Modern Autism Treatment Methods

Autism Spectrum Disorder (ASD) presents a wide array of challenges for individuals, including difficulties with social skills, nonverbal communication, repetitive behaviors, and speech. Although the exact cause of autism remains elusive, it is generally accepted to be influenced by both genetic and environmental factors. Early detection of autism often leads to improved outcomes, as it allows for timely intervention to enhance verbal and communication skills. Speech-language pathologists, commonly known as speech therapists, play a vital role in this intervention by developing tailored communication strategies for individuals with autism.

To practice as a speech therapist, one must earn a master’s degree in Speech Language Pathology and pass the Praxis exam. A critical component of their work involves conducting augmentative and alternative communication (AAC) evaluations to determine the most effective treatment approach. In a year-long study involving 160 autism patients aged 3 to 20, both aided and unaided AAC systems were assessed. Results varied, with the aided system showing positive effects on older participants, while younger ones responded better to the unaided system. This underscores the importance of considering factors like age, autism severity, and previous therapy experiences when choosing a therapy method. Interprofessional education (IPE) improves healthcare quality and patient safety by promoting cohesive teamwork, which reduces medical errors and potentially lowers costs.

Keywords: autism spectrum disorder, speech therapists, augmentative and alternative communication (AAC), aided, unaided, therapy, communication, social skills, verbal, non-verbal.

Introduction

The field of speech-language pathology has evolved significantly since its inception in the 18th century, when it was primarily focused on speech perfection or elocution in England. With Dr. Samuel Potter’s work on language and speech disorders, the United States shifted its focus to communication disorders, leading to the creation of the American Academy of Speech Correction in 1925. This organization supports audiologists, speech-language pathologists, and researchers, and is a leading authority on certification and scientific advancement in the field. Following WWII, the field expanded to address brain processing abilities, benefiting from technological advances and standardized testing techniques.

Autism spectrum disorder (ASD) is a lifelong neurological and developmental disorder that impacts communication, learning, and social interaction. While its causes are not fully understood, genetic and environmental factors are believed to contribute. Early signs of autism include difficulty with eye contact, repetitive behaviors, and challenges with understanding nonverbal cues. Although there is no standard treatment, early intervention through speech therapy can significantly enhance learning and skill development.

Speech therapists are essential in supporting individuals with autism, focusing on improving verbal and communication abilities. To become a speech therapist, individuals must complete an undergraduate degree in communication sciences and disorders (CSD), followed by a master’s degree accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA). This education includes clinical and academic training, with some students engaging in research activities to enhance their skills.

After obtaining a master’s degree, aspiring speech therapists must complete a 36-week clinical fellowship, mentored by an ASHA-certified professional, before taking the Praxis II exam for state licensure. Speech pathologists are involved in prevention, screening, assessment, diagnosis, consultation, and treatment of various disorders, including the establishment of AAC techniques. They work with individuals, families, and groups, providing education and conducting research related to communication disorders and other functions.

Speech therapists work in diverse settings like schools, offices, and homes, as the environment can significantly impact therapy outcomes. Prior to selecting a therapy technique, therapists consider factors such as age, autism severity, and past therapy records. An initial assessment helps determine whether aided or unaided therapy is appropriate, and whether sessions should be individual or group-based.

Materials and Methods

The study aimed to determine the efficacy of different AAC systems based on age groups. The experiment, conducted over 12 months with quarterly evaluations, involved 160 participants with autism, divided into age groups of 3-5, 6-10, 11-15, and 16-20, each with 40 participants. Factors considered included session location, family involvement, and autism severity, influencing one-on-one or group session decisions.

Starting in October 2017, sessions at a certified learning facility lasted 1.5 hours, with 15 minutes for preparation and documentation. The experiment was divided into four categories: aided, unaided, and both AAC systems. Two therapists were assigned per group due to participant numbers.

The first quarter, from October 2017 to February 2018, focused on aided AAC, using technology like voice augmentation, picture exchange cards, and tablets. The youngest group used basic images like letters and animals, while older groups used more complex aids like videos and online communication to develop skills.

From March to June 2018, the unaided AAC system was employed, using sign language, gestures, and facial expressions. Younger participants benefited from extended training and family involvement, while older groups focused on interaction, though with less success due to their advanced understanding of nonverbal cues.

The final quarter, from July to October 2018, combined both AAC systems. The 6-10 age group excelled, motivated by social interactions, while the 3-5 group found it confusing, and the 16-20 group had advanced beyond the need for both systems.

Results

The first quarter revealed varying success rates across age groups with the aided AAC system. The 16-20 group excelled, benefiting from technology and prior therapy, while the 3-5 group struggled due to distractions and frustration. The 11-15 group showed promise, indicating the effectiveness of the aided system for teenagers, while the 6-10 group had moderate success.

The unaided AAC system in the second quarter saw the 3-5 group excel, benefiting from physical interaction and family involvement. The 6-10 group also did well, leveraging their developmental stage for verbal skill growth. However, the 11-15 and 16-20 groups found the unaided system less effective due to their advanced communication skills.

When combining both systems in the final quarter, the 6-10 and 11-15 groups showed the most improvement, driven by social motivation. The 3-5 group struggled with the dual approach, and the 16-20 group found it unnecessary due to their existing skill levels.

Conclusion

This study highlights the importance of tailoring speech therapy to the age and developmental stage of individuals with autism. The 16-20 age group thrived with aided AAC due to their exposure to technology and prior therapy, while the 3-5 group benefited more from unaided AAC, emphasizing physical interaction and family involvement. For the 6-10 and 11-15 groups, a combination of both systems proved most effective, reflecting their need for social and verbal skill development during these formative years.

Parents of newly diagnosed children with autism often face uncertainty about the next steps. Speech therapy is crucial for developing communication and social skills, with evidence showing significant improvements in language abilities following therapy. Despite the challenges of medical errors in healthcare, interprofessional education can enhance patient outcomes by fostering teamwork and reducing errors. In autism care, IPE can improve early screening, diagnosis, and service delivery, ultimately benefiting children and families nationwide.

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