Training and Knowledge in Autism Among Speech-Language Pathologists: A Survey

Schwartz, Heatherann; Drager, Kathryn

doi:10.1044/0161-1461(2008/007)

Cited by 95 publications

(93 citation statements)

References 17 publications

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“…Previous studies have documented the large caseloads of school-based speech-language pathologists (SLPs) (ASHA, 2009) as well as the shortage of SLPs with expertise in either AAC (Simpson, Beukelman, & Bird, 1998) or ASD (Schwartz & Drager, 2008). Given these constraints, it is imperative that the time spent by SLPs whose caseloads include students who require AAC be both effective and efficient.…”

Section: Implications For Practicementioning

confidence: 99%

Effects of Peer-Mediated Instruction to Teach Use of Speech-Generating Devices to Students with Autism in Social Game Routines

Trottier

Kamp²,

Mirenda

2011

Augmentative and Alternative Communication

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Supporting social interactions between students with autism spectrum disorders (ASDs) and their typically developing peers presents many challenges. The purpose of this study was to investigate the effects of a peer-mediated intervention designed to teach two students with ASD to use speech-generating devices (SGDs) to engage in interactions with peers in a social context at school. Six peer confederates (three from each student with ASD's general education classroom) were taught to support SGD use during game activities. A multiple baseline design was used to examine the relationship between peer-mediated instruction and an increase in total communicative acts (CAs) by the two students with ASD. Results provide evidence that the confederates acquired the skills needed to support SGD use by students with ASD. The results also suggest that the intervention was effective at increasing total appropriate CAs by students with ASD. In addition, social validity ratings by all of the confederates were positive. Results are discussed regarding educational implications, limitations, and future research.

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Section: Implications For Practicementioning

confidence: 99%

Effects of Peer-Mediated Instruction to Teach Use of Speech-Generating Devices to Students with Autism in Social Game Routines

Trottier

Kamp²,

Mirenda

2011

Augmentative and Alternative Communication

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“…14,15 The focus of these surveys has focused on a combination of specific geographic locations, communication modes, and/or ages. For example, Binger and Light 16 surveyed 144 speech-language pathologists (SLP) providing services to preschoolers using AAC in Pennsylvania and found that 12.5% of students receiving special education services required AAC.…”

mentioning

confidence: 99%

National survey describing and quantifying students with communication needs

Andzik

Schaefer

Nichols

et al. 2017

Developmental Neurorehabilitation

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“…Although students may acquire this competency by working with individuals with ASD, it is entirely possible that they will graduate without adequate knowledge in ASD unless university programs build it into their curriculum. Access to such preparation is not found in all accredited graduate programs despite a desire from SLPs to have additional specialized training [3,7] and the increased levels of comfort that accompany that training [8]. Some institutions, Brooklyn College, for example, have implemented a specialized certificate [9] while others have more recently begun to offer specialized coursework.…”

Section: Introductionmentioning

confidence: 99%

“…For example, students may believe that diet modifications are effective in all cases [11]. Other areas requiring further instruction based on the prior literature were related to genetics of ASD and diagnostic criteria [3,7,11].…”

Section: Introductionmentioning

confidence: 99%

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Preparation of Speech-Language Pathology Graduate Students to Work with Children with Autism Spectrum Disorders

Burnett

2014

TOEDUJ

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Abstract:The expectations and preparation requirements for students in Communication Sciences and Disorders to work with children with autism spectrum disorders were explored. Five hundred and fifty-one speech-language pathologists working with children with autism spectrum disorders were surveyed about knowledge of autism spectrum disorders and expectations for student preparation. Student outcomes from a graduate course in autism spectrum disorders in Communication Sciences and Disorders were measured. Survey responses indicated that speech-language pathologists believed that their coursework and clinical training did not prepare them to start working with children with autism spectrum disorders. Responses also indicated that speech-language pathologists expect graduates who are beginning a clinical fellowship to have had coursework and to have completed practical training related to autism. Student outcome measures demonstrated that students had limited experiences with autism prior to the course and lacked foundational knowledge. The results of this study support existing descriptions in the literature of the knowledge and training of speech-language pathologists in school-based settings and further emphasize the need to include autism as a required component of graduate programs to meet preparation expectations in the field.

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Training and Knowledge in Autism Among Speech-Language Pathologists: A Survey

Cited by 95 publications

References 17 publications

Effects of Peer-Mediated Instruction to Teach Use of Speech-Generating Devices to Students with Autism in Social Game Routines

Effects of Peer-Mediated Instruction to Teach Use of Speech-Generating Devices to Students with Autism in Social Game Routines

National survey describing and quantifying students with communication needs

Preparation of Speech-Language Pathology Graduate Students to Work with Children with Autism Spectrum Disorders

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