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PubMed1992

Cumulative trauma disorders among educational interpreters. Contributing factors and intervention.

Upper extremity cumulative trauma disorders became a potentially significant occupational hazard among sign language interpreters at the National Technical Institute for the Deaf in the 1988-89 academic year. The following case control study was conducted to identify factors that might play a role in developing, exacerbating, and maintaining upper extremity cumulative trauma disorders among interpreters. Investigations were conducted to determine whether medical status, physical capacities, interpreting styles, pain, fatigue, and job stress differed among NTID's sign language interpreters. This report provides a general summary of selected findings as well as a conceptual framework that should help clarify the factors associated with upper extremity cumulative trauma disorders in sign language interpreters. The results indicated that the upper extremity cumulative trauma disorder diagnosed most often is tendinitis rather than a nerve entrapment syndrome (e.g., carpal tunnel syndrome). Analysis of the frequency of potential biomechanical risk factors indicated that those reporting pain demonstrated higher frequency of hand and wrist deviations from the neutral position, higher frequency of the upper extremities leaving a predefined work space, fewer rest breaks during interpreting sessions, and higher evaluator ratings of pace of finger and hand movements. Specific features of interpreting styles were associated with increased pain and fatigue.

Adult↗
PubMed1990

Developing intelligible signs with learning-disabled students: a review of the literature and an assessment procedure.

The use of sign language as an augmentative medium of communication is a well-established approach in working with client groups who are handicapped in their effective use of verbal language. However, students with physical and learning disabilities may continue to experience problems in making themselves understood, because of inaccuracies in sign production which may be considered as analogous to phonological errors in speech. It is suggested in this paper that the evaluation and remediation of sign production errors is most usefully approached through an understanding of the phonological structure of sign language. The paper presents a review of the literature concerning the development of (1) motor patterns involved in sign production, and (2) the four major parameters of handshape, location, movement and orientation, in hearing-impaired and hearing children whose first language is sign, and in students with mental handicaps. A framework for assessing and monitoring sign production is suggested, and possible approaches to the development of intelligible signing are discussed. It is argued that the analysis and remediation of sign errors should always be related to the communication needs of the individual, rather than developed in isolation.

Child Development↗
PubMed1980

Tantrums: remediation through communication.

There is a high correlation between behaviour problems, and lack of receptive and expressive language communication. Multiply handicapped children, with varying degrees of physical, mental, emotional, and sensory handicaps, in addition to a communication deficit, can learn a sign language system. Progress in communication through the sign language also results in substantial emotional and behavioural improvements. This paper presents two case studies of such children, and describes in detail the 7 year programme used to develop language through the Paget-Gorman sign system, with a profoundly deaf, subnormal, athetoid, disturbed boy.

Adolescent↗
PubMed1980

Autonomy and linguistic status of nonspeech language forms.

Nonspeech language forms, above all sign language and writing, are discussed with respect to phylogenesis, ontogenesis, and acquisition as well as with respect toneurophysiological and psycholinguistic processes. Speech has not been demonstrated to be phylogenetically or ontogenetically prior to gestural expression. Especially the evidence of the linguistic ability of deaf and deaf-blind people demonstrates that the various expression forms (delological forms) of language are neurophysiologically and psycholinguistically parallel. A terminology is proposed for the linguistic description of these forms.

Animals↗
PubMed1992

Innovative approach to genetic counseling services for the deaf population.

Genetic service providers have stressed the importance of genetic counseling that is nondirective and specific to the personal needs of consultants. Successful genetic counseling for deaf persons often requires special provisions for complex family histories, syndromic conditions, and diversity in communication methods and cultural orientation. The Gallaudet University Genetic Services Center (GSC) was established in 1984 to provide genetic education and counseling services to the deaf community. The GSC staff developed and implemented a standardized system of data collection (family and medical history), clinical evaluation by consultant clinical geneticists, and counseling in sign language. In addition to clinical services, an in-depth educational program for professionals and consumers was developed and carried out. During a 6-year period, over 220 educational presentations were made and 659 deaf persons were seen for genetic evaluation and counseling. Most of these persons were self-referred. Sign language was the preferred means of communication of more than 90% of these individuals. A genetic cause of deafness was diagnosed in over 50% of the deaf consultants and was confirmed by segregation analysis, which had results similar to those reported for other studies of students in schools for the deaf. Special materials and strategies were developed in order to provide genetic services that were sensitive to the cultural and linguistic differences of the deaf population. These included written and visual materials that contained culturally neutral terminology and training of all staff members in sign language and the culture of the deaf.

Adolescent↗
PubMed1990

Iconicity and sign vocabulary acquisition.

This study was designed to investigate learning and retention of isolated sign vocabulary as a function of sign classification (iconic, opaque, or abstract). The subjects were 28 hearing college students naive to sign vocabulary. They were drilled with 30 signs from American Sign Language that had been classified as iconic, opaque, or abstract. Training was conducted using two different media: computer-assisted instruction and videotaped presentation. Performance scores for the three types of signs were significantly different. Scores were consistently higher for iconic signs, regardless of the training mode. The videotaped presentation mode produced the greatest consistency in scores. The results of this study support the notion that it is easier for beginning students of sign language to learn and retain iconic signs.

Adult↗
PubMed1991

Pragmatic and linguistic constraints on message formulation: a cross-linguistic study of English and ASL.

This study provides a cross-linguistic replication, using American Sign Language (ASL), of the Brown and Dell (1987) finding that when relaying an action involving an instrument, English speakers are more likely to explicitly mention the instrument if it is atypically, rather than typically, used to accomplish that action. Subjects were 20 hearing-impaired users of English and 20 hearing-impaired users of ASL. Each subject read and retold, in either English or ASL, 20 short stories. Analyses of the stories revealed production decision differences between ASL and English, but no differences related to hearing status. In ASL, there is more explicitness, and importance seems to play a more pivotal role in instrument specification. The results are related to differences in the typology of English and ASL and are discussed with regard to second-language learning and translation.

Hearing Disorders↗
PubMed1986

Development of creative language devices in signed and oral production.

The development of linguistic and cognitive flexibility was examined by evaluating nonliteral language use by 20 deaf and 20 hearing children aged 7;11 to 15;0 years. Each subject was videotaped telling stories on two experimenter-supplied themes. Deaf subjects' stories were translated and transcripts for both samples were scored for gesture, pantomime, linguistic modifications, and inventions as well as novel and frozen trope. Results indicated deaf children produced just as much figurative language in sign language as their matched hearing age-mates did in English. Deaf subjects exceeded their hearing peers in other types of creative productions. They also evidenced a "literal period" in language development, comparable to hearing children but delayed approximately 4 years. Findings are discussed in terms of their implications for understanding both language and cognitive flexibilities of deaf children.

Adolescent↗
PubMed1984

Comparison between the motoric constraints for Amer-Ind and ASL sign formation.

Previous research has shown that Amer -Ind signals are more easily learned and remembered than their synonyms in American Sign Language. One possible reason is a difference in motoric complexity between the two systems. To test the hypothesis that such a difference exists, the positions and movements that constitute the 236 signals of Amer -Ind Code were compared with those of their synonyms in American Sign Language. It was found that the ASL signs were indeed more complex in terms of changes of hand orientation during production, the use of two hands rather than one, the number of different handshapes used, and the total amount of movement required. When the two systems were compared in terms of the normal development of finger, hand, and arm movements, it was found that more Amer -Ind signals than ASL signs are within the competence of infants at both the 6-month and 12-month levels. Relative to the motor coordination required to execute both systems, it was concluded that the Amer -Ind corpus is less complex than a matched group of ASL signs.

Deafness↗
PubMed1994

Self-esteem, family climate, and communication patterns in relation to deafness.

The purpose of the study presented in this article was to determine the effect that family communication patterns have on the self-esteem of deaf children. Deaf students at a southern residential school, ranging in age from 13 to 19, were administered the Modified Self-Esteem Inventory (MSEI) and the Subject Communication Questionnaire. The subjects' parents answered 10 questions about their communication patterns with their deaf child. The parents were not deaf themselves. Analysis of the data revealed that there is a positive relationship between the family's communication method and the deaf child's self-esteem such that parents who use total communication (speech, fingerspelling, and sign) have children whose self-esteem scores are higher than those of children whose parents use an oral-only method of communication (speech). The parents who were best able to communicate by using sign language had children whose self-esteem scores were higher than those of children whose parents were less skilled in sign language. Also, a positive relationship was found between student self-esteem and reading level.

Adolescent↗
PubMed1994

The role of adaptability and communication in fostering cohesion in families with deaf adolescents.

The families of 325 adolescents enrolled in local public high schools throughout the United States were surveyed to assess the relationship between the communication modes used by families and family cohesion. Cohesion is defined here as the degree of emotional bonding among family members. In a path analysis, family cohesion was predicted by the mother's use of sign language. In turn, the child's degree of hearing loss and the child's mode of communication predicted the mother's use of sign language. Based on the use of the FACES (family adaptability and cohesion evaluation) inventory and a parent communication questionnaire, the authors conclude that mothers who sign tend to be more family oriented.

Adaptation, Psychological↗
PubMed1994

Evolution of mechanical fingerspelling hands for people who are deaf-blind.

People who are both deaf and blind can experience extreme social and informational isolation due to their inability to converse easily with others. To communicate, many of these individuals employ a tactile version of fingerspelling and/or sign language, gesture systems representing letters or words, respectively. These methods are far from ideal, however, as they permit interaction only with others who are in physical proximity, knowledgeable in sign language or fingerspelling, and willing to engage in one of these "hands-on-hands" communication techniques. The problem is further exacerbated by the fatigue of the fingers, hands, and arms during prolonged conversations. Mechanical hands that fingerspell may offer a solution to this communication situation. These devices can translate messages typed at a keyboard in person-to-person communication, receive TDD (Telecommunication Devices for the Deaf) telephone calls, and gain access to local and remote computers and the information they contain.

Adult↗
PubMed1995

She won't look at me.

Early-onset hearing impairment is a common disability in the United States. Persons with hearing loss, whether they use American Sign Language or lip-read, must look at those with whom they are speaking. Lip reading is not a reliable method of communication for most deaf persons. Reading and writing also limit the amount of communication between health care providers and deaf patients. The best way to communicate with most deaf persons is through a qualified American Sign Language interpreter. This paper discusses communication with deaf persons and ways in which health care providers and hospitals can improve their interactions with deaf patients.

Communication Devices for People with Disabilities↗
PubMed1981

The invariance of sentence performance structures across language modality.

Native users of American Sign Language were asked to manipulate sentences in four different ways: sign them at slow rate, parse them, make relatedness judgments of pairs of signs taken from each sentence, and recall the sentences. The data obtained from these four tasks (pause durations, parsing values, indices of relatedness and probe latencies) were used to construct hierarchical performance structures for each of the sentences. The resulting structures were highly similar across tasks; that is, performance structures are not task specific. The four measures at each sign boundary in each sentence were well predicted by a performance model, elaborated by Grosjean, Grosjean, and Lane for speech, that combines a parsing measure with a symmetry measure. Thus performance structures appear to be founded in the processing of language, be it visual or oral, and not in the properties of any particular communication modality.

Adult↗
PubMed1983

Effects of parental deafness and early exposure to manual communication on the cognitive skills, English language skill, and field independence of young deaf adults.

Congenitally deaf college students with deaf parents who were native ASL signers (the ASL group) were compared to congenitally deaf college students who learned to sign between the ages of 6 and 12 years and who had hearing parents (the Delayed sign language group) on tests of cognitive skills, the cognitive style of field independence/dependence, and English language presented and produced through spoken, written, and sign modes. A control group of hearing college students was also included in the study. Differential effects of parental deafness and early exposure to manual communication, generally reported for deaf children, were not observed in the cognitive and communication performance of the experimental subjects. Furthermore, the Delayed sign language group performed significantly better than the ASL group on tests of speech perception and speech intelligibility. No differences on tests on cognitive skills were observed between the deaf and hearing subjects or between males and females. However, deaf females in both groups were more field dependent than deaf males and hearing females, while deaf males did not differ from hearing males. A test of speech reception skill was the only predictor of field independence for the ASL group while a test of cognitive skills was the only predictor of field independence for the other two groups.

Adolescent↗
PubMed1987

A method for examining gestural language structure.

This experiment tested the hypothesis that syntactic constituents in American Sign Language (ASL) serve as perceptual units. We adapted the strategy first employed by Fodor and Bever in 1965 in a study of the psychological reality of linguistic speech segments. Four deaf subjects were shown ASL sign sequences constructed to contain a single constituent break. The dependent measure was the subjective location of a light flash occurring during the sign sequence. The prediction that the flashes would be attracted to the constituent boundary was supported for two of the subjects, while the other two showed random placement of the flash location on either side of the constituent boundary. The two subjects not performing in the predicted direction were more proficient in English (written) than the two giving the effect. It was suggested that this relatively greater proficiency may have interfered in some way with the ASL syntax to produce the results obtained.

Adult↗
PubMed1979

Language: perspectives from another modality.

Human languages have been forged in auditory-vocal channels throughout evolution. This paper examines the formal properties of a communication system that has developed in the absence of speech: the sign language of the deaf. The objective is to investigate to what extent the overall form and organization of language is determined by the articulatory and perceptual modality in which it has developed (its transmission system) and to what extent its form and organization represent more fundamental aspects of the human mind (intellect). Experimental and linguistic evidence is brought to bear on the analysis of the sign: studies of coding and processing of signs in memory; of slips of the hand; of historical change in signs over time; the heightened use of language in poetry and wit. American Sign Language differs dramatically from English and other spoken languages in the mechanisms by which its lexical units are modified. For the form of its morphological processes, the mode in which the language develops appears to make a crucial difference. Finally, the issue of cerebral specialization with respect to a visual-manual language is addressed.

Dominance, Cerebral↗