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

What is it about?

This study surveyed school-based SLPs to learn about their perspectives on neurodiversity-affirming practices for autistic students and how their current clinical practices align with neurodiversity-affirming practices. Although a majority of respondents reported awareness of the neurodiversity movement, most reported a lack of confidence in writing goals and providing therapy in a way that is neurodiversity-affirming. Additionally, based on their responses related to the practical implementation of neurodiversity-affirming practices, school-based SLPs did not demonstrate consistent alignment with neurodiversity-affirming goal areas and therapy approaches.

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Photo by Tasha Kostyuk on Unsplash

Photo by Tasha Kostyuk on Unsplash

Why is it important?

At this time, there is limited peer-reviewed and/or published research evidence supporting neurodiversity-affirming practices for autistic individuals and the implementation of these strategies by school-based SLPs. Similarly, SLP knowledge and application of neurodiversity-affirming practices have yet to be thoroughly explored. Our findings suggest that school-based SLPs do not currently have enough knowledge regarding neurodiversity-affirming practices to successfully and confidently implement these strategies in their workplaces.