reviews what is known about psychopathology and neurodevelopmental outcomes in deaf/hard of hearing (DHH) children, identifies current research and clinical gaps, and presents a model of care for integrating psychology into pediatric otolaryngology/audiology clinics that serve DHH patients and their families. Methods: This manuscript uses a literature review and clinical reflection/peer collaboration to develop a model of integrated psychological services for pediatric psychologists in otolaryngology/audiology clinics. Results: DHH children and their families often require support beyond the traditional focus on speech/language delays. Additional concerns include increased rates of co-occurring psychological conditions (e.g., anxiety, depression), early and potentially persistent changes in neurological/neurobehavioral functioning with or without atypical language development, high levels of caregiver-reported distress, and additional medical complexities. Conclusions: Traditionally, models of multidisciplinary care for DHH children have centered on a triad of otolaryngologists, audiologists, and speech/language pathologists. However, the reviewed data clearly show these models leave numerous unmet needs that psychologists can help address. Incorporating psychologists into pediatric otolaryngology/audiology clinic settings that serve DHH patients is an essential ingredient in high-quality care that helps meet the needs of the "whole child."Implications for Impact Statement DHH children and families are an at-risk and underserved group that frequently interacts with the pediatric health care system. This paper presents the first model of care for integrating psychologists into the medical/audiological settings that serve these patients.

Objective: This study examined longitudinal associations between performance on the Rey–Osterrieth Complex Figure–Developmental Scoring System (ROCF-DSS) at 8 years of age and academic outcomes at 16 years of age in 133 children with dextro-transposition of the great arteries (d-TGA). Method: The ROCF-DSS was administered at the age of 8 and the Wechsler Individual Achievement Test, First and Second Edition (WIAT/WIAT-II) at the ages of 8 and 16, respectively. ROCF-DSS protocols were classified by Organization (Organized/Disorganized) and Style (Part-oriented/Holistic). Two-way univariate (ROCF-DSS Organization × Style) ANCOVAs were computed with 16-year academic outcomes as the dependent variables and socioeconomic status (SES) as the covariate. Results: The Organization × Style interaction was not statistically significant. However, ROCF-DSS Organization at 8 years was significantly associated with Reading, Math, Associative, and Assembled academic skills at 16 years, with better organization predicting better academic performance. Conclusions: Performance on the ROCF-DSS, a complex visual-spatial problem-solving task, in children with d-TGA can forecast academic performance in both reading and mathematics nearly a decade later. These findings may have implications for identifying risk in children with other medical and neurodevelopmental disorders affecting brain development.