presented by Laura DeThorne
Financial: Laura DeThrone receives compensation from MedBridge for this course. There is no financial interest beyond the production of this course.
Non-Financial: Laura DeThrone has no non-financial interests or relationships with MedBridge.
Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.
Laura DeThorne, PhD, CCC-SLP
Dr. Laura DeThorne is an associated professor of Speech & Hearing Science at the University of Illinois and an ASHA-certified speech-language pathologist. Her work over the last 20 years has focused on understanding individual and group differences in language development and the potential implications for education and intervention practices. With the intent of bridging biomedical…Read full bio
1. Understanding Key Tenets of a Social Model
This chapter explores key tenets of the social model relative to a medical model of intervention as it relates to the social interactions of children with autism. Specifically, the social model focuses on supporting peer interactions (rather than individual skills), encouraging flexible multimodality, building egalitarian peer interactions that grow over time, and privileging first-person perspectives.
2. Privileging First-Person Autistic Perspectives
Consistent with ASHA’s emphasis on client values and perspectives within the framework of evidence-based practice (2016), this chapter highlights the importance of getting first-person perspectives from individuals who identify as autistic when planning intervention, discusses the distinction between identify- v. person-first language, and highlights critical resources. The chapter also includes a guest interview with Dr. Scott Robertson, founding Vice President for the Autistic Self Advocacy Network (ASAN).
3. Building Social Groups
This chapter provides specific recommendations for developing “affinity groups” based on the interests of children with autism. It also provides specific examples of what such groups could look like.
4. Goal-Writing for Social Interaction
Given the current role of Individualized Educational Programs (IEP) in shaping the intervention process, this chapter focuses on how to draft IEP goals for social development that are consistent with a social model of intervention. Specifically, the chapter highlights the importance of specifying the activities, focusing on interaction (rather than individual skills), accommodating multimodality, and incorporating first-person perspectives.
5. Scaffolding Egalitarian Peer Interactions
This chapter reviews specific strategies for supporting egalitarian peer interactions within the context of affinity groups. Specifically, the chapter will covers environmental arrangement, interpretation, direct prompts, and guided problem-solving and provide specific examples of each.
6. Question and Answer
This chapter features a question and answer session that applies concepts from throughout the course to real-world scenarios.