SPD 531 Collaborating with Specialists and Families

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1 Collaborating with Specialists and Families Collaborating with Specialists and Families Katherine Dewey SPD 531 Grand Canyon University June 23, 2023

2 Collaborating with Specialists and Families The MET conducted a case scenario around a first grader, who is six years old, and is named Scott. The information exemplifies many behavioral outbursts from Scott that are exhibited at school and home. Even though all states have members of the MET, the IDEA has outlined them differently from state to state. However, most commonly the team is composed of: school nurse, general education teacher, school social worker, special education teacher, educational diagnostician, special education supervisor, physical therapist, behavioral consultant, speech/language clinician, audiologist, occupational therapist, school psychologist, and the parents of said child. This may seem like a long list of members, but not every single case will have every member of the MET. Each case and child is different and therefore will meet different needs with their members of their team. After looking over Scott’s case, he would benefit from having these required specialists on his MET: school nurse, special education teacher, educational diagnostician, general education teacher, guidance counselor, special education supervisor, and of course his parents. “The school nurse would be there to conduct the yearly vision and hearing screenings, review medical records, and consult with or refer outside physicians,” (AASEP, 2020). The general education teacher would work alongside the special education teacher and other team members to implement strategies that would benefit Scott and the other students with an appropriate and safe working environment. To help observe Scott in a variety of settings, the educational diagnostician can help with this while also offering to administer evaluations and helping to set goals and objectives for the IEP. The guidance counselor can offer counseling services and help develop prereferral strategies. Finally, the special education supervisor is what we can say the leader of the team. They are overseeing all the steps are being done correctly and that the professionals are working together to meet Scott’s needs.

3 Collaborating with Specialists and Families The additional specialists on Scott’s case would be beneficial as they have stated some other concerns for Scott. These specialists would be the behavioral consultant, occupational therapist, and the school psychologist. Scott was initially referred to the MET because of continued “aggressive and disruptive behavior, tantrums that included kicking and hitting staff, screaming and throwing himself on the floor. He also demonstrated serious behaviors such as throwing books and chairs at staff and other students,” (Oudeans & Boreson, 2002). A behavioral consultant will make a best plan of action on interventions that will hopefully decrease these behaviors in Scott. The goal of the behavior consultant is to collaborate with the special education and general education teacher to determine why the behaviors may be happening. Then of course to decide what interventions can be implemented to minimize Scott’s behaviors and outbursts. A “behavior analyst is only able to assess and recommend treatments that are within the scope of the approved procedures in that school and the ethical guidelines of the Behavior Certification board. Therefore, behavior analysts and school staff must communicate effectively so both parties understand what is approved for each school, as to not implement procedures that might be considered unethical and potentially illegal in that setting,” (Traub, 2017). Another specialist that should be included in MET would be the occupational therapist. They can take a look at Scott and why he “refuses to do activities involving scissors, paper, pencil, crayons, or markers,” (Oudeans & Boreson, 2002). This shows us that Scott may be having some frustration with his fine motor skills and the occupational therapist can help strengthen them. This way Scott can “focus more sharply on developmental milestones and skills required for the playground and academic activities,” (Mauro, 2018). This will be important for

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4 Collaborating with Specialists and Families Scott to just be a kid at school, instead of worrying about all of the things he cannot do like his peers. Hopefully, this will help the outbursts and other behaviors they have been seeing as well. Another key member to add to the MET is a school psychologist. They can help interpret the results of each evaluation and then will also help explain what these results mean to the other staff and parents. Also, they help “develop behavior plans, conduct social groups, and provide or recommend other specialized interventions for students with ASD,” (Iris, 2020). Even though we are not entitled to diagnosis Scott, he does show signs of Autism Spectrum Disorder. This is not only because of his aggressive behaviors and lack in fine motor skills, but also because his infatuating with “trains, collecting coins, building with Legos and Lincoln Logs, and knowing in- depth information relating to local buildings,” (Oudeans & Boreson, 2002). Throughout the entire MET process, they “must include the involvement of the parents,” (IDEA, 2017). The general education teacher, special education teacher, and special education supervisor should be in contact with the parents the most during this process. The parents may not need the information as soon as the specialists get it, but there can be a meeting or two to talk about the findings of the MET. This will allow all parties to meet face to face and go over everything they have learned from their evaluations and how they can implement it in the classroom for Scott. The parents should be kept in the loop at all times, as this is their child, but they may not know every single movement of the process at the time it is happening.

5 Collaborating with Specialists and Families References American Academy of Special Education Professionals (AASEP). (2020). Chapter 6: The multidisciplinary team and comprehensive assessment. Retrieved from http://webcache.googleusercontent.com/search? q=cache:AAOq2h4aZwJ:aasep.org/fileadmin/user_upload/Protected_Directory/BCSE_C ourse_Files/ Course_3/Chapter_6_UNDERSTANDING_ASSESSMENT.pdf+&cd=1&hl=en&ct=clnk &gl=us IDEA. 2017. Sec. 303.24 Multidisciplinary. Retrieved from https://sites.ed.gov/idea/regs/c/a/303.24 Iris Center, (2020). What Should Teachers Consider When Working with Students with Autism Spectrum Disorder. Page 4: The Multidisciplinary Team. Retrieved June 24, 2023 from https://iris.peabody.vanderbilt.edu/module/asd1/cresource/q2/p04/ Mauro, T. (2018). Occupational therapy for special needs children. Retrieved from https://www.verywellfamily.com/what-is-occupational-therapy-3106603 Oudeans, M. K., & Boreson, L. (2002). Doing it right: IEP goals and objectives to address behavior. Retrieved from https://www.google.com/url? sa=t&rct=j&q=&esrc=s&source=web&cd=9&ved=0CGoQFjAI&url=http%3A%2F %2Fsped.dpi.wi.gov%2Ffiles%2Fsped%2Fdoc %2Fiepbehavor.doc&ei=wzABU4zXDo3lyAGAt4CIBw&usg=AFQjCNFkQRpBQ7eq2s cNElizNwNMGsz7HQ&sig2=SfVFdT898qthkKe4XggGTw&bvm=bv.61535280,d.aWc &cad=rjt Traub, M.R., Joslyn, P.R., Kronfil, F.R., Peters, K.P., and Vollmer, T.R. (2017). A Model for

6 Collaborating with Specialists and Families Behavioral Consultation in Rural School Districts. Hammill Institute on Disabilities, 36(1), 5-16. Retrieved from https://journals.sagepub.com/doi/abs/10.1177/8756870517703404? journalCode=rsqa

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