Bibliographic Details
| Title: |
Assessing School-Based Speech-Language Pathologists' Perspectives on Neurodiversity-Affirming Practices for Autistic Students. |
| Authors: |
DeMonte, Kelsey H.1,2 khdemonte@gmail.com, Lugo-Neris, b. Mirza J.1, Perry, Bridget J.1 |
| Source: |
Language, Speech & Hearing Services in Schools. Jul2026, Vol. 57 Issue 3, p926-951. 26p. |
| Subject Terms: |
*Speech therapists, *Psychology of middle school students, *World Wide Web, *Data analysis, *Neurodiversity, *Psychology of school children, *Psychology of high school students, *Students with disabilities, *Speech-language pathology, *Asperger's syndrome, *School health services, Treatment of autism, Cross-sectional method, Questionnaires, Descriptive statistics, Surveys, Attitudes of medical personnel, Statistics, Data analysis software, Psychosocial factors |
| Abstract: |
Purpose: The purpose of this study was to examine current school-based speech-language pathologists' (SLPs') perspectives on neurodiversity-affirming (ND-affirming) practices for autistic students and how their current clinical practices align with ND-affirming practices. Method: A total of 150 school-based SLPs completed an original online survey in its entirety. The survey contained 5-point Likert scale items (ranging from strongly disagree to strongly agree) as well as multiple-choice questions. Survey items were used to determine school-based SLP beliefs in the purpose of speech-language therapy services for autistic students and their perspectives on ND-affirming practices for this population. Results: Although almost 92% of participants reported awareness of the neurodiversity movement, a majority of participants (54%) reported a lack of confidence in writing goals and providing therapy to autistic students in an ND-affirming way. Participants reported social media as the most popular source of information related to the neurodiversity movement. When presented with goal areas and therapy approaches that were either ND-affirming or based on the medical model of disability, only 2% of participants responded to all of the goal area statements in a way that aligned with NDaffirming practices, and just under 3% of participants responded to all of the therapy approach statements in a way that aligned with ND-affirming practices. Conclusions: Based on participant responses to statements related to the practical implementation of ND-affirming practices, most school-based SLPs did not demonstrate alignment with goal writing and treatment approaches that are ND-affirming. This suggests that school-based SLPs may benefit from further education on ND-affirming practices in order to successfully implement these strategies in their workplaces. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
