Please use this identifier to cite or link to this item:
https://hdl.handle.net/20.500.14279/10578
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 |
Major Field of Science: | Medical and Health Sciences | Field Category: | Clinical Medicine | Keywords: | Speech-language pathologists;Autism spectrum disorder;Survey;Assessment;Intervention;Diagnosis;Autism;Children;Adolescents | Issue Date: | 1-Dec-2017 | Source: | Folia Phoniatrica et Logopaedica, 2017, vol. 69, no. 1-2, pp. 8-19 | Volume: | 69 | Issue: | 1-2 | Start page: | 8 | End page: | 19 | Journal: | Folia Phoniatrica et Logopaedica | 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. | URI: | https://hdl.handle.net/20.500.14279/10578 | ISSN: | 10217762 | DOI: | 10.1159/000479063 | Rights: | © S. Karger AG, Basel All rights reserved. No part of this publication may be translated into other languages, reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, microcopying, or by any information storage and retrieval system, without permission in writing from the publisher. | Type: | Article | Affiliation : | University of Canterbury Western Michigan University University of Sao Paulo Tel Aviv University TAV College Cyprus University of Technology Moscow State University of Education Research and Education Institute for Speech Therapy Bilingual Multicultural Services Griffith University |
Publication Type: | Peer Reviewed |
Appears in Collections: | Άρθρα/Articles |
CORE Recommender
SCOPUSTM
Citations
25
checked on Nov 9, 2023
WEB OF SCIENCETM
Citations
24
Last Week
0
0
Last month
0
0
checked on Nov 1, 2023
Page view(s) 20
500
Last Week
1
1
Last month
13
13
checked on Aug 28, 2024
Google ScholarTM
Check
Altmetric
Items in KTISIS are protected by copyright, with all rights reserved, unless otherwise indicated.