One hundred and five SLPs participated in the study who are currently working with children with ASD. In looking at the study, they examined the view of EBP among the SLPs working with individuals with ASD. 97% of participants agreed that implementing EBPs is necessary in their practice. The study also displayed that the use of EBPs places unreasonable demands on the SLPs in their job because it is not always a straightforward process when providing interventions to individuals with ASD. It appears that it would be beneficial for EBPs to be incorporated into the framework of the practice. Many SLPs have witnessed the effectiveness of using EBPs, however, there are barriers in implementing them into the workplace regardless of the setting. 

How Functional Communication Training is Used  

https://www.youtube.com/watch?v=Zi8Ix2QIlRc&t=43s 

 

This resource would be a good foundational knowledge for a speech-language pathologist to use when working with an individual with ASD. Functional Communication Training (FCT) is an evidence-based practice that many special education teachers and behavioral therapist use with individuals with ASD. Having this basic knowledge and understanding of communication can assist and support the speech language pathologist in planning a session with a child with ASD. 

 

I would use this resource when collaborating with my clients speech teacher. Specifically in the IU classroom, I have a client whose SLP only has a basic understanding of autism. By showing her this video, we can then discuss what course of action may be best for him by both professional collaborating on the best form of functional communication for the client. 

 

Social Narratives 

 

https://www.swwc.org/site/handlers/filedownload.ashx?moduleinstanceid=1667&dataid=6754&FileName=Social%20Narratives%20PPT%20Slides%20as%20Handout.pdf 

 

Social narratives are simple stories that visually represent social situations and appropriate social behavior. SLPs working with children in a school setting may utilize these visual social situations to expose them to other’ perspectives. SLPs can use this tool in various ways in their session with a child who has the cognitive level to use social stories. 

 

I would use this resource to provide as an evidence-based practice to a teacher or an SLP who I collaborate with on a case. By explaining what social stories are and their impacts on client with autism, I may be able to assist the SLP in forming a plan for the client in order for sessions to be more effective.

This article doesn’t so much address certain EBPs but it more so addresses how important it is to be using EBPs. It also doesn’t specifically say what impact they have when used with clients with autism but how big of an impact they could have if they were being used. A significant majority of SLPs believe using EBP could positively impact their practice with their clients, with ASD and without, but that sometimes the can’t effectively research and therefore cannot use EBP with their clients. 

This article doesn’t so much address certain EBPs but it more so addresses how important it is to be using EBPs. It also doesn’t specifically say what impact they have when used with clients with autism but how big of an impact they could have if they were being used. A significant majority of SLPs believe using EBP could positively impact their practice with their clients, with ASD and without, but that sometimes the can’t effectively research and therefore cannot use EBP with their clients. 

This resource is really great for SLPs and teachers who work with students with ASD. This website is a “map” of research categorized by different diagnoses. The ASD tab gives over 400 articles on EBP that have anything to do with ASD. This resource is especially useful for SLPs but I also found this very useful just because of the amount of information it gives on ASD. With over 400 articles available to me there are so many different facets of ASD I have access too now. Since this is my first year in SpEd all this info is new to me so having these articles at my disposal for free is really helpful. 

This resource is a Facebook group for clinical research for SLPs. This could be helpful because this is not only useful for tips on research but it’s also a nice community and a sort of support system for SLPs. I’m part of a few teaching Facebook groups and it’s really helpful to see the things some people are posting to get advice and sometimes just to see that I’m not alone in the things I’m experiencing. I could use this resource since I have many students in my caseload this year that receive speech services, since I have to include their speech goals in their IEPs this would help me to familiarize myself with some of the everyday things SLPs are doing with their clients, specifically those in a school setting. 

 

Current research notes that there is no single treatment that works well for all children who are diagnosed with ASD. Research in education is always changing and advancing, therefore making the knowledge greater to treat children with ASD among other diagnoses as well. This creates a daunting task to find appropriate and effective treatment methods for each child.

 

The researchers used in online format to gather input from approximate 105 SLPs across Australia. An anonymous online questionnaire, with 25 questions, was used  to examine the impact work- place policies and practices have on their application of EBP. 97% of participants

agreed of the high importance of using EBP in speech pathology treatment. However,  only 23% agreed that most speech-language pathologists work according to the principles of EBP when providing services to children with ASD. Additionally, 76% of the participants said they searched for research evidence on a regular basis. 

 

In conclusion, the article implies the importance of using EBP in the field each pathology. 

The synopsis of the questionnaire implies that many SLP’s use EBP but there are barriers that impede the inflammation of EBP (individuals world as workplace related).

 

A major factor impacting on EBP identified by participants was time. Many SLPs noted that there is limited time to effectively implement EBP. Some participants suggested that more training in accessing evidence, conducting literature searches, and critically appraising articles could be provided in the workplace.

 

The video’s purpose is to discuss promoting EBP for children with ASD. It is a 52 minute webinar that has a visual paired with the speaker. The article enforces the same topic about importance of EBP as well as how it can be difficult to implement due to work related issues as well as time constraints. 

The resource aids my work as an EI SLP by looking into effective methods to use with a child with ASD. It is always important to keep up-to-date on the best practices to effectively implete therapy session that benefit the child. 

 

 

 

This study looks at EBP and intervention techniques used with children with AS by SLPs in the USA. The article supports that most SLPs use EBPs as well as could use more preprofessional training on use of evidence-based practices to treat ASD. Four common intervention techniques used with EBP is: Social Skill Training, Augmentative and Alternative Communication, Picture Exchange Communication System, and Social Stories.

 

The article will help my understanding on the best treatment techniques for a child’s communication. I often reflect when planning sessions and treatment plans for my students. The article is a great reference tool when making those decisions. 

Link: https://behavioruniversity.com/index.php?route=blog/article&article_id=9

Explanation: When we are talking about selecting EBPs, it can be hard to remember each EBP along with figuring out which one is best used. This second article I came across does a great job with providing the 27 evidence based practices along with a brief definition for them. For someone who may be new to this field and may need some additional help, this article does a great job in providing insight for that specific worker. 

One thing that this article mentioned was how not every EBP will work for every client. This is an important idea to understand and to help branch out in using different strategies to see what works and what doesn't. As a BHT who uses these practices, I believe I can even gain some insight on these strategies. This article includes the use of modeling and video modeling. I believe both of these practices are some of the most useful as visuals with individuals with ASD help more effectively than a text or just discussing it. With video modeling, we are able to show the individual a desired skill or behavior and then use modeling to showcase in real time how that behavior should be used and why it is important. I also think this article would be useful because towards the end, it briefly discusses which types of strategies pair well together which I also think is important to know to ensure strategies that are used together actually compliment each other and not confused the individual or the worker themselves. 

This article looked at how parents and neuroscientists viewed autism throughout life. From diagnosis to adulthood and how communication is not just verbal communication. 

This would aid working with individuals with ASD because they discuss continuing social interventions through adolescence and early adulthood. Most ASD related therapies end as children age. Continuing communication development into later stages of life could be very beneficial. 

Resource 2: 

This article looks at echolalia in children with ASD. There are many different interpretations of how to treat echolalia, and this article wanted to give a more precise definition. 

This could benefit children with ASD because treatments are all over the place right now, by providing a more direct definition therapists may be able to agree on treatment plans for the child. This would make treatments go smoother, and would create less confusion among therapists, parents, and the client.

These barriers impact the effectiveness of EBP with the lack of resources individuals with ASD are not receiving full potential of treatment. 

I use FCT with my students almost every day, I had a client who would try to hurt others if he was hurt. One day he stepped on his own finger then came over to me and tried to hit me. I held his hand and prompted him to say “That hurts, I need ice”. Once he said that I gave him ice for his finger along with praise for having safe hands. I repeated this every time he got injured. Now whenever he is injured, he will use his words and not try to other others.

 

 

 

Social Stories is an evidence-based practice that can help individuals with ASD learn how to use their word and appropriately respond or prepare for certain situations. In this example they are talking about emotion coping skills, specifically when you feel frustrated. The video starts out by stating the emotion along with showing what it looks like then it states what the individual can say to get a break. Once the teacher gives the student permission to go to his chill zone a list of coping skills is presented. Students should read their social story before they are feeling these emotions so they can practice them for when they are in the moment.

I had a client who struggled with having safe hands, kind words, and work completion. Each morning we would establish what he was motivated for with his token economy, then I would read with him his social story. The story reviewed the expectations of school, what he could do when feeling upset, and how to earn tokens. This story would be read to him twice a day. I found the days that it was read only once or not at all he struggled with remembering the rules.

 

Because not all individuals are going to respond to the same type of treatment, SLPs are required to make decisions on EBPs but workplace factors can impact those decisions. While it is clear to SLPs that EBPs are trying to use the research and support the findings, it becomes hard to stay updated on the changes that are happening through research. 

There was an online questionnaire provided to 105 SLPs that included 25 questions separated into three sections (demographic, personal views on EBP, and knowledge and access to EBP training). The results of this questionnaire shows that even though 82% of participants claim EBPs are supported in their workplace, 44% of the same participants said they do not have enough time to review research literature before making clinical decisions. 

This website breaks down the different practices that have been researched within ASD that promote social and communication skills. 

In this video, the instructor is using the child’s device to encourage communication while playing. In this study, the SLPs mentioned that they do not have enough time to do research for decision making purposes. Using an AAC device or PECS is a quick form of communication to learn and keep updated on.

https://apps.asha.org/EvidenceMaps/Maps/LandingPage/599c96cf-09d4-4b85-bec0-114b990ea30d 

2. An additional resource I would like to mention in relation to this research article is a group on Facebook for speech pathologists. This facebook group serves as a great resource for speech therapists to communicate with one another, provide resources, and ask questions about EDPs. 

https://www.facebook.com/groups/2212002912/?fref=nf