(Get Answer) – Why Do You Think Teachers Who Specialize In Asd Might Be Considered Consultants What Advantages Do You Think A Consultant Could Offer Other Teachers Parents And Service Providers

Question Description

answer the following question’s:

1. Why do you think teachers who specialize in ASD might be considered consultants? What advantages do you think a consultant could offer other teachers, parents, and service providers?

2. At what point would you consider yourself a specialist in ASD?

Respond to student discussion board:

1. ( DEB) There is a lack of training for teachers in ASD in the field of education. By not providing this training, I believe that districts are doing both students and educators a great disservice. My main goal in getting my masters in ASD was to be a resource, or I guess you could say consultant, to try and support my colleagues and students.

My vision of a teacher who specialized in ASD is someone who is able to collaborate with teams to develop solid, research based plans for students. It is to provide other teachers with tools and strategies that they can build upon and use. One things I have seen is really good teachers feeling frustrated and alone because they have no idea how to relate or teach their students with ASD. I had one teacher come to me last year and say she felt like a failure. How sad is that? I feel the role of a teacher with a specialty in ASD is to also observe students, complete FBA and help develop behavior plans. I think they should sit on IEP teams and help staff and parents by providing idea and consult about academic concerns. I think every school should have at least on person with this specialty considering the drastic rise we are seeing in the enrollment of students with ASD in our schools. In my district, we have one person responsible for running the Autism program in one school as well as consulting with 14 elementary schools, 4 middle and 4 high school. That is an impossible task. Have a teacher in house with knowledge and experience is invaluable.

2.(AMBER) Teachers who specialize in ASD have specific knowledge of autism spectrum disorders, giving them the ability to give support to these students, other teachers, parents, and service providers. Ruble, Dalrymple, & McGrew (2012) describe the importance of an ASD specialist being able to conduct consultations that are socially valid. ASD specialists are considered consultants because they are able to use their knowledge of ASD for practical applications across a variety of settings. This knowledge can be advantageous for other teachers, parents, and service providers through collaboration of strategies that can be used as interventions for these students.


Ruble, L., Dalrymple, N. J., & McGrew, J. H. (2012). Collaborative model for promoting competence and success for students with ASD. New York: Springer.

3. (RONALD) One of the first statements in Chapter 3 is one that is dependent on the teaching staff: “Parents and teachers who increase their knowledge and understanding through consultation are more likely to accept intervention recommendations compared to parents and teachers who are not provided a means to be educated through consultation.” (Ruble, et al., 2012). I think most of us have been to workshops where ideas are given…usually many ideas in a relatively short time. Adopting one of the new ideas might happen and it might not work. If another idea is adopted and it also doesn’t work, then there is a tendency to think that the workshop wasn’t conducted by people who actually have taught these skills themselves. The checklists in the chapter are rather comprehensive. Knowledge is important–especially knowledge about implementing the skills. I used ABA with the little guy I tutored this summer and it worked for him. His teacher next year is probably not going to be able to use it with him unless he has a personal aide. I think teachers who specialize in ASD and who actually sit in on the classroom they are consulting and work with the children would be better equipped to assist the the teacher and parents of the child/children of the students with ASD.

Ruble, L. A., Dalrymple, N. J., and McGrew, J. H. (2012). Collaborative model for promoting competence and success in students with ASD. Colorado Springs, CO: XanEdu Publishing.

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