Negotiating abnormality/normality in therapy talk: A discursive psychology approach to the study of therapeutic interactions and children with autism.

2014 ◽  
Vol 1 (2) ◽  
pp. 178-193 ◽  
Author(s):  
Jessica Nina Lester
Keyword(s):  
Children With Autism ◽  
Discursive Psychology

scholarly journals A Discourse Analysis of Parents' Talk Around Their Children's Autism Labels

2012 ◽  
Vol 32 (4) ◽  
Author(s):  
Jessica Lester
Keyword(s):  
Discourse Analysis ◽  
Small Group ◽  
Children With Autism ◽  
Relational Model ◽  
Discursive Psychology ◽  
Everyday Practices ◽  
Multiple Meanings ◽  
Way Of Thinking ◽  
To Receive

<p>Keywords: Autism; Discursive Psychology; Parents of Children with Autism Labels; Social-Relational Model of Disability</p><p>Not so long ago autism was the province of a small group of individuals. Yet it is now everywhere, working to shape the public's imagination and ways of talking about the construct of autism. Public stories told about autism often conflict with and contradict one another, particularly as public stories meet the private, everyday practices of individuals with autism labels and their families and friends. Drawing upon discursive psychology, I share the findings generated from a discourse analysis of 14 interviews with parents of children with autism labels focused on the meanings of autism. I illustrate the ways in which the participants constructed autism as: (1) untenable and apt to receive multiple meanings; (2) representative of a different or non-normative way of thinking; and (3) minimally relevant, as the 'truth' of autism was overshadowed by bodily realities.</p>

Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Kaitlyn A. Clarke ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Diagnostic Category ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Processing Differences

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.

Disfluency Characteristics Observed in Young Children With Autism Spectrum Disorders: A Preliminary Report

2010 ◽  
Vol 20 (2) ◽  
pp. 42-50 ◽  
Author(s):  
Laura W. Plexico ◽  
Julie E. Cleary ◽  
Ashlynn McAlpine ◽  
Allison M. Plumb
Keyword(s):  
Autism Spectrum Disorders ◽  
Young Children ◽  
Children With Autism ◽  
Descriptive Study ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Children With Asd ◽  
Young Children With Autism ◽  
Spectrum Disorders ◽  
Developmental Stuttering

This descriptive study evaluates the speech disfluencies of 8 verbal children between 3 and 5 years of age with autism spectrum disorders (ASD). Speech samples were collected for each child during standardized interactions. Percentage and types of disfluencies observed during speech samples are discussed. Although they did not have a clinical diagnosis of stuttering, all of the young children with ASD in this study produced disfluencies. In addition to stuttering-like disfluencies and other typical disfluencies, the children with ASD also produced atypical disfluencies, which usually are not observed in children with typically developing speech or developmental stuttering. (Yairi & Ambrose, 2005).

10 Tips For Testing Hearing in Children With Autism

ASHA Leader ◽  
2012 ◽  
Vol 17 (1) ◽  
pp. 5-7 ◽  
Author(s):  
Paul M. Brueggeman
Keyword(s):  
Children With Autism

The Role of the SLP in Autism Spectrum Disorder Screening and Assessment

2008 ◽  
Vol 15 (2) ◽  
pp. 50-59 ◽  
Author(s):  
Amy Philofsky
Keyword(s):  
Language Development ◽  
Critical Role ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Children With Asd ◽  
Prevalence Estimates ◽  
Notable Increase ◽  
Screening Assessment ◽  
Critical Components

AbstractRecent prevalence estimates for autism have been alarming as a function of the notable increase. Speech-language pathologists play a critical role in screening, assessment and intervention for children with autism. This article reviews signs that may be indicative of autism at different stages of language development, and discusses the importance of several psychometric properties—sensitivity and specificity—in utilizing screening measures for children with autism. Critical components of assessment for children with autism are reviewed. This article concludes with examples of intervention targets for children with ASD at various levels of language development.

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