Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “Sign Language”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 595 records · Page 33Linked to original sources
PubMed1978

Speech and language assessment scales of deaf children.

Six year old deaf children with an average PTA of 105.7 dB were evaluated for speech and language skills using rating scales. Five rating scales were designed to assess language production, sign ability, overall communication skills, speech reception and speech intelligibility. Each scale incorporated five categories ranging from inability to complete ability to demonstrate a given skill. For several ratings, classroom teachers, given instruction, were asked to make judgments which were later correlated with examiner's scores, Mean ratings indicate that comprehension skills superceded performance skills. A hierarchy of ability among communication skills can be seen.

Auditory Perception↗
PubMed1991

Following the rules: consistency in sign.

The majority of hearing-impaired students in the United States are exposed to at least one, if not several, forms of simultaneously signed and spoken English input (e.g., Seeing Essential English, Signing Exact English, Signed/Manual English, or combinations of these systems). It was the purpose of this study to investigate teachers' and interpreters' consistency with regard to following the rules of three of these systems. Subjects were asked to interpret a carefully designed set of stimuli; their performance was videotaped for later bimodal transcription and analysis. Careful descriptive analysis of the form and content of the data revealed that some professionals who purported to use a particular system frequently do not follow accurately the rules of that system, but many can encode in sign the meaning of what they are saying. Signing Exact English (SEE-II) users were able to follow the rules of that system at a significantly higher percentage of time than users of either of the other two systems (p less than .03 and p less than .001). They also were able to encode the meaning in sign of what they were saying an average of 86% of the time--significantly higher than users of Signed/Manual English (p less than .02). However, the average percentage of ability to follow the precise rules of a system was below 57% for even the adults who used SEE-II. It is possible that the acquisition of English is confounded for hearing-impaired children when professionals do not consistently sign the system they purport to use.

Adult↗
PubMed1989

Visual field asymmetries in numerical size comparisons of digits, words, and signs.

Visual field asymmetries were examined in American Sign Language-English bilinguals for speeded numerical size judgments of pairs of digits, number words, and number signs. Physical size of the number pairs was either congruent or incongruent with their numerical size. The results revealed a greater left visual field (LVF) interference for numbers represented as digits and a greater right visual field (RVF) interference for numbers represented as words or signs. Subjects' performance on number words and signs was also influenced by their skill in English and ASL: interference was greater in the RVF in the subjects' better language but was greater in the LVF for the less skilled language. These findings suggest that lateralization of numerical size judgments is moderated by the mode of number presentation and by prior language experience.

Adult↗
PubMed1994

A naturalistic approach to the validation of facilitated communication.

By manipulating the facilitator's knowledge of a student's just-completed activity, facilitated communication ability and the extent of guiding were assessed. Seven students diagnosed with mental retardation and their facilitators participated in the study. All 7 students were purported at the start of the study to be communicating via facilitation at levels far above what was previously thought possible given their level of intellectual ability. A large degree of facilitator guiding was revealed for each of the 4 facilitators. Minimal evidence of facilitation was found for 4 of the 7 students. One of the 7 students demonstrated validated facilitated communication on two trials.

Adolescent↗
PubMed1992

Intervention and the hearing-impaired child--an evaluation of outcome.

The investigation was performed in order to evaluate the outcome of intervention in preschool age. The material comprises a cohort of 138 children, 76 boys and 62 girls, born during 1970-1980, living in the Copenhagen County at the time of data collection (1987), all suffering from predominantly congenital/early acquired hearing disability (i.e. hearing level greater than or equal to 35 dB HL for the average of 0.5-4 kHz on the better hearing ear). The type of school attended is used as a measure for outcome of preschool intervention. It was demonstrated that 49% attended normal class (speech), 21% attended special units (total communication), and 24% attended the school for the deaf (sign/manual). By subdivision the children (n = 75) with a hearing loss less than 75 dB HL attended normal class in 80%; 7% attended special units. The children (n = 63) with hearing loss greater than or equal to 75 dB HL attended normal class in 11%, special units in 33%, and school for the deaf in 52%. An early identification of the hearing loss was found to facilitate attendance of normal class in the group with a hearing loss less than 75 dB HL. Among the children at the school for the deaf 84% had speaking parents. The frequency of the causes of hearing loss differs significantly in the special units, when compared to the total cohort. It is concluded that the outcome of preschool intervention is related predominantly to the degree of hearing loss; that an early intervention in the group of children with hearing loss less than 75 dB HL facilitates the attendance of normal class; that the frequency of the causes of hearing impairment is different in the special units.

Adolescent↗
PubMed2002

Thought before language: how deaf and hearing children express motion events across cultures.

Do children come to the language-learning situation with a predetermined set of ideas about motion events that they want to communicate? If so, is the expression of these ideas modified by exposure to a language model within a particular cultural context? We explored these questions by comparing the gestures produced by Chinese and American deaf children who had not been exposed to a usable conventional language model with the speech of hearing children learning Mandarin or English. We found that, even in the absence of any conventional language model, deaf children conveyed the central elements of a motion event in their communications. More surprisingly, deaf children growing up in an American culture used their gestures to express motion events in precisely the same ways as deaf children growing up in a Chinese culture. In contrast, hearing children in the two cultures expressed motion events differently, in accordance with the languages they were learning. The American children obeyed the patterns of English and rarely omitted words for figures or agents. The Chinese children had more flexibility as Mandarin permits (but does not demand) deletion. Interestingly, the Chinese hearing children's descriptions of motion events resembled the deaf children's descriptions more closely than did the American hearing children's. The thoughts that deaf children convey in their gestures thus may serve as the starting point and perhaps a default for all children as they begin the process of grammaticization--thoughts that have not yet been filtered through a language model.

Child, Preschool↗
PubMed1998

The picture exchange communication system.

The Picture Exchange Communication System (PECS) was developed as a means to teach children with autism and related developmental disabilities a rapidly acquired, self-initiating, functional communication system. Its theoretical roots combine principles from applied behavior analysis and guidelines established within the field of alternative and augmentative communication. This approach has several potential advantages relative to imitation-based strategies (both vocal and gestural) and symbol selection strategies. The system begins with the exchange of simple icons but rapidly builds "sentence" structure. The system also emphasizes developing the request function prior to developing responding to simple questions and commenting. The development of requesting with a sentence structure also permits the rapid development of attributes more traditionally taught within a receptive mode. The relationship between the introduction of PECS and various other behavioral issues (i.e., social approach and behavior management) as well as its relationship to the codevelopment of speech are reviewed.

Autistic Disorder↗