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Assessing School-Based Speech-Language Pathologists' Perspectives on Neurodiversity-Affirming Practices for Autistic Students.

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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]
Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Assessing School-Based Speech-Language Pathologists' Perspectives on Neurodiversity-Affirming Practices for Autistic Students.
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  Data: <searchLink fieldCode="AR" term="%22DeMonte%2C+Kelsey+H%2E%22">DeMonte, Kelsey H.</searchLink><relatesTo>1,2</relatesTo><i> khdemonte@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Lugo-Neris%2C+b%2E+Mirza+J%2E%22">Lugo-Neris, b. Mirza J.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Perry%2C+Bridget+J%2E%22">Perry, Bridget J.</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Language%2C+Speech+%26+Hearing+Services+in+Schools%22">Language, Speech & Hearing Services in Schools</searchLink>. Jul2026, Vol. 57 Issue 3, p926-951. 26p.
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  Data: *<searchLink fieldCode="DE" term="%22Speech+therapists%22">Speech therapists</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+middle+school+students%22">Psychology of middle school students</searchLink><br />*<searchLink fieldCode="DE" term="%22World+Wide+Web%22">World Wide Web</searchLink><br />*<searchLink fieldCode="DE" term="%22Data+analysis%22">Data analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Neurodiversity%22">Neurodiversity</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+school+children%22">Psychology of school children</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+high+school+students%22">Psychology of high school students</searchLink><br />*<searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Speech-language+pathology%22">Speech-language pathology</searchLink><br />*<searchLink fieldCode="DE" term="%22Asperger's+syndrome%22">Asperger's syndrome</searchLink><br />*<searchLink fieldCode="DE" term="%22School+health+services%22">School health services</searchLink><br /><searchLink fieldCode="DE" term="%22Treatment+of+autism%22">Treatment of autism</searchLink><br /><searchLink fieldCode="DE" term="%22Cross-sectional+method%22">Cross-sectional method</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Surveys%22">Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Attitudes+of+medical+personnel%22">Attitudes of medical personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Statistics%22">Statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis+software%22">Data analysis software</searchLink><br /><searchLink fieldCode="DE" term="%22Psychosocial+factors%22">Psychosocial factors</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=195035450
RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1044/2026_LSHSS-25-00080
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
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        PageCount: 26
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    Subjects:
      – SubjectFull: Speech therapists
        Type: general
      – SubjectFull: Psychology of middle school students
        Type: general
      – SubjectFull: World Wide Web
        Type: general
      – SubjectFull: Data analysis
        Type: general
      – SubjectFull: Neurodiversity
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      – SubjectFull: Psychology of school children
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      – SubjectFull: Psychology of high school students
        Type: general
      – SubjectFull: Students with disabilities
        Type: general
      – SubjectFull: Speech-language pathology
        Type: general
      – SubjectFull: Asperger's syndrome
        Type: general
      – SubjectFull: School health services
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      – SubjectFull: Treatment of autism
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      – SubjectFull: Cross-sectional method
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      – SubjectFull: Attitudes of medical personnel
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      – SubjectFull: Statistics
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      – SubjectFull: Data analysis software
        Type: general
      – SubjectFull: Psychosocial factors
        Type: general
    Titles:
      – TitleFull: Assessing School-Based Speech-Language Pathologists' Perspectives on Neurodiversity-Affirming Practices for Autistic Students.
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              M: 07
              Text: Jul2026
              Type: published
              Y: 2026
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