The Assessment Needs of Families with Children Who Are Deaf and Hard of Hearing Referred for an Autism Spectrum Disorder Evaluation

Autor/inn/en	Dale, Brittany A.; Neild, Raschelle
Titel	The Assessment Needs of Families with Children Who Are Deaf and Hard of Hearing Referred for an Autism Spectrum Disorder Evaluation
Quelle	In: Psychology in the Schools, 57 (2020) 3, S.475-484 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dale, Brittany A.) ORCID (Neild, Raschelle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22328
Schlagwörter	Family Needs; Children; Deafness; Hearing Impairments; Referral; Clinical Diagnosis; Autism; Pervasive Developmental Disorders; Needs Assessment; Evaluation Methods; Child Language; Language Skills; Deaf Interpreting; American Sign Language + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Autismus; Bedarfsermittlung; 'Children''s language'; Kindersprache; Language skill; Sprachkompetenz
Abstract	With the increasing prevalence of autism spectrum disorder (ASD), clinicians and schools are receiving a larger number of assessment referrals for eligibility or diagnostic clarification of ASD in children who are deaf and hard of hearing (D/HH). Meeting this increasing demand is often difficult given not all assessment professionals seek specialized ASD training and even fewer have experience working with D/HH children. Therefore, families are disadvantaged because of the lack of assessment professionals who specialize in both these areas. School psychologists without such experience are at-risk for misinterpreting or missing key diagnostic information. This study explored the assessment experiences of four families of D/HH children who have ASD. Hearing parents' and D/HH parents' perspectives were gathered to explore the family needs. An open-ended survey asked parents to recall the assessment techniques utilized during the process and relate how their child's language skills were accounted for by the clinician. Parent responses revealed interpreters were utilized for various reasons unique to each family. Families expressed difficulty finding ASD specialists who had experience working with D/HH children. This study highlights the importance of selecting a trained interpreter and emphasizes the need of more professionals who have experience assessing ASD in D/HH children. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01