Knowledge of Autism Spectrum Disorders Among Connecticut School Speech—Language Pathologists

Abstract

This study utilized a rating scale and random sampling of Connecticut school speech—language pathologists about their preprofessional education and current knoWledge of autism spectrum disorders (ASD). The participants had a minimal amount of preprofessional academic or clinical preparation in ASD, and no differences Were found in hoW speech—language pathologists Were trained over the past 30 years. School speech—language pathologists reported relatively stronger knoWledge of the general behavioral and communication characteristics associated With ASD and less knoWledge of educational assessment and intervention formats. Given the prevalence of schoolchildren With ASD, speech—language pathology graduate programs need to enhance their preprofessional curricula to provide school-based speech—language pathologists With specific training to meet the communication needs presented by children With ASD.

School Teachers’ Knowledge about Autism in Saudi Arabia

“…For example, Stone and Rosenbaum (1988) found that teachers held incorrect beliefs about students with Autism, particularly in the area of cognition, when compared to Autism specialists. Other studies have shown that speech-language pathologists demonstrated inadequate knowledge of strategies for inclusion (Cascella & Colella, 2004). Furthermore, despite demonstration of accurate knowledge about Autism, medical professionals have been shown to make recommendations inconsistent with their knowledge (Kennedy, Regehr, Rosenfield, Roberts & Lingard, 2004).…”

“…Cascella & Colella (2004) investigated the knowledge of Autism spectrum disorders among speech language pathologists. Eighty-two speech-language pathologists working in schools in Connecticut were surveyed.…”

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

“…Of school-based SLPs, 90% reported working with children with ASD as part of their caseload [2]. These professionals have received a wide variety of education and preparation to serve this population [3]. One negative consequence of the widely varying educational backgrounds of school-based SLPs is the use of treatment programs that have little supporting evidence of their effectiveness with children with ASD in school settings [4].…”

“…It is well understood that children with ASD present specific challenges in assessment and intervention *Address correspondence to this author at the College of Human Ecology, Kansas State University, 238 Campus Creek Complex, Manhattan, KS 66506-1401, USA; Tel: +1 785 532 0802; Fax: +1 785 532 6523; E-mails: deburnet@k-state.edu when compared to other children with receptive, expressive, or pragmatic language disorders [3]. In 2006, the American Speech-Language-Hearing Association (ASHA) issued guidelines for the knowledge and skills needed to work with individuals with ASD [6].…”

“…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.…”