Early communication development support for autistic children in Aotearoa New Zealand: Perspectives and experiences of specialist providers

Abstract

Timely and coordinated early communication supports are critical to ensuring positive outcomes for all children. This is especially important for autistic children. Autism can be associated with delayed or varied communication development, impacting a child’s participation and inclusion in the early years. The purpose of this study was to describe the perspectives and experiences of specialist providers and their use of supports and practices to enhance the communication development of autistic toddlers and preschoolers, and their collaboration practices with caregivers and early childhood kaiako (teachers). An online questionnaire was developed and distributed to specialist providers working in the early intervention sector across Aotearoa New Zealand. Fifty responses were collected from speech language therapists (SLTs), and 21 responses were collected from early intervention teachers (EITs) supporting autistic toddlers and preschoolers in their homes and early education services. The questionnaire yielded rich data from both SLTs and EITs in terms of the nature and frequency of early learning support offered to caregivers and kaiako of autistic children. The findings highlighted barriers, including a lack of funding and time to provide quality evidence-informed support, and insufficient professional learning and development (PLD) opportunities to develop quality services. Recommendations and clinical implications are discussed.