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Title: International Survey of Speech-Language Pathologists' Practices in Working with Children with Autism Spectrum Disorder
Authors: Gillon, Gail 
Hyter, Yvette  
Fernandes, Fernanda Dreux  
Ferman, Sara 
Hus, Yvette 
Petinou, Kakia 
Segald, Osnat 
Tumanova, Tatjana  
Vogindroukas, Ioannis  
Westby, Carol  
Westerveld, Marleen 
Keywords: Speech-language pathologists;Autism spectrum disorder;Survey;Assessment;Intervention;Diagnosis;Autism;Children;Adolescents
Category: Clinical Medicine
Field: Medical and Health Sciences
Issue Date: 1-Dec-2017
Publisher: S. Karger AG
Source: Folia Phoniatrica et Logopaedica, Volume 69, Issue 1-2, 1 December 2017, Pages 8-19
Abstract: 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.
ISSN: 10217762
DOI: 10.1159/000479063
Rights: © 2017 S. Karger AG, Basel
Type: Article
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