Children with autism are very different from one another, including in the way they respond to therapy. Although there is a toolbox of intervention approaches and strategies that are evidence-based for children with autism in general, a particular approach won’t be effective for everyone. So how do we approach our clinical decision-making? This review piece makes the argument that researchers can change their approaches, and end up with results that are more helpful for personalizing therapy. Although the main message of this article pertains to scientists, the review section that covers social communication-based interventions is useful reading for anyone.
On progressing monitoring for language:
Check this one out for the useful table of existing formative assessments you can use as progress monitoring tools.
On diversity and AAC:
Wow! A huge special issue of Perspectives from ASHA’s Special Interest Group 12 all about doing AAC with kids from culturally and linguistically diverse backgrounds. Remember, if you’re a member of any SIG, you can access the articles from any of the others!
Includes a easy-to-read case study on implementing FCT with a young beginning communicator who is also an English learner.
Need current research of the “big question” of raising children with autism to be bilingual? Look no further!
Not seeing eye-to-eye with your students’ families when it comes to AAC? Reflecting on issues related to cultural competence might help. Don’t think of this as a shame-on-you thing—really. Think of it as an opportunity to grow your skills and help your kids be even more successful where it counts.
Includes great resources, such as a grid of AAC apps with robust support for Spanish, a “year of core” list in English/Spanish, and some great tips for implementing AAC with a dual-language learner.
Other good stuff:
This piece includes an Appendix with suggested practices for running an LGBTQ+ affirmative business. Even if you aren’t a business owner, these are useful strategies for everyone aiming for inclusivity.