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 | 3:00 PM - 3:30 PM | Knowing When to Refer: How Audiologists Can Help with Early Screening for ASD | Stopher | 1
Knowing When to Refer: How Audiologists Can Help with Early Screening for ASD
Audiologists have had great success with early hearing detection and intervention; they also have the potential to be a key component in early identification of children with autism spectrum disorder (ASD). When concerns over speech-language delay in young children arise, the audiologist is often the first point of referral. Yet, few audiologists receive adequate training to aid in the identification of children who may potentially have ASD with or without the comorbidity of hearing loss.
This session introduces an evidence-based online learning module designed to support pediatric audiologists in making appropriate referrals of young children for ASD evaluations by providing: 1) demographics of ASD and hearing loss; 2) discussion of known genetic factors of ASD and hearing loss; 3) potential behavioral observations characteristic of ASD for audiologists to be aware of during their assessments; 4) a list of additional questions that identify ASD red flags to add to case history forms; 5) information to assist in making appropriate and sensitive referrals; 6) possible resources for audiologists and parents to use at the time of visit; and 7) suggestions for modifying the hearing evaluation protocol to accommodate ASD-associated behaviors. The aim is to provide audiologists with free access to the module and the opportunity to give feedback for improvements. Ultimately, it is anticipated that this module can aid in enhancing the value of audiological visits and the appropriateness of intervention for an additional population of children.
- Explain the importance of early Autism Spectrum Disorder (ASD) screening in young children referred for hearing evaluations due to speech-language delay
- State why the audiologist is in a unique position to aid in early identification of ASD
- Locate an online learning module that supports audiologists in making appropriate referrals and provides audiological evaluation protocol adjustments for children suspected of having an ASD
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Presenters/Authors
Nora Erickson
(Co-Presenter,Author), Washington State University, nora.erickson@wsu.edu;
Nora is a Ph.D. candidate in the Clinical Psychology Program at Washington State University (WSU). She received her received her B.A. in psychology with a concentration in neuroscience from Kenyon College and her M.S. in clinical psychology from WSU in 2013. Her research and clinical interests are in child and adolescent psychology, with a specific focus on early development and infancy. She has experience working in medical settings, and hopes to pursue a career as a clinical psychologist on a collaborative care team.
ASHA DISCLOSURE:
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Lydia Rogers
(Co-Presenter,Author), University of Utah, Lydia.Rogers@Utah.edu;
Lydia Rosado Rogers is currently in the Doctorate of Audiology program at the University of Utah. She strives to incorporate the knowledge gained through research into her clinical practice. As a research assistant in the Speech Perception Laboratory at the University of Utah she collaborated on projects related to gender differences in speech production, speech perception in listeners with hearing loss, and the acoustic correlates of speech as it relates to intelligibility. She recently participated in a project investigating the effect of second language learning and hearing loss on speech perception for Spanish-English bilingual children.
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Sumathi Rachamadugu
(Co-Presenter,Author), University of Utah, sumu_iyer@yahoo.com;
Sumathi is a pediatric genetic counselor at the University of Utah. She graduated with a master’s degree in genetic counseling from the same university, in 2012. Prior to graduate school, she worked as a cytogenetic technologist. Through the experience of the URLEND program, Sumathi aspires to advance her genetic counseling skills in providing family and patient-centered care. Sumathi’s long-term goal is to be involved in therapeutic research for individuals with disabilities.
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Lisa Rose
(Co-Presenter,Author), Utah State University, lisa.rose@aggiemail.usu.edu;
Lisa is in her third year of the Doctorate of Audiology program at Utah State University. Her goal is to help underserved populations gain better access to hearing healthcare. She especially enjoys working with children.
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Vicki Simonsmeier
(Author), Utah State University, vicki.simonsmeier@usu.edu;
Vicki Simonsmeier is dually certified by ASHA in speech-language pathology and audiology. She is a Clinical Coordinator at the Center for Persons with Disabilities at Utah State University. Ms. Simonsmeier specializes in pediatric speech-language disorders, particularly autism, neurodevelopmental, and language-learning difficulties. She coordinates an Interdisciplinary Feeding Team at Utah State University and is a Core Faculty member for the Utah Regional Leadership in Neurodevelopmental Disabilities (URLEND) Interdisciplinary Training program. She teaches courses at USU and has lectured on feeding disorders and autism as well as hearing loss and effects on speech and language. She provides consultations to individuals, schools and insurance companies on treatment for multi-diagnosed children.
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Stephanie Browning McVicar
(Author), Utah Department of Health and Human Services, smcvicar@utah.gov;
Dr. Stephanie Browning McVicar is the Director of the Early Hearing Detection and Intervention Program, the Children’s Hearing Aid Program, and the Cytomegalovirus (CMV) Public Health Initiative in Utah. She works for the Utah Department of Health and Human Services' Children with Special Health Care Needs Office in Salt Lake City. Dr. McVicar is a pediatric audiologist, an advocate for CMV testing in newborns, and passionate about the prevention of congenital CMV infection. She is originally from Western New York and has extensive experience and knowledge in Audiology and the management of health care programs in both the public and private sectors.
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Gwen Mitchell
(Author), University of Idaho - Center on Disabilities, gwenm@uidaho.edu;
Gwen is the interdisciplinary training director and the director of clinical services at the University of Idaho’s Center on Disabilities. She is a licensed counselor and school psychologist providing diagnostic and counseling services at the clinic as well as at three local charter schools. Her current research is focused on university faculty and staff’s knowledge of accommodations, legal rights, universal design, understanding of disability characteristics and disability etiquette afforded students with disabilities enrolled in university settings. She teaches for the College of Education and the Psychology Department at the University of Idaho.
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Tracy Smith
(Author), University of Utah, Tracy.Smith@hsc.utah.edu;
Tracy is a URLEND Family Faculty member. Professionally, she has been in the healthcare industry for 18 years. She is currently the Systems Director for University of Utah Health Plans. She is a former foster child and currently serving on the Board of Directors for U Foster Success, an organization to support the youth and alumni of foster care. In addition, she is a parent partner for the University of Utah Department of Pediatrics. She assists the clinic in identifying ways to better serve children with special health care needs and their families based on her experience with her medically complex child.
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