Consultation and Collaboration to Support Meaningful and Socially Valid Outcomes for Autistic People: Special Issue Part 2

ABSTRACT

This introduction outlines Part 2 of the Special Issue centered on consultation and collaboration to support meaningful and socially valid outcomes for autistic people. In Part 2, four quantitative studies focused on strategies to promote generalization and sustainability of consultant and consultee skills are presented. Part 2 concludes with a commentary from autistic adults on future directions and considerations for consultative practices to facilitate meaningful and socially valid outcomes for autistic people.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Kate A. Helbig

Kate A. Helbig, Ph.D., BCBA-D, NCSP, is an Assistant Professor in the School Psychology Program at the University of Utah. She is a licensed psychologist, board certified behavior analyst, and nationally certified school psychologist. Dr. Helbig’s research interests broadly include behavioral interventions within educational contexts with an emphasis on social skills teaching for individuals with neurodevelopmental disorders.

Lori B. Vincent

Lori B. Vincent, Ph.D., BCBA-D is an Assistant Professor in the School Psychology Graduate Programs at the University of Cincinnati. She is a Licensed Psychologist, Board Certified Behavior Analysis-Doctoral, and a Certified Ohio Behavior Analyst. Lori has worked with children and adolescents with neurodevelopmental disabilities and their families for over 15 years in home, school, hospital, and clinical settings. Dr. Vincent’s primary research interests include behavioral supports implemented in natural setting to increase the inclusions and improve the quality of life of people with intellectual and developmental disabilities.

Elizabeth L.W. McKenney

Elizabeth L. W. McKenney, PhD, NCSP is a Professor of Psychology at Southern Illinois University Edwardsville, where she is the director of the Clinical Child and School Psychology graduate program. Her research interests include school-based consultation as a form of implementation support for educators delivering evidence-based interventions, particularly for students on the autism spectrum and students from historically under-served and marginalized backgrounds, and the appropriate, ethical practice of school psychology in pursuit of social justice in schools.