Abstract
It is critical that speech-language pathologists and other service providers understand the specifics of applied family-centered practice. This article presents a qualitative study that describes these specifics and provides an example of applied family-centered practice through the experiences of graduates of the Vermont Rural Autism Project. The Vermont Rural Autism Project was a 3-year grant-funded project that trained speech-language graduate students and related professionals in family-centered assessment and intervention for children with autism (J. E. Beatson & P. A. Prelock, 2002). Ten trainee participants were interviewed using a standardized, open-ended interview guide (M. Patton, 1990). Data were coded and organized into several themes. Most interviewees reported that their values, beliefs, and practice were transformed through their experiences with families, coupled with the increased knowledge and skills in collaborative teaming, assessment, and intervention in autism they acquired through the program. Practice implications are discussed.