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Because of the growing prevalence of Autism Spectrum Disorder (ASD), there is an increased need for effective professional training models for autism treatment and education. Individuals with ASD receive care and therapy across multiple disciplines, so such training models should also be interdisciplinary in nature. In the medical field, pediatricians, nurses, psychiatrists, and many others work with individuals with ASD. In the education field, teachers, speech language pathologists, school psychologists, and others work with children with ASD. Some therapists work in both systems. Thus far, there has been little research done considering training delivery models (i.e., in-person and online training) in interdisciplinary best practices in ASD. This study examined outcomes of both an in-person delivery of an interdisciplinary, professional continuing education workshop and online (remote) delivery of the same content. We looked at preferred delivery methods, social validity, and dissemination of information related to each training format according to profession, experience, and levels of previous training. Results indicate that a one-day interdisciplinary training program can result in 70% of participants self-reporting changes in practice and at least 60% report they feel more confident working with children who have ASD. Participants also reported an increased rate of referrals for services outside of their own discipline and increased interest in training in ASD best practices (91% interested at follow up). The social validity of the training was very high with 91% agreeing that the training was worth their time.

Because several challenges exist when providing English as a Second Language (ESL) services to culturally and linguistically diverse (CLD) students with autism spectrum disorder (ASD), such services may be overlooked in deference to other educational needs. Therefore, this study used a survey to obtain information from 121 special education teachers in the state of Utah to explore the types of ESL services offered to CLD students with ASD. Results indicated that only 30% of the special educators participating in the study provide second language services in their classrooms. Results also show that language services provided by speech language pathologists are typically provided in English only and do not address second language needs. Almost 80% of participants agree that it is important to provide ESL/Bilingual services to CLD students with ASD. Lack of training, lack of use of second-language materials and difficulty ensuring appropriate placement are cited as challenges faced by participants when working with CLD students with ASD. This study suggests that CLD students with ASD in Utah are not receiving appropriate language services. Results show the need for improvement in teacher training and provision of second language materials and resources for special education teachers.