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PubMed1994

A guide to the diagnosis of learning disabilities in deaf and hard-of-hearing children and adults.

This article provides a guide to psychological tests and test procedures recommended for diagnosing learning disabilities in deaf and hard-of-hearing youth and adults. Tests are evaluated relative to their usefulness with deaf and hard-of-hearing persons in school and rehabilitation settings. These data provide the basis for recommendation of a battery of tests for use by school, vocational, and general psychologists in evaluating deaf and hard-of-hearing youth and adults for learning disabilities.

Adolescent↗
PubMed1995

In-service trends. General education teachers working with educational interpreters.

The "inclusion" movement has resulted in a shift of placement for children who are deaf or hard of hearing. Over 50% of students who are deaf or hard of hearing are now attending academic classes with hearing students in public school settings (Schildroth & Hotto, 1993). As the enrollment of deaf and hard of hearing students in public schools continues to increase, so does the need for qualified educational interpreters. The present study was designed to investigate nationwide the in-service training that general-education teachers receive with regard to the roles and responsibilities of educational interpreters. One hundred elementary and secondary general education teachers were surveyed, yielding a 59% return rate. Less than 33% of those teachers who returned surveys had attended in-services on the topic of educational interpreters. Neither the academic level (i.e., elementary and secondary) of the teachers who participated or the number of students who were deaf or hard of hearing and in attendance at a school influenced the number of in-services provided on the topic of interpreting.

Communication↗
PubMed1997

Constructions of educational meaning in the narratives of four deaf women teachers.

Deaf teachers bring unique perspectives to the teaching of deaf and hard of hearing students, yet their "voices" have been recognized in neither sociological, psychological, nor philosophical accounts of education and deafness. In the present ethnographic study, narrative analysis is used to frame a description of how four deaf women make sense of their lives as teachers as they disclose their beliefs concerning teaching, their deafness, and their connection with the Deaf community.

Adult↗
PubMed1999

Receptive sign vocabulary tests: tests of single-word vocabulary or iconicity?

First-, fourth-, and ninth-grade hearing students were administered randomly selected items from the Carolina Picture Vocabulary Test (CPVT; Layton & Holmes, 1985) to determine the degree to which signs used in the CPVT are iconic (see note) and can actually convey a sign's meaning at the moment of testing, thus providing an inflated vocabulary score. Hearing students were tested because they had no prior sign knowledge or experience. Results indicate that the signs used in the CPVT are sufficiently iconic to enable students unfamiliar with signs to identify a test picture; 73% of their responses were correct when chance selection was 25%. Such findings signal potential problems with existing receptive sign vocabulary tests; consequently, test results should be interpreted cautiously. Note: Not all signs are iconic. Iconic signs have semantic features nested in their formation, location, and movement that visually convey enough information to manifest word meaning. Formation, location, and movement are also called cheremic features of sign.

Adolescent↗
PubMed1994

Assessing the efficacy of an academic hearing peer tutor for a profoundly deaf student.

This study assessed the efficacy of using a hearing peer tutor to provide math instruction for a profoundly deaf sixth-grade girl. Instruction was provided for twenty minutes each day. A changing criterion design was employed to measure the tutee's progress across four math objectives she had not previously mastered. The peer tutoring intervention was highly successful, with the tutee meeting the criterion of 70 percent accuracy for three consecutive days for each of the four curriculum objectives after only a brief period of intervention. Peer tutoring is discussed as a potentially useful vehicle for mainstreaming deaf children.

Achievement↗
PubMed1995

Strategies deaf mothers use when reading to their young deaf or hard of hearing children.

The purpose of the study was to examine behaviors utilized by deaf mothers when reading to their deaf or hard of hearing children aged three to five years. Six deaf mothers were video-taped while reading the same book. The videotapes were transcribed and coded by two observers. Data analysis revealed six specific strategies that the mothers used while reading. These included sign placement, text paired with signed demonstration, real world connection between text and child's experience, attention maintenance, physical demonstrations of character changes, and non-manual signals as questions.

Attention↗
PubMed1992

The receptive communication abilities of deaf students under oral, manual, and combined methods.

Two groups of severely and profoundly deaf students aged 10 to 17 years were tested on their abilities to choose, from a set of four pictures, the one matching a sentence presented on videotape under 11 different communication conditions. The communication conditions involved individual and combined presentations of lipreading, listening, fingerspelling, and signed English. Severely deaf students scored higher than profoundly deaf students under all conditions except those that involved signed English, where the profoundly deaf group scored as high as the severely deaf group. All the students scored higher under conditions that involved audition, including lipreading plus audition, than under audition alone. The discussion of the results highlights methodological problems that made it difficult to interpret some previous studies in this area. Practical implications of the results for both oral education of the deaf and simultaneous communication are also discussed.

Adolescent↗
PubMed1992

The influence of personal characteristics on rumor knowledge and transmission among the deaf.

Students who viewed themselves as members of the deaf culture listed all the current rumors they knew and the number of people to whom they typically transmit rumors. These two rumor variables, knowledge and transmission, were related to general anxiety level, extraversion, gender, self-reported preferred mode of communication, and type of high school attended. Congruent with previous research on hearing populations, deaf participants who were more anxious knew more rumors than did less anxious deaf participants. Results unique to the deaf population are also discussed.

Adult↗
PubMed1990

Narrative abilities in hearing-impaired children: propositions and cohesion.

Two linguistic microstructures, propositions and cohesive devices, were analyzed in story recalls by 11 primary and intermediate level hearing-impaired students. The students were enrolled in total communication, public day classes, and had severe-to-profound hearing losses. Four story conditions were presented: (1) easy structure--T.C.; (2) complex structure--T.C.; (3) complex structure with pictures--T.C.; and (4) create-a-story--pictures. Students watched and then retold or made up a story to a friend. Recalls were videotaped and transcribed by a deaf adult and the first investigator. Recalls of hearing-impaired students were significantly shorter than those found earlier for hearing students. When stories are very simple, hearing-impaired students generate mostly complete propositions, however as complexity increases, semantic errors result in fewer complete propositions.

Adolescent↗
PubMed1991

Teachers' use of simultaneous communication. Effects on the signed and spoken components.

We examined the correspondence between spoken and signed English when used simultaneously by teachers in Australia to determine whether the difficulties reported with other systematic sign systems are also relevant for the Australasian version. The teachers, all experienced in working with deaf students, were found to be more than 90% accurate in reproducing on their hands what they were saying, but at some cost to the oral aspects of the simultaneous communication. We also discuss the implications of the findings for the use of simultaneous communication with deaf students.

Communication Methods, Total↗
PubMed1990

Conversational strategies of teachers using three methods of communication with deaf children.

Teacher control over conversations with deaf pupils using oral/aural only, signed English or cued speech communication, was related to pupil response, including taking initiative in conversations, misunderstanding the teacher, and length of contributions to the conversation. As teacher control over the conversation and repair of "wrong" contributions increased, pupil initiative and length of contribution decreased and misunderstanding of teachers increased. Different methods of teacher communication produced few differences in response; those that did occur mostly favored pupils of teachers using signed English. Few significant differences were found in the distribution of different types of conversational moves among teachers using the different methods of communication.

Child↗
PubMed1990

Enhancing parents' use of SEE-2. Progress and retention.

This study documented the changes in spoken and signed input of five hearing parents to their hearing-impaired children over a 12-month time period. Two baseline sessions per parent were videotaped and analyzed (Moeller & Luetke-Stahlman, 1990), and then two intervention sessions and one retention session were filmed. Parents were seen individually by one author of this study after each session and given feedback on specific characteristics of their communication abilities. Transcription sheets, graphs, and their child's IEP (Individual Educational Plan) objective were used to help parents target goals for improvement. All parents improved in at least one linguistic area of need, and several parents changed impressively in form, content, and use of Manually Coded English. These improvements allowed the parents to completely and consistently provide comprehensible messages to their children.

Child, Preschool↗
PubMed1991

Characteristics that contribute to effective simultaneous communication.

Simultaneous communication (SC) is commonly used in deaf education. Since it is not always totally successful, it is important to determine what characteristics influence its success. In an earlier study, Stinson, Newell, Castle, Mallery-Ruganis, and Holcomb (1989) identified a number of characteristics deemed important for comprehension, based on interviews with deaf professionals. Our study followed up on the earlier study. Three videotapes used in the previous study were independently measured and evaluated on the basis of the characteristics that had been identified as important. Our study largely confirmed the previous findings. What seemed to contribute most to successful SC were clear lip movement, fingerspelled support for potentially ambiguous signs, eye contact, communication of mood and attitude, modality match, and grammatical facial expression. Equally important was the need to match the semantically appropriate sign to the particular sense of an English word rather than use a superficial one-to-one correspondence. In addition, the results suggest that with deletions, the types rather than the number are crucial in determining comprehension and comfort. It was also found that the perception of pace does not always match actual pace and that the perception of pace can be influenced by other factors.

Communication Methods, Total↗
PubMed1991

Teachers working with interpreters. The deaf student's educational experience.

The purpose of this study was to explore the quality of the educational experience of deaf students when they communicate with hearing teachers through interpreters and to determine the implications of that experience for the students' classroom behavior. Qualitative methods were used to collect data from the academic staff and the 28 profoundly to severely deaf adolescents who participated in four-week experientially based workshops in marine science in the summers of 1988 and 1989. Three salient issues emerged: the teacher's knowledge of deafness, the role of the interpreter, and behavior management. Several of the issues that emerged support previous research, such as physical arrangement of students in the classroom, use of notetakers, student attention span, quality of interpreting, and a tendency toward lenient discipline standards. The implications of the study are discussed in terms of teachers and interpreters working together to improve the deaf adolescent's educational experience.

Adolescent↗
PubMed1991

Predicting family communication choices.

The selection of a mode of communication by members of a family with a deaf child is a critical decision in the life of that family since it will condition how the family will be able to function in the future. However, while some writers have considered the outcomes of this decision, there is little information on factors that influence the decision. The purpose of this study was to examine why families developed one pattern of communication rather than another. The data came from the parents of 192 deaf adolescents who responded to a nationally distributed questionnaire. Results suggest that the mother takes the lead in determining the family's choice of a mode of communication. The single largest influence on the mother's mode of communication was the child's degree of hearing loss, followed by the child's mode of preschool education and the mother's level of education. The implications of this study for those who wish to promote the use of manual communication in families with a deaf child is to target mothers, particularly those who are less well educated, for intervention and training programs.

Adolescent↗
PubMed1991

A coactive sign system for children who are dual-sensory impaired.

The SKI*HI Institute developed a system of coactive signing to help alleviate communication and instructional barriers for children who are dual-sensory impaired (deaf and blind). The system also can be used to help children who are severely multihandicapped learn how to communicate. The system includes optimized coactive signs that are functional, easy to feel, easy to relate to the referent, and easy to make, and it also includes techniques related to effective coactive sign use. The coactive sign system is illustrated on a series of video tapes that has been field tested and produced and is being disseminated throughout the United States and Canada.

Blindness↗