathologist and BCBA, for this course, the practical stakes show up in clearer roles, fewer duplicated efforts, and better coordinated intervention, not in abstract discussion alone.
Provider: BehaviorLive — via LSGurdin Consulting, LLC
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Join Free →Behavior analysts have been working side-by-side with speech language pathologists in the context of school teams for many years. However, they rarely collaborate in ways that effectively promote functional communication and self-advocacy. Many individuals with developmental disabilities are often given augmentative communication devices to support their communication but without clear guidelines for how to use these devices particularly in the context of a behavior plan. This may be due to the lack of collaboration between speech pathologists and behavior analysts. Kim Ho, who is an assistant clinical professor of speech pathology at Northeastern University and is completing her certificate in ABA, will discuss how she integrates her expertise in promoting communication and self-advocacy using AAC devices with a behavioral approach to maximize a student's learning of communication. Lisa Gurdin, who is a part-time professor of ABA and school consultant, will offer additional recommendations for practical strategies that support a student's use of an AAC device to communicate at school and at home and ways in which BCBAs can approach collaboration with SL/Ps. Finally, Dr. Ho will discuss the importance of working with other professionals, educators, families, and students with a neurodiversity lens. CLICK HERE to learn more and register for the series
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1.5 | General |
| COA | 0 | — |
For over 25 years, Ms. Gurdin has been working with students, families, and school-based professionals with students from preschool to age 22 with a range of special needs and complex profiles. She is founder of LSGurdin Consulting, LLC, where she provides consultation, student evaluations, parent consultation, professional development, and recruitment support to school districts across Massachusetts. She works collaboratively with parents and school professionals to facilitate integrated support across settings and maximize behavior change and skill development. Ms. Gurdin also provides parent coaching to help parents implement behavioral strategies to improve behavior, encourage independence, and build stronger family relationships. In addition, she offers cutting-edge live and on-demand continuing education events to behavior analysts. Ms. Gurdin is a Part-Time Lecturer in the Master's in ABA program and College of Professional Studies at Northeastern University. Ms. Gurdin is also on the board of MassABA. When she is not working, she is spending time with her husband, three children (ages 21, 20, and 15) and two dogs.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
280 research articles with practitioner takeaways
279 research articles with practitioner takeaways
258 research articles with practitioner takeaways
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.