17th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 18-20, 2018 • Denver, CO
| Knowledge of Autism Spectrum Disorder (ASD) Among Pre-Service Audiology and Psychology Students
Knowledge of Autism Spectrum Disorder (ASD) Among Pre-Service Audiology and Psychology Students
Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that is associated with significant communication, behavioral, and social delays. As with many other neurodevelopmental disorders, early identification and intervention is essential to improve overall outcomes for these children. Many children with ASD are non-verbal or have significant language delays. As a result, children with ASD are frequently referred for a diagnostic hearing evaluation to determine whether a hearing loss is contributing to their delayed development. This often places the audiologist in a unique position where they can be instrumental in the early referral and identification of ASD if they are sufficiently knowledgeable about the disorder. However, not all audiologists have the clinical training and/or educational experiences specific to ASD, making it difficult for them to identify and refer children at-risk for the disorder. The purpose of the current study is to: (1) assess the knowledge of ASD among pre-service audiology doctoral students compared to pre-service doctoral psychology students and (2) to determine self-reported preparedness of doctoral audiology students to work with this population. To measure ASD knowledge, pre-service audiology and psychology doctoral students completed the Knowledge of Autism Spectrum Disorder Scale (KASDS), which consists of 33 true-or-false questions that relate to ASD etiology/prevalence, symptoms/associated behaviors, assessment/diagnosis, treatment, and outcomes/prognosis. The KASDS has been piloted and validated (McClain, Harris, Schwartz, & Haverkamp; in preparation). The intent of this poster is to determine the strengths and weaknesses related to ASD knowledge among pre-service audiology students and to suggest areas that may be beneficial to include in the university training environment.
- What is the leveel of awareness and understanding regarding children with ASD among Au.D. and Psy.D. students?
- Does understanding improve or change throughout the academic program?
- What is the confidence level of working with children with ASD among Au.D. students as compared to Psy.D. students, and does that confidence change over time?
Presentation:
15805_7856StevenLewis.pdf
Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Jessica Hillam
(), URLEND, hilljess@isu.edu;
As a second year audiology graduate student, my interests include working with implantable technologies and specialty testing within the pediatric population, particularly APD testing. I am a life-long Idahoan and love spending time with my family. I enjoy road trips through national parks, fly fishing, and playing board games.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Steven Lewis
(), URLEND, steven.lewis@hsc.utah.edu;
Audiologist that works as a pediatric audiologist at the University Developmental Assessment Clinic at the University of Utah. He is currently a Utah Regional Leadership Education in Neurodevelopmental Disabilities trainee.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Maryellen McClain
(), URLEND, Maryellen.mcclainverdoes@usu.edu;
Maryellen McClain, PhD, NCSP, is an assistant professor of Psychology at Utah State University (USU). Dr. McClain earned her BA in psychology from the College of Wooster and her MSEd in learning and developmental Sciences and PhD in school psychology from Indiana University. She completed her APA-accredited internship at the University of Tennessee Health Science Center (UTHSC) in Memphis, Tennessee. She continued her training in Memphis and completed a postdoctoral fellowship in developmental disabilities at the Boling Center for Developmental Disabilities at UTHSC. Dr. McClain joined the Psychology Department at USU in 2016 and is faculty in the nationally accredited MS/EdS School Psychology program. Her research interests are in the areas of autism and other neurodevelopmental disabilities, school-based assessment, issues pertaining to culturally and linguistically diverse students, and training issues in school psychology. At USU, Dr. McClain teaches psychoeducational assessment and school-based academic and behavioral interventions. She is also core faculty as part of the Utah Regional Leadership Education in Neurodevelopmental Disabilities (URLEND).
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Vicki Simonsmeier
(), Utah State University, vicki.simonsmeier@usu.edu;
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.
ASHA DISCLOSURE:
Financial -
Receives Salary for Employment from Utah State University.
Receives Salary for Employment from Utah State University, Utah Regional Leadership in Neurodevelopment Disabilities .
Receives Salary for Employment from Utah State University .
Nonfinancial -
No relevant nonfinancial relationship exist.
Naima Dahir
(), URLEND, naima.s.dahir@gmail.com;
Department of Biology Doctoral Student
ASHA DISCLOSURE:
Financial -
Nonfinancial -