Speech and language therapy interventions for children with autism spectrum disorder

Abstract

The aim of this study was to investigate the role and intervention practices of Speech-Language Pathologists (SLPs) when working with children with Autism Spectrum Disorder (ASD) in Malta. To achieve this aim, the study explored the methods used by SLPs to enhance communication skills, promote language development, and address the specific needs of children with ASD. An online questionnaire was administered to SLPs, gathering data on their practices related to initial evaluations, collaboration with interdisciplinary teams, and engagement with parents and educators.The findings revealed several key insights: SLPs identified the importance of addressing communication, social impairments, and repetitive behaviours in children with ASD. The Picture Exchange Communication System (PECS) and other Augmentative and Alternative Communication (AAC) methods were highlighted as vital tools for supporting non-verbal communication. Sensory and adaptive strategies were found to be effective in managing sensitivities and improving engagement during therapy. Techniques such as play facilitation and social interaction were seen to promote the development of social skills. Collaboration among professionals was deemed essential for ensuring consistent interventions and skill generalisation across different environments. Active involvement of parents was recognised as critical for reinforcing therapy strategies and ensuring long-term success. The use of early screening tools, such as the M-CHAT, was emphasised as an effective way to identify and intervene with children with ASD at the earliest stage. Additionally, engaging stakeholders and sharing information across various platforms increased awareness and support for children with ASD.This study carries important implications for clinical practice, particularly the importance of equipping SLPs with training in AAC systems such as PECS, strengthening interprofessional collaboration, and supporting parents as active partners in intervention. It also underscores the need for further research into context-specific practices in Malta to guide future service delivery and policy development.