Undergraduate Allied Healthcare Professional Students’ Perceived Knowledge of Children with Autism Spectrum Disorder

Authors

Meghna Patel, University of PretoriaFollow
Sthembiso Ncube, University of PretoriaFollow
Maria du Toit, University of PretoriaFollow
Carlien Muller Vorster, University of PretoriaFollow
Raeesa Dawood, University or PretoriaFollow
Chriséle du Preez, University of PretoriaFollow
Renata Eccles, University of PretoriaFollow

Abstract

Purpose: Allied healthcare professionals are key stakeholders involved in managing children with autism spectrum disorder. Adequate knowledge, interprofessional education, and collaborative practice should therefore be fostered through a responsive curriculum from an undergraduate level. This study aimed to describe the knowledge of final-year undergraduate allied healthcare professional students from a South African university regarding risk factors, symptoms, and intervention considerations for children with autism spectrum disorder. Method: A cross-sectional e-survey design was implemented, and data were analyzed using descriptive statistics and content analysis. The e-survey was distributed to 170 undergraduate students. Results: A total of 59 participants from the following study programs completed the survey: Audiology (n=10), Human Nutrition (n=6), Occupational Therapy (n=5), Physiotherapy (n=10) and Speech-Language Pathology (n=28). Overall, participants perceived their knowledge of autism spectrum disorder to be poor-to-average (71%; N=42). Participants identified the disorder’s symptoms (69%; N=41) more accurately compared to risk factors (51%; N=30). Discrepancies across study programs were apparent regarding when to initiate intervention. Participants showed substandard understanding of evidence-based intervention approaches (47%; N=28). Across study programs, participants were unaware of the roles other allied healthcare professionals played in service provision areas. Conclusions: This study identified multiple gaps in the students’ knowledge across all study programs regarding risk factors and symptoms, screening, accurate multidisciplinary, referrals as well as timely intervention. Recommendations: Future undergraduate curricula should therefore focus on disorder-specific and in-depth knowledge, while including interprofessional and collaborative service provision as autism spectrum disorder requires multidisciplinary management.

Author Bio(s)

Meghna B. Patel, BA SLP, is a speech-language therapist and is currently pursuing her master’s degree in Speech-Language Pathology at the University of Pretoria in South Africa. She is currently in collaboration with Crestcare Hospital as well as owns a private practice to provide speech-language therapy.

Sthembiso Ncube, MA SLP, is a speech-language therapist and is currently pursuing her doctoral degree at the University of Pretoria in South Africa. She is currently employed as a research assistant in the Department of Speech-Language Pathology and Audiology.

Maria du Toit, PhD SLP, Lecturer and postdoctoral research fellow in the Department of Speech-Language Pathology and Audiology at the University of Pretoria. She has partnerships with Kenyatta University and Future Families, an NGO supporting vulnerable populations and owns a private practice.

Carlien Muller Vorster, PhD SLP, is a speech-language therapist who has published and reviewed various peer-reviewed articles, conference posters and proceedings focused on Autism and access to care. She is currently part of the Literacy Task team selected by the South African Speech Language and Hearing Association.

Raeesa Dawood, BA SLP, is a speech-language therapist and is currently pursuing her master's degree in Speech-language Pathology at the University of Pretoria in South Africa. She is currently in collaboration with the Trade Route City Wellness Centre and owns a private practice to provide speech-language therapy.

Chriséle du Preez, BA SLP, is a speech-language therapist and is currently pursuing her master’s degree in Speech-Language Pathology at the University of Pretoria in South Africa. She is currently working for a private practice providing speech-language therapy in the areas of early communication intervention (ECI), articulation and language disorder.

Renata Eccles, DPhil SLP, is a senior lecturer in the Department of Speech-Language Pathology and Audiology at the University of Pretoria. She holds international certifications in parent/caregiver and early childhood practitioner coaching from Hanen (It Takes Two to Talk, More Than Words and Learning Language and Loving It).

Acknowledgements

We would like to thank the final year undergraduate allied healthcare professional students who participated in this study, and all supporting Departments for your valued contributions.

Recommended Citation

Patel M, Ncube S, du Toit M, Muller Vorster C, Dawood R, du Preez C, et al. Undergraduate Allied Healthcare Professional Students’ Perceived Knowledge of Children with Autism Spectrum Disorder. The Internet Journal of Allied Health Sciences and Practice. 2024 Jun 26;22(3), Article 2.