The ABA Speech Podcast- Easy Strategies for Speech Therapists, BCBAs, and RBTs
Join Rose Griffin, a dedicated Speech Therapist and BCBA from ABA SPEECH, as she shares her compassionate approach to supporting the communication needs of autistic individuals. With 20 years of experience, Rose is committed to respecting and understanding the diverse ways autistic people communicate and interact with the world.
This podcast is a resource for professionals and parents alike, offering practical strategies that honor each person's unique communication style. Rose covers a wide range of topics, including how to recognize and support autistic communication from an early age, the distinctions between autism and speech differences, and effective, respectful approaches to fostering communication, whether a child is non-speaking, minimally speaking, or verbal.
Through a mix of interviews and solo episodes, Rose explores how to enhance meaningful connections, address challenges with empathy, and celebrate the strengths of autistic individuals. Whether you're a parent, therapist, or educator, you'll find valuable insights and actionable advice to create supportive environments that empower communication and honor neurodiversity.
Hit subscribe and learn more at www.abaspeech.org.
The ABA Speech Podcast- Easy Strategies for Speech Therapists, BCBAs, and RBTs
#148: 5 Mistakes I Have Made Working With Autistic Students
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As an SLP - BCBA working in the field for the last two decades, I have certainly made mistakes and learned along the way. Today I am sharing my top 5 mistakes and what I would do differently. Because when we know better, we do better.
1. Yes/No Questions – working on this too early is not productive; it is important but requires a much higher level language!
2. Not setting specific goals on Joint Attention - Good providers have these opportunities naturally, but it's necessary to set specific goals and specific focus using the three-part framework - Books, Music, and Play!
3. JARGON - using too much professional jargon is not the right move unless you’re talking to ONLY other members of your profession. Ethically, you need to use words that are understandable by all!
4. The term “Red Flags” - in reference to autism “Red Flags” have a negative connotation. Use language that supports your learners; try language like “Signs” or “Characteristics”.
5. Eye Contact as a goal - while eye contact can be a helpful skill, it's not directly important to communication and will often be a natural by-product of focusing on joint attention.
In a world where 1 in 36 individuals has autism, we have to be striving to support autistic learners in every way we can.
#autism #speectherapy
What’s Inside:
- Top 5 Mistakes when working with autistic students.
- Changing your language to support autistic learners.
- Why you shouldn't use jargon in IEP meetings.
- Are Yes/No questions important?
- How to set goals for joint attention.
- Can eye contact be a by-product of other communication goals?
Mentioned In This Episode:
IEP Goals for Students with Autism - ABA Speech
Membership - ABA Speech
