Schwartz Heatherann, Drager Kathryn D R
Department of Communication Sciences and Disorders, Penn State University, 308 Ford Building, University Park, PA 16802, USA.
Lang Speech Hear Serv Sch. 2008 Jan;39(1):66-77. doi: 10.1044/0161-1461(2008/007).
The current study was designed to answer the following questions: (a) What knowledge do school-based speech-language pathologists (SLPs) have concerning autism? (b) What educational and clinical training do SLPs receive in autism? (c) Do SLPs have confidence in their ability to provide services to children with autism and their families?
An original 52-item survey was designed to answer the research questions. Participants were recruited through e-mail and were asked to respond to a Web-based survey.
Sixty-seven school-based SLPs practicing in 33 states across the United States responded to the survey. Most participants had accurate knowledge about the characteristics of children with autism; however, they had mixed perceptions of diagnostic criteria for autism. Although most participants did address autism at some level of their educational training, little time was spent discussing the topic. Additionally, some SLPs lack confidence in their abilities to provide services to children with autism.
The return rate for participants was small, and it is difficult to generalize the results. However, the majority of respondents reported that they could have benefited from additional training in the area of autism. As a result, it may be necessary to consider strategies for providing this training.
本研究旨在回答以下问题：（a）学校言语语言病理学家（SLP）对自闭症有哪些了解？（b）SLP在自闭症方面接受了哪些教育和临床培训？（c）SLP对为自闭症儿童及其家庭提供服务的能力有信心吗？
设计了一份包含52个条目的原始调查问卷来回答研究问题。通过电子邮件招募参与者，并要求他们对基于网络的调查问卷做出回应。
在美国33个州执业的67名学校SLP对该调查做出了回应。大多数参与者对自闭症儿童的特征有准确的了解；然而，他们对自闭症的诊断标准看法不一。尽管大多数参与者在某种程度的教育培训中确实涉及了自闭症，但讨论该主题的时间很少。此外，一些SLP对自己为自闭症儿童提供服务的能力缺乏信心。
参与者的回复率较低，难以将结果推广。然而，大多数受访者表示，他们本可以从自闭症领域的额外培训中受益。因此，可能有必要考虑提供此类培训的策略。
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