16th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
February 26-28, 2017 • Atlanta, GA
2/27/2017 | 2:30 PM - 3:00 PM | Co-Morbidity of Hearing Loss and Autism - Interdisciplinary Collaboration | Grand Hall D
The project purpose is to provide update on the development of a new LEND module (Moodle) of evidence-based resource designed to provide audiologists, speech-language pathologists, psychologists, nurses, medical providers and others who are part of an interdisciplinary team with information on early identification and evaluation of children suspected of having hearing loss and/or ASD (HL/ASD). The goal of the LEND modules training is to assist professionals in learning signs and symptoms of both hearing loss and autism in young children in order provide a dual or differential diagnosis for children with these multiple risks. Interdisciplinary teams have proven to be best practice for early identification and thus early intervention for children at risk (Szarkowski et al. 2014).
Children with hearing loss, like those with autism, can have decreased or disordered language development as one of their hallmarks. Through the efforts of audiologists and their professional organizations, many physicians do refer to audiologist when the parental concern is delayed language. However, physicians do not as readily refer for evaluation of possible ASD as evidenced by diagnosis after 4 years of age (CDC, 2016). Conversely, if a child is diagnosed with autism, professionals may not look further and in this way once a child receives an ASD diagnosis, it may cause other diagnoses to be overlooked. While there are effective interventions for both hearing loss and autism, missing one of the diagnoses may have significant impact on a child’s overall development.
The LEND Moodle resource will provide information on 1) demographics and overlap of ASD and hearing loss; 2) literature review of theoretical and empirical studies about hearing loss and ASD; 3) suggestions for evaluation of children who present with both characteristics of HL/ASD; 4) resources for follow up, counseling parents and locating appropriate services.
- Identify at risk factors for children suspected of having hearing loss and/or autism spectrum disorder.
- Understand best practices for hearing screening and evaluation as well as autism spectrum disorder screening and evaluations.
- Be able to identify possible next steps for children suspected of having a dual diagnosis.
Handout is not Available
(), Utah State University, email@example.com;
Vicki Simonsmeier is dually certified by ASHA in speech-language pathology and audiology. She is a Clinical Coordinator at the Center for Persons with Disabilities at Utah State University. Ms. Simonsmeier specializes in pediatric speech-language disorders, particularly autism, neurodevelopmental, and language-learning difficulties. She coordinates an Interdisciplinary Feeding Team at Utah State University and is a Core Faculty member for the Utah Regional Leadership in Neurodevelopmental Disabilities (URLEND) Interdisciplinary Training program. She teaches courses at USU and has lectured on feeding disorders and autism as well as hearing loss and effects on speech and language. She provides consultations to individuals, schools and insurance companies on treatment for multi-diagnosed children.
Financial - Receives Salary for Employment from Utah State University. Receives Salary for Employment from Utah State University, Utah Regional Leadership in Neurodevelopment Disabilities .
Nonfinancial - No relevant nonfinancial relationship exist.
(), Utah Regional Leadership Education in Neurodevelopmental Disabilities, firstname.lastname@example.org;
Jori Harris is a certified Speech Language Pathologist at Primary Children’s Hospital, in Salt Lake City, Utah. Jori has 25 plus years experience working with and providing services for children with a broad range of neurodevelopmental disabilities. Jori’s special interests include language, learning and cognitive disabilities and most recently feeding and swallowing disorders in children. Her time and experiences include evaluating and treating children ranging in ages from birth to 18 years of age in outpatient, private practice and rehabilitation settings.
Financial - No relevant financial relationship exist.
Nonfinancial - No relevant nonfinancial relationship exist.
(), Utah Regional Leadership, Education in Neurodevelopmental Disabilty , email@example.com;
Katrina Holle-Wheeler is a clinically certified Speech and Language Pathologist in the Department of Pediatrics at the University of Utah. She received her master’s degree from Utah State University and spent 8 years working as a speech and language therapist in Davis school district and Salt Lake City school district. Her special interests include motor speech disorders (e.g., dysarthria, childhood apraxia of speech), social communication disorder, receptive and expressive language disorders, fluency, augmentative communication and identifying characteristics of autism.
(), Utah Regional Leadership Education in Neurodevelopmental Disabilities , firstname.lastname@example.org;
Jenny Ng is a licensed and certified Occupational Therapist at the Life Skills Clinic in the department of Occupational and Recreational Therapies at the University of Utah. She received her master’s degree from the University of Utah and has worked in pediatric outpatient therapy, school occupational therapy, and in a specialty clinic for adults with amyotrophic lateral sclerosis. She specializes in working with pediatrics and her special interests include feeding disorders, interventions for autism spectrum disorders, sensory-based interventions, and early intervention.
(), Utah Region Leadership Education in Neurodevelopmental Disabilities, email@example.com;
Catie Conrad is a second year audiology student at Idaho State University. She completed her undergraduate degree at the University of Nevada, Reno. Her interests in the field of audiology include pediatrics, implantable devices, and aural rehabilitation.
(), Utah Region Leadership Education in Neurodevelopmental Disabilities , firstname.lastname@example.org;
Lesley Franklin is a second year student at the University of Utah in the Doctorate of Audiology program. She currently works in the hospital providing newborn hearing screenings. Lesley’s future career goals include pediatric audiology with an emphasis on diagnostics, amplification, and aural rehabilitation.
(), Utah Region Leadership Education in Neurodevelopmental Disabilities, email@example.com;
Brianna is a second-year genetic counseling student through the University of Utah's School of Medicine. Her research is focused on helping adolescents with genetic conditions (ie: neurofibromatosis, tuberous sclerosis) transition from pediatric to adult medical care. She received her bachelor's degree in genetics with minors in family life and molecular biology from Brigham Young University.