Abstract
The purpose of this study was to (1) investigate the impact of a clinical experience with adults with autism spectrum disorder (ASD) on graduate speech-language pathology (SLP) students’ knowledge about ASD, and (2) explore the nature of the clinical experience and its impact on students’ preparation to work with adults with ASD. This study used a mixed-methods design. Quantitative methods were used to identify statistically significant changes in student knowledge about ASD following participation in a clinical experience with adults with ASD. Qualitative methods were used to explore student narratives to uncover details of the clinical experience and its impact. Participants (n=17) were first year SLP master’s students. Results indicate significantly increased knowledge about ASD following participation in the clinical experience with adults with ASD. Coding of themes from student narratives revealed details about key aspects of the experience and its impact. Results point to the positive impact of an immersive, group-based clinical education experience with adults with ASD. Results may guide efforts to create programs to prepare clinicians to serve the growing population of adults with ASD. Next steps include comparison of similar clinical experiences, as well as longitudinal tracking of student outcomes.
Highlights
The current study focuses on the pre-professional training needs of speechlanguage pathologists (SLPs) as essential clinical service providers for adults on the autism spectrum
A significant barrier to autism spectrum disorder (ASD)-specific pre-professional training is the generalist nature of graduate programs in SLP (Donaldson, 2015)
In order to graduate from an accredited master’s program, a student must have met the standards for knowledge and skills related to the prevention, assessment, and intervention of communication and swallowing disorders and differences, from birth through adulthood, in areas as disparate as articulation, fluency, voice, language, hearing, and swallowing (Council for Clinical Certification in Audiology and SpeechLanguage Pathology of the ASHA, 2016)
Summary
With the rising incidence of ASD (Baio, 2014) and the existing population of individuals on the autism spectrum advancing in age, there is a pressing need for clinical professionals trained and experienced to work with adults on the autism spectrum This population presents unique characteristics and needs that often differ from those of children on the autism spectrum (Gotham et al, 2015; Turcotte, Mathew, Shea, Brusilovskiy, & Nonnemacher, 2016) and those of adults with other developmental conditions (e.g., Loveland & Kelley, 1988; Orsmund, Shattuck, Cooper, Sterzing, & Anderson, 2013; Roux et al, 2015). Social and communication difficulties are central to the experience of individuals on the autism spectrum, regardless of age (Kanner, 1943); as individuals on the autism spectrum enter adulthood, social-communication needs relate to difficulty engaging in meaningful relationships (i.e., romantic relationships and friendships) and gaining and maintaining employment (Eaves & Ho, 2008; Howlin & Moss, 2012; Roux et al, 2015)
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