19th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 8-10, 2020 • Kansas City, MO
3/10/2020 | 3:00 PM - 3:30 PM | Dual diagnosis and dual language learning in implanted children with Autism Spectrum Disorder: Three case studies | Empire B
Dual diagnosis and dual language learning in implanted children with Autism Spectrum Disorder: Three case studies
There is a higher rate of Autism Spectrum Disorder (ASD) among children with hearing loss and a rising number of children with hearing loss come from Spanish-speaking homes. Myths regarding dual language learning continue to abound, especially for children with hearing loss who present with an additional disability. This presentation consists of 3 case studies of children with bilateral cochlear implants who have an additional diagnosis of ASD. Each child comes from a Spanish-speaking home and received therapy with a bilingual therapist. The children in the 3 case studies presented with varying characteristics that led to their diagnosis of ASD and also illustrate the significant range of outcomes. One child now has near age-appropriate Spanish language skills and is rapidly learning English at preschool; however, he continues to have significant pragmatic language challenges in both languages. The second child is non-verbal and communicates using AAC; this child was unable to develop spoken language in either English or Spanish. The third child is school-aged and is bilingual with functional, although delayed, communication in both English and Spanish. Overall, it was found that supporting the home language only had positive ramifications. In fact, the two verbal children first received intervention only in English and made no progress until they started receiving therapy in Spanish. Learning the language of the home did not impede acquisition of the majority language but rather accelerated it. Overall it was found that if a child has the capacity to learn one spoken language, he had the capacity to learn two. These case studies found use of a second language was not detrimental to language acquisition in children with cochlear implants and ASD. The development of the first language supported the development of the second language. Bilingualism does not result in or exacerbate a communication disorder.
- List red flags for a diagnosis of ASD in children with cochlear implants.
- Describe the impact of dual language learning in children with cochlear implants and ASD.
- Discuss the myths surrounding bilingualism in children who have a dual diagnosis.
Presentation:
21060_12827SarahRadlinski.pdf
Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Sarah Radlinski
(), Auditory-Verbal Center, Inc., Sarah@avchears.org;
Sarah Radlinski, M.S., CCC-SLP, LSLS Cert. AVT is a speech-language pathologist and Listening and Spoken Language Specialist. Since earning her speech pathology master’s degree on the hearing loss specialty track from Vanderbilt University, Sarah has served as the bilingual AV therapist for the Auditory-Verbal Center, Inc. in Atlanta, Georgia. Sarah also currently serves as the Latino Programming Director for the Georgia chapter of the Alexander Graham Bell Association for the Deaf & Hard of Hearing. Sarah additionally serves children in Panama through the Hear the World Foundation; Sarah provides LSL training to the local speech therapist and coaches the families of children who received donated cochlear implants in-person as well as via tele-therapy. Additionally, Sarah mentors AVT mentees internationally and has presented at state, national, and international conferences on topics related to pediatric hearing loss, with a focus on providing culturally and linguistically relevant intervention for Spanish-speaking families.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.