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Survey Questions for Speech-Language Pathologists—SLP & ABA Collaboration

Date: Interviewer:_________

Return to:______________by_(date)_______

Person completing survey: ______________Teacher___ Paraprofessional___

What is your perception of the ABA paraprofessional's training? What about the ABA teacher's training?

Have you found effective ways to collaborate with your ABA partner(s)?

What are the similarities and differences you have experienced in providing therapy services for your mutual student(s)?

Do you feel the ABA paraprofessional comprehends your perspectives of intervention? What about the ABA teacher?

How does the ABA paraprofessional and teacher help you? The most? The least?

Is there anything you believe we could do to facilitate mutual understanding or team-building in our collaboration efforts here at _________________________________?

Please add any other information or comments you would like.

Thank you,

Speech-Language Pathologist

Survey [LW1] Questions for ABA Teachers and Paraprofessionals—SLP & ABA Collaboration

Date: Interviewer:_________

Return to:______________by_(date)_______

Person completing survey: ______________Teacher___ Paraprofessional___

What is your perception of a speech-language pathologist’s training? What about the speech-language assistant’s training?

What has been your educational training to be an ABA teacher or ABA paraprofessional?

Have you found effective ways to collaborate with your SLP partner(s)?

What are the similarities and differences you have experienced in providing therapy services for your mutual student(s)?

Do you feel the SLP comprehends your perspectives of intervention?

How has an SLP helped you? The most? The least?

Is there anything you believe we could do to facilitate mutual understanding or team-building in our collaboration efforts here at_________________________________?

Teachers: Please briefly describe your classroom, activities, and collaboration with the ABA paraprofessionals.

Thank you,

Speech-Language Pathologist

Procedure for Implementing “Play With Me” Cue Card

Suggestions by Linda Chatalian Wyatt, M.S. CCC-SLP

The purpose of this intervention is for the student to independently ask someone to play in natural, not contrived situations. We are using a visual stimulus at first to facilitate recall of the words the child may say. We are working to fade the use of visual support if the child is a verbal communicator.

Week 1: Modeling--Practice by modeling for student when he/she may express “Play with me.” Present the cue card. You may place a cue card or as many as you want around the room. You may place on toys and games. You decide what works for your situation. You may have the student touch each picture, as necessary.
Week 2: Begin Implementation and Data Collection—Have the cue card available to the student. When there are opportunities for the student to request “Play with me”, prompt as necessary to use the cue card and say the words. We will collect data according to:

Practiced/prompted Said with prompt Said independently Relied on cue card

before an activity

You may also note what people with whom the student interacts, the play situations, and if you are structuring the opportunities for the interaction.

Make any other notations as necessary.

Let other team members know what is working or not working. We are open to all ideas!

Note when the student is no longer relying on the cue card (about 3 consecutive days in your setting.)

At that time remove the cue card and determine if the student continues to independently verbally request, “Play with me.”

Use reinforcement as necessary, e.g., sticker chart, for the times student asked someone to play with him/her.

The speech-language pathologist will practice the above and the clarity of the production. He/she will give you any feedback regarding strategies for speech clarity. Some designated team members will assist with this. Other team members will take a secondary role in practicing speech clarity and a primary role in implementing the actual interaction.