Identifying and Enhancing the Communicative Behaviors of Students with Severe Disabilities: The Role of the School Psychologist

Abstract

The role of the school psychologist in the assessment and intervention of communication skills of students with severe, multiple disabilities is explored. Standard assessment practices are described as inadequate and inappropriate for the target population. A contextual assessment procedure is recommended that would have greater practical value to direct service providers. The role of the school psychologist as educational team leader is described as holding certain responsibilities such as coordinating and monitoring assessment procedures that relate directly to intervention strategies. Though not responsible for direct intervention, the school psychologist is described as being in a critical position to contribute significantly to the identification and enhancement of communication skill development. Specific suggestions are provided that target the school psychologist's ability to positively influence programming.