UVM Theses and Dissertations
Format:
Print
Author:
Kim, Rhiannon M.
Dept./Program:
Communication Sciences
Year:
2010
Degree:
MS
Abstract:
Early intervention and family-centered care are two key components to effective treatment of children with special health and education needs. Children with a diagnosis of autism spectrum disorder (ASD) benefit from early intervention using a family-centered approach.
Speech-language pathologists (SLPs) are responsible for supporting children with ASD and their families with deficits in social interaction and verbal and nonverbal communication during the assessment process and while implementing social communication intervention for children with ASD in early intervention settings. There are two primary avenues for early intervention in Vermont that serve children with ASD: family-infant toddler programs (FITP) and Essential Early Education (EEE), which serve children birth to three and three to six, respectively. SLPs involved in early intervention to support families of children with ASD in FITP and EEE programs in Vermont completed a survey focused on three aspects of SLPs working with them and their children: a) how family-centered the primary caregiver viewed the SLP; b) a description of themostpositive and most difficult aspects of working with the SLP; and, c) what factors were most important to a primary caregiver when working with an SLP. The response rate was 11.3% (19/168 returned). Results indicate that while SLPs are generally viewed as providing family-centered care to families and children with ASD less than six years old, there are ways SLPs can enhance their service delivery. Implications for practice are included.
Speech-language pathologists (SLPs) are responsible for supporting children with ASD and their families with deficits in social interaction and verbal and nonverbal communication during the assessment process and while implementing social communication intervention for children with ASD in early intervention settings. There are two primary avenues for early intervention in Vermont that serve children with ASD: family-infant toddler programs (FITP) and Essential Early Education (EEE), which serve children birth to three and three to six, respectively. SLPs involved in early intervention to support families of children with ASD in FITP and EEE programs in Vermont completed a survey focused on three aspects of SLPs working with them and their children: a) how family-centered the primary caregiver viewed the SLP; b) a description of themostpositive and most difficult aspects of working with the SLP; and, c) what factors were most important to a primary caregiver when working with an SLP. The response rate was 11.3% (19/168 returned). Results indicate that while SLPs are generally viewed as providing family-centered care to families and children with ASD less than six years old, there are ways SLPs can enhance their service delivery. Implications for practice are included.