TEAMWORK MAKES THE DREAM WORK
Speech Therapists: Interns collaborate with the Speech Therapists to identify, modify, and implement therapeutic interventions in a way that is sensitive to the students’ speech needs. Interns, in conjunction with the Speech Therapist provide feedback and support to classroom staff and other members of the treatment team to integrate speech related issues with the therapeutic issues that are being addressed in therapy.
Occupational Therapists (OT): Interns regularly collaborate with the OT to identify their students’ unique sensory needs and identify ways to integrate OT into individual therapy to help students meet their therapeutic goals. Interns also co-facilitate OT groups that take place with students in the Autism Program at both CAE and NCA.
Art Therapist: Interns collaborate with the Art Therapist to identify art strategies they can use in individual therapy to help students who respond more favorably to less verbal and more creatively expressive therapeutic strategies. At times, Interns will share students with the Art Therapist for individual therapy; and therefore, collaborate regarding direct co-treatment of a student.
Certified Alcohol and Drug Counselor (CADC): CDS, South Campus, and CAE are programs that employ a full time CADC for their student population. Interns collaborate with the CADC regarding students they share on their caseloads, as well as to gain more knowledge about the impact of family substance use on a student and student functioning.
As part of the CIC training experience, Interns collaborate with the student teams in order to develop the most effective treatment plans for their students. Interns interact with teachers, speech therapists, occupational therapists, art therapists, principals, attorneys, neuropsychologists, psychiatrists, and outpatient providers to provide the best level of clinical care to students. During Individual Education Planning (IEP) meetings, Interns are afforded the opportunity to update the IEP team about their students progress and to address any questions or concerns that arise regarding their student or their course of treatment within the student’s respective school. More specifically:
Special Education Teachers: In addition to the daily interactions between the academics and therapeutic departments, Interns meet formally with teachers quarterly to conduct Functional Behavioral Assessments regarding students behavior. They also regularly consult with teachers in the daily milieu to identify relevant therapeutic issues pertaining to academic concerns and collaborate on interventions that can be applied in the classroom to facilitate student success.
Behavior Intervention Specialists: Interns collaborate with Behavioral Staff regarding students who frequently require more intensive intervention services to promote success. They work together to identify the antecedents of the students’ behaviors, identify relevant clinical issues impacting the students, and develop strategies that can be used both inside and outside of the classroom to support student academic and clinical progress.
Professional Community Contacts: Interns also collaborate with other professionals with whom their students work in the community. These community contacts include outpatient therapists, psychiatrists, DCFS, staff at the students’ home schools, and medical professionals who have frequent contact with the students. They provide regular feedback to these providers regarding the students’ progress at school, relevant clinical issues being discussed in session, and best techniques for supporting the student.