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Results for “Manual Communication”

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At least 19 recordsLinked to original sources
PubMed2006

Teaching manual communication to preservice teachers of the deaf in an accredited comprehensive undergraduate teacher preparation program.

NOTING THAT there are no standardized manual communication curricula or proficiency assessments available to teacher preparation programs, the author used a case study to describe how preservice teachers of the deaf are taught to incorporate American Sign Language and various forms of signed English as effective communication tools for students who are deaf and hard of hearing. An accredited undergraduate teacher preparation program located in a rural area was selected for the study. Eight curricular components were examined, and data were triangulated from observations, interviews, and document analyses. The author found (a) that manual communication was taught in three required courses making up 6.57% of the overall curriculum, (b) direct application to the classroom was limited, and (c) there was minor misalignment across the eight curricular components examined. The program did not require an exit-level proficiency exam.

Curriculum↗
PubMed1980

Manual communication and mental retardation: a review of research and implications.

The use of manual communication systems with individuals classified as mentally retarded is increasing; the extent to which that therapy is guided by systematic practices and principles was investigated. An analysis of the research literature suggested that a variety of sign systems have been used with retarded individuals of varying ages. The application or success or failure of that therapy does not seem to be determined by a particular treatment model and/or set of guidelines. Implications for development of language-training programs were discussed.

Adolescent↗
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↗
PubMed2006

Manualized communication interventions to enhance palliative care research and training: rigorous, testable approaches.

Palliative care practice requires excellent communication between the patient, family, and clinical team. Experts in the field have proposed a variety of communication interventions that can be used in the palliative care setting. However, these interventions are at a high level of generality: the specifics of each intervention are not well codified; the individual steps in each intervention are not easily reproducible and thus not comparable between practitioners; the methods to measure adherence to these communication protocols have not been established; and there is little detail on how to adapt these general interventions to the individual patient and family. Therefore, we lack good evidence for the efficacy of these recommendations. This paper makes the case for development of structured, testable approaches to communication that will inform clinical practice and communication training. To do so, palliative care communication should be conceived as a formal medical and psychosocial intervention-a potential treatment with risks and benefits to be systematically researched and operationalized in the same manner as medication interventions. As we illustrate, psychotherapy research has faced the same challenges in the past and has utilized manualized treatments to meet its goals. Through such approaches, we can begin to address the most basic intervention questions such as protocol efficacy, dose-response, side effects, and the optimal process and content of communication with the patient and family. The advantages of manualized communication approaches; some concepts underlying manual construction; and challenges to extending manualized communication to the palliative care domain are discussed.

Communication↗