Communication autistique : une enquête auprès de professionnels en milieu scolaire

Titre original en anglais : Autistic Communication: A Survey of School-Based Professionals

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Donaldson, A. L., Zisk, A. H., Eddy, B., corbin, e., Ugianskis, M., Ford, E., & Strickland, O. (2023). Autistic Communication: A Survey of School-Based Professionals. Perspectives of the ASHA Special Interest Groups, 8(6), 1248-1264. https://doi.org/10.1044/2023_persp-23-00107

Date de publication: 24/10/2023 Ajout dans AutiHub: 07/07/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
7
Auteur·ices de la publication identifié·es comme autistes
2 / 7 (28,6 %)
  1. Amy L. Donaldson
  2. Alyssa Hillary Zisk *
  3. Brandon Eddy
  4. endever* corbin *
  1. Melissa Ugianskis
  2. Erin Ford
  3. Olivia Strickland

Résumé

Objectif : L’accès à la communication est un droit humain fondamental, pourtant des adultes autistes ont signalé des difficultés à s’exprimer pleinement et efficacement tout au long de leur enfance. Cela peut être dû à l’accent historique (et continu) mis sur les compétences de parole et à leur priorisation en tant qu’indicateur de réussite communicative. Il en résulte un manque de soutien pour d’autres formes de communication chez les enfants qui peuvent parler mais qui nécessitent toujours un soutien pour répondre pleinement à leurs besoins de communication. Cette étude visait à examiner les connaissances, l’expérience et la formation des professionnels en milieu scolaire afin de mieux comprendre un obstacle possible à l’accès précoce à la communication pour les enfants autistes. Méthode : À l’aide d’une méthode de recherche participative, nous avons conçu et administré une enquête en ligne de 35 questions. Au total, 567 participants ont répondu à l’enquête, dont 465 enseignants spécialisés, 71 orthophonistes (SLPs) et 31 autres professionnels. Une partie des données de l’enquête a été analysée dans R. Des comparaisons entre et au sein des groupes les plus importants (SLPs et enseignants spécialisés) ont été effectuées à l’aide de statistiques non paramétriques, notamment les tests exact de Fisher, des rangs signés de Wilcoxon et de Quade. Résultats : Les SLPs et les enseignants spécialisés différaient significativement selon diverses mesures de l’enquête, notamment les cours de premier cycle en communication améliorée et alternative (CAA) et en autisme, les charges de cas, ainsi que la confiance liée au travail avec des élèves autistes et des utilisateurs de CAA. Quelle que soit leur profession, la plupart des répondants ont déclaré avoir réalisé ce qu’ils considéraient comme une évaluation de la CAA. Conclusions : Accroître les connaissances des professionnels en milieu scolaire relatives à l’autisme et à la CAA, ainsi que les possibilités d’améliorer leurs compétences, est essentiel pour résoudre les obstacles d’accès et d’opportunité pour les enfants autistes qui parlent mais pourraient bénéficier de la CAA. Il est recommandé de collaborer avec des personnes autistes afin de mieux comprendre la parole autistique, ainsi que d’assurer une collaboration attentive entre les membres de l’équipe. Matériel supplémentaire : https://doi.org/10.23641/asha.24299422

Purpose: Access to communication is a basic human right, yet autistic adults have reported challenges fully and effectively expressing themselves throughout childhood. This may be due to the historical (and ongoing) focus and prioritization of speech skills as a barometer of communicative success. The result is a lack of support for other forms of communication for children who may speak but still require support to fully meet their communication needs. This study aimed to examine the knowledge, experience, and training of school-based professionals in order to better understand one possible barrier to early communication access for autistic children. Method: Using a participatory research method, we designed and administered a 35-question online survey. A total of 567 participants completed the survey, including 465 special educators, 71 speech-language pathologists (SLPs), and 31 other professionals. A segment of the survey data was analyzed in R. Comparisons between and within the largest groups (SLPs and special educators) were made with nonparametric statistics, including Fisher's exact, Wilcoxon signed-ranks, and Quade tests. Results: SLPs and special educators differed significantly on a variety of survey measures, including undergraduate coursework in augmentative and alternative communication (AAC) and autism, caseloads, and confidence related to working with autistic students and AAC users. Regardless of profession, most respondents reported completing what they considered to be an AAC assessment. Conclusions: Increasing school-based professionals' knowledge related to autism and AAC, as well as opportunities to improve skills, is critical to resolving access and opportunity barriers for autistic children who speak but may benefit from AAC. Partnering with autistic people to better understand autistic speech and careful collaboration among team members are recommended. Supplemental Material: https://doi.org/10.23641/asha.24299422

Bibliographie citée par cette référence

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Vue d’ensemble de l’inclusion dans la bibliographie

Ces indicateurs décrivent la bibliographie citée importée pour cette publication. Les métriques de références citées utilisent le total des références citées comme dénominateur. Les métriques d’auteurices cité·es indiquent si elles utilisent toutes les occurrences d’auteurices cité·es ou seulement les occurrences rattachées à des auteurices déjà intégré·es à la base de données AutiHub. Ils utilisent les rattachements mis en cache entre les auteurices cité·es et les auteurices intégré·es à la base de données AutiHub. Dernier calcul : 16/08/2026 11:31.

Références citées
94
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
8 / 94 (8,5 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
10 / 215 (4,7 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 10 / 37 (27,0 %). Auteurices cité·es distinct·es identifié·es comme autistes : 5 / 193 (2,6 %).
Occurrences citées rattachées à la base AutiHub
37 / 215 (17,2 %)
Auteurices cité·es distinct·es rattaché·es : 29 / 193 (15,0 %)
Occurrences rattachées, non identifiées comme autistes
27 / 37 (73,0 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 27 / 215 (12,6 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 24 / 29 (82,8 %).
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