Affiliation:
1. Manhattan Childrens Center, USA
Abstract
One dilemma special education administrators face is coordinating professionals' interdisciplinary efforts to support the behavioral needs of students with disabilities. This case study presents a scenario where the behavior of a student with autism spectrum disorder would be best addressed through collaborative efforts rather than professionals engaging in territorialism and a siloed delivery of services. This case study highlights barriers to working collaboratively, defines competencies for collaboration, and applies a framework for facilitating interdisciplinary collaboration to meet the needs of students within the school setting.