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Enhancing Autism Assessment in Deaf/Hard-of-Hearing Youths: A Guide for Practitioners

Enhancing Autism Assessment in Deaf/Hard-of-Hearing Youths: A Guide for Practitioners

Introduction

The assessment of autism in Deaf/Hard-of-Hearing (D/HH) youths presents unique challenges due to overlapping behavioral phenotypes and a lack of standardized diagnostic tools. The recent research article, "Assessing Autism in Deaf/Hard-of-Hearing Youths: Interdisciplinary Teams, COVID Considerations, and Future Directions," offers valuable insights into overcoming these barriers through interdisciplinary approaches and virtual service delivery. This blog aims to help practitioners enhance their skills by implementing these research outcomes and encourages further exploration in this critical area.

Understanding the Challenges

Children who are D/HH are diagnosed with autism later than their hearing counterparts, often due to behavioral phenotypic overlap, lack of validated assessment tools, and limited access to qualified clinicians. The research highlights the importance of understanding these challenges and adopting interdisciplinary approaches to improve early diagnosis and intervention.

Implementing Interdisciplinary Approaches

The research emphasizes the role of interdisciplinary teams in effectively assessing autism in D/HH youths. By integrating expertise from audiology, speech/language pathology, psychology, and education, practitioners can develop a comprehensive understanding of each child's unique needs. Key recommendations include:

Adapting to COVID-19: Virtual Assessments

The COVID-19 pandemic necessitated a shift to virtual assessments, which posed additional challenges for autism diagnosis in D/HH youths. The research outlines strategies for conducting effective tele-assessments, including the use of caregiver-mediated tools like the TELE-ASD-PEDS. Practitioners are encouraged to:

Future Directions and Encouragement for Further Research

While the research provides a solid foundation for improving autism assessment in D/HH youths, there is a need for ongoing research and development of standardized tools. Practitioners are encouraged to:

By embracing these recommendations, practitioners can enhance their assessment skills and contribute to the timely diagnosis and intervention for D/HH youths with autism.

To read the original research paper, please follow this link: Assessing Autism in Deaf/Hard-of-Hearing Youths: Interdisciplinary Teams, COVID Considerations, and Future Directions.


Citation: McFayden, T. C., Culbertson, S., DeRamus, M., Kramer, C., Roush, J., & Mankowski, J. (2023). Assessing autism in Deaf/Hard-of-Hearing youths: Interdisciplinary teams, COVID considerations, and future directions. Perspectives on Psychological Science, 18(6), 1492-1507. https://doi.org/10.1177/17456916231178711
Marnee Brick, President, TinyEYE Therapy Services

Author's Note: Marnee Brick, TinyEYE President, and her team collaborate to create our blogs. They share their insights and expertise in the field of Speech-Language Pathology, Online Therapy Services and Academic Research.

Connect with Marnee on LinkedIn to stay updated on the latest in Speech-Language Pathology and Online Therapy Services.

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