Preparation of Speech-Language Pathology Graduate Students to Work with Children with Autism Spectrum Disorders

Abstract

The expectations and preparation requirements for students in Communication Sciences and Disorders to work with children with autism spectrum disorders were explored. Five hundred and fifty-one speech-language pathologists working with children with autism spectrum disorders were surveyed about knowledge of autism spectrum disorders and expectations for student preparation. Student outcomes from a graduate course in autism spectrum disorders in Communication Sciences and Disorders were measured. Survey responses indicated that speech-language pathologists believed that their coursework and clinical training did not prepare them to start working with children with autism spectrum disorders. Responses also indicated that speech-language pathologists expect graduates who are beginning a clinical fellowship to have had coursework and to have completed practical training related to autism. Student outcome measures demonstrated that students had limited experiences with autism prior to the course and lacked foundational knowledge. The results of this study support existing descriptions in the literature of the knowledge and training of speech-language pathologists in school-based settings and further emphasize the need to include autism as a required component of graduate programs to meet preparation expectations in the field.