School-Based Speech-Language Pathologists' Knowledge and Perceptions of Autism Spectrum Disorder and Bullying

PurposeThe purpose of the current investigation was to examine speech-language pathologists' (SLPs') knowledge and perceptions of bullying, with an emphasis on autism spectrum disorder (ASD).MethodA 46-item, web-based survey was used to address the purposes of this investigation. Participants were recruited through e-mail and electronic mailing lists for American Speech-Language-Hearing Association (ASHA) special interest divisions 1 (Language, Learning, and Education) and 16 (School-Based Issues). Also, an embedded link to the survey was posted on the ASHA Community website and ASHA Facebook page.ResultsParticipants demonstrated knowledge of many aspects of bullying research; however, they demonstrated weaknesses in others. All respondents agreed that SLPs should intervene in moments of bullying, but not all indicated that they feel comfortable intervening. Few participants indicated that their school district implemented antibullying campaigns specific to children with special needs, such as ASD.ConclusionsAs recognized experts in working with children with communication deficits, including individuals with ASD, SLPs have the opportunity to play a key role in antibullying efforts. Results revealed, however, that school-based SLPs may benefit from more information on bullying in order to understand the nature, context, and extent of this issue, as well as ways in which to respond to bullying when it is observed.

Download Full-text

Training University Students About Autism Spectrum Disorder Through Outreach to School-Based Speech-Language Pathologists

Teaching and Learning in Communication Sciences & Disorders ◽

10.30707/tlcsd4.1/znrr1070 ◽

2020 ◽

Vol 4 (1) ◽

Author(s):

Joann Benigno` ◽

John McCarthy ◽

Sarah Taylor ◽

Heather Hamm ◽

Bridget Wright

Keyword(s):

Autism Spectrum Disorder ◽

Undergraduate Students ◽

Graduate Training ◽

The United States ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Outreach Program ◽

Speech Language Pathologists ◽

Student Knowledge ◽

School Based

Training preprofessional students about autism spectrum disorder (ASD) is crucial, particularly since students with ASD are represented on the caseloads of approximately 90% of school-based speech-language pathologists (SLPs). When this training can occur within the context of an outreach program, the results of such programming can be mutually beneficial for the individuals served as well as the students. Through the present program, six graduate students and four undergraduate students created materials for 15 SLPs working in the schools in a significantly underserved region of the United States. Students created nearly 800 materials for the SLPs to use in therapy with children with ASD. These included visual schedules and picture/icon cards and social stories. Students completed a survey and wrote a reflection paper about what they learned. Survey data from all participants indicated that the program met the needs of the SLPs and furthered students’ skills in creating materials and understanding more about the demands of working as an SLP in the schools. Implications for undergraduate and graduate training including increasing student knowledge and confidence as well as gaining student perspectives on the experience and collaboration are discussed. Future directions for extensions of this training program are proposed.

Download Full-text

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

American Journal of Speech-Language Pathology ◽

10.1044/2019_ajslp-19-00045 ◽

2020 ◽

Vol 29 (2) ◽

pp. 586-596 ◽

Cited By ~ 1

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.

Download Full-text

School-Based and Private Therapies for Autism Spectrum Disorder: How Do Utilizers Differ?

PsycEXTRA Dataset ◽

10.1037/e561812014-001 ◽

2014 ◽

Author(s):

Sarah S. Mire ◽

Kerri P. Nowell ◽

Thomas Kubiszyn ◽

Robin P. Goin-Kochel

Keyword(s):

Autism Spectrum Disorder ◽

Autism Spectrum ◽

Spectrum Disorder ◽

School Based

Download Full-text

The parent role in school-based teams for adolescents with autism spectrum disorder.

School Psychology ◽

10.1037/spq0000289 ◽

2019 ◽

Vol 34 (4) ◽

pp. 458-467 ◽

Cited By ~ 2

Author(s):

Kristin M. Rispoli ◽

Gloria K. Lee ◽

Emma W. Nathanson ◽

Allura L. Malcolm

Keyword(s):

Autism Spectrum Disorder ◽

Autism Spectrum ◽

Spectrum Disorder ◽

School Based ◽

Parent Role ◽

Adolescents With Autism

Download Full-text

School-based social skills training for preschool-age children with autism spectrum disorder

Autism ◽

10.1177/1362361315617361 ◽

2016 ◽

Vol 20 (8) ◽

pp. 938-951 ◽

Cited By ~ 8

Author(s):

Keith C Radley ◽

Jeanine Hanglein ◽

Marisa Arak

Keyword(s):

Autism Spectrum Disorder ◽

Social Skills ◽

Social Skills Training ◽

Children With Autism ◽

Skills Training ◽

Autism Spectrum ◽

Preschool Age ◽

Spectrum Disorder ◽

School Based ◽

Preschool Age Children

Download Full-text

Ketogenic Dietary Therapies in Patients with Autism Spectrum Disorder: Facts or Fads? A Scoping Review and a Proposal for a Shared Protocol

Nutrients ◽

10.3390/nu13062057 ◽

2021 ◽

Vol 13 (6) ◽

pp. 2057

Author(s):

Costanza Varesio ◽

Serena Grumi ◽

Martina Paola Zanaboni ◽

Martina Maria Mensi ◽

Matteo Chiappedi ◽

...

Keyword(s):

Autism Spectrum Disorder ◽

Scoping Review ◽

Pediatric Patients ◽

Neurodevelopmental Disorder ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Dietary Interventions ◽

Web Based ◽

Potential Efficacy ◽

Study Designs

Autism spectrum disorder (ASD) is a neurodevelopmental disorder with increasing incidence. An expanding body of literature is examining connections between ASD and dietary interventions. Existing reports suggest a beneficial effect of ketogenic dietary therapies (KDTs) in improving behavioral symptoms in ASD. In this context, the purpose of this scoping review was to identify and map available evidence in the literature about the feasibility and potential efficacy of KDTs in pediatric patients with ASD and to inform clinical practice in the field. Moreover, based on the resulting data from the literature review, we aimed to provide a shared protocol to develop a personalized KDT intervention in patients with ASD. A comprehensive and structured web-based literature search was performed using PubMed and Scopus and it yielded 203 records. Seven papers were finally selected and included in the review. Data were abstracted by independent coders. High variability was identified in study designs and dietary aspects emerged among selected studies. Results supported the effectiveness of KDTs in promoting behavioral improvements. Clinical recommendations on which patients may benefit most from KDTs implementation and difficulties in dietary adherence were discussed.

Download Full-text