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ERIC Number: EJ1242133
Record Type: Journal
Publication Date: 2020-Mar
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0033-3085
EISSN: N/A
Available Date: N/A
The Assessment Needs of Families with Children Who Are Deaf and Hard of Hearing Referred for an Autism Spectrum Disorder Evaluation
Psychology in the Schools, v57 n3 p475-484 Mar 2020
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.
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.bibliotheek.ehb.be/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A