A Summary of Current Understanding Regarding Children with Autism Spectrum Disorder Who Are Deaf or Hard of Hearing

Szarkowski, Amy; Mood, Deborah; Shield, Aaron; Wiley, Susan; Yoshinaga-Itano, Christine

doi:10.1055/s-0034-1389097

Cited by 24 publications

(24 citation statements)

References 46 publications

(44 reference statements)

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“…Children who are DWD with physical disabilities may have difficulty with fine motor control that can inhibit both sign and spoken language [11]. Children with ASD may struggle with visual attention to faces and gestures and both communication and social delays are known hallmarks of ASD [5,27,40]. Finally, children with intellectual disabilities may have difficulties with joint attention and might need additional processing time to receive and express language [1,26].…”

Section: Communication Considerationsmentioning

confidence: 99%

“…The 2013 GRI count reported an incidence of 3% of ASD in the DHH student population [4] and similarly, other researchers have reported a higher incidence of ASD in the DHH population than is found in the population of hearing students [8,25,88] but there is not consensus in the literature of whether prevalence is actually higher [30]. However, it is also thought that the diagnosis of ASD is often overlooked in the population of students who are DHH [25,88] and diagnosis is complicated by the lack of standardized assessment instruments for ASD that are appropriate for the DHH population, difficulties in audiological assessment, overlapping characteristics of ASD and DHH, and diagnostic overshadowing [25,27,28,30,40,88]. The literature base in DHH-ASD is limited but includes identification and assessment [28,30,31,89], social interaction and behavior [90][91][92][93], speech development [13,32,41], sign language [94][95][96], AAC [97], family supports [98,99], and teacher perceptions [34,100].…”

Section: D/deaf/hard Of Hearing With Autism Spectrum Disordermentioning

confidence: 99%

“…Diagnosis is further complicated by the lack of diagnostic and screening instruments for ASD that are appropriate for the population of children who are DHH. In a review of 14 ASD assessment instruments, de Vaan et al [28] found that most ASD assessment instruments did not have norms for children who are DHH and at least a quarter of the test items on the instruments were invalid for the population Therefore, much caution is needed in interpreting such existing instruments and there is an urgent need for instruments that are valid and reliable for use with the DHH population [28,40]. In addition, there is a need for assessors who have training and experience with both individuals with DHH and ASD and if possible, the assessment should be conducted by an evaluator who can communicate in the child's preferred communication modality [40].…”

Section: Assessment and Identificationmentioning

confidence: 99%

“…In a review of 14 ASD assessment instruments, de Vaan et al [28] found that most ASD assessment instruments did not have norms for children who are DHH and at least a quarter of the test items on the instruments were invalid for the population Therefore, much caution is needed in interpreting such existing instruments and there is an urgent need for instruments that are valid and reliable for use with the DHH population [28,40]. In addition, there is a need for assessors who have training and experience with both individuals with DHH and ASD and if possible, the assessment should be conducted by an evaluator who can communicate in the child's preferred communication modality [40]. Because it is uncommon for professionals to have expertise in both ASD and DHH, professional collaboration in conducting and interpreting the assessment results is necessary [28,40].…”

Section: Assessment and Identificationmentioning

confidence: 99%

“…In addition, there is a need for assessors who have training and experience with both individuals with DHH and ASD and if possible, the assessment should be conducted by an evaluator who can communicate in the child's preferred communication modality [40]. Because it is uncommon for professionals to have expertise in both ASD and DHH, professional collaboration in conducting and interpreting the assessment results is necessary [28,40].…”

Section: Assessment and Identificationmentioning

confidence: 99%

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Children Who Are Deaf/Hard of Hearing with Disabilities: Paths to Language and Literacy

Nelson

Bruce

2019

Education Sciences

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Students who are Deaf with Disabilities (DWD) comprise an extremely heterogeneous population. Similar to students who are d/Deaf or hard of hearing (DHH), students who are DWD vary in terms of degree, type, and age at onset of hearing loss, amplification, and preferred communication method. However, students who are DWD are also diverse in terms of type, etiology, and number and severity of disability(ies). Presented in this article is an overview of DWD followed by foci on Deaf with learning disabilities, Deaf with intellectual disabilities, Deaf with autism spectrum disorder, and deafblindness. Particular attention is given to communication, language, and literacy development.

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Section: Communication Considerationsmentioning

confidence: 99%

Section: D/deaf/hard Of Hearing With Autism Spectrum Disordermentioning

confidence: 99%

Section: Assessment and Identificationmentioning

confidence: 99%

Section: Assessment and Identificationmentioning

confidence: 99%

Section: Assessment and Identificationmentioning

confidence: 99%

See 3 more Smart Citations

Children Who Are Deaf/Hard of Hearing with Disabilities: Paths to Language and Literacy

Nelson

Bruce

2019

Education Sciences

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Considerations for practitioners using applied behavior analysis therapy with autistic deaf/hard of hearing clients

Edmier,

Kazee,

Yosick

2023

Behavioral Interventions

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There is scarce research on adapting evidence‐based practices, such as Applied Behavior Analysis (ABA)‐based therapy, for Deaf/Hard of Hearing (DHH) children diagnosed with autism spectrum disorder (ASD). The current case involved delivering intensive ABA‐based intervention for improving communication skills to a 5‐year‐old child, Lilly, with dual diagnoses of DHH and ASD. Teaching procedures were modified to include consideration of deaf cultural norms, incorporation of American Sign Language (ASL)‐specific instructional procedures, and consultation with an ASL interpreter within all intervention sessions. Outcome data measured by the Verbal Behavior Milestones Assessment and Placement Program (VB‐MAPP) reflected rapid skill acquisition across multiple verbal operants within a 7‐month admission. Recommendations on how to deliver intensive ABA‐based intervention services to children with dual diagnoses of DHH and ASD are provided for further research and discussion. Utilizing modified behavior analytic procedures can provide increased access to needed services for this population.

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The assessment needs of families with children who are deaf and hard of hearing referred for an autism spectrum disorder evaluation

Dale

Neild

2019

Psychology in the Schools

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With the increasing prevalence of autism spectrum disorder (ASD), clinicians and schools are receiving a larger number of assessment referrals for eligibility or diagnostic clarification of ASD in children who are deaf and hard of hearing (D/HH).Meeting this increasing demand is often difficult given not all assessment professionals seek specialized ASD training and even fewer have experience working with D/HH children.Therefore, families are disadvantaged because of the lack of assessment professionals who specialize in both these areas.School psychologists without such experience are at-risk for misinterpreting or missing key diagnostic information. This study explored the assessment experiences of four families of D/HH children who have ASD. Hearing parents' and D/HH parents' perspectives were gathered to explore the familyneeds. An open-ended survey asked parents to recall the assessment techniques utilized during the process and relate how their child's language skills were accounted for by the clinician. Parent responses revealed interpreters were utilized for various reasons unique to each family. Families expressed difficulty finding ASD specialists who had experience working with D/HH children. This study highlights the importance of selecting a trained interpreter and emphasizes the need of more professionals who have experience assessing ASD in D/ HH children. K E Y W O R D S American sign language, ASD, assessment, autism, D/HH (ADOS-2; Lord et al., 2012) is often referred to as the gold standard instrument for diagnosing ASD and is considered an essential part when conducting best practices in assessment of autism (Aiello et al., 2017). The ADOS-2, however, falls in line with most standardized assessments in its lack of standardization with the D/HH population. The validation sample of the ADOS-2 did not include individuals who were D/HH (Lord et al., 2012) andtest developers did not include administration modifications for ASL within the administration manual.Furthermore, because the ADOS-2 relies on understanding the child's level of spoken language to determine the proper module for administration, test developers caution its use with children whose main mode of communication is sign language. The ADOS-2 authors explicitly indicate that sign language not be utilized when determining the appropriate module, which would make most children who are D/HH and utilize sign language, regardless of their fluency in ASL, fall in Module 1, preverbal. This approach could result in developmentally inappropriate tasks being administered to a child who actually has more language skills than spoken language would suggest.Little research has been conducted on the efficacy of using the ADOS-2 to diagnose autism in children who are D/HH. In a retrospective chart review sample of 30 children who were D/HH and diagnosed with autism at an academic medical center, the authors determined that only two children were administered the ADOS-2 as part of the diagnostic evaluation; however, results of these administrations wer...

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A Summary of Current Understanding Regarding Children with Autism Spectrum Disorder Who Are Deaf or Hard of Hearing

Cited by 24 publications

References 46 publications

Children Who Are Deaf/Hard of Hearing with Disabilities: Paths to Language and Literacy

Children Who Are Deaf/Hard of Hearing with Disabilities: Paths to Language and Literacy

Considerations for practitioners using applied behavior analysis therapy with autistic deaf/hard of hearing clients

The assessment needs of families with children who are deaf and hard of hearing referred for an autism spectrum disorder evaluation

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