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ERIC Number: ED524547
Record Type: Non-Journal
Publication Date: 2010
Pages: 164
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1244-2640-2
ISSN: N/A
Factors Influencing School-Based Speech and Language Pathologists in the Selection of Communication Assessments for Students with Autism Spectrum Disorders: Why We Do What We Do
Schwartz, Lorna T.
ProQuest LLC, Ed.D. Dissertation, Arcadia University
Speech and language pathologists (SLPs) are collaborators in a diagnostic process that reflects an increasing number of referrals of children with autism spectrums disorders (ASD). Also, current practices leading to the remediation of speech and language disorders have come under scrutiny for limitations in effective carryover of targeted goals and objectives, especially for this population of students. The purpose of this research study was to determine the communication assessments SLPs use for the population of students identified with ASD, what factors contribute to assessment selection and how these communication assessments are interpreted and incorporated into remediation process. A sequential explanatory mixed methods design facilitated a follow-up study of SLPs' insights with regard to their selection of communication assessments. Participants in the "survey-response" quantitative Phase One of this study included 43 SLPs currently practicing in a large urban educational setting. Phase Two involved interviews with SLPs from Phase One who conducted speech and language evaluations for students with ASD during the 2008-2009 and/or current (2009-2010) school years. Interviews were audio-recorded for transcription. A mixed methods approach to this investigation enabled a more comprehensive understanding of the phenomenon under investigation. Data analysis revealed trends in demographics, pre-existing conditions, assessment selections and reporting and applying assessment results. Results also indicated a divergence of methodologies and strategies in the overall assessment of communication skills. Implications support the need to develop an assessment reference binder for all SLPs, the development of a standardized assessment process for the communication assessment of students with ASD, and revisions to the factor formula that results in school caseload assignments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A