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Episode 104 | Deaf and Hard of Hearing Neuropsychological Evaluations in Children – With Dr. Jennifer Reesman


“The INS neither promotes nor recommends any commercial products discussed in this episode”



Overview

In this episode, we talk with Dr. Jennifer Reesman about neuropsychological evaluations of children from the D/deaf and hard of hearing (DHH) community. We discuss DHH culture, language deprivation syndrome, medical etiologies of hearing loss, sign language and cued speech, cochlear implants, and various considerations for neuropsychological evaluations in children from the DHH community.



apa-logo_white_screenThe International Neuropsychological Society is approved by the American Psychological Association to sponsor continuing education for psychologists. The International Neuropsychological Society maintains responsibility for this program and its content.

Instructor Credentials

Jennifer Reesman

Dr. Reesman is board certified in clinical neuropsychology with subspecialty certification in pediatric neuropsychology from the American Board of Professional Psychology (ABPP). She specializes in providing accessible neuropsychological assessments to children who are deaf, hard-of-hearing or affected by some type of hearing loss and provides evaluations and consultations in American Sign Language (ASL) and English. After a decade in practice as a faculty member at the Johns Hopkins University School of Medicine and Kennedy Krieger Institute, she is presently the training director for neuropsychology at the Chesapeake Center for ADHD, Learning & Behavioral Health in Bethesda, Maryland. Click here to watch her introduce herself in ASL.


Educational Objectives
  • List common medical etiologies for hearing loss in children.
  • Describe language deprivation syndrome and discuss why this is important for neuropsychological evaluations of children from the d/Deaf and hard of hearing community.
  • Apply information from this podcast episode in clinical evaluations of children who are deaf/hard of hearing (e.g., records review, general communication, clinical interview, test and normative selection, interpretation, feedback).
Target Audience
  • Introductory
Availability
  • Date Available: 2022-10-07
  • You may obtain CE for this podcast at any time.
Offered for CE
  • Yes
Cost
  • Members $30
  • Non-Members $37.50
Refund Policy
  • This podcast is not eligible for refunds
CE Credits
  • 1.5 Credit(s)
Disclosures
  • The author(s) has/have nothing to disclose
Bibliography
  • Atkinson, J., Denmark, T., Marshall, J., Mummery, C., & Woll, B. (2015). Detecting cognitive impairment and dementia in deaf people: the British Sign Language cognitive screening test. Archives of Clinical Neuropsychology, 30(7), 694-711.
  • Conway, C. M., Karpicke, J., Anaya, E. M., Henning, S. C., Kronenberger, W. G., & Pisoni, D. B. (2011). Nonverbal cognition in deaf children following cochlear implantation: Motor sequencing disturbances mediate language delays. Developmental neuropsychology, 36(2), 237-254.
  • Grenon, G., & Whitaker, R. (2022). Assessing and Intervening with Children Who Are Deaf and Hard of Hearing. Best Practices in School Neuropsychology: Guidelines for Effective Practice, Assessment, and Evidence‐Based Intervention, 285-300.
  • Hauser, P. C., Quinto‐Pozos, D., & Singleton, J. L. (2015). Studying sign language disorders: Considering neuropsychological data. Research methods in sign language studies: A practical guide, 336-351.
  • Henner, J., Novogrodsky, R., Reis, J., & Hoffmeister, R. (2018). Recent issues in the use of signed language assessments for diagnosis of language disorders in signing deaf and hard of hearing children. The Journal of Deaf Studies and Deaf Education, 23(4), 307-316.
  • Marschark, M., & Spencer, P. E. (2010). The Oxford handbook of deaf studies, language, and education, vol. 2. Oxford University Press.
  • Morere, D. A. (2013). Methodological issues associated with sign-based neuropsychological assessment. Sign Language Studies, 14(1), 8-20.
  • Plotkin, R. M., Brice, P. J., & Reesman, J. H. (2014). It is not just stress: Parent personality in raising a deaf child. Journal of Deaf Studies and Deaf Education, 19(3), 347-357.
  • Quinto-Pozos, D., Singleton, J. L., & Hauser, P. C. (2017). A case of specific language impairment in a deaf signer of American Sign Language. The Journal of Deaf Studies and Deaf Education, 22(2), 204-218.
  • Reesman, J. H., Day, L. A., Szymanski, C. A., Hughes-Wheatland, R., Witkin, G. A., Kalback, S. R., & Brice, P. J. (2014). Review of intellectual assessment measures for children who are deaf or hard of hearing. Rehabilitation Psychology, 59(1), 99.
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