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PubMed1989

Carpal tunnel syndrome: the risk to educational interpreters.

Carpal Tunnel Syndrome (CTS) is a problem associated with numbness, burning, tingling, tickling or "pins and needles" sensations in the hand. The syndrome has been linked to occupations that require repetitive pinching and/or repetitive wrist movements, both movements associated with sign language interpreting. Educational interpretors may be particularly at risk and so need accurate information regarding this malady. Without such education, some interpreters will worry needlessly while others delay in seeking essential medical attention. This article profiles groups at high risk for Carpal Tunnel Syndrome and identifies surgical and rehabilitative treatments.

Carpal Tunnel Syndrome↗
PubMed1999

Communication methodologies: options for families.

When parents are told their child has a hearing loss they not only have to cope with the loss, they must also decide which communication and educational option is best for them. The purpose of this article is to discuss the different communication modalities available for hearing-impaired children. Whether parents choose auditory/oral, sign language, or cued speech they must be committed to the chosen modality. It is important that families are presented with all the communication options available in an unbiased manner. Parents need to research each option carefully and decide which is best, not only for the child, but also for the entire family.

Child, Preschool↗
PubMed1996

Professional psychology and deaf people. The emergence of a discipline.

This article depicts obstacles and opportunities that face students and consumers who are deaf and who interface with the profession of psychology. The rapid evolution of scholarship, specialized education and service programs, and related professional endeavors regarding psychology and deaf individuals is described. The emergence of a field of professional psychology and deaf people as a discipline in its own right is posited. Professional standards and ethics in this emerging discipline are discussed, especially those pertaining to fluency in American Sign Language (ASL) and to the accessibility of deaf people to the profession of psychology as well as to the services of the profession. The potential for the American Psychological Association to further or hinder this emerging discipline and the advancement of all psychologists with disabilities are considered.

Adolescent↗
PubMed1991

Issues in providing mental health services to hearing-impaired persons.

Interest in the mental health service needs of hearing-impaired persons has expanded over the past 35 years, but the availability and accessibility of clinical services have lagged behind developments in research. Despite federal mandates, deaf Americans' psychiatric and psychosocial needs remain profoundly underserved. The author provides an overview of deaf culture and the deaf community and discusses issues in communication, including use of American Sign Language and interpreters in clinical settings. Diagnostic considerations, clinical assessment strategies, and inpatient, outpatient, educational, and early intervention treatment strategies are explored, and the needs of special populations, including mentally ill offenders, patients with multiple disabilities, and persons with hearing loss in later life are examined.

Combined Modality Therapy↗
PubMed1995

Hypnosis with signing deaf and hearing subjects.

Historically hypnosis with deaf people has been an underutilized intervention as the deaf were assumed not to be responsive to hypnotic suggestion. Recent research has begun to challenge these assumptions. Matthews and Isenberg (in press) compared the hypnotic responsiveness of deaf and hearing subjects on the Stanford Hypnotic Susceptibility Scale, form C (SHSS:C) all of whom received the hypnotic suggestions via sign language. Those results supported the notion that deaf subjects are capable of responding to hypnotic suggestion and may be as hypnotically responsive as hearing subjects. The purpose of the present article is to examine the similarities and differences of responses between deaf and hearing subjects to the individual items of the SHSS:C and compare those responses to the SHSS:C norms.

Deafness↗
PubMed1983

The use of nonvocal communication techniques with autistic individuals.

Studies reporting the use of sign languages and symbol systems with autistic children and young people are reviewed. The studies suggest that signs and symbols can be used in communication by individuals who are above and below the age of five, mute and mentally handicapped. The communication skills developed may, in some cases, be complex, and speech may develop in the context of sign or symbol programmes. However, problems concerned with the description of subjects, methods and outcome of studies mean that many conclusions can only be supported tentatively by existing data.

Adolescent↗
PubMed1990

Recall of order information by deaf signers: phonetic coding in temporal order recall.

To examine the claim that phonetic coding plays a special role in temporal order recall, deaf and hearing college students were tested on their recall of temporal and spatial order information at two delay intervals. The deaf subjects were all native signers of American Sign Language. The results indicated that both the deaf and hearing subjects used phonetic coding in short-term temporal recall, and visual coding in spatial recall. There was no evidence of manual or visual coding among either the hearing or the deaf subjects in the temporal order recall task. The use of phonetic coding for temporal recall is consistent with the hypothesis that recall of temporal order information is facilitated by a phonetic code.

Adult↗
PubMed1999

The culture of the deaf.

The population of the United States includes over 1 million deaf people, the majority of whom have chosen to differentiate themselves in terms of a Deaf culture. These Deaf people share unique values and norms and use sign language for communication. The differences that exist between hearing and Deaf individuals necessitate that the nurse understand this population. This article will describe the Deaf culture using Leininger's Sunrise Model and present specific nursing actions in the modes of culture care preservation and/or maintenance, accommodation and/or negotiation, and repatterning or restructuring that enable the nurse to provide culturally congruent care for Deaf clients.

Communication Barriers↗
PubMed1999

A speechreading expert: the case of MM.

The present case study of MM, who acquired both sign language and spoken language in her early preschool years-and then reached the normal milestones of development in each language--revealed that her speechreading expertise is associated with cognitive functions such as high working memory capacity and phonological skills. Her cognitive profile is in accord with previous case studies of extremely good speechreading skill. MM's enhanced right prefrontal/frontal cerebral blood flow activation during speechreading seems to be indicative of efficient visual scanning, but it is also possibly due to her strategy for phonological decoding of visual speech.

Adult↗
PubMed1995

Deaf and hard-of-hearing clients: some legal implications.

At least one of every 16 Americans has some degree of hearing loss and may use a variety of communication modes, including spoken English and American Sign Language. With the passage of various federal laws, most notably the Americans with Disabilities Act, social services agencies will need to become more aware of the needs of their deaf and hard-of-hearing clients. This article reviews federal legislation and statutes and their impact on service and legal programs. Legislative mandates for the use of assistive devices and interpreters in various settings are discussed. As service providers and advocates, social workers need to ensure that their own services adequately meet legal and ethical obligations and that the profession advocates for other agencies to do the same.

Deafness↗
PubMed1995

Deafness in childhood: 2. Are deaf children getting the education they need?

Under the 1981 Education Act, deaf children should be assessed for a "Statement of Educational Needs". Deaf children under school age are supported by a peripatetic teacher for the deaf. There are different schools of thought about the best methods for teaching deaf children. Systems include the oral/aural, "Total Communication" and sign language methods Speech and language therapy is important but provision in schools is patchy and there may be disputes about whether it comes under the education or health budget. Ideally, each health district should have a District Children's Hearing Assessment Unit, which accepts self-referrals as well as referrals from professionals. The National Deaf Children's Society recommends that each child should have a key worker to co-ordinate the various services. At present the quality of schooling and support a deaf child receives is patchy and depends on the luck of where the parents happen to live.

Child↗
PubMed1996

Silence is liberating: removing the handcuffs on grammatical expression in the manual modality.

Grammatical properties are found in conventional sign languages of the deaf and in unconventional gesture systems created by deaf children lacking language models. However, they do not arise in spontaneous gestures produced along with speech. The authors propose a model explaining when the manual modality will assume grammatical properties and when it will not. The model argues that two grammatical features, segmentation and hierarchical combination, appear in all settings in which one human communicates symbolically with another. These properties are preferentially assumed by speech whenever words are spoken, constraining the manual modality to a global form. However, when the manual modality must carry the full burden of communication, it is freed from the global form it assumes when integrated with speech--only to be constrained by the task of symbolic communication to take on the grammatical properties of segmentation and hierarchical combination.

Adult↗
PubMed1990

Making adult education accessible to the deaf. A model of direct instructor communication in ASL.

The purpose of this study was to develop a model of direct communication in American Sign Language for mainstreamed adult education courses. The model uses an individual instruction format with limited lecture time. Data were collected for 23 students (12 hearing and 11 deaf) newly enrolled in a mainstreamed word processing class. They were compared on average hours required to complete an exercise, average rates of attendance, and weekly drop rate. Attendance and drop rates were compared for new and returning students in the mainstreamed class (34 students) and 25 hearing students from a nonmainstreamed class. In addition, the average number of hours required to complete the exercises was compared for 10 new hearing students from the mainstreamed class and 11 new hearing students from the nonmainstreamed class. No significant differences were found in any of the comparisons. The study recommends further research to compare this Direct Instructor Communication Model with other more traditional deaf education models.

Adult↗
PubMed1999

Deaf murderers: clinical and forensic issues.

Data are reported on 28 deaf individuals who were convicted, pled guilty, or have been charged and awaiting trial for murder. The unique forensic issues raised by these cases are discussed, and their clinical picture presented. A significant percentage of these deaf murderers and defendants had such severely limited communication skills in both English and American Sign Language that they lacked the linguistic ability to understand the charges against them and/or to participate in their own defense. As such, they were incompetent to stand trial, due not to mental illness or mental retardation, but to linguistic deficits. This form of incompetence poses a dilemma to the courts that remains unresolved. This same linguistic disability makes it impossible for some deaf suspects to be administered Miranda Warnings in a way comprehensible to them. This paper identifies the reasons for the communication problems many deaf persons face in court and offers remedial steps to help assure fair trials and police interrogations for deaf defendants. The roles and responsibilities of psychiatric and psychological experts in these cases are discussed. Data are provided on the etiology of the 28 individuals' hearing losses, psychiatric/psychological histories, IQs, communication characteristics, educational levels, and victim characteristics.

Adolescent↗
PubMed1983

On recency and echoic memory.

In short-term memory, the tendency for the last few (recency) items from a verbal sequence to be increasingly well recalled is more pronounced if the items are spoken rather than written. This auditory recency advantage has been quite generally attributed to echoic memory, on the grounds that in the auditory, but not the visual, mode, sensory memory persists just long enough to supplement recall of the most recent items. This view no longer seems tenable. There are now several studies showing that an auditory recency advantage occurs not only in long-term memory, but under conditions in which it cannot possibly be attributed to echoic memory. Also, similar recency phenomena have been discovered in short-term memory when the items are lip-read, or presented in sign-language, rather than heard. This article provides a partial review of these studies, taking a broad theoretical position from which these particular recency phenomena are approached as possible exceptions, to a general theory according to which recency is due to temporal distinctiveness. Much of the fresh evidence reviewed is of a somewhat preliminary nature and it is as yet unexplained by any theory of memory. The need for additional, converging experimental tests is obvious; so too is the need for further theoretical development. Several alternative theoretical resolutions are mentioned, including the possibility that enhanced recency may reflect movement, from sequentially occurring stimulus features, and the suggestion that it may be associated with the primary linguistic mode of the individuals concerned. But special weight is attached to the conjecture that all these recency phenomena might be accounted for in terms of distinctiveness or discriminability. On this view, the enhanced recency effects observed with certain modes, including the auditory mode, are attributed to items possessing greater temporal discriminability in those modes.

Auditory Perception↗
PubMed1980

Culture and deafness in a Maya Indian village.

Over the years, the question of psychosocial adjustment among the deaf has attracted a great deal of attention. Pioneer work by Levine (1960, 1963); Rainer, Altshuler, and Kallmann (1963); Myklebust (1964); Rainer and Altshuler (1968); Grinker (1969); Mindel and Vernon (1971); and Schlesinger and Meadow (1972), to mention but a few, has aided our understanding of how the deaf adjust to the stress which their handicap imposes upon them. We know a great deal less, however, about the deaf in other societies. Altable (1947); Altshuler, Vollenweider, and Rainer (1971); Youniss (1974); and Sarfaty and Katz (1978) are among the handful of references which appear, and they all deal with urban populations. Kuschel (1973) considers a single deaf man on Rennell Island, in Polynesia, but his concern is primarily the sign language devised by this ingenious man. As far as I am aware, only Woodward (1978) and his associates have an ongoing program for the investigation of deafness in a nonurban society (Washabaugh, Woodward, and DeSantis, 1978). To neglect the way in which other societies handle these problems is to deprive ourselves of a rich source of comparative data. It is also to avoid a strenuous challenge, for the methodology that is appropriate for use in literate, urban societies may have little applicability in a tribal or peasant group. The purpose of this paper, therefore, is to present preliminary data on a group of profoundly, congenitally deaf Maya Indians of southeastern Mexico, with the aim of suggesting hypotheses which may be investigated by future research. The fieldwork upon which the report is based, however, was not part of a purposeful attempt to study the deaf of the village in question; rather, the village was selected as part of the Maya Film Project, directed by Hubert Smith, and at the time the project took to the field the fieldworkers had no idea that the village eventually chosen would contain a high number of deaf inhabitants.

Adolescent↗
PubMed1990

The effects of recoding and presentation format on recency and suffix effects.

The primary linguistic theory of Shand and Klima (1981) hypothesizes that stimuli that cannot be directly processed without recoding are not in the primary linguistic mode of the subject and thus should lead to lesser recency and associated suffix effects. In three experiments, different normal hearing subjects learned to pair American Sign Language (ASL) stimuli, visual "quasivocables" (QVs), word-like letter strings, and auditory QVs with common English words. In the first experiment, the subjects were given sequences of ASL or QV stimuli and required to recall the associated words in strict serial order. In two other experiments involving auditory and visual presentation, respectively, subjects who had never been given paired associate training were required to recall the English words that had previously been associated with the ASL and QV stimuli, in a standard suffix paradigm. The results showed recency and suffix effects to be present only with auditorily presented QVs and words. Contrary to the predictions of the primary linguistic hypothesis, greater recency and larger suffix effects were present with the auditory QVs than with the auditory words, although the QVs were not primary linguistic and the task involved forced recoding. Previous results showing recency with ASL stimuli in normal subjects were not replicated. It is concluded that recency and suffix effects are not related either to the primary linguistic mode of the subject or to stimulus recoding, as we and Shand and Klima have defined them.

Attention↗
PubMed1999

Interarticulator co-ordination in deaf signers with Parkinson's disease.

Motor control deficits in signers with Parkinson's disease (PD) were examined through analysis of their production of American Sign Language (ASL) fingerspelling, which is sequential and rapid motor behavior that has theoretical models of its underlying structure. Free conversation of two Deaf signers with PD and two Deaf control signers was analysed. In addition, scripted productions of one control signer were also analysed and directly compared to the same productions by the signers with PD. A featural analysis of ASL fingerspelling and a frame-by-frame analysis of multiple articulator movements were used to examine the fingerspelled productions. On the basis of the featural analysis, the signers with PD showed a variety of error patterns, all of which reflected attempts to reduce the motoric demands of coarticulation and thereby facilitate ease of articulation. Signers with PD either held individual segments in a fingerspelling sequence for a long time (segmentation), blended adjacent segments into a single segment (sequential blending), or broke handshapes down sequentially into their component features (featural unraveling). The results of both the featural analysis and the frame-by-frame analysis show that the PD signers have difficulty co-ordinating the movements of independent articulators in complex sequences. For example, the movements of independent articulators for fingerspelling (the thumb, fingers, and wrist) were markedly farther apart in time and more variable for the signers with PD. In addition, the signers with PD used fewer wrist movements while fingerspelling. Such deficits are consistent with claims that patients with PD are impaired in their ability to use ongoing sensorimotor information to program multi-articulator movements.

Aged↗