EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
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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Handouts:
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Transcripts:
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Presenters/Authors
Amy Szarkowski
(Primary Presenter,POC), Children's Center for Communication/Beverly School for the Deaf, Amy.Szarkowski@childrens.harvard.edu;
Amy Szarkowski, PhD, is the Director of The Institute and The Clinic 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. Dr. Szarkowski holds an academic appointment as Assistant Professor in the Department of Psychiatry at Harvard Medical School. She is also an adjunct instructor for the Infants, Toddlers and Families (ITF) Interdisciplinary program at Gallaudet University.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
• Has a Professional (Research Committee Co-Chair)
relationship for Volunteer membership on advisory committee or review panels.
• Has a Professional (Advisory Board)
relationship for Volunteer membership on advisory committee or review panels.
Christine Yoshinaga-Itano
(Co-Presenter), University of Colorado-Boulder, Christie.Yoshi@colorado.edu;
Dr. Christine Yoshinaga-Itano is a Research Professor in the Institute of Cognitive Science at the University of Colorado-Boulder, the Department of Otolaryngology and Audiology at the University of Colorado-Denver and the Marion Downs Center. In 1996 she developed the Marion Downs National Center. Since 1996, Dr. Yoshinaga-Itano has assisted many state departments of education and public health agencies, schools for the deaf and the blind, and early intervention programs throughout the United States and its territories. In addition, she has served as a consultant for many countries currently developing their early hearing detection and intervention programs, including the United Kingdom, Canada, Australia, New Zealand, Japan, China, Korea, Belgium, Poland, Spain, Austria, Denmark, Sweden, Norway, the Netherlands, Mexico, Chile, Argentina, Brazil, Thailand, the Philippines, and South Africa.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment from University of Colorado, Boulder Disability Research Dissemination Center.
Nonfinancial -
• Has a Professional (Scientific Advisory Board)
relationship for Board membership.
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. Current research projects focus on the complex comorbidity of ASD among children who are deaf and hard of hearing.
ASHA DISCLOSURE:
Financial -
Nonfinancial -