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Teaching the deaf to talk.
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Attitudes, not deafness, isolate deaf people.
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Makaton system of communication.
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[Nicole Parise, listening to deaf people. Interview by Marie-Claude Bourdon].
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Deaf services. The ADA and risk management.
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Your patient is deaf, now what?
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Processing of fingerspelling and print by deaf students.
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Development of a test battery (NPM-X) for neuropsychological and neuromotor examination of children with developmental disabilities or mental retardation. A theoretical and clinical study.
Biological and behavioural diagnosis often do not provide information on functional competence. This is, however, of utmost importance in planning services as well as in research on treatment effects for children with developmental disorders. For school-aged children neuropsychological assessment has proved its value in this respect. For children of chronological age (CA) below 5-7 with specific developmental disabilities, and for children with severe mental retardation there has been a lack of applicable test batteries. This thesis presents a new test battery for neuropsychological and neuromotor examination, NPM-X, for these two groups of children. The first part of the thesis reviews available medical and psychological tests and assessment procedures with respect to applicability and relevance for neuropsychological assessment to children with mental retardation and mental age (MA) below 7. The second part describes the theoretical background and the content of the new test battery. The methodology for testing these children, who due to their age and/or their developmental disabilities often co-operate poorly, is described. Scoring categories, specifically developed to enable a detailed and differentiated description of the child, are presented. Because of the instability of the behavioural function in early age as well as in cases of severe disability, the scoring system records both the child's optimal functional capacity and inconsistencies in behaviour. For the purpose of planning treatment and training according to the child's resources as well as dysfunctions, two different functional profiles are provided. In the normative functional profile the child's functional level is compared to normal expectations for the child's CA, and in the ideographic functional profile the child's function in each area is compared to the child's average functional level. In the third part of the thesis the reliability results are presented and discussed. A pair of trained M.D.s, or psychology or special education Ph.D.s examined 110 children in a blind design. The study showed satisfactory interrater and test-retest reliability. In the fourth part current validation theory is reviewed before content and construct validity for the test battery is discussed. A concurrent criterion validation study is presented as well. Assessments available in the psychological and psychiatric records (PPR) of 35 children with CA below 7 were compared to test results obtained with NPM-X. The comparison showed high agreement in areas of function assessed both by PPR and NPM-X. In addition, NPM-X provided more information about the child's functional capacity, of relevance for the diagnostic appraisal as well as for the treatment of the child. It is concluded that a reliable and valid test battery for neuropsychological and neuromotor developmental assessment has showed its applicability and clinical utility for children with specific developmental disabilities and CA < 7 and for children with general developmental disabilities up to CA 12-13 but with MA < 7.
Deaf culture, cochlear implants, and elective disability.
The use of cochlear implants, especially for prelingually deafened children, has aroused heated debate. Members and proponents of Deaf culture vigorously oppose implants both as a seriously invasive treatment of dubious efficacy and as a threat to Deaf culture. Some find these arguments persuasive; others do not. And in this context arise questions about the extent to which individuals with disabilities may decline treatments to ameliorate disabling conditions. When they do so, to what extent may they call upon society to provide supportive services and accommodations?
Adam and the implant.
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Clinical and cultural issues in caring for deaf people.
BACKGROUND AND OBJECTIVES: The clinical practice of family medicine is increasingly cross-cultural. Promoting culturally sensitive and competent health care is one of the goals of medical educators in guiding medical students and residents, as well as designing continuing education for family physicians. Working with minority communities is essential to meet that goal. The Deaf community is a linguistic and cultural minority group that is often overlooked. Working with the Deaf community to help develop cultural competency and sensitivity has potential benefits. This article introduces some of the sociocultural experiences of deafness and their relevance in health care settings.
A comparison of the learnability of manual sign and Blissymbolics with nonhandicapped adults.
Although advocates exist for teaching either Blissymbolics or manual sign to language-impaired students, relatively few empirical data exist on the learnability of the two systems. The present study compared the learning of a list of 20 Blissymbols and comparable ASL signs in a controlled paired-associate (P-A) paradigm. Blissymbols were learned significantly faster than manual sign particularly in early learning trials. Results are discussed in terms of the memory requirements of the two systems and their relationship with sign/symbols learning.
Communication between deaf children and their hearing mothers: the role of language, gesture, and vocalizations.
In the present longitudinal study, 20 deaf and 20 hearing children were observed during free play with their hearing mothers when the children were 22 months and 3 years of age. Compared to hearing children, deaf children were severely language delayed, with deaf 3-year-olds using less language (speech or sign) than hearing 22-month-olds. Deaf children communicated primarily through nonlinguistic vocalizations, with increasing use of gesture from 22 months to 3 years of age. Although mothers of deaf children used more visual communication than mothers of hearing children, they still primarily communicated through speech. In addition, deaf children did not visually attend to much of their mothers' communication. Therefore, deaf children received much less communication than hearing children. These results suggest that intervention efforts should be focused on increasing the quantity of perceived linguistic input by the child.