MULTIDISCIPLINARY TEAM REHABILITATION FOR CHILDREN WITH AUTISM SPECTRUM DISORDER: A NARRATIVE REVIEW

نویسندگان

  • Erick Nyandieka Momanyi Department of Speech and Language Pathology, School of Health Sciences, Kenyatta University, Nairobi, Kenya Occupational Therapy Department, Kenyatta National Hospital, Nairobi, Kenya
  • George Wairungu Department of Early Childhood and Special Needs Education, School of Education and Lifelong Learning, Kenyatta University, Nairobi, Kenya

DOI:

https://doi.org/10.46827/ejse.v12i6.6940

کلمات کلیدی:

Autism Spectrum Disorder, multidisciplinary rehabilitation, interprofessional collaboration, speech-language pathology, occupational therapy, inclusive education, family-centered care, participation, Kenya

چکیده

Autism Spectrum Disorder (ASD) is a lifelong heterogeneous neurodevelopmental condition affecting the social communication skills of an individual. Another hallmark feature of the condition is repetitive behavior and/or activities. Some individuals with ASD also have sensory processing disorders and comorbidity inclusive of language difficulties, epilepsy and attention deficits, among others. Because these domains interact in a diverse manner, single-discipline intervention models often provide fragmented support and may fail to address the full developmental profile of children with ASD. This narrative review examines the effectiveness of multidisciplinary rehabilitation as a coordinated framework for improving outcomes among children with ASD, with particular attention to communication, adaptive behavior, educational participation, family-centered care, and service delivery in African and Kenyan contexts. The review synthesizes contemporary diagnostic, theoretical, and intervention literature, including evidence related to DSM-5-TR conceptualization, comorbidities and multiple disabilities, the International Classification of Functioning, Disability and Health, ecological and biopsychosocial models, interprofessional collaboration, and participation-based rehabilitation. Evidence from systematic reviews, meta-analyses, and practice guidelines indicates that coordinated multidisciplinary intervention improves communication development, adaptive functioning, social participation, educational engagement, caregiver confidence, and quality of life when strategies are implemented consistently across home, school, clinical, and community settings. Effective teams include pediatricians, psychologists, speech-language pathologists, occupational therapists, physiotherapists, special needs educators, behavior specialists, social workers, nutritionists, caregivers, and community partners, each contributing complementary expertise toward shared functional goals. The review also identifies persistent implementation barriers, including workforce shortages, fragmented systems, limited financing, weak referral pathways, and inequitable access in low-resource settings. The article concludes that multidisciplinary rehabilitation is the most comprehensive and ethically responsive framework for supporting children with ASD because it integrates clinical, educational, family, and community priorities while promoting participation, inclusion, independence, and long-term developmental outcomes.

بیوگرافی نویسندگان

  • Erick Nyandieka Momanyi، Department of Speech and Language Pathology, School of Health Sciences, Kenyatta University, Nairobi, Kenya Occupational Therapy Department, Kenyatta National Hospital, Nairobi, Kenya

    Erick Nyandieka Momanyi is a Master's Student in Speech and Language Pathology at Kenyatta University, Kenya. He holds a Bachelor of Education in Special Needs Education from Kenyatta University (2021), where he specialized in Hearing Impairment Education and Kenyan Sign Language. His training equipped him with competencies in deaf education, sign language communication, communication access, inclusive education, and educational support for learners with hearing impairments. He currently serves as an Occupational Therapist at Kenyatta National Hospital (KNH), Kenya's largest national referral and teaching hospital. His professional background uniquely combines Occupational Therapy, Special Needs Education, Hearing Impairment Education, Sign Language Communication, and Speech-Language Pathology, enabling him to adopt a comprehensive and interdisciplinary approach to rehabilitation and disability support. His clinical, educational, and research interests include Autism Spectrum Disorder (ASD), communication disorders, hearing impairment, augmentative and alternative communication (AAC), dysphagia assessment and management, early intervention, neurodevelopmental disorders, inclusive education, and multidisciplinary rehabilitation. He is particularly interested in promoting communication access and participation for individuals with diverse communication needs through evidence-based, family-centered, and culturally responsive interventions. Erick actively participates in multidisciplinary collaborations involving pediatricians, psychiatrists, psychologists, speech-language pathologists, occupational therapists, physiotherapists, educators, social workers, community health workers, parents, and caregivers. His research focuses on multidisciplinary rehabilitation, autism intervention, communication development, disability inclusion, educational participation, and strengthening rehabilitation services in Africa. Through his clinical practice, teaching, and research activities, he remains committed to advancing accessible, inclusive, and person-centered services that enhance participation, independence, and quality of life for individuals with disabilities across the lifespan.

  • George Wairungu، Department of Early Childhood and Special Needs Education, School of Education and Lifelong Learning, Kenyatta University, Nairobi, Kenya

    George Wairungu is a Lecturer in the Department of Early Childhood and Special Needs Education within the School of Education and Lifelong Learning at Kenyatta University, Kenya. He holds a Doctor of Philosophy (PhD) degree from the University of Arkansas, United States of America, a Master’s degree from Drake University, United States of America, a Bachelor of Education degree from Moi University, Kenya and Bachelors in law degree from university of London. His teaching, research, and professional practice focus primarily on Autism Spectrum Disorder, behavior change, inclusive education, special needs education, child development, and educational interventions for learners with developmental disabilities. Over the years, he has contributed significantly to the advancement of autism education and intervention through teaching, supervision, mentorship, research, and community engagement. Dr. Wairungu has participated in numerous national and international scholarly conferences, professional workshops, and collaborative research initiatives related to autism, inclusive education, and developmental disabilities. His work emphasizes evidence-based educational practices, multidisciplinary collaboration, family engagement, and the promotion of inclusive learning environments that support meaningful participation and lifelong learning for individuals with diverse developmental needs.

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دانلودها

چاپ شده

2026-08-14

شماره

دوره 12 شماره 6 (2026)

نوع مقاله

Articles

مجوز

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