Autism and Deafness

Technology covers a range of amplification such as hearing aids, cochlear implants, and bone conduction and bone anchored devices.  There is a wide variety of practice and of outcomes in terms of access to sound and functional listening.  Outcomes can be shaped by many factors.

There are also assistive listening devices as well as equipment to support communication, learning and quality of life.

For many autistic deaf children the daily routine is very important.  There are numerous ways to present this depending on the age and need of the child.   Commercial products are available which can be customised.  Its graphical presentation in terms of clutter/colour/contrast/style are considerations.  Some websites have free downloadable templates.  Customised photos work for some children.

For more about visual timetables visit the ASD teacher website.

Defined as: ‘the movement, passage or change from one position state or stage to another’.  Transitions of one kind or another are features of everyday life and can be planned or unplanned.  Moving from one activity or place to another can often be difficult for a deaf autistic child causing great anxiety and a meltdown state.  The reasons for this could stem from a lack of being in control or not knowing what challenges the ‘next/new environment’ will hold.  Or it could be not being ready to relinquish one activity for another that is being imposed upon them.

There is little dedicated support for families experiencing deafness and Autism outside of that provided by the local offer, DeafCAMHS and web sites.

YouTube  National Deaf CAMHS Deaf Children and adolescents with Autism A Guide for Parents and Professionals. 

see Resources

Developing an understanding of self and of others, managing anxiety, and helping to build emotional resilience are vital in reducing vulnerabilities in autistic people.

Although not supported by research data, many interventions are successfully used to help autistic children and might also be of benefit for deaf autistic children;

many are outlined in the book: Fleming B., Hurley H., and the Goth (2015) Choosing Autism Interventions A Research Based Guide Pavilion Publishing and Media Ltd

Yoga

If you have evidence please get in touch  burwood@ewing-foundation.org.uk

Equine Therapy

There are many different types of social communication interventions to improve outcomes for children and young people with autism. Here is an example of one type, Relationship Development Intervention or RDI

Many syndromes have deafness and Autism as part of the complexity of need.   

Autism and deafness and may not be the needs addressed as priority or at all in some cases.  Where opportunities for listening are extended there can be some good outcomes which impact quality of life and emotional well being.

Case study from a Teacher of the Deaf working with a child under 5 years who was later diagnosed as ASD

Autism and Deafness are often present in complex needs children; some of these are linked to known syndromes.

Dammeyer J., Symptoms of Autism among Children with Congenital Deafblindness in Journal of Autism Developmental Disorders (2014) 44: 1095-1102

As there is little dedicated research in the area of Autism and deafness there is currently very little specific written advice for families.  The world wide web has some helpful webinars and charity websites which seek to support families.   

It is important that any strategies advocated in any one education/health/social setting are shared with home and vice versa so there is a seamless approach.