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Geno, Danielle

Communication Sciences

2011

MS

Children with autism spectrum disorders (ASD) have a range of social, play, and communicative challenges that often require the intervention of a speech-language pathologist (SLP). With increased responsibility for meeting the needs of students with ASD, SLPs require a high level of awareness of assessment and intervention techniques that target the core challenges typically associated with the autism spectrum. Challenges associated with Theory of Mind (ToM) are thought to be core characteristics affecting many children with ASD. ToM is the ability to reason about the thoughts of others, or understand the perspectives of others. This mixed-methods study examined the attitudes, perceptions, and practice patterns of SLPs using ToM in practice with children with ASD. Two focus group interviews were conducted with a total of 10 SLPs who were employed in two school districts in the state of Vermont.
Participants also completed a paper-based survey designed to assess their training in ASD and ToM and their feelings of competency with ToM in practice. Results indicated that participants generally lacked confidence in their ability to assess and develop appropriate interventions to address ToM challenges with the majority of participants indicating a need for further training in ToM. In addition, participant responses indicated a number of misconceptions about both ToM and ASD. Common perspectives emerged from the focus group data, including a primary concern surrounding the static/inflexible nature of current ToM assessment and intervention options. Information gained from this study underscores the need for dynamic ToM assessment and intervention options. In addition, there is a need for development and support ofeffective service delivery models within and across schools and families. This includes educating professionals on the importance of examining ToM in students with ASD along with addressing intervention needs.