Objective: Autism spectrum disorder (ASD) is a complex neurodevelopmental impairment. To better understand the role of speech-language pathologists (SLPs) in different countries in supporting children with ASD, the International Association of Logopedics and Phoniatrics (IALP) Child Language Committee developed a survey for SLPs working with children or adolescents with ASD. Method and Participants: The survey comprised 58 questions about background information of respondents, characteristics of children with ASD, and the role of SLPs in diagnosis, assessment, and intervention practices. The survey was available in English, French, Russian, and Portuguese, and distributed online. Results: This paper provides a descriptive summary of the main findings from the quantitative data from the 1,114 SLPs (representing 35 countries) who were supporting children with ASD. Most of the respondents (91%) were experienced in working with children with ASD, and the majority (75%) worked in schools or early childhood settings. SLPs reported that the children’s typical age at diagnosis of ASD on their caseload was 3–4 years, completed mostly by a professional team. Conclusions: The results support positive global trends for SLPs using effective practices in assessment and intervention for children with ASD. Two areas where SLPs may need further support are involving parents in assessment practices, and supporting literacy development in children with ASD.

This comprehensive thematic review aims to highlight and familiarize readers with the challenges and pitfalls encountered in differential diagnosis of autism spectrum disorders (ASD) in children to facilitate the process of accurate identification by stakeholders. Accordingly, articles that best answer our questions and highlight our concerns were chosen from well-established publishers with prime peer reviewed journals. Included are studies showing alternate views of the issues so as to point readers to other possibilities. ASD, a complex dynamic biological-neurodevelopmental disorder, is underscored by its heterogeneous symptomology, severity, and phenotypes -all characterized by social communication deficits and presence of restricted interests and repetitive behaviours (RRBs), the core symptoms in ASD. Language and intellectual capacities do not form ASD core symptoms although vary considerably. Accurate identification is challenging as ASD is often enmeshed with other neurodevelopmental disorders, and medical comorbidities, a situation now recognized as the rule rather than the exception in child psychiatry and developmental medicine. ASD is a disorder with varying performance and severity of symptoms over time, including unexpected loss of early skills, and lost diagnosis in some children following treatment. The review reiterates the urgency in accurate diagnosis in face of the rapid rise in ASD prevalence globally, and risk-increase in delayed or denied treatment with undesirable life-long consequences for most of the affected children. In addition, a call for change is advised to circumvent the ethical dilemma posed by the present "deficit model" in ASD diagnosis. Here, ASD prevalence is presented first, followed by emphasis on importance of accurate early diagnosis, and challenges in its accomplishment due to flaws in diagnostic instruments and other contributing factors. Next follow the required criteria for accurate identification, and its difficulties attributed to comorbid conditions, gender differences, and socio-economic and cultural influences. The conclusion includes future directions and a take away message.

Minority language and low socioeconomic status (SES) students are at high risk for language and learning disabilities. In an attempt to ‘catch them before they fall’, an early reading project was initiated in four kindergarten classes, in a low-SES bilingual school (English/French as a second language), where minority language children form a majority. The project included: (1) teaching reading and writing to kindergarten students, and outcome research: individual pre- and post-treatment assessment using a computer software to measure phonological processing and decoding skills; (2) reading testing of grade 1 students, graduates of traditional kindergartens with no explicit reading instruction programs. Statistical analyses of the pre- and post-tests showed that in only 9 weeks the kindergarten students were able to learn phonological skills critical to the reading process. By contrast, a significant number of the grade 1 students, all graduates of a traditional kindergarten, showed serious reading lags on a group reading test, indicating that early reading instruction is justifiable for this high-risk student population.

<b><i>Background:</i></b> Autism spectrum disorder (ASD) entails varied developmental pathways along the entire lifespan, demanding early and ongoing diverse and responsive interventions to children’s needs. This study examined in situ education and development attained by children and youth with ASD in a school with a therapeutic and educational curriculum. <b><i>Objectives:</i></b> (1) Construct individual communication profiles in educational and developmental aspects. (2) Examine for associations between variables. (3) Demonstrate the clinical and educational utility of including cognitive-linguistic integrative variables. (4) Showcase how the profiles guide interventions tailored to students’ individual needs. <b><i>Methods:</i></b> Functional communication profiles (FCPs) of 21 students, aged 5.0–16.8 years, mostly from bilingual middle-high socioeconomic status families, were constructed with input from their educational and therapeutic staff. Students’ performance was examined with an array of instruments and tasks, including person and clock drawings, false belief, and bouba-kiki metaphor screens. Qualitative and quantitative analyses were performed to uncover associations, weaknesses, and strengths. <b><i>Results:</i></b> The profiles revealed associations between cognitive, linguistic, social, and educational abilities, indicating that some abilities from different domains tend to co-occur. <b><i>Conclusions:</i></b> Including cognitive linguistic integrative variables was a novelty that revealed additional aspects of the children’s abilities. Staff feedback confirmed the utility of FCPs in providing “a roadmap” to needed individual and common curriculum adjustments.

Background: Many students with reading disabilities exhibit persisting reading problems despite intervention. The crucial difference between effective and struggling readers is their executive functions (EFs), and improved functions impact positively on learning to read and reading to learn. Objectives: Firstly, to show that high-risk and struggling students' persisting language and reading difficulties are accompanied by executive dysfunctions. Secondly, to present one student's daily struggles at school in a narrative based on teacher, parent and child interviews. Method: This retrospective study is based on speech-language pathology (SLP) evaluations of a clinical sample of 23 girls and boys aged 6-16 from a range of middle class families. While language and reading evaluations were tailored to the students' particular situation, i.e. age, grade, languages or complaint, EFs were examined in all with the Behaviour Rating Inventory of Executive Function teacher questionnaire. Results: Virtually all students exhibited executive dysfunctions, and many showed a high risk of attention deficit hyperactivity disorders. Conclusions: This study demonstrated that inclusion of EFs in SLP evaluations is valuable in uncovering executive dysfunction comorbidity that may underlie persisting reading disorders. It is proposed that speech-language pathologists explicitly and routinely braid language and reading with EFs in their evaluations so to effectively predict, uncover and prevent persisting reading disabilities in students.

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The importance of time concept in human existence is “ancient history” celebrated in the biblical book Ecclesiastes. Indeed, our time-sensitive mechanisms are literally carved into our biology and neurology on a molecular level, gifting us with neural clocks. However, time in human consciousness is not the time indicated by physical clocks: time is a subjective reality in our psychological makeup due to the nature of the temporal neural mechanisms and unique properties of physical time. Nonetheless, subjective time requires anchoring to physical time which permeates our language, endeavors, and entire existence, a process hinging on time-related skills such as estimates and measures of passage and duration of time. Moreover, accurate time reading, a critical adaptive life-skill, is imperative for effective function in all societal activities. Because it embodies the complexity of the time construct, it is central to instruction of time concept in primary education. It is often measured in children by clock drawings, a cognitive integrative skill with errors pointing to neuroanatomical differences impacting the integrity of executive function. Time competence in children with atypical neurobiological development and high prevalence, as in autism spectrum disorders (ASD), and attention disorders (ADHD), is often compromised, calling for investigation of its function. This thematic review article aims to: 1) discuss the complexity of time concept and its underlying bio-neurological mechanisms, 2) elucidate difficulties children with ASD and those with ADHD exhibit in temporal development, and 3) demonstrate the use of a set of clinical tools in uncovering temporal competence and ecological executive function in two children with ASD, and a child with ADHD, using a clock drawing task and error analyses; children’s time knowledge questionnaire; a behavior rating parent questionnaire examining ecological executive function, and parent open-ended questions related to their children’s time difficulties. A discussion, directions, and a take-home message round out the article.

Background:The prevalence of autism spectrum disorder (ASD) has increased significantly in the last decade as have treatment choices. Nonetheless, the vastly diverse autism topic includes issues related to naming, description, identification, assessment, and differentiation from other neurodevelopmental conditions. ASD issues directly impact speech-language pathologists (SLPs) who often see these children as the second contact, after pediatric medical practitioners. Because of shared symptomology, differentiation among neurodevelopmental disorders is crucial as it impacts treatment, educational choices, and the performance trajectory of affected children. Objectives: To highlight issues in: identification and differentiation of ASD from other communication and language challenges, the prevalence differences between ASD gender phenotypes, and the insufficient consideration of cultural factors in evaluating ASD in children. A second objective was to propose a tool to assist SLPs in the management of autism in children. Summary: A universal resource toolkit development project for SLP communities at large is proposed. The resource is comprised of research-based observation and screening tools for caregivers and educators, as well as parent questionnaires for portraying the children's function in the family, cultural community, and educational setting.