Deafblindness and Autism Spectrum Disorder: Differential Diagnosis and Evidence Based Practices

Author #1

Abstract

As the prevalence of autism spectrum disorder (ASD) continues to increase, research focusing on the possibility of a comorbid diagnosis of deafblind (DB) and ASD has begun. A literature review was conducted to examine the available research on deafblindness, any works relevant to evidence-based practices (EBPs) used in the education of individuals who have comorbid deafblindness and ASD, EBPs from the field of deafblindness and those from the field of ASD. While the field of ASD has identified many practices which meet the criteria to be labeled EBPs, the field of deafblindness has a scant five which could be categorized as limited to moderate evidence. Furthermore, when perusing literature for EBPs for use with individuals who have comorbid deafblindness and ASD, there is a paucity of research available. Results from the review yielded 15 research articles which addressed interventions/EBPs or differential diagnosis for students with comorbid deafblindness and ASD. Regardless of whether or not a student has a diagnosis of deafblindness and ASD, the behaviors exhibited by individuals who are DB as a result of lower levels of functional communication often produce higher levels of undesired or atypical behavior. As a result, it is imperative that professionals have a knowledge of EBPs from both fields which could be used to meet the needs of this diverse group of learners.

 
Nov 1st, 2:30 PM Nov 1st, 4:00 PM

Deafblindness and Autism Spectrum Disorder: Differential Diagnosis and Evidence Based Practices

Session 2-2 Prairie Room Center

As the prevalence of autism spectrum disorder (ASD) continues to increase, research focusing on the possibility of a comorbid diagnosis of deafblind (DB) and ASD has begun. A literature review was conducted to examine the available research on deafblindness, any works relevant to evidence-based practices (EBPs) used in the education of individuals who have comorbid deafblindness and ASD, EBPs from the field of deafblindness and those from the field of ASD. While the field of ASD has identified many practices which meet the criteria to be labeled EBPs, the field of deafblindness has a scant five which could be categorized as limited to moderate evidence. Furthermore, when perusing literature for EBPs for use with individuals who have comorbid deafblindness and ASD, there is a paucity of research available. Results from the review yielded 15 research articles which addressed interventions/EBPs or differential diagnosis for students with comorbid deafblindness and ASD. Regardless of whether or not a student has a diagnosis of deafblindness and ASD, the behaviors exhibited by individuals who are DB as a result of lower levels of functional communication often produce higher levels of undesired or atypical behavior. As a result, it is imperative that professionals have a knowledge of EBPs from both fields which could be used to meet the needs of this diverse group of learners.