Top

Journal of Autism and Developmental Disorders

Gepubliceerd in:

14-10-2019 | Original Paper

Speech-Language Pathologists’ Knowledge and Consideration of Factors That May Predict, Moderate, and Mediate AAC Outcomes

Auteurs: Stephanie B. Sievers, David Trembath, Marleen F. Westerveld

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 1/2020

Abstract

The aims of this study were to examine speech-language pathologists’ (SLPs) knowledge and consideration of factors found in research when making clinical decisions regarding AAC for children with Autism Spectrum Disorder (ASD), and to reveal additional factors identified based on SLPs’ clinical practice. A 20-question mixed-methods survey was completed internationally by 187 certified SLPs. Overall, SLPs showed some familiarity with the research and considered factors found in research when making clinical decisions. SLPs also identified 20 factors that were not identified in the most recent systematic review that may predict, moderate, and/or mediate outcomes. This information may contribute to advancing clinical services regarding AAC as well as guide future research investigating the mechanisms by which children with ASD respond to AAC interventions.

vorige artikel Validity of Vocal Communication and Vocal Complexity in Young Children with Autism Spectrum Disorder

volgende artikel A Randomized Waitlist-Control Group Study of a Culturally Tailored Parent Education Intervention for Latino Parents of Children with ASD

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders: DSM-5 (Vol. 5). Washington, D.C: American Psychiatric Association.CrossRef

American Speech-Language Hearing Association. (2007). Scope of practice in speech-language pathology. Retrieved 3 October, 2019 from www.asha.org/policy (Index terms: Scope of practice).

Beukelman, D. R., & Mirenda, P. (2005). Augmentative & alternative communication: Supporting children & adults with complex communication needs (Vol. 3). Baltimore: Paul H. Brookes Pub. Co.

Bondy, A., & Frost, L. (1994). PECS: The picture exchange communication system training manual. Cherry Hill, NY: Pyramid Educational Consultants.

Brady, N. C., Marquis, J., Fleming, K., & McLean, L. (2004). Prelinguistic predictors of language growth in children with developmental disabilities. Journal of Speech, Language, and Hearing Research,47(3), 663–677. https://doi.org/10.1044/1092-4388(2004/051).CrossRefPubMed

Cafiero, J. M. (2011). Autism spectrum disorders and AAC. Focus on Autism and Other Developmental Disabilities,26(3), 184–186. https://doi.org/10.1177/1088357610394653.CrossRef

Cheung, G., Trembath, D., Arciuli, J., & Togher, L. (2013). The impact of workplace factors on evidence-based speech-language pathology practice for children with autism spectrum disorders. International Journal of Speech-Language Pathology,15(4), 396–406. https://doi.org/10.3109/17549507.2012.714797.CrossRefPubMed

Dietz, A., Quach, W., Lund, S. K., & McKelvey, M. (2012). AAC Assessment and clinical-decision making: The impact of experience. Augmentative and Alternative Communication,28(3), 148–159. https://doi.org/10.3109/07434618.2012.704521.CrossRefPubMed

Flippin, M., Reszka, S., & Watson, L. R. (2010). Effectiveness of the picture exchange communication system (PECS) on communication and speech for children with autism spectrum disorders: A meta-analysis. American Journal of Speech-language Pathology/American Speech-Language-Hearing Association,19(2), 178–195. https://doi.org/10.1044/1058-0360(2010/09-0022).CrossRef

Ganz, J., Davis, J., Lund, E., Goodwyn, F., & Simpson, R. (2012). Meta-analysis of PECS with individuals with ASD: Investigation of targeted versus non-targeted outcomes, participant characteristics, and implementation phase. Research in Developmental Disabilities,33(2), 406–418.CrossRefPubMed

Ganz, J., Mason, R., Goodwyn, F., Boles, M., Heath, A., & Davis, J. (2014). Interaction of participant characteristics and type of AAC with individuals with ASD: A meta-analysis. American Journal on Intellectual and Developmental Disabilities,119(6), 516–535. https://doi.org/10.1352/1944-7558-119.6.516.CrossRefPubMed

Graneheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing research: Concepts, procedures and measures to achieve trustworthiness. Nurse Education Today,24(2), 105–112. https://doi.org/10.1016/j.nedt.2003.10.001.CrossRefPubMed

Hsieh, H.-F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research,15(9), 1277–1288. https://doi.org/10.1177/1049732305276687.CrossRefPubMed

Iacono, T., & Cameron, M. (2009). Australian speech-language pathologists’ perceptions and experiences of augmentative and alternative communication in early childhood intervention. Augmentative and Alternative Communication,25(4), 236–249. https://doi.org/10.3109/07434610903322151.CrossRefPubMed

Iacono, T., Trembath, D., & Erickson, S. (2016). The role of augmentative and alternative communication for children with autism: Current status and future trends. Neuropsychiatric Disease and Treatment,12, 2349–2361. https://doi.org/10.2147/NDT.S95967.CrossRefPubMedPubMedCentral

Kleiman, L. I. (2003). Functional communication profile-revised. East Moline, IL: LinguiSystems Inc.

Lund, S. K., Quach, W., Weissling, K., McKelvey, M., & Dietz, A. (2017). Assessment with children who need augmentative and alternative communication (AAC): Clinical decisions of AAC specialists. Language, Speech, and Hearing Services in Schools, 48(1), 56–68.CrossRefPubMed

McAlister, F. A., Graham, I., Karr, G. W., & Laupacis, A. (1999). Evidence-based medicine and the practicing clinician. Journal of General Internal Medicine,14(4), 236–242. https://doi.org/10.1046/j.1525-1497.1999.00323.x.CrossRefPubMedPubMedCentral

McEachin, J. J., Smith, T., & Lovaas, O. I. (1993). Long-term outcome for children with autism who received early intensive behavioral treatment. American Journal of Mental Retardation,97(4), 359–372 (discussion 373–391).PubMed

McNaughton, D., Rackensperger, T., Benedek-Wood, E., Krezman, C., Williams, M. B., & Light, J. (2008). “A child needs to be given a chance to succeed”: Parents of individuals who use AAC describe the benefits and challenges of learning AAC technologies. Augmentative and Alternative Communication,24(1), 43–55. https://doi.org/10.1080/07434610701421007.CrossRefPubMed

Meline, T., & Paradiso, T. (2003). Evidence-based practice in schools: Evaluating research and reducing barriers. Language, Speech, and Hearing Services in Schools,34(4), 273–283. https://doi.org/10.1044/0161-1461(2003/023).CrossRefPubMed

Metcalfe, C., Lewin, R., Wisher, S., Perry, S., Bannigan, K., & Moffett, J. K. (2001). Barriers to implementing the evidence base in four NHS therapies. Physiotherapy,87(8), 433–441. https://doi.org/10.1016/S0031-9406(05)65462-4.CrossRef

Nail-Chiwetalu, B., & Ratner, N. B. (2007). An assessment of the information-seeking abilities and needs of practicing speech-language pathologists. Journal of the Medical Library Association,95(2), 182-e157. https://doi.org/10.3163/1536-5050.95.2.182.CrossRef

National Autism Center. (2017). National Standards Project, Phase 2. Retrieved from http://www.nationalautismcenter.org/national-standards-project/

Papakostas, G. I., & Fava, M. (2008). Predictors, moderators, and mediators (correlates) of treatment outcome in major depressive disorder. Dialogues in Clinical Neuroscience, 10(4), 439–451.PubMedPubMedCentral

Reilly, S. (2004). The challenges in making speech pathology practice evidence based. Advances in Speech-Language Pathology,6(2), 113–124. https://doi.org/10.1080/14417040410001708549.CrossRef

Romski, M., Sevcik, R. A., Barton-Hulsey, A., & Whitmore, A. S. (2015). Early intervention and AAC: What a difference 30 years makes. Augmentative and Alternative Communication,31(3), 181–202. https://doi.org/10.3109/07434618.2015.1064163.CrossRefPubMed

Rose, V., Trembath, D., Keen, D., & Paynter, J. (2016). The proportion of minimally verbal children with autism spectrum disorder in a community-based early intervention programme. Journal of Intellectual Disability Research,60(5), 464–477. https://doi.org/10.1111/jir.12284.CrossRefPubMed

Rowland, C. (2011). Using the communication matrix to assess expressive skills in early communicators. Communication Disorders Quarterly,32(3), 190–201. https://doi.org/10.1177/1525740110394651.CrossRef

Sackett, D. L., Haynes, B., Guyatt, G. H., & Tugwell, P. (1991). Clinical epidemiology a basic science for clinical medicine (Vol. 12). London: Little & Brown.

Schlosser, R. W., & Raghavendra, P. (2004). Evidence-based practice in augmentative and alternative communication. Augmentative and Alternative Communication,20(1), 1–21. https://doi.org/10.1080/07434610310001621083.CrossRef

Schlosser, R. W., & Sigafoos, J. (2009). Navigating evidence-based information sources in augmentative and alternative communication. Augmentative and Alternative Communication,25(4), 225–235. https://doi.org/10.3109/07434610903360649.CrossRefPubMed

Sievers, S. B., Trembath, D., & Westerveld, M. (2018). A systematic review of predictors, moderators, and mediators of augmentative and alternative communication (AAC) outcomes for children with autism spectrum disorder. Augmentative and Alternative Communication, 34(3), 219–229.CrossRefPubMed

Tager-Flusberg, H., & Kasari, C. (2013). Minimally verbal school-aged children with autism spectrum disorder: The neglected end of the spectrum. Autism Research,6(6), 468–478. https://doi.org/10.1002/aur.1329.CrossRefPubMed

Thomas, D. R. (2006). A general inductive approach for analyzing qualitative evaluation data. American Journal of Evaluation,27(2), 237–246. https://doi.org/10.1177/1098214005283748.CrossRef

Upton, D., & Upton, P. (2006). Knowledge and use of evidence-based practice by allied health and health science professionals in the United Kingdom. Journal of Allied Health,35(3), 127–133.PubMed

Venter, A., Lord, C., & Schopler, E. (1992). A follow-up study of high-functioning autistic children. Journal of Child Psychology and Psychiatry,33(3), 489–597. https://doi.org/10.1111/j.1469-7610.1992.tb00887.x.CrossRefPubMed

Vivanti, G., Prior, M., Williams, K., & Dissanayake, C. (2014). Predictors of outcomes in autism early intervention: Why don’t we know more? Frontiers in Pediatrics,2, 58.CrossRefPubMedPubMedCentral

Zimmerman, I. L., Steiner, V., & Pond, R. E. (1997). Preschool language scales (3rd ed., UK end adapted by J. Boucher & V. Lewis ed.). London: Psychological Corporation.

Zipoli, R. P., Jr., & Kennedy, M. (2005). Evidence-based practice among speech-language pathologists: Attitudes, utilization, and barriers. American Journal of Speech-Language Pathology,14(3), 208–220. https://doi.org/10.1044/1058-0360(2005/021).CrossRefPubMed

Titel: Speech-Language Pathologists’ Knowledge and Consideration of Factors That May Predict, Moderate, and Mediate AAC Outcomes
Auteurs: Stephanie B. Sievers
David Trembath
Marleen F. Westerveld
Publicatiedatum: 14-10-2019
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 1/2020
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-019-04217-4

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 1/2020

An Exploration of Law Enforcement Officers’ Training Needs and Interactions with Individuals with Autism Spectrum Disorder

Working with Children with Autism Spectrum Disorder in a Medical Setting: Insights from Certified Child Life Specialists

Using a Virtual Manipulative Intervention Package to Support Maintenance in Teaching Subtraction with Regrouping to Students with Developmental Disabilities

Anxiety Disorders in Adults with Autism Spectrum Disorder: A Population-Based Study

Internet Use Habits, Parental Control and Psychiatric Comorbidity in Young Subjects with Asperger Syndrome

Validity of Vocal Communication and Vocal Complexity in Young Children with Autism Spectrum Disorder