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15 School-Based SLPs Views on Optimal Services for Children with ASD
In recent years, there has been a growing consensus in the research literature about the most effective social skill interventions for children with ASD (ASHA 2006; Gray, 1995; Wellman et al, 2002; Koegel et al, 2003). Interventions that include video modeling, social stories, and computerized instruction have been shown to be more effective than interventions that do not include these components (Charlop-Christy et al, 2000; Kokina & Kern, 2010). Despite this growing consensus, it is unclear whether school-based SLPs are currently using these interventions for children with ASD. The purpose of this study was to determine how much experience and expertise school-based SLPs have working with children with ASD and to determine which treatment strategies, service delivery models, and intensity levels school-based SLPs believe are optimal for children with mild, moderate, and severe ASD.
PARTICIPANTS
Participants were 53 public school SLPs with varying degrees of experience working with children with ASD. 30 of the SLPs had more than 6 years of experience, 19 had 3-5 years, and 4 had less than 2 years.
METHOD
A three page survey was administered to all participants during a local speech meeting. The survey contained a series of questions addressing treatment services for students with ASD. A copy of the questionnaire appears in the appendix.
RESULTS
1. The therapy room continues to be the primary service delivery setting for children with ASD.
2. Pull out and consultation was viewed as the most appropriate service delivery for children with mild ASD. Co-teaching and coactivity were indicated for moderate and severe levels of ASD.
3. The most common treatment approaches noted were strategies to promote generalization, environmental arrangements and structure, along with play and peer mediation. Picture schedules and other visual supports appeared for Moderate ASD and augmentative and alternative communication appeared for Severe ASD. Optimal treatment strategies did not include video modeling, written scripts and social stories, or computerized instruction.
4. Optimal intensity levels included daily therapy for severe ASD and weekly and biweekly therapy for mild and moderate ASD.
DISCUSSION AND CONCLUSIONS
SLPs are primarily serving children with ASD with the traditional pull-out model and not using the most current evidence-based treatment strategies, In addition, SLPs serve children predominantly in the preschool and elementary school settings and not in middle school or high school where social skills become more essential.
SLPs may need additional training and experience in the use of video modeling, written scripts and social stories, and computerized instruction for children with ASD. Barriers to the use of these evidence based treatment strategies need to be explored.
Alternatives to pull-out therapy need to continue to be explored and encouraged. The service delivery options of coteaching, coactivity, and consultation should be expanded.
Training, knowledge and experience in other intensity level options for treatment should be expanded, including the cycles approach.
Future research should continue to explore optimal communication and social skills services for children with ASD.