School-Based Speech-Language Pathologists' Knowledge and Perceptions of Autism Spectrum Disorder and Bullying Purpose The purpose of the current investigation was to examine speech-language pathologists' (SLPs') knowledge and perceptions of bullying, with an emphasis on autism spectrum disorder (ASD). Method A 46-item, web-based survey was used to address the purposes of this investigation. Participants were recruited through e-mail and electronic mailing ... Research Article
Research Article  |   January 01, 2016
School-Based Speech-Language Pathologists' Knowledge and Perceptions of Autism Spectrum Disorder and Bullying
 
Author Affiliations & Notes
  • Erin E. Ofe
    Auburn University, AL
  • Allison M. Plumb
    Auburn University, AL
  • Laura W. Plexico
    Auburn University, AL
  • Nancy J. Haak
    Auburn University, AL
  • Disclosure: The authors have declared that no competing interests existed at the time of publication.
    Disclosure: The authors have declared that no competing interests existed at the time of publication. ×
  • Correspondence to Allison Margaret Plumb: amp0016@auburn.edu
  • Editor: Marilyn Nippold
    Editor: Marilyn Nippold×
  • Associate Editor: Ellen Kelly
    Associate Editor: Ellen Kelly×
Article Information
Special Populations / Autism Spectrum / School-Based Settings / Research Articles
Research Article   |   January 01, 2016
School-Based Speech-Language Pathologists' Knowledge and Perceptions of Autism Spectrum Disorder and Bullying
Language, Speech, and Hearing Services in Schools, January 2016, Vol. 47, 59-76. doi:10.1044/2015_LSHSS-15-0058
History: Received July 13, 2015 , Revised September 25, 2015 , Accepted November 17, 2015
 
Language, Speech, and Hearing Services in Schools, January 2016, Vol. 47, 59-76. doi:10.1044/2015_LSHSS-15-0058
History: Received July 13, 2015; Revised September 25, 2015; Accepted November 17, 2015

Purpose The purpose of the current investigation was to examine speech-language pathologists' (SLPs') knowledge and perceptions of bullying, with an emphasis on autism spectrum disorder (ASD).

Method A 46-item, web-based survey was used to address the purposes of this investigation. Participants were recruited through e-mail and electronic mailing lists for American Speech-Language-Hearing Association (ASHA) special interest divisions 1 (Language, Learning, and Education) and 16 (School-Based Issues). Also, an embedded link to the survey was posted on the ASHA Community website and ASHA Facebook page.

Results Participants demonstrated knowledge of many aspects of bullying research; however, they demonstrated weaknesses in others. All respondents agreed that SLPs should intervene in moments of bullying, but not all indicated that they feel comfortable intervening. Few participants indicated that their school district implemented antibullying campaigns specific to children with special needs, such as ASD.

Conclusions As recognized experts in working with children with communication deficits, including individuals with ASD, SLPs have the opportunity to play a key role in antibullying efforts. Results revealed, however, that school-based SLPs may benefit from more information on bullying in order to understand the nature, context, and extent of this issue, as well as ways in which to respond to bullying when it is observed.

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