ERIC Number: EJ1130541
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
A Review of Educational Practices for Deaf/Hard of Hearing Students with Comorbid Autism
Borders, Christina M.; Jones Bock, Stacey; Probst, Kristi M.
Deafness & Education International, v18 n4 p189-205 2016
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.
Descriptors: 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
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Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: N/A
Authoring Institution: N/A
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