A Delphi consensus methodology was used to adapt the Autism Diagnostic Interview--Revised for the assessment of deaf children with suspected autism spectrum disorder. Each Autism Diagnostic Interview--Revised item was considered by a panel of nine international experts in terms of relevance and acceptability. Modifications were proposed and agreed…

Autism researchers often use mand training paired with direct trial instruction (DTI) as an effective way to increase communication skills for young children with autism. However, these methods often occur in clinical settings. In this case study, we trained a parent to complete a DTI verbal mand intervention with her son with autism. She…

With the increasing prevalence of autism spectrum disorder (ASD), clinicians and schools are receiving a larger number of assessment referrals for eligibility or diagnostic clarification of ASD in children who are deaf and hard of hearing (D/HH). Meeting this increasing demand is often difficult given not all assessment professionals seek…

The co-occurrence of childhood deafness and autism raises complex challenges for diagnosis and family support. In this article, we explore with hearing and Deaf parents their observations of the interaction between deafness and autism and identify how the intersections of deafness and autism are conceptualized in everyday life. Eight parents…

This study examined facial expressions produced during a British Sign Language (BSL) narrative task (Herman et al., International Journal of Language and Communication Disorders 49(3):343-353, 2014) by typically developing deaf children and deaf children with autism spectrum disorder. The children produced BSL versions of a video story in which…

We draw on an article published in 1973 in this journal. We described how we taught "Geoff," a 6-year old boy with autism, an elementary form of sign language during the course of 24 one-hour sessions held over a 12-week period (Webster et al. in "J Autism Child Schizophr" 3:337-346, 1973; Fruchter in "Autism: new…

Purpose: We present the first study of echolalia in deaf, signing children with autism spectrum disorder (ASD). We investigate the nature and prevalence of sign echolalia in native-signing children with ASD, the relationship between sign echolalia and receptive language, and potential modality differences between sign and speech. Method: Seventeen…

Identifying an augmentative and alternative communication (AAC) method for children with autism spectrum disorder (ASD) might be informed by comparing their performance with, and preference for, a range of communication modalities. Towards this end, the present study involved two children with ASD who were taught to request the continuation of toy…

The purpose of this teacher inquiry is to explore the effects of signing and gesturing on the expressive language development of non-verbal children. The first phase of my inquiry begins with the observations of several non-verbal students with various etiologies in three different educational settings. The focus of these observations is to…

A literature review was conducted to describe important concepts involved in functional analysis of verbal behavior as well as to evaluate empirical research findings on acquisition of picture exchange-based vs. signed mands to suggest instructional implications for teachers and therapists to teach functional communication skills to children with…

This study was conducted to determine the effectiveness of using the high-tech speech-generating device with Proloquo2Go app to reduce echolalic utterances in a student with autism during conversational speech. After observing that the iPad device with several apps was used by the students and that it served as a communication device, language…

The population of students who are deaf/hard of hearing (D/HH) that have additional disabilities remains at over 40 per cent. One population of particular concern is the group of D/HH students with a comorbid diagnosis of autism spectrum disorders (ASD). The prevalence of ASD in the D/HH population is 1 in 59 (Szymanski et al., 2012. "Deaf…

Consequences of theory of mind (ToM) development for daily social lives of children are uncertain. Five to 13-year-olds (N = 195) with typical development, autism, or deafness (both native and late signers) took ToM tests and their teachers reported on their social skills for peer interaction (e.g., leadership, group entry). Groups differed in…

Children with autism spectrum disorder present with a variety of social communication deficits such as atypicalities in social gaze and verbal and non-verbal communication delays as well as perceptuo-motor deficits like motor incoordination and dyspraxia. In this study, we had the unique opportunity to study praxis performance in deaf children…