Early Communication Development Support for Autistic Children in Aotearoa New Zealand: Perspectives and Experiences of Specialist Providers
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| Title: | Early Communication Development Support for Autistic Children in Aotearoa New Zealand: Perspectives and Experiences of Specialist Providers |
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| Language: | English |
| Authors: | Estelle Pretorius, Sally Clendon, Tara McLaughlin |
| Source: | Kairaranga. 2025 26(1):20-38. |
| Availability: | Massey University. Private Bag 11 222; Palmerston North 4442, New Zealand. Tel: +64-6-351-3396; Fax: +64-6-351-3472; email: kairaranga@massey.ac.nz; Web site: https://www.kairaranga.ac.nz/index.php/k/issue/view/35 |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Foreign Countries, Communication Skills, Autism Spectrum Disorders, Communication Problems, Specialists, Attitudes, Intervention, Toddlers, Preschool Children, Early Childhood Teachers, Caregivers, Early Intervention, Barriers, Incidence |
| Geographic Terms: | New Zealand |
| ISSN: | 1175-9232 |
| Abstract: | Timely and coordinated early communication supports are critical to ensuring positive outcomes for all children. This is especially important for autistic children. Autism can be associated with delayed or varied communication development, impacting a child's participation and inclusion in the early years. The purpose of this study was to describe the perspectives and experiences of specialist providers and their use of supports and practices to enhance the communication development of autistic toddlers and preschoolers, and their collaboration practices with caregivers and early childhood kaiako (teachers). An online questionnaire was developed and distributed to specialist providers working in the early intervention sector across Aotearoa New Zealand. Fifty responses were collected from speech language therapists (SLTs), and 21 responses were collected from early intervention teachers (EITs) supporting autistic toddlers and preschoolers in their homes and early education services. The questionnaire yielded rich data from both SLTs and EITs in terms of the nature and frequency of early learning support offered to caregivers and kaiako of autistic children. The findings highlighted barriers, including a lack of funding and time to provide quality evidence-informed support, and insufficient professional learning and development (PLD) opportunities to develop quality services. Recommendations and clinical implications are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1480955 |
| Database: | ERIC |
| Abstract: | Timely and coordinated early communication supports are critical to ensuring positive outcomes for all children. This is especially important for autistic children. Autism can be associated with delayed or varied communication development, impacting a child's participation and inclusion in the early years. The purpose of this study was to describe the perspectives and experiences of specialist providers and their use of supports and practices to enhance the communication development of autistic toddlers and preschoolers, and their collaboration practices with caregivers and early childhood kaiako (teachers). An online questionnaire was developed and distributed to specialist providers working in the early intervention sector across Aotearoa New Zealand. Fifty responses were collected from speech language therapists (SLTs), and 21 responses were collected from early intervention teachers (EITs) supporting autistic toddlers and preschoolers in their homes and early education services. The questionnaire yielded rich data from both SLTs and EITs in terms of the nature and frequency of early learning support offered to caregivers and kaiako of autistic children. The findings highlighted barriers, including a lack of funding and time to provide quality evidence-informed support, and insufficient professional learning and development (PLD) opportunities to develop quality services. Recommendations and clinical implications are discussed. |
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| ISSN: | 1175-9232 |
