Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Autism Spectrum Disorder01:19

Autism Spectrum Disorder

77
Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.
77
Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

50
Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings....
50
Hearing01:31

Hearing

52.0K
When we hear a sound, our nervous system is detecting sound waves—pressure waves of mechanical energy traveling through a medium. The frequency of the wave is perceived as pitch, while the amplitude is perceived as loudness.
52.0K
Modeling in Therapy01:26

Modeling in Therapy

61
Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
Participant modeling involves therapists demonstrating calm and effective behaviors in...
61

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Centering Lived Experience: Inclusive Pediatric Care for Children Who Are Deaf and Hard of Hearing and Their Families.

Pediatric annals·2026
Same author

From Policy to Practice in Deaf Education: ASL and Spoken English Outcomes of Deaf and Hard of Hearing Children in Kansas.

Journal of early hearing detection and intervention·2026
Same author

A Roadmap for Accelerating Research in Intellectual and Developmental Disabilities Using PCORnet®.

Medical care·2026
Same author

Embracing Bilingualism for Children Who Are Deaf and Hard of Hearing.

Pediatrics·2026
Same author

Third Grade Reading Proficiency in Deaf or Hard of Hearing Children who Received Early Intervention.

Journal of early hearing detection and intervention·2025
Same author

The validity of ICD-based codes to identify pediatric cases of congenital cytomegalovirus.

Current medical research and opinion·2025

Related Experiment Video

Updated: Jun 17, 2025

Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder
09:13

Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder

Published on: April 22, 2015

16.5K

Hearing Loss and Autism Spectrum Disorder.

Sarah A Pollick1, Megan Honor Pesch1, Arielle Spellun2

  • 1Division of Developmental and Behavioral Pediatrics, University of Michigan Medical School, Ann Arbor, MI.

Journal of Developmental and Behavioral Pediatrics : JDBP
|August 14, 2024
PubMed
Summary
This summary is machine-generated.

A young child with autism spectrum disorder and hearing loss refused cochlear implants, impacting communication and behavior. Investigating the cause and function of this refusal is crucial for her development.

More Related Videos

Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism
06:15

Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism

Published on: October 3, 2018

7.7K
A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research
08:42

A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research

Published on: July 31, 2017

8.2K

Related Experiment Videos

Last Updated: Jun 17, 2025

Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder
09:13

Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder

Published on: April 22, 2015

16.5K
Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism
06:15

Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism

Published on: October 3, 2018

7.7K
A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research
08:42

A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research

Published on: July 31, 2017

8.2K

Area of Science:

  • Pediatric audiology
  • Developmental-behavioral pediatrics
  • Autism spectrum disorder research

Background:

  • A 3.5-year-old girl with congenital cytomegalovirus, sensorineural hearing loss (SNHL), and vestibular dysfunction, who received cochlear implants at 12 months, was diagnosed with autism spectrum disorder at 2.5 years.
  • The child initially tolerated cochlear implants but progressively refused to wear them over 5 months, leading to significant communication and behavioral challenges.
  • This refusal impacts her participation in a spoken-language preschool program and social interactions, causing anxiety and tantrums.

Purpose of the Study:

  • To determine the underlying causes and functional significance of a young child's refusal to wear cochlear implants.
  • To guide parents, educators, and clinicians in managing this complex behavioral and developmental challenge.
  • To ensure optimal developmental and behavioral outcomes for children with hearing loss and autism spectrum disorder using cochlear implants.

Main Methods:

  • Case study analysis of a child with a history of congenital hearing loss, cochlear implantation, and autism spectrum disorder.
  • Behavioral observation and parent/teacher report collection regarding device use, communication, and emotional state.
  • Consultation with a board-certified behavioral analyst to inform intervention strategies.

Main Results:

  • The child exhibits complete refusal, anxiety, and aversion to cochlear implants, despite previous positive engagement with sound.
  • Behavioral changes include mood deterioration, tantrums, and social withdrawal.
  • The refusal significantly impedes her access to auditory information crucial for language development in her preschool setting.

Conclusions:

  • Understanding the specific triggers and functions of cochlear implant refusal in children with co-occurring conditions like autism is critical.
  • A multidisciplinary approach involving audiology, behavioral analysis, and education is necessary for effective management.
  • Early and appropriate intervention is key to supporting communication and developmental progress in these children.