not be appropriate for that individual. This collaborative approach should continue throughout each student’s tenure at the program. Through Individualized Education Program (IEP) planning meetings, biweekly academic and clinical review meetings, and parent meetings, the entire team is involved in making decisions about academic, clinical and therapeutic programming for students. For example, when developing a functional communication training program for a student who is non-vocal, the behavior analyst works with the speech-language pathologist and occupational therapist to select the best modality for the communication response. Without collaborating with the appropriate team members, the behavior analyst could inadvertently select an icon-exchange response when the student does not have the fine motor skills or icon discrimination skills needed to produce the response. From admission to graduation, each student’s programming is developed with the expertise and input from a variety of disciplines in order to ensure delivery of the highest quality services.
Effective Training Essential for Interdisciplinary Practice To promote student success and progress, all team members involved in a student’s education plan need to be able to implement goals and objectives effectively. The interdisciplinary team works to train team members including related service professionals, behavior analysts, teachers, paraprofessionals and family members about how to best arrange the environment to support a student’s learning. Trainings addressing student goals, behavioral support plans, and adaptive equipment is typically “hands on.” Generally, skills are practiced in contrived situations and in role-plays before working with students. The trainer is then able to provide immediate and constructive feedback. Furthermore, each professional collaborates with all team members if implementation of an objective is ineffective or the student masters an objective and is ready to move to the next level. The team may then decide to make modifications to a student’s program and retrain all team members accordingly. Another way to promote the teams,
and therefore a student’s, success is to communicate the importance and rationale behind decision-making. The team continually researches and stays responsive to the best evidence available. Members of the interdisciplinary team share relevant information regarding their area of expertise to others to increase everyone’s understanding. Continual training is provided, and all team members are held accountable for student success. Examples and Benefits of Interdisciplinary Education The ways in which Melmark implements interdisciplinary practice are evident throughout a typical day. An example can be seen within the delivery of occupational therapy services. Although therapists routinely go into classrooms and residences to implement a student’s lesson plans, team members including parents, teachers and other specialists also carry out those programs when the therapist is not present. Therapists also use consultation sessions to observe program implementation by others in order to provide feedback, facilitate
The Melmark Difference Melmark provides clinically sophisticated, evidence-based services within the ABA model to children and adults with autism spectrum disorders and intellectual disabilities. Our residential, educational, vocational and healthcare services address significant behaviors and are provided in an environment of warmth, care and respect. Melmark 2600 Wayland Road Berwyn, PA 19312
Melmark New England 461 River Road Andover, MA 01810
1-888-MELMARK
(978) 654-4300
www.seenmagazine.us
SouthEast Education Network
Winter 2015/2016
107