International Survey of Speech-Language Pathologists' Practices in Working with Children with Autism Spectrum Disorder.

Autism Spectrum Disorder (ASD) is a complex neurodevelopmental disorder. In order to better understand the role of the linguist pathologist (SLP) in supporting ASD children in various countries, the International Language and Speech Association (IALP) Children's Language Committee decided that ASD children or I conducted an SLP survey of young people. Methods and participants: The survey included 58 questions about respondent background information, children's characteristics of ASD, and the role of SLP in the practice of diagnosis, evaluation and intervention. This survey is available in English, French, Russian and Portuguese and is distributed online.

This article provides a descriptive summary of key findings from quantitative data from 1,114 SLPs (representing 35 countries) supporting ASD children. The majority (91%) of respondents have worked with ASD children, and most (75%) work in school or early childhood. According to the report of SLP, the typical age of children diagnosed with ASD is 3-4 years old, mainly completed by a team of experts.

The results support a positive global trend in effective ASD child assessment and SLP adoption of intervention practice. Two areas where SLP may need further assistance is to involve parents in the practice of assessment and to support the literacy capacity for ASD children.

This study worked in a clinical / hospital environment with a language pathologist (SLP) in the US and Taiwan to study interventional techniques for use in children with Autism Spectrum Disorder (ASD). The research questions included intervention techniques for children of ASD, intervention techniques for different age groups (under 8 and under 8 years old), and training received prior to the use of intervention techniques. The results show that the US and Taiwanese SLP are using four common intervention technologies: social skills training, enhanced and alternative communication, photo exchange communication system and social stories. Taiwan SLP reported on the SLP preparation program training for these joint intervention strategies. In the United States, SLP reports self-study by peer-to-peer therapist training and SLP preparation program.

Intervention technologies for Autism Spectrum Disorders in American and Taiwanese pathologists: Descriptive analysis of clinical environment clinical practice

Autism Spectrum Disorder (ASD) is a complex neurodevelopmental disorder. In order to better understand the role of the linguist pathologist (SLP) in supporting ASD children in various countries, the International Language and Speech Association (IALP) Children's Language Committee decided that ASD children or I conducted an SLP survey of young people. Methods and participants: The survey included 58 questions about respondent background information, children's characteristics of ASD, and the role of SLP in the practice of diagnosis, evaluation and intervention. This survey is available in English, French, Russian and Portuguese and is distributed online.

International survey of language pathologists dealing with children with autistic spectrum disorder

Benchmarking to achieve social communication skills is a core issue for children with Autism Spectrum Disorder (ASD). In a typical development process, young people often acquire these skills by observing interactions with adults and colleagues, or through their own interactions. To children, learning appropriate social skills often requires direct intervention. As a speech pathologist specializing in working with ASD children, I use several different methods to help these young people learn how to interact with their colleagues and their families . Described in public practice portal