Early Identification of Autism: Roles of the Speech-Language Pathologist and Audiologist on a Transdisciplinary Team

 

 Buy Article Permissions and Reprints

ABSTRACTS

Audiologists and speech-language pathologists are frequently two of the earliest professional contacts a family may have when they suspect a child may have an autism spectrum disorder (ASD). This article will describe the necessity for early, accurate identification and commencement of intervention services for children (and their families) suspected of having an ASD. It will focus on the assessment process after the pediatrician and/or parents identify the need for further evaluation and have referred the family for a comprehensive developmental assessment. Due to the range of syndrome presentations and the potential for multiple areas of developmental concern, diagnosis of a young child suspected of having an ASD can become a complex process. Current best practice suggests the need for a transdisciplinary team approach when evaluating young children with disabilities. Emphasis on the cohesive team process, the role of parents (and caregivers) as active team participants, and specific issues for audiology and speech-language pathology are discussed.

REFERENCES

• 1 Fombonne E. Epidemiology of autism and related conditions. In: Volkmar F Autism and Pervasive Developmental Disorders. Cambridge, England; Cambridge University Press 1997: 32-63
  Google Scholar
• 2 National Research Council .Educating Children with Autism. Committee on Educational Interventions for Children with Autism. Lord C, McGee JP Division of Behavioral and Social Sciences and Education. Washington, DC; National Academy Press 2001
  Google Scholar
• 3 Singer J. “Why can't you be normal for once in your life?” From a “problem with no name” to the emergence of a new category of difference. In: Corker M, French S Disability Discourse. Philadelphia, PA; Open University Press 1999: 59-67
  Google Scholar
• 4 Duchan J. Maybe audiologists are too attached to the medical model.  Semin Hear. 2004;  25 347-354
  Article in Thieme ConnectPubMedGoogle Scholar
• 5 Briggs M. Team development: Decision-making for early intervention.  Infant-Toddler Intervention. 1991;  1(1) 1-9
  PubMedGoogle Scholar
• 6 Rokusek C. An introduction to the concept of interdisciplinary practice. In: Thyer B, Kropf N Developmental Disabilities: A Handbook of Interdisciplinary Practice. Cambridge, MA; Brookline 1995: 1-12
  Google Scholar
• 7 Rosenhall U, Nordin V, Sandstroem M, Ahlsen G, Gillberg C. Autism and hearing loss.  J Autism Dev Dis. 1999;  29 349-357
  PubMedGoogle Scholar
• 8 Konstantareas M, Homatidis S. Brief report: ear infections in autistic and normal children.  J Autism Dev Dis. 1987;  17 585-593
  CrossrefPubMedGoogle Scholar
• 9 Smith D, Miller S, Stewart M, Walter T, McConnell J. Conductive hearing loss in autistic, learning disabled, and normal children.  J Autism Dev Dis. 1988;  18 53-65
  PubMedGoogle Scholar
• 10 Klin A. Auditory brainstem responses in autism: brainstem dysfunction or peripheral hearing loss?.  J Autism Dev Dis. 1993;  23 15-35
  PubMedGoogle Scholar
• 11 Dunning K. Development of a questionnaire to assess auditory behaviors in children diagnosed with autism spectrum disorders [unpublished master's thesis]. Columbus, OH; Ohio State University 2003
  Google Scholar
• 12 Gillberg C, Ehlers H, Schaumann G et al.. Autism under 3 years: a clinical study of 28 cases referred for autistic symptoms in infancy.  J Child Psychol Psychiatry. 1990;  31 921-934
  PubMedGoogle Scholar
• 13 Rimland B. Infantile Autism New York; Appleton-Century-Croft 1964
• 14 Kootz J, Marinelli Cohen D. Modulation of response to environmental stimulation in autistic children.  J Autism Dev Dis. 1982;  12 185-193
  PubMedGoogle Scholar
• 15 MacDonald J. Communicating partners: 30 years of building responsive relationships with late-talking children London; Jessica Kingsley Publishers 2004
• 16 Schopler E, Reichler R. How well do parents understand their own psychotic child?.  J Autism Child Schizo. 1972;  2 387-400
  PubMedGoogle Scholar
• 17 Bates E. Language and Context: The Acquisition of Pragmatics New York; Academic Press 1976
• 18 Bruner J. Child Talk New York; W.W. Norton 1983
• 19 Girolometto L. Developing dialogue skills: The effects of a conversational model of language intervention. In: Marfo K Parent-Child Interaction and Developmental Disabilities: Theory, Research, and Intervention. New York; Praeger 1988
  Google Scholar
• 20 Stern D. The First Relationship: Mother and Infant Cambridge, MA; Harvard University 1977
• 21 Charman T, Swettenham J, Baron-Cohen S, Cox A, Baird G, Drew A. Infants with autism: an investigation of empathy, pretend play, joint attention, and imitation.  Dev Psychol. 1997;  33 781-789
  PubMedGoogle Scholar
• 22 Wetherby A, Prizant B, Hutchinson T. Communicative, social/affective, and symbolic profiles of young children with autism and pervasive developmental disorders.  Am J Speech Lang Pathol. 1998;  7 79-91
  PubMedGoogle Scholar
• 23 Sigman M, Ruskin E, Arbeile R et al.. Continuity and change in the social competence of children with autism, Down syndrome and developmental delays.  Monogr Soc Res Child Dev. 1999;  64 1-114
  PubMedGoogle Scholar
• 24 McLean J, Snyder-McClean L. A Transactional Approach to Early Language Training: Derivation of a Model System Columbus, OH; Charles E. Merrill 1978
• 25 Brizant B, Duchan J. The functions of immediate echolalia in autistic children.  J Speech Hear Disord. 1981;  46 241-249
  PubMedGoogle Scholar
• 26 Wetherby A, Prizant B. Communication and Symbolic Behavior Scales Baltimore, MD; Paul H, Brookes 1993
• 27 Rossetti L. The Rossetti Infant-Toddler Language Scale East Moline, IL; LinguiSystems 1990

Paula RabidouxPh.D. 

Speech-Language Pathology Coordinator, Nisonger Center

UCEDD, The Ohio State University, 323 McCampbell, 1581 Dodd Drive, Columbus, OH 43210

Email: Rabidoux.1@osu.edu