A Review of Educational Practices for Deaf/Hard of Hearing Students with Comorbid Autism

Autor/inn/en	Borders, Christina M.; Jones Bock, Stacey; Probst, Kristi M.
Titel	A Review of Educational Practices for Deaf/Hard of Hearing Students with Comorbid Autism
Quelle	In: Deafness & Education International, 18 (2016) 4, S.189-205 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1464-3154
DOI	10.1080/14643154.2016.1255416
Schlagwörter	Educational Practices; Deafness; Hearing Impairments; Comorbidity; Autism; Pervasive Developmental Disorders; Evidence Based Practice; Literature Reviews; Intervention; Reinforcement; Video Technology; Technology Uses in Education; Visual Aids; Nonverbal Communication; Pictorial Stimuli; Sign Language; Teacher Competencies + Suchen Sie Ihr Suchwort? Bildungspraxis; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Autismus; Positive Verstärkung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Anschauungsmaterial; Non-verbal communication; Nonverbale Kommunikation; Fantasieanregung; Gebärdensprache; Lehrkunst
Abstract	The population of students who are deaf/hard of hearing (D/HH) that have additional disabilities remains at over 40 per cent. One population of particular concern is the group of D/HH students with a comorbid diagnosis of autism spectrum disorders (ASD). The prevalence of ASD in the D/HH population is 1 in 59 (Szymanski et al., 2012. "Deaf Children with Autism Spectrum Disorders." "Journal of Autism and Developmental Disorders," 42(10):2028-37.). This is thought to be an underestimate of the actual prevalence. The presence of two language-impacting disabilities increases the need for strong evidence-based practices. A review of existing literature on educational practices for D/HH students with comorbid ASD was conducted. The purpose of this review was to identify educational practices or interventions used with this population. Further, additional aspects related to educational practices were identified that were not specifically intervention research. A Boolean search across five databases in conjunction with a hand search of literature resulted in nine reviewed articles. This review revealed a dearth of available resources and direction for teachers and professionals supporting students with comorbid D/HH and ASD. The review provided information on potential educational practices as well as implications for teacher training. Implications for future research were also outlined. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01