Autism Diagnostic Observation Schedule-2--Deaf Adaptation

Phillips, Helen; Wright, Barry; Allgar, Victoria; Sweetman, Jennifer; Hargate, Rebecca; Hodkinson, Rachel; Bland, Martin; George, Hannah; Hughes, Anna; Hayward, Emily N.; Heras, Victoria Fernandez Garcia De Las; Couteur, Ann Le

doi:10.1037/t84514-000

Cited by 2 publications

(1 citation statement)

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“…Innovative examples include standardized ASL administration for the Differential Ability Scales-II (Hardy-Braz et al, 2007) and Wechsler Intelligence Scale for Children, fifth edition technical reports for use with DHH children who use ASL, spoken English, or Total Communication (Costa et al, 2016;Day et al, 2015). Also, DHH adaptations now exist for Autism Diagnostic Observation Schedule, second edition (Phillips et al, 2022) and Autism Diagnostic Interview-Revised (Allgar et al, 2021). Youth Quality of Life Instrument-Deaf and Hard of Hearing module (YQOL-DHH; Patrick et al, 2011) and Hearing Environments and Reflection on Quality of Life (HEAR-QL; Umansky et al, 2011) are available.…”

Section: Underdeveloped and Underresourced Care Systemsmentioning

confidence: 99%

Integrating psychology into pediatric audiology/otolaryngology clinics: Gaps and a model of care.

Hoffman¹,

Landsman²,

Fasano-McCarron³

et al. 2023

Clinical Practice in Pediatric Psychology

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reviews what is known about psychopathology and neurodevelopmental outcomes in deaf/hard of hearing (DHH) children, identifies current research and clinical gaps, and presents a model of care for integrating psychology into pediatric otolaryngology/audiology clinics that serve DHH patients and their families. Methods: This manuscript uses a literature review and clinical reflection/peer collaboration to develop a model of integrated psychological services for pediatric psychologists in otolaryngology/audiology clinics. Results: DHH children and their families often require support beyond the traditional focus on speech/language delays. Additional concerns include increased rates of co-occurring psychological conditions (e.g., anxiety, depression), early and potentially persistent changes in neurological/neurobehavioral functioning with or without atypical language development, high levels of caregiver-reported distress, and additional medical complexities. Conclusions: Traditionally, models of multidisciplinary care for DHH children have centered on a triad of otolaryngologists, audiologists, and speech/language pathologists. However, the reviewed data clearly show these models leave numerous unmet needs that psychologists can help address. Incorporating psychologists into pediatric otolaryngology/audiology clinic settings that serve DHH patients is an essential ingredient in high-quality care that helps meet the needs of the "whole child."Implications for Impact Statement DHH children and families are an at-risk and underserved group that frequently interacts with the pediatric health care system. This paper presents the first model of care for integrating psychologists into the medical/audiological settings that serve these patients.

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Section: Underdeveloped and Underresourced Care Systemsmentioning

confidence: 99%

Integrating psychology into pediatric audiology/otolaryngology clinics: Gaps and a model of care.

Hoffman¹,

Landsman²,

Fasano-McCarron³

et al. 2023

Clinical Practice in Pediatric Psychology

View full text Add to dashboard Cite

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Diagnosing Autism Spectrum Disorders in Deaf Children Using Two Standardised Assessment Instruments: The ADIR-Deaf Adaptation and the ADOS-2 Deaf Adaptation

Allgar

Wright

Taylor

et al. 2021

JCM

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The aim was to investigate the agreement between the ADI-R Deaf adaptation and ADOS-2 Deaf adaptation overall diagnostic categorisation for autism (AUT) and a wider threshold to include autism spectrum (ASD) in a cohort of deaf children with and without ASD. We compared results of the instruments used on their own and when combined and propose standard criteria for the combined use of the ADI-R Deaf adaptation and ADOS-2 Deaf adaptation for use with deaf children. In total, 116 deaf children had a Gold standard NICE guideline assessment; 58 diagnosed with ASD and 58 without ASD, and for both groups a blinded informant based ADI-R Deaf adaptation and direct assessment using the ADOS-2 Deaf adaptation were separately completed. There was moderate agreement between the ADI-R Deaf adaptation and ADOS-2 Deaf adaptation for the wider threshold of ASD (Kappa, 0.433). To achieve the lowest number of false negatives, the most successful assessment tool approach is using the wider threshold of ASD with either ADI-R Deaf adaptation or ADOS-2-Deaf adaptation (95% sensitivity). This compares with 88% for the ADI-R Deaf adaptation alone and 74% for the ADOS-2-Deaf adaptation alone (wider threshold of ASD). To achieve a low number of false positives, the most successful assessment tool approach is a combination of ADI-R Deaf adaptation and ADOS-2- Deaf adaptation (using the narrow threshold of autism for both) (95% specificity). This compares with 83% for the ADI-R Deaf adaptation alone and 81% for the ADOS-2-Deaf adaptation (narrow threshold) alone. This combination is therefore recommended in specialist clinics for diagnostic assessment in deaf children.

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Autism Diagnostic Observation Schedule-2--Deaf Adaptation

Cited by 2 publications

References 0 publications

Integrating psychology into pediatric audiology/otolaryngology clinics: Gaps and a model of care.

Integrating psychology into pediatric audiology/otolaryngology clinics: Gaps and a model of care.

Diagnosing Autism Spectrum Disorders in Deaf Children Using Two Standardised Assessment Instruments: The ADIR-Deaf Adaptation and the ADOS-2 Deaf Adaptation

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