This paper provides an overview of the speech therapist's role as a member of a collaborative team dedicated to improving the communication skills of children with autism.
It describes the interactions between two children and their speech-language pathologist (speech therapist). Different types of assessments, interventions, and alternative means of communication are discussed, including the use of sign language and visual-graphic systems. The author offers her viewpoint on important characteristics of a quality speech program. It should: 1) begin early in a child's life; 2) teach skills that are critical for daily function; and 3) encourage spontaneous communication. The author emphasizes that isolated speech skill development does not result in improved functional communication. Instead, speech therapy should be generalized to include multiple settings and multiple communication partners.
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