Degree

Bachelor of Science (B.S.)

Major(s)

Educational Psychology

Document Type

Immediate Open Access

Abstract

Speech Language Pathologists (SLP), in the past decade, have emerged as some of the most important advocates for autism services and research (Prizant, 2017). The SLP’s unique role in language therapy, combined with their background in neurodevelopmental communication and child development, has made them an important part of autism services and research. Hence, states have allocated funding to service and research advancement for this specific population. However, different states provide different levels of supports to individuals with autism. States lacking specific mandates that provide therapy and support to this population could be hindering the success of a growing population. In addition, some SLP training programs may be neglecting to offer courses that comprehensively cover ASD, creating an issue of unprepared clinicians. This paper is intended to assess the funding provided for individuals with ASD and how graduate program curriculums are adapting to serve a growing population. In addition, this paper provides a review of literature discussing SLP’s opinion of the integration of evidence-based practice in intervention services. The goal of this paper is to compile information on state mandates, federal funding, and curriculum to draw a conclusion on whether they are propelling the field forward.

DOI

https://doi.org/10.54718/MKUU2564

Date Defended

5-1-2022

Thesis Director

Karami, Sarah

Second Committee Member

Ghahremani, Mehdi

Third Committee Member

Dunn, George

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