Design

1
The Relationship between Training and Practice
for SLPs Working with Young Children with
ASD Danielle Geno, B.A. (dgeno_at_uvm.edu), Patricia
A. Prelock, Ph.D., Tiffany Hutchins, Ph.D.,
George Salembier, Ed.D., Holly-Lynn Busier, Ed.D

• Participation in training leads to increased
  knowledge comfort in working with individuals
  with ASD.
• Pre-professional training/coursework is needed to
  introduce SLPs to the core social and
  communication deficits associated with ASD
  evidence-based therapy options.
• Consensus that SLPs could benefit from extended
  training in ASD supports the need for preservice
  coursework as well as professional development in
  ASD.
• Findings support previous research (Schwartz
  Drager, 2008) indicating the benefit of extended
  training in autism for SLPs.

• A strong positive correlation between composite
  scores of comfort knowledge was found (r.97,
  plt.001) indicating a significant linear
  relationship between the two variables.
• Participants felt they would benefit from taking
  a course/set of courses focused on autism M
  5.02 (Range1-6, SD1.19) with 71.7 of
  participants (n92) indicating an average
  response of strongly agree.
• Participants who knew an individual with ASD vs.
  those who did not revealed a significant
  difference for both knowledge t(116) -2.85,
  plt.005) and comfort, t (116) -2.03, plt.005).
• The mean knowledge scores of those who knew an
  individual with ASD was higher (M76.39,
  SD14.47) than the mean of the group who did not
  know an individual with ASD (M67.9, SD15.8).
• The mean comfort scores of those who knew someone
  with ASD was higher (M71.5, SD18.87) than the
  mean of the group who did not know someone with
  ASD (M64.2, SD16.85).
• An established correlation of .62 (refer to table
  below) between training and knowledge and
  training and comfort was established, showing
  that training and comfort/knowledge in practice
  share a relationship.
• Training varied from participant to participant,
  however, the most popular forms of training were
  conferences (n107), and graduate courses (n69).
  

• Prevalence 1/150 children (CDC, 2007)
• Deficits in socialization, communication, and
  play require intervention strategies employed by
  SLPs (Prelock, 2006).
• 82.8 of ASHA certified school-based SLPs serve
  students with ASD, with approximately 4 students
  with ASD on their caseload (ASHA, 2000a).
• School based SLPs have limited familiarity with
  ASD (Cascella Colella, 2004), poor
  understanding of the diagnostic criteria would
  benefit from training (Schwartz Drager, 2008).
• Communication abilities are central to the
  diagnosis so knowledge of the diagnostic process
  is critical (Diehl, 2003).
• Little to no formal training in ASD exists in
  pre-professional coursework with first encounters
  typically on the job (Ervin, 2003).
• PURPOSE To examine the relationship between
  training and comfort in practice for SLPs working
  with children with ASD.

American Speech-Language-Hearing Association
ASHA. (2000a). Omnibus survey Caseload
report. Rockville, MD Author. Cascella, P.,
W Colella, C.,S. (2004). Knowledge of Autism
Spectrum Disorders Among Connecticut School
Based Speech Language Pathologists. FADD, 19,
245-252 Diehl, S. (2003). Autism Spectrum
Disorder The context of Speech- Language
Pathologist Intervention. LSHSS, 34,
177-179. Ervin, M. (2003). Autism spectrums
disorder Interdisciplinary teaming in schools.
The ASHA Leader Online. http//www.asha.org/about/
publications/leader-online/archives/2003/q2/03041
5a.htm. Retrieved January 31, 2009. Drager,
K., D. Schwartz, H. (2008). Training and
Knowledge in Autism among Speech Language
Pathologists A Survey. LSHSS, 39,
66-77. Prelock, P. A. (2006). Autism Spectrum
Disorders Issues in Assessment Intervention.
Austin, TX Pro- Ed Publishers.

• Design
• Cross-sectional survey design using a list
  (n287)of ASHA certified SLPs in the state of
  Vermont
• Participants
• 128 ASHA certified and licensed SLPs working in
  schools (elementary-high school) hospitals,
  private practices, clinics
• 118 Females 9 Males
• 97.7 provided services for an individual with
  autism
• 45 response rate
• Measure
• 11 item demographic section assessing training
• 32 item, 6 pt. likert scale assessing feelings
  of knowledge and comfort in practice with
  children with ASD

Table 1 Correlations between total knowledge,
total comfort, and total training.
A special thank you to the driving forces of this
project Patricia Prelock, Ph.D CCC-SLP and
Tiffany Hutchins Ph.D, for your thoughtful
insight, conscientious suggestions for revision,
and overwhelming support. A heartfelt thank you
to Holly Busier and George Salembier for diving
into my project head first. To TJ and the
Jordans Thank you for being you and for
inspiring me to complete this project. To all of
the children and families of those who have
autism we are putting the puzzle together, one
piece at a time. To my family, friends and Adam
Thank you for the support!
Picture 1 TJ, age 9, a wonderful student
Danielle works with who has autism, performing at
his school talent show. Effective early
intervention and knowledgeable providers have
helped TJs communication abilities tremendously.