Social communication is a core deficit of autism spectrum disorder (ASD). Speech-Language Pathologists (SLPs) play a key role in evaluating social skills of individuals with autism. Use of person-centered assessment tools in individuals with autism to explore social communication may facilitate improved consideration of perspectives of individuals with autism, which is critical for developing interventions and supports that align with their perspectives and values. An assessment process called the repertory grid can be used to explore one’s personal construction systems as they relate to social relationships. This article describes a process for administering this person-centered diagnostic process in individuals with autism using a semi-structured format established by Hess and colleagues. Data obtained through repertory grids may expand upon information gleaned from traditional assessment protocols when evaluating social communication strengths and challenges of individuals with autism. Furthermore, it offers clinicians and clients insight into clients’ unique personal experiences and relationships.

Many protocols assessing social communication skills of adolescents with autism spectrum disorder (ASD) are based on behavioral observations. It has been suggested, however, that social cognition encompasses processes underlying observable behaviors. Such processes include personal constructs, which can be assessed using repertory grids. Personal constructs of five adolescents with ASD with average or above average intelligence and receptive and expressive language skills were explored using repertory grids in this study. With visual structure and verbal scaffolding, all participants successfully engaged in the repertory grid process. Data suggest participants had well organized, complex construct systems, a significant understanding of social roles, and were interested in social interactions. Repertory grids may provide additional person-centered information for assessing social communication skills in ASD.

Upon entering the workplace, speech-language pathologists (SLPs) are required to work on interprofessional teams, yet many of these professionals have not received adequate preservice instruction on how to collaborate. Furthermore, collaborating to provide services for children with autism spectrum disorder (ASD) has been found to improve developmental outcomes; however, many SLPs are not prepared to engage in this type of collaborative practice. Based on the American Speech-Language-Hearing Association's (ASHA) recommendation that university programs include interprofessoinal education (IPE) into Communication Sciences and Disorders programs, coupled with the need to prepare students to provide interprofessional services for children with ASD, Wichita State University developed a field-based interprofessional diagnostic team for SLP students. The process used to develop this team followed Pickering and Embry's recommended steps for cultivating interprofessional collaboration within a university environment. The purpose of this article is to describe the procedures used to develop the team and activities used to target competencies for interprofessional collaborative practice.