18th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 3-5, 2019 • Chicago, IL
3/10/2015 | 1:45 PM - 2:15 PM | Considerations in Assessment of Autism Spectrum Disorder with Children who are Deaf or Hard of Hearing Children | Nunn | 5
Considerations in Assessment of Autism Spectrum Disorder with Children who are Deaf or Hard of Hearing Children
This presentation will highlight important considerations in the assessment of Autism Spectrum Disorder (ASD) in deaf and hard of hearing children (D/HH) by a group of professionals familiar with working with children who have been dually diagnosed. This topic is of importance given the significant implications of misdiagnosis. For example, with universal newborn hearing screening, hearing status is frequently determined early in life. As such, efforts to promote children's development are often focused on addressing issues known to commonly arise in children who are D/HH (e.g. speech-language and communication therapy – whether through the use of a signed language to promote communication skills, or through auditory training and spoken language support when assistive listening devices can be beneficial). The focus on addressing, supporting or mitigating the challenges that can be associated with reduced hearing can decrease the amount of attention given to children's other behaviors. Symptoms consistent with ASD may be overlooked or misattributed to a child's hearing loss alone. This may play a role in delaying the diagnosis of ASD, which can have a negative impact on overall development, and language and social development in particular. Research has demonstrated that earlier intervention typically yields better outcomes. This presentation will include a description of important 'red flags' to consider in guiding an assessment and will provide information on adaptations that might be necessary in the assessment process.
- Describe at least two ways in which the presence of reduced hearing can delay a diagnosis of ASD when it is present.
- Explain a minimum of two "red flags" that ought to be considered when assessing for ASD in D/HH children.
- Discuss a minimum of two ways that assessments may need to be adapted when there is a question of possible ASD in D/HH children.
Presentation:
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Presenters/Authors
Amy Szarkowski
(Primary Presenter,POC), Children's Center for Communication/Beverly School for the Deaf, amyszarkowski@cccbsd.org;
Amy Szarkowski, PhD, is the Director of The Institute at the Children's Center for Communication/ Beverly School for the Deaf (CCCBSD), and faculty for LEND (Leadership Education in Neurodevelopmental and related Disabilities), at Boston Children's Hospital. She is a Research Fellow at the Institute for Community Inclusion at the University of Massachusetts Boston.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment from Boston Children's Hospital .
Nonfinancial -
No relevant nonfinancial relationship exist.
Christine Yoshinaga-Itano
(Co-Presenter), University of Colorado-Boulder, Christie.Yoshi@colorado.edu;
Dr. Christine Yoshinaga-Itano is a Research Professor, Institute of Cognitive Science, Professor Emerita, Department of Speech, Language & Hearing Sciences, at the University of Colorado, Boulder, and Visiting Professor, University of Witwatersrand, South Africa, Centre for Deaf. She has over 125 published articles and chapters with a focus on universal newborn hearing screening and predictors of developmental outcomes of children with hearing loss with an emphasis on children and families from multicultural/linguistic backgrounds, and those with socio-economic and linguistic challenges. She presented on this topic throughout the United States and globally. She received Honors from the American Speech/Language & Hearing Association and was a Jerger Career Research Awardee from the American Academy of Audiology. She serves as an Associate Editor for the International Journal of Audiology and is a member of the Audiology committee for the International Association of Communication Sciences and Disorders (IALP).
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Susan Wiley
(Co-Presenter), Cincinnati Children's Hospital Medical Center, susan.wiley@cchmc.org;
Dr. Susan Wiley is a developmental pediatrician with extensive expertise in children who are deaf/hard of hearing. She has many years of experience serving children with multiple disabilities. Dr Wiley provides leadership and guidance to the National American Academy of Pediatrics, the Ohio Department of Health Early Hearing Detection and Intervention Program, the Ohio Center for Deaf-Blind Education, and the Outreach Center for Deafness and Blindness in the Ohio Center for Low Incidence.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Deborah Mood
(Author), Colorado Children's Hospital, DEBORAH.MOOD@childrenscolorado.org;
Deborah Mood, Ph.D., is a licensed psychologist with Developmental Pediatrics at Children’s Hospital Colorado. She has a Ph.D. in school psychology from University of Northern Colorado and a specialist degree in school psychology from Gallaudet University. Dr. Mood completed a LEND psychology postdoctoral fellowship at JFK Partners, University of Colorado School of Medicine, after completing an APA accredited psychology internship at the University of Minnesota. She specializes in working with children who are deaf and hard of hearing as well as children with a variety of developmental disabilities including autism spectrum disorder.
ASHA DISCLOSURE:
Financial -
Nonfinancial -