Overall, the literature is clear that more research is needed on various assessment techniques for identifying co-occurring disabilities in young children who are deaf and hard of hearing (DHH). As individualized, norm-referenced assessment measures are updated to keep up with the changing demographics of the United States, there appears to be more of an effort to include children with various disabilities within the standardization samples; however, the communication barriers and required assessment accommodations remain the most salient with DHH students. Because accommodations are test-specific, psychologists must be cognizant of the accommodation and interpretation procedures of each test they select for an assessment battery when attempting to determine co-occurring diagnoses or special education eligibility categories for young children who are DHH. This article reviews the literature on the assessment of common co-occurring disabilities in young children, including intellectual disability, specific learning disability, autism spectrum disorder, attention deficit hyperactivity disorder, and emotional and behavioral disorders.
Dale, Brittany A. and Neild, Raschelle
"Assessment of Co-Occurring Disabilities in Young Children Who are Deaf and Hard of Hearing,"
Perspectives on Early Childhood Psychology and Education: Vol. 5:
2, Article 9.
Available at: https://digitalcommons.pace.edu/perspectives/vol5/iss2/9