Video Modeling for Children with Dual Diagnosis of Deafness or Hard of Hearing and Autism Spectrum Disorder to Promote Peer Interaction

Amy Thrasher

doi:10.1055/s-0034-1389105

Seminars in Speech and Language, Table of Contents

Semin Speech Lang 2014; 35(04): 331-342
DOI: 10.1055/s-0034-1389105

Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Video Modeling for Children with Dual Diagnosis of Deafness or Hard of Hearing and Autism Spectrum Disorder to Promote Peer Interaction

Amy Thrasher

¹Department of Speech, Language, Hearing Sciences, University of Colorado Boulder, Boulder, Colorado

› Author Affiliations

Abstract

This article describes an intervention program offered at the University of Colorado Boulder that supports peer interaction among young children with autism spectrum disorders and their typical peers using a multicomponent approach, including video modeling. Characteristics of autism that may interfere with the development of peer interaction in young children will be discussed. Components of the approach will be described and the evidence base for the application of these components examined in regards to children with autism and for the potential application to children with the dual diagnosis of autism and deafness or hard of hearing.

Keywords

Autism - deaf - intervention - video modeling - peer interaction

Full Text

References

References
1 American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders. 5th ed. (DSM-5). Arlington, VA: American Psychiatric Association; 2013
2 Wetherby A, Prizant B. Introduction to autism spectrum disorders. In: Wetherby A, Prizant B, , eds. Autism Spectrum Disorders: A Transactional Developmental Perspective. Baltimore, MD: Brookes; 2000: 1-7
3 American Speech-Language-Hearing Association. Guidelines for speech-language pathologists in diagnosis, assessment, and treatment of autism spectrum disorders across the life span. Ad hoc committee on autism spectrum disorders. 2006 . Available at: http://www.asha.org/policy/g12006-00049/ . Accessed August 10, 2014
4 Mandell DS, Novak MM, Zubritsky CD. Factors associated with age of diagnosis among children with autism spectrum disorders. Pediatrics 2005; 116 (6) 1480-1486
5 Meinzen-Derr J, Wiley S, Bishop S, Manning-Courtney P, Choo DI, Murray D. Autism spectrum disorders in 24 children who are deaf or hard of hearing. Int J Pediatr Otorhinolaryngol 2014; 78 (1) 112-118
6 Kellogg E, Thrasher A, Yoshinaga-Itano C. Early predictors of autism in young children who are deaf or hard of hearing: three longitudinal case studies. Semin Speech Lang 2014; 35 (4) 276-287
7 Carr J, Xu D, Yoshinaga-Itano C. Language ENvironment Analysis (LENA) Language and Autism Screen (LLAS) and the Child Development Inventory Social Subscale as a possible autism screen for children who are deaf or hard of hearing. Semin Speech Lang 2014; 35 (4) 266-275
8 Lai MC, Lombardo MV, Baron-Cohen S. Autism. Lancet 2014; 383 (9920) 896-910
9 MacDonald K. What do children want? A conceptualization of evolutionary influences on children's motivation in the peer group. Int J Behav Dev 1996; 19 (1) 53-73
10 Prizant B, Wetherby A, Rubin E, Laurent A, Rydell P. The SCERTS Model: A Comprehensive Educational Approach for Children with Autism Spectrum Disorders. Baltimore, MD: Brookes; 2006
11 Mundy P, Sigman M, Kasari C. A longitudinal study of joint attention and language development in autistic children. J Autism Dev Disord 1990; 20 (1) 115-128
12 Mundy P, Sigman M, Kasari C. Joint attention, developmental level, and symptom presentation in autism. Dev Psychopathol 1994; 6 (3) 389-401
13 Charman T. Why is joint attention a pivotal skill in autism?. Philos Trans R Soc Lond B Biol Sci 2003; 358 (1430) 315-324
14 Mundy P, Burnette C. Joint attention and neurodevelopmental models of autism. In: Volkmar F, Paul R, Klin A, Cohen D, , eds. Handbook of Autism and Pervasive Developmental Disorders. 3rd ed. New York, NY: Wiley; 2005: 650-68
15 Kasari C, Freeman S, Paparella T, Wong C, Kwon S, Gulsrud A. Early intervention in autism: focus on core deficits. Clinical Neuropsychiatry 2005; 2: 380-388
16 Kasari C, Patterson S. Interventions addressing social impairment in autism. Curr Psychiatry Rep 2012; 14 (6) 713-725
17 Jarrold C. A review of research into pretend play in autism. Autism 2003; 7 (4) 379-390
18 Thiemann-Bourque KS, Brady NC, Fleming KK. Symbolic play of preschoolers with severe communication impairments with autism and other developmental delays: more similarities than differences. J Autism Dev Disord 2012; 42 (5) 863-873
19 Wolfberg P, Schuler A. Promoting social reciprocity and symbolic representation in children with ASD: designing quality peer play interventions. In: Charman T, Stone W, , eds. Early Social-Communication in Autism Spectrum Disorders: Relevance to Early Diagnosis, Identification and Intervention. New York, NY: Guilford; 2008
20 Matsushima K, Kato T. Social interaction and atypical sensory processing in children with autism spectrum disorders. Hong Kong J of Occup Ther 2013; 23 (2) 89-96
21 National Research Council. Educating Children with Autism. Washington, DC: National Academy Press, Committee on Educational Interventions for Children with Autism, Division of Behavioral and Social Sciences and Education; 2001
22 Wong C, Odom S, Hume K , et al. Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, Autism Evidence-Based Practice Review Group; 2013
23 Watson LR, Patten E, Baranek GT , et al. Differential associations between sensory response patterns and language, social, and communication measures in children with autism or other developmental disabilities. J Speech Lang Hear Res 2011; 54 (6) 1562-1576
24 Kashinath S, Woods J, Goldstein H. Enhancing generalized teaching strategy use in daily routines by parents of children with autism. J Speech Lang Hear Res 2006; 49 (3) 466-485
25 Woods J, Wetherby A. Early identification of and intervention for infants and toddlers who are at risk for autism spectrum disorder. Lang Speech Hear Serv Sch 2013; 34: 180-193
26 Sherer M, Pierce KL, Paredes S, Kisacky KL, Ingersoll B, Schreibman L. Enhancing conversation skills in children with autism via video technology. Which is better, “self” or “other” as a model?. Behav Modif 2001; 25 (1) 140-158
27 Samson F, Mottron L, Soulières I, Zeffiro TA. Enhanced visual functioning in autism: an ALE meta-analysis. Hum Brain Mapp 2012; 33 (7) 1553-1581
28 Noens I, van Berckelaer-Onnes I. Making sense in a fragmentary world: communication in people with autism and learning disability. Autism 2004; 8 (2) 197-218
29 Wang S, Cui Y, Parrila R. Examining the effectiveness of peer-mediated and video-modeling social skills interventions for children with autism spectrum disorders: a meta-analysis in single-case research using HLM. Res Autism Spectr Disord 2011; 5 (1) 562-569
30 Shukla-Mehta S, Miller T, Callahan K. Evaluating the effectiveness of video instruction on social and communication skills training for children with autism spectrum disorders: a review of the literature. Focus Autism Other Dev Disabl 2010; 25 (1) 23-36
31 National Professional Development Center on Autism Spectrum Disorders. Module: Video Modeling. Available at: http://autismpdc.fpg.unc.edu/content/video-modeling . Accessed August 20, 2014
32 Szymanski CA, Brice PJ, Lam KH, Hotto SA. Deaf children with autism spectrum disorders. J Autism Dev Disord 2012; 42 (10) 2027-2037