The Discrepancy Between Receptive and Expressive Communication Modalities in Deaf Children with Autism Spectrum Disorder, 2022
Scope and Content Note
The series contains Master's theses from 1943 to present. The theses consist of either a production book and a media component or solely a production book. The production books were originally submitted as physical bound copies, but were later submitted digitally. The physical production books are stored offsite and the digital production books are stored in the College's preservation repository.
The media components consist of U-matic tapes, VHS tapes, CDs, DVDs, and Blu-rays and changed to digital submissions in 2020. There are also a handful of audiocassette tapes and one USB. The media components are stored onsite at the Archives.
Dates
- 2022
Creator
- Baraiolo, Aurora (Person)
Conditions Governing Use
The thesis is restricted due to the Family Educational Rights and Privacy Act (FERPA), permission from the author is required before you can view the thesis
Extent
78 pages (78 pages)
Language of Materials
From the record group: English
From the record group: Chinese
From the record group: Spanish; Castilian
Overview
"Children with a dual diagnosis of hearing loss and autism spectrum disorder (ASD) may benefit from receiving a different receptive language modality than the modality they use for expressive language, though it is often challenging to determine and implement an optimal mode of communication.. This study was completed to better understand (1) the receptive and expressive communication modalities reported for children with a dual diagnosis, (2) the appropriateness of these communication modalities, and (3) the tools and procedures used in evaluating a child's receptive and expressive communication skills. We recruited 16 speech-language pathologists and eight parents to complete an online survey that elicited information related to our areas of interest and used a mixed methods approach to analyze the data. Results revealed that the majority of parents reported a discrepancy in the receptive and expressive modality of their children. SLP’s reported that a large number of children with a dual diagnosis do not have an optimal communication modality. Factors that impact the appropriateness of a communication modality were identified as parents' hearing status and preference and proficiency in using the spoken language modality, school and family ideology and buy-in, funding, and training opportunities. SLPs reported using a variety of standardized and criterion-referenced assessments, though the majority of respondents emphasized the importance of using informal assessments procedures. Challenges in completing a reliable assessment were reported as lack of training and limited availability of appropriate assessment tools. Our data support existing knowledge of the discrepancy between the receptive and expressive modalities in children with a dual diagnosis. Our findings shed light on specific factors that challenge v. facilitate assessment procedures and the implementation of an optimal communication modality." -- Abstract
Physical Location
RG 010.02B Communication Sciences & Disorders
Physical Description
78 pages
Repository Details
Part of the Emerson College Archives and Special Collections Repository
Walker Building, Room 223
120 Boylston Street
Boston Massachusetts 02116 United States
(617) 824-8301
archives@emerson.edu