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ABSTRACT INFORMATION
Title: 'A pragmatic approach to the diagnosis of Autism Spectrum Disorder in Deaf children' Track: 4 - Early Intervention Keyword(s): Deaf, ASD, Autism, Hard of Hearing Learning Objectives: Review aspects of atypical development in deaf and hard of hearing children with dual diagnosis of ASD Describing the complicated road to an accurate diagnosis Review on how to prioritize intervention strategies for early intervention Abstract: Even though it is estimated that 1-6% of children who are Deaf or Hard of Hearing also has an Autism Spectrum Disorder (ASD)(Meinzen-Derr et al 2014), age of diagnosis still often occurs after age 3, and often as late at age 15 (Scott & Wiley 2014; Roper, Arnold and Monteiro 2015). Despite increased early identification of hearing loss, recognition of secondary diagnoses in Deaf children still varies significantly even though research estimates that 1 in 59 Deaf / Hard of Hearing children qualify for a diagnosis on the Autism Spectrum (Szymanski, Brice, Lam and Hotto 2012). A possible reason for this is a lack of a standardized practice of diagnosis specific to Deaf children and lack of experience among practitioners due to the low incidence of students with hearing loss. Too often, developmental delays in Deaf and Hard of Hearing children are erroneously attributed to hearing loss instead of the recognition of a possible secondary developmental disability. The purpose of this session is for skilled clinicians to get together and discuss and review the steps to diagnosis. Case studies will provide the backdrop for illuminated conversation on the subtle differences in profiles. Presenters will focus on the complicated diagnostic process of recognizing atypical features of development in Deaf and Hard of Hearing children that should generate a hypothesis that secondary disabilities should be ruled out. Presenters will review a summary of current data and lead a discussion on how to improve the efficaciousness of identifying ASD in Deaf children in a timely manner so that early intervention can be provided. Highlighted will be tools for assessment / observation and intervention strategies specific to Deaf and Hard of Hearing children. Presentation: This presentation has not yet been uploaded or the speaker has opted not to make the presentation available online. Handouts: Handout is not Available
PRESENTER(S) / AUTHOR(S) INFORMATION
-             ASHA DISCLOSURE: Financial - Nonfinancial - Natasha Kordus - Primary Presenter,Co-Presenter,Author,POC CDERC / CSDR      Credentials: Ph.D. PSYLIC 18501      Other Affiliations: National Association of School Psychologists       Dr. Kordus is the supervisor of the California Deaf Education Resource Center and Assessment Services at the California School for the Deaf, Riverside. Mrs. Yingst is a Nationally Credentialed School Psychologist. Both are considered experts in their field as they assess hundreds of Deaf and Hard of Hearing children a year as well as present on a number of topics nationally and across California. Both are also adjunct professors for the Rochester Institute of Technology and provide training to mainstream programs on how to provide the most accessible environment for Deaf and Hard of Hearing children and adolescents.       ASHA DISCLOSURE: Financial - No relevant financial relationship exist. Nonfinancial - No relevant nonfinancial relationship exist. Rachel Yingst - Co-Presenter,Author CDERC / CSDR      Credentials: Psy.S., NCSP 45984      Other Affiliations: National Association of School Psychologists       Dr. Kordus is the supervisor of the California Deaf Education Resource Center and Assessment Services at the California School for the Deaf, Riverside. Mrs. Yingst is a Nationally Credentialed School Psychologist. Both are considered experts in their field as they assess hundreds of Deaf and Hard of Hearing children a year as well as present on a number of topics nationally and across California. Both are also adjunct professors for the Rochester Institute of Technology and provide training to mainstream programs on how to provide the most accessible environment for Deaf and Hard of Hearing children and adolescents.       ASHA DISCLOSURE: Financial - Nonfinancial -