bluuebunny/crossref_metadata_2025 huggingface dataset:
Computerized Language Analysis
Authors: Ray Steven
Published: April 2013

The classroom computer can be an agent of change by aiding the classroom teacher in the analysis of language samples. Once the language samples are analyzed, changes in programming can be designed to correct language deficiencies. This article describes a computerized language analysis system that produces a detailed description as well as summary statistics that can be used to track language growth within student populations. This microcomputer-based language assessment system dramatically simplifies the process of identifying deficits in a student's productive language system, consequently enabling the teacher or clinician to spend less time executing diagnostic procedures and more time establishing effective intervention.
Faculty Computer Workshops: A Faculty Becoming Computer Literate
Authors: Young Marsha
Published: April 2013

On a campus that has dedicated itself to developing appropriate computer competencies in all its students, the need for faculty training has not been ignored. Training sessions varying in length from 1 hour to 2 weeks occur on a regular schedule. Information sharing occurs via newsletters, interest groups, seminars, and demonstrations. The pattern and purpose of these faculty training options will be discussed in this presentation. The objectives, content, faculty experiences, and evaluations from the 1- and 2-week faculty computer workshops will be discussed in detail.
Replicating Single-Subject Assessment of Language in Deaf Elementary-Age Children
Authors: Luetke-Stahlman B.
Published: April 2013

Many teachers of hearing-impaired students are beginning to accept each hearing-impaired student's right to demonstrate which language and/or system (L/S) is most beneficial to that child in learning academic material. In an earlier study, methodology allowing for such a systematically assessed determination was developed by the author (Luetke-Stahlman, 1982b). In the present study, it was replicated with elementary-aged students. Assessment results were further compared to an American Sign Language Ability Rating and a language-base score. These procedures seem of value to educators who wish to match the language of instruction to the L/S functioning as a first language for individual hearing-impaired students in their classroom.
In Support of Bilingual/Bicultural Education for Deaf Children
Authors: Barnum Martha
Published: April 2013

Due to the inherent differences in oral-aural and visual-manual languages, particularly the mediums through which they are learned, the overwhelming majority of deaf children cannot learn English effectively through speechreading and written English, nor can they receive their education through speechreading, written English, or manual forms of English and achieve anything even nearly comparable to the achievements of their hearing peers. Research is consistently showing that native signers do better academically and maintain that advantage throughout their school years. Instruction through a natural sign language is also a benefit, and the transition to teaching through English can be successfully accomplished at about the fifth-grade level.
Reading Interests of Hearing and Hearing-Impaired Children
Authors: Stoefen-Fisher Jill M.
Published: April 2013

A 50-item reading interest inventory was administered to 115 hearing-impaired students and 72 hearing students between the ages of 9 and 12. Each item included a fictitious title and illustrated annotations. Students indicated media preferences (print vs. television) and degree of interest on a 3-point Likert scale. Items were grouped into five clusters: Excitement, Social Empathy, Informational, Recreational, and Fantasy. Results showed that hearing-impaired students had a broader base of interests than their hearing peers. Sex was a significant factor affecting hearing students' cluster choices, but was not as pervasive for the hearing-impaired students.
A Comparison of Deaf and Hearing Teacher Effectiveness
Authors: Serwatka Thomas S. , Anthony Robert A. , Simon Shannon C.
Published: April 2013

In this study the effectiveness of deaf and hearing teachers of deaf students was compared using both an observational instrument and student ratings. The results of the study indicate that based on hearing status there is no difference in teaching effectiveness when measured on an observational instrument. Student ratings indicated that deaf teachers were better than their hearing colleagues. These results represent an initial effort in this area of study. The results are contrasted against two trends in the area of deaf education. The first trend is the failure rate of deaf teaching candidates on teacher examinations. The second trend is the difference in the deaf teacher hire rate of day and residential programs.
An Analysis of Selected Instructional Methods on Cardiopulmonary Resuscitation Retention Competency of Deaf and Non-Deaf College Students
Authors: Tomasetti James A. , Beck Kenneth H. , Clearwater Harvey E.
Published: April 2013

Deaf college students were randomly assigned to three separate instructional conditions for a cardiopulmonary resuscitation (CPR) course. One group received the standard course presented through signed instruction. A second group received the same instruction with the addition of a captioned videocassette, "The New Pulse of Life—Revised." The third group received the standard instruction and viewed the uncaptioned videocassette, signed by an interpreter. These groups were compared with a non-deaf group who received the standard 4-hour course. The results revealed that the deaf group which viewed the uncaptioned videocassette signed by an interpreter retained a significantly greater amount of performance skills than the other groups.
Review of Research on Test Instructions for Deaf Children
Authors: Bragman Ruth
Published: April 2013

This article presents a review of the different methods of test instructions used with deaf and hard-of-hearing populations. Included in this article are reviews of: (a) the most common tests presently used, (b) the most common test instruction modifications presently used, and (c) the research on the effects of different methods of presenting test instruction on performance. This paper indicates that there is limited information available as to the most appropriate method of conveying test instructions to deaf and hard-of-hearing populations.
Is Total Communication Enough?: The Hidden Curriculum
Authors: Champie Joan
Published: April 2013

The structure of curriculum is based on subjects of value and importance to society. Curricular plans for deaf students include the study of English, but not of American Sign Language (ASL). This omission suggests a lack of recognition of ASL as a language and as the communication system of deaf people. Every program for deaf students should include ASL in its requirements. Such emphasis could have a profound effect on students' self-concept and academic success.
Tactile Aids for the Deaf: A Comprehensive Bibliography
Authors: Proctor Adele
Published: April 2013

Technological advances resulting in reduced size of nonacoustic devices and professional concern about cochlear implants in young deaf children appear to be two prime factors stimulating increased interest in the application of tactile devices for teaching oral language. As cost is reduced and wearability improved, parents and school systems will be able to afford nonacoustic instruments. Teachers and clinicians will be expected to determine the most appropriate device to use in the clinic, the classroom, and the home. This comprehensive bibliography on tactile aids was prepared to serve as a resource guide for teachers and clinicians who must make informed decisions about the relative benefits of tactile aids for hearing-impaired individuals.
The Facial Behavior of Deaf Signers: Evidence of a Complex Language
Authors: Baker-Shenk Charlotte
Published: April 2013

Contrary to popular assumptions, American Sign Language is not simply a manual language, and the signer's face does much more than show emotions. A review of the major findings of linguistic research on the nonmanual components of ASL shows that the signer's face, head, torso, and eyegaze have important linguistic roles. The author's study illustrates how different combinations of facial and head movements signal different kinds of questions: yes-no, wh-, and rhetorical. Awareness of these nonmanual signals may help teachers communicate their questions more effectively to students and understand their students' questions better. Learning how to distinguish linguistic facial behaviors from affective facial behaviors may also help teachers avoid misunderstandings.
Single-Subject Research Methodology: An Underutilized Tool in the Field of Deafness
Authors: Bullis Michael , Anderson Glenn
Published: April 2013

The purpose of this article is to provide a brief review of single-subject research methods that will stimulate the use of these procedures with both researchers and practitioners. Problems inherent in experimental and quasi-experimental designs are delineated, and the robustness of single subject techniques against these problems is discussed. In addition, fundamental single subject designs are described and examples of their potential application in practical settings with deaf subjects are provided.
Interpreters Entering Public School Employment
Authors: Gustason Gerilee
Published: April 2013

A survey of interpreter training programs was conducted in the fall of 1983 to determine the number of trainees entering the field in 1984 and the percent typically obtaining employment in public elementary and secondary schools. Interpreter training program directors were asked to list areas of need or concern in the preparation of educational interpreters. Results indicated that approximately 37% of the trainees are obtaining employment in public school settings, and a need is perceived for clarification of the role and responsibilities of such an interpreter and for training specific to this setting.
A Money Unit for Deaf Children
Authors: Silvia Evelyn
Published: April 2013

While working with a group of eight 9- to 11-year-old deaf children at a day school in Sacramento, it was discovered that they had very little familiarity with money. This paper is a brief outline of a unit designed to teach these children how to use money while covering other mathematical topics as well. This program can either be covered in one block or infused into the regular mathematics curriculum over a long period of time.
Psycho-Social Aspects of Deafness Course as a Counseling Tool for the Hearing Impaired
Authors: Skyer Solange C.
Published: April 2013

The course, Psycho-Social Aspects of Deafness, has frequently been offered to hearing students in programs focusing on education, counseling, or social work with the deaf. At the National Technical Institute for the Deaf, it is offered to hearing-impaired students at the undergraduate level. The focus and goals of the course for hearing-impaired students are to enhance their understanding of the impact of deafness on their educational, psychological, emotional, and social development. The focus of this course is not only directed to the cognitive domain, but to the affective domain in terms of the expression and understanding of feelings, attitudes, and values associated with the impact of deafness on the lives of deaf students and significant others within their social milieu.
Providing School Psychological Services to Hearing-Impaired Students in New Jersey
Authors: Trott Leslie A.
Published: April 2013

Research reports that school psychologists experience problems providing appropriate services for their hearing-impaired students. This article explores this issue as it exists in New Jersey. The article reports on the results of a review of the educational records of 74 hearing-impaired students. Specific attention was focused on reports concerning psychological evaluations and their components and administration. It was concluded that service delivery, in the form of psychological assessment, was less than adequate. The need for skill remediation among school psychologists is then discussed.
Empirical Analysis of a Card Game Designed to Promote Consumer-Related Social Competence Among Hearing-Impaired Youth
Authors: Schloss Patrick J. , Smith Maureen A. , Schloss Cynthia N.
Published: April 2013

A number of authors have noted the high incidence of social skill deficiencies associated with hearing-impaired learners. Although the literature frequently includes information regarding the proportions of the problem, there is a notable absence of empirical demonstrations that facilitate the development of prosocial responses. The present study investigated the efficacy of a social skill training program designed to enhance four consumer-related interpersonal skills. Program components included a card game, modeling, feedback, contingent reinforcement, and behavior rehearsal. A multiple-baseline-across-subjects research design was used to demonstrate the effect of these procedures on trained and untrained responses for four hearing-impaired adolescents. In addition, data from covert natural environment assessment suggested that newly acquired skills generalized outside the training setting.
Toward a Dialogue Between the Paradigms of Family Therapy and Deafness
Authors: Harvey Michael A.
Published: April 2013

In order for family therapists to provide effective treatment to a family in which there is a deaf member, they must understand and integrate both the paradigms of family therapy and deafness. Clinicians must learn to see through these two lenses. This article provides a framework and rationale for handling the linguistic and psychological/systemic aspects of communication between a therapist and each family member and between the family members themselves. The article also describes when it is and is not helpful to implement the clinical procedures and guidelines as delineated by one paradigm while de-emphasizing the other. Several therapy transcripts are presented as illustrations.
Gaining Methodological Insight Through the Use of Single Subject Designs in Hearing-Impaired Classrooms
Authors: Luetke-Stahlman Barbara
Published: April 2013

The author proposes that teachers familiarize themselves with the practical advantages of single subject methodology in attempting to meet the various learning needs of students in their classroom. Two examples are provided to illustrate how these designs can act as tools for deciding which of several teaching methods are most beneficial to particular students.
Changing Attitudes Toward Older Persons with Hearing Loss: Comparison of Two Audiotapes
Authors: Dampier Kim , Dancer Jess , Keiser Hope
Published: April 2013

Two groups of college students rated their perceptions/feelings toward older persons with hearing loss on a semantic differential scale using 25 polar adjectives. Immediately after listening to an audiotape designed to enhance empathy (Dancer & Keiser, 1980) or to the commercially available "How We Hear," which is merely informative in nature, the groups rated their perceptions/feelings again. The greater shifts in the ratings of the group listening to the empathy tape led to the hypothesis that this tape is more effective than "How We Hear" in changing attitudes toward hearing-impaired elderly persons.
Internal Speech and Deaf Children
Authors: Bernstein Mark E. , Finnegan Margaret H.
Published: April 2013

The research reported by Conrad (1979) raises provocative questions regarding the relation between speech, thought, and academic achievement in deaf children. Conrad suggested that a primary reason for the difficulties many orally trained deaf students exhibited in the academic process was their failure to develop "internal speech" due to what he deemed the fundamentally misguided basis and practice of Oralism. In this paper the authors analyze one important aspect of Conrad's work. Though they generally support his position that the use of forms of manual communication in the education of deaf students is highly effective and desirable, the authors offer a reinterpretation of Conrad's work that they believe to be on more solid theoretical ground and that can lead to more judicious and appropriate strategies in educational practice.
Beyond the Norm—Social Maturity and Deafness
Authors: Delgado Gilbert L.
Published: April 2013

Social maturity in deaf children has long been gauged by the norms of their hearing counterparts. Though this is one measure, it does not take into consideration differences in maturity rates, differences in ways of maturing, factors which contribute to delayed or accelerated development, peer measures, and comparisons of deaf children to other groups deprived of elements contributing to accepted growth. Labels and stereotypes are often the result of traditional investigations. A broader perspective related to the subject is recommended along with suggestions for needed research.
Cochlear Implants and the Education of Deaf Children
Authors: Schein Jerome D.
Published: April 2013

During the last 3 years, deaf children have been receiving cochlear implants. While presently less than 100 children have them, children with implants will soon number in the hundreds, presenting some unique problems to educators. The implant's effects on speech discrimination, lipreading, and auditory contact are reviewed. This review highlights unresolved questions and presents well-established conclusions. The potential risks and benefits are considered. Future development of the cochlear implant should include educators of deaf children.
Considerations in Selecting and Using Commercially Prepared Informal Reading Inventories with Deaf Students
Authors: LaSasso Carol , Swaiko Nancy
Published: April 2013

Decisions regarding pupil placement or selection of printed materials for deaf students are often based on students' performance on commercially prepared informal reading inventories (IRIs) that have been developed for hearing students. This article presents guidelines for selecting and modifying commercially prepared IRIs to maximize their effectiveness with deaf students.
Single Versus Multiple Certification for Teachers of Hearing-Impaired Students
Authors: Serwatka Thomas S. , Venn John J. , Shreve Anne R.
Published: April 2013

This study investigates the efficacy of awarding single, all-encompassing certificates to teachers of hearing-impaired students. To determine whether more than one type of certification could be justified, 190 teachers and professionals rated the importance of 55 competencies for teachers of hearing-impaired students. The ratings were analyzed with a nonparametric analysis of variance. The findings presented evidence of the need to modify the practice of providing the same certification for all teachers of hearing-impaired students. The results indicated significant differences between the ratings of the teachers from the state residential school and the teachers from the day school and significant differences between the ratings of teachers of various grade levels.
Communication Mode as a Factor in the Performance of Hearing-Impaired Children on a Standardized Receptive Vocabulary Test
Authors: Crittenden Jerry B. , Ritterman Stuart I. , Wilcox Elizabeth W.
Published: April 2013

Using five different communication modes, 52 profoundly deaf students attending a residential school for the deaf were administered a videotaped presentation of a vocabulary test standardized for deaf and hearing-impaired populations. The five presentation modes used were: a) Total Communication (TC) with audio, b) TC without audio, c) Manual Communication with no mouth movement, d) Oral Communication (OC) with audio, and e) OC without audio. The participants were randomly assigned to five groups and tested individually. Response instructions were presented in the mode being tested. On the test, subjects pointed to the picture on a four-picture plate which most closely corresponded to the videotaped stimulus. Modes using MC yielded performances significantly superior to all other modes. There was no significant difference between MC, TC with audio, and TC without audio, nor between OC with and without audio.
Psychodramatic Treatment for Deaf People
Authors: Swink David F.
Published: April 2013

Over the past 20 years psychodrama has been used in the treatment of deaf people. This article describes how psychodrama is used in group psychotherapy and in social skills groups. In addition, videotape replay is described as an adjunct to psychodramatic treatment.
State Certification Standards and Reciprocity for Teachers of the Hearing Impaired
Authors: Moulton Robert D. , Roth Robert A. , Winney Betty
Published: April 2013

Certification standards of the individual state education agencies are compared and reciprocal arrangements for teacher certification are described and tabulated. The impact of state certification and reciprocity is discussed.
The Effect of Three Communication Modes on Reading Scores of Deaf Subjects
Authors: Ouellette Sue E. , Sendelbaugh Joseph W.
Published: April 2013

Forty-five prelingually deafened subjects between the ages of 18 and 24 were divided into three matched sample groups. A short story and accompanying multiple-choice comprehension questions were selected from Level 5 of the Stanford Achievement Test and administered under three different conditions. Group I received the standard written form, Group II a Manually Coded English videotaped form, and Group III an American Sign Language version. Data were analyzed using two t -tests for independent means. Results indicated no significant difference between scores of Group I and Group II. However, significant differences were found when scores of Groups I and III were compared.
Guidelines for Effective Communication Among Hearing-Impaired and Hearing Professionals in Small Group Meetings
Authors: Lang Harry G. , Basile Mary Lou , Cassell Deborah , Maruggi Edward A. , Nace Morton , Holcomb Barbara Ray
Published: April 2013

Sensitivity to the communication needs of each hearing-impaired and hearing professional can enhance interaction in small group meetings having fewer than 10 participants. This paper summarizes strategies for facilitating effective group communication among hearing and hearing-impaired professionals.
Employability of Black Deaf Persons in Washington, D.C.: National Implications
Authors: Taft Brenda
Published: April 2013

During the period from July 1978 through May 1981, the Vocational Rehabilitation Services Administration of the District of Columbia served 603 deaf clients, of whom 121 were placed into gainful employment. This paper reports an assessment of employment trends of black deaf clients rehabilitated during that time. The study sought to determine (a) if the minority group status of race affected employment, (b) if gender affected employment, (c) if age affected employment, (d) if jobs obtained were representative of all occupational categories or remained stereotypic, (e) if previous work experience or training was related to the types of jobs obtained, and (f) if certain common social factors may have affected employment status.
Academic Motivation to Improve Writing Skills: A Comparison of Normally Hearing and Hearing-Impaired Students
Authors: Hayes-Scott Fairy C. , Dowaliby Fred J.
Published: April 2013

This study assessed the difference between a hearing-impaired college group and a normally hearing college group on their academic motivation to improve their English writing skills. The students in the groups attended the Rochester Institute of Technology. It was expected the normally hearing college group would be more motivated, but no significant difference in motivation was found (p > .05). The results suggested that both groups of students were similar in their academic motivation to improve English writing skills.
Performance of Deaf College Students on a Criterion-Referenced, Modified Cloze Test of Reading Comprehension
Authors: Reynolds H. N.
Published: April 2013

This study examined the performance of 100 deaf college students on the "Degrees of Reading Power" (DRP) test, which uses a modified cloze procedure to assess reading ability in relation to prose difficulty. A bimodal distribution of DRP scores was obtained and compared with the prose difficulty of various reading materials. The mean test score for postlingually deaf subjects was significantly higher than for prelingually deaf subjects. DRP reading scores were significantly correlated with degree of hearing loss for prelingually deaf students and with articulation ability, but showed no significant correlation with speechreading ability or sign communication experience. The educational and research potential of this test for deaf students is discussed.
Development of an Exercise Program to Improve the Static and Dynamic Balance of Profoundly Hearing-Impaired Children
Authors: Lewis Sandra , Higham Linda , Cherry Dianne B.
Published: April 2013

Hearing-impaired children have decreased static and dynamic balance abilities. Sixteen hearing-impaired children, aged 6 to 10 years, participated in this pilot study to assess the effect of a 6-week posture and body awareness activity program on balance. The 11 children in the experimental group participated in a weekly activity program during their physical education class at school; the five members of the control group followed their normal physical education routine. Pre- and posttests showed that the balance of the experimental group improved ( p < .10), whereas the balance of the control group did not improve. These results indicate the need for further research in the area of improving the balance skills of hearing-impaired children.
Dimensions of Mainstreaming
Authors: Saur Rosemary E. , Layne Charles A. , Hurley Elizabeth A. , Opton Kathryne
Published: April 2013

A naturalistic study was conducted to identify important dimensions of the classroom experience for mainstreamed students. It was designed to incorporate the perspectives of both the insider and the outsider. The dimensions identified in the study were Participation, Relationships, and Feelings. The participation of mainstreamed, hearing-impaired students is hindered by their being isolated spacially, temporally, and culturally from the class. Relationships in the mainstreamed classroom depend on the mutual interactive competence of normally hearing and hearing-impaired persons. The feelings of mainstreamed students seem to depend on their acceptance of their hearing loss as well as on their acceptance by others in the classroom. It was concluded that the three dimensions should be tested in future research for generalizability to other groups of hearing-impaired students.
The Instructional Technologist and Hearing-Impaired Learner: Determining a Need for Professional Development Support
Authors: Carroll James
Published: April 2013

Media professionals, teachers, and resource personnel working with the hearing impaired were surveyed to determine if a need existed for establishing a new organization or subgroup within an existing organization to address professional development needs. Approximately 100 respondents out of 230 who returned a short questionnaire voiced an interest in supporting such an organization or subgroup. Thrity-three major issues perceived by respondents as requiring immediate attention were identified. Recommendations for implementing the results of the study are discussed.
Microcomputer Use in Programs for Hearing-Impaired Children: A National Survey
Authors: Rose Susan , Waldron Manjula
Published: April 2013

Increasingly, educational programs for hearing-impaired children are using microcomputers as a medium for instructional programs. This article reports the findings of a survey conducted to identify the type of available equipment, software, and training; the instructional use and needs as preceived by microcomputer users; and the rate of growth of microcomputer use in educational settings for hearing-impaired students. Of the 342 surveyed programs, 82% responded, and 51% used microcomputers as an instructional tool. Results indicate a critical need for a software exchange among programs for hearing-impaired students, as well as in-service training and information-sharing programs. The survey information indicates the need for increased support for technology and teachers of hearing-impaired students.
Nonverbal Intelligence and Verbal Achievement in Deaf Adolescents: An Examination of Heredity and Environment
Authors: Kusché Carol A. , Greenberg Mark T. , Garfield Tracy S.
Published: April 2013

The present study assessed the differences in intelligence and achievement of deaf adolescents from three family constellations: (a) 19 deaf children with deaf parents (dc/dp), (b) 19 controls with hearing parents and hearing siblings matched to the dc/dp group (dc/hp 1), (c) 20 deaf children with deaf siblings and hearing parents (dc/ds), and (d) 20 deaf controls with hearing parents and hearing siblings matched to the dc/ds group (dc/hp 2). Subjects were matched on 16 variables to control for extraneous factors. Dependent variables included nonverbal intelligence, vocabulary achievement, reading comprehension, language achievement, and sign language experience. The results indicated that the relationships of nonverbal intelligence, verbal achievement, and early sign language are more complex than was apparent in past studies.
Sign and Oral Language Development of Preschool Hearing Children of Deaf Parents in Comparison with Their Mothers' Communication System
Authors: Schiff-Myers Naomi B.
Published: April 2013

The sign and oral language development of five 2-year-old hearing children of deaf parents was studied and compared with the sign and oral language of their mothers. Despite the fact that three of the mothers were less than 15% intelligible and had MLUs of less than 2.0, all of the children were using oral language as their primary means of communication. When signs were used, they were usually redundant to the utterances they accompanied. The signs tended to be gestures in common use or iconic and were not used syntactically. A surprising finding was that the mothers, despite their limited oral linguistic competence, communicated predominantly in the oral mode with their children. Some of these mothers were unaware that they were using predominantly oral language with their children. Implications for counseling of deaf parents are discussed.
Reliability of the 1973 Edition of the SAT-HI Over Time: Implications for Assessing Minority Students
Authors: Wolk Steve , Zieziula Frank R.
Published: April 2013

Stability of measurement of basic achievement skills in reading and mathematics is crucial to the validity of an instrument that purports to assess academic achievement of hearing-impaired youngsters. Test-retest coefficients computed over a 5-year interval for the 1973 edition of the Stanford Achievement Test-Hearing Impaired Version (SAT-HI) generally reflect adequate stability for a national sample of hearing-impaired students in the primary to secondary school range. Yet, ethnic background was found to be an important variable influencing stability, specifically for black students. Educational decisions related to class placement or remedial services that were made solely on the basis of results of the 1973 edition of the SAT-HI for this population may warrant caution.
The Instructional Patterns of Two Fourth-Grade Spelling Classes: A Mainstreaming Issue
Authors: Johnson Harold A. , Griffith Penny L.
Published: April 2013

Two fourth-grade spelling classes, one for hearing-impaired students and one general education class being considered as a mainstream placement, were investigated to determine similarities and differences in the interactional behaviors of the students and teachers. Video recordings and written transcriptions were analyzed to obtain measures of both verbal and nonverbal interactions. Interactional behaviors in the two settings were found to be very different. Differences were found across physical, instructional, and social contexts. Interactions in the general education class were characterized by rapid conversational shifts and complex academic task structures, as well as complex language usage. Interactions in the hearing-impaired class were characterized by routinized academic tasks and simple language structures.
Thomas Hopkins Gallaudet on Language and Communication: A Reassessment
Authors: Fernandes James J.
Published: April 2013

Though he is best known for his innovations in deaf education, T. H. Gallaudet also contributed insights and ideas to the study of language and communication. An investigation of his writing in this field indicates that some of his ideas about sign language have been misunderstood or overlooked and that in several instances he anticipated the work of 20th-century linguists, anthropologists, and rhetoricians.
Can Deaf Children Acquire English?: An Evaluation of Manually Coded English Systems in Terms of the Principles of Language Acquisition
Authors: Mitchell Gordon S.
Published: April 2013

Education of the deaf is often considered to be primarily concerned with the teaching of "language." Modern research and thinking in psycholinguistics suggest that language cannot be taught, but rather that linguistic development depends to a large extent on the manner in which children interact with their environment. Brennan (1975) has already evaluated the suitability of visually based sign languages for the purpose of language acquisition. While this author sees a place in the educational setting for both a sign language and a manually coded English (MCE) system, this paper confines itself to an examination of MCE systems in light of recent research into language acquisition. Finally, how these systems may be best employed in the field of education is discussed.
National Survey of Language Methods Used with Hearing-Impaired Students in the United States
Authors: King Cynthia M.
Published: April 2013

A national survey conducted to determine current language methods and philosophies about teaching language indicated that many educators of hearing-impaired children combine different parts of various language approaches rather than adhering closely to any one method. Opinions as to the type of symbol system to use and when and how to use these symbol systems varied greatly. Some type of sentence patterns was the most popular symbol system in use, with Apple Tree (Anderson, Boren, Caniglia, Howard, & Krohn, 1972) being the most frequently specified set of sentence patterns (57.5% of the programs). The symbol systems were used for three major purposes: to help students produce grammatical sentences, to analyze grammatical sentences, and to correct ungrammatical sentences. These uses were specified by approximately 86%, 71%, and 79% of the programs, respectively. Implications of the survey and potential applications are provided.
Usefulness of the NTID Communication Profile for Evaluating Deaf Secondary-Level Students
Authors: Johnson Donald D. , Kadunc Nancy J.
Published: April 2013

A project designed to study the feasibility of utilizing the eight components of the NTID Communication Performance Profile for evaluating the receptive and expressive communication skills of deaf secondary-level students was conducted on 420 students at two residential schools for the deaf. The resulting data verified the usefulness of the entire test battery for designing Communication Individual Education Programs (IEP's) for deaf students at the secondary level.
An Interdisciplinary Approach to Instructional Media Production
Authors: McLean Barbara Malan , Hughes Karen
Published: April 2013

The Instructional Media Production Project for Severely Handicapped Students, based at George Peabody College for Teachers of Vanderbilt University, Nashville, Tennessee, has developed a product selection and production process involving: (a) the construction of a product profile outline for each potential product; (b) review and recommendations on each potential product by an interdisciplinary Decision-Making Council; (c) approval of specific products by USED/OSE; and (d) product development by interdisciplinary production teams following a detailed product development lattice. Professional areas represented in both the Decision-Making Council and the product development teams include special education, educational technology, educational media production, technical media production, and educational products marketing.
Deafsign: A Series of Computerized Instructional Programs for the Teaching of Sign Language
Authors: Johnston Daniel K.
Published: April 2013

The purpose of this project is to develop computer-based instructional programs to aid in the instruction of the hearing impaired. These programs, under development, will be implemented on popular microcomputers using extensive use of graphics and animation to express the sign language. It is hoped that the programs will provide aid in the teaching of the hearing impaired in the following areas: 1. Teaching sign language, 2. Aiding students to learn to read or to read better, and 3. Providing interactive instructional materials in sign language. By utilizing this concept of teaching, these programs could provide more individualized instruction to the hearing-impaired student.
Education Professionals Who Assist Hearing-Impaired Students Choose Postsecondary Education Programs
Authors: Woodrick William E. , Petty Bebra Martin
Published: April 2013

This investigation identified the education professionals who, according to educational administrators, have the primary responsibility for assisting high school age hearing-impaired students in their selection of postsecondary education options. A total of 45 educational administrators in residential schools, day schools and day class programs in the southeastern section of the United States listed both school and non-school (outside service agency) personnel as providing this assistance. The educational administrators most frequently identified the teacher as the primary in-school person who assisted students in exploring postsecondary options. Rehabilitation counselors were identified by the respondents as non-school personnel who assisted hearing-impaired students in this decision-making process.
Teaching Young Deaf People: An Instructional Strategy
Authors: DeCaro James J. , Blake Rowland S.
Published: April 2013

This article presents a five-phase instructional strategy that has been successfully applied in the design of instruction for hearing-impaired youth. The five phases (orientation, presentation, practice, review, and evaluation) transcend content, organization of content, and mode of delivery. Experience has shown that systematic application of these five phases can be very effective in enhancing instruction.
An Outpatient Treatment Approach for Hearing-Impaired Alcoholics
Authors: Jorgensen Donald G. , Russert Connie
Published: April 2013

Since the fall of 1980, one counselor who specializes in alcoholism treatment and one who works with the hearing impaired have been meeting on a weekly basis with a group of hearing-impaired alcoholics, several of whom have remained sober for many months. The conversational languages of the hearing-impaired members range from ASL to signed English, but all are able to communicate in ASL. The purpose of this article is to share experiences in forming this outpatient treatment program for the hearing-impaired alcoholic. Problems encountered, knowledge that has been gained, and implications for further development will be discussed.
A Comparison of English Language Skill Improvement between Interdisciplinary and Noninterdisciplinary English Classes
Authors: Malcolm Andrew , Albertini John A. , Burke Margaret E. , Humphrey Brenda K.
Published: April 2013

There were 14 students with good speech and hearing discrimination selected from the class entering NTID in 1979, and a matched control group was selected from data on 1978 students. The experimental group was taught half of each week by a speech pathologist and an audiologist and the other half by an English specialist. The control group was taught by the English specialist using the same highly-structured course materials. The experimental group made significantly greater gains in reading comprehension than the control group.
Television Program + Script = High Motivation in Vocabulary and English
Authors: Hendricks Paula , Fleharty Janet , Northup Nancy
Published: April 2013

The purpose of this project was to develop a better attitude toward reading, vocabulary, and written expression among students 11-13 years old with waning motivation in English and reading. The mode for accomplishing this project was the use of scripts and the TV program, "The Lion, the Witch, and the Wardrobe." The students were enthusiastic about the program. All of them increased their vocabulary, became more motivated in reading, and wrote more colorful descriptive sentences and paragraphs. Students' attitudes toward reading improved as evidenced by longer attention spans, no behavior problems, and requests for more reading. Student use of vocabulary and grammatical structures carried over into written assignments and conversational usage.
The Test of Syntactic Abilities and Microcomputers
Authors: Jones Barry W. , Grygar Joe
Published: April 2013

In this paper, the authors will briefly consider the rationale for the development of the Test of Syntactic Abilities (TSA) with particular emphasis on the Screening Tests of the TSA. The methods of administering and interpreting the tests as a paper and pencil task will be compared and contrasted with the procedures now available on diskettes for use on the Apple II microcomputer.
The Influence of Context on Deaf Readers' Understanding of Passive Sentences
Authors: McGill-Franzen Anne , Gormley Kathleen A.
Published: April 2013

In this study, fourth and second-reader level deaf students matched for age were assessed on comprehension of truncated passive sentences under two task conditions. Subjects were asked to identify the picture representing the agent and object relationship in truncated passive sentences which were presented in isolation in the first task and embedded within familiar prose passages in the second task. Contrary to prior research, neither age nor reading level were significant factors in deaf subjects' understanding of truncated passive sentences. Rather, older and younger deaf students, regardless of reading level, demonstrated significantly improved comprehension when sentences were embedded in text. The results of the study were discussed in terms of teaching the deaf complex syntax. It was suggested that increased experience with connected text may be a facilitative influence on the mastery of complex syntax among deaf students.
Chapter 7: Videodisc Update
Authors: Propp George , Nugent Gwen , Stone Casey
Published: April 2013

The Media Development Project for the Hearing Impaired has been involved in the design and production of videodisc programs since December 1978, with 10 disc sides to be completed by September 1980. These 10 discs utilize various instructional strategies and capitalize on the videodisc's ability to meet the educational needs of hearing-impaired students. Evaluations of disc materials have verified that the videodisc is appropriate for individualized instruction and that the control and flexibility it provides offer definite instructional advantages.
Chapter 39: Using Imagery to Teach Independent Pronunciation Skills to Deaf College Students
Authors: Pschirrer Lawrence
Published: April 2013

In order to attain independent pronunciation skills, deaf students must become proficient in the use of a phonetic symbol system. Before 1978, students enrolled in the Pronunciation course at the National Technical Institute for the Deaf were usually able to empty the four or five new symbols they learned in each class session but often had difficulty retaining symbols used in previous sessions. Past research has revealed that deaf students are not likely to develop their own strategies for a memory task but improve markedly in recall accuracy and speed when they are instructed to the use of an effective strategy. Therefore, a specially designed visual mnemonic strategy was introduced into the curriculum with excellent results.
Captioned Television and Hearing-Impaired Viewers: The Report of a National Survey
Authors: Blatt Joseph , Sulzer James S.
Published: April 2013

In fall 1980, the WGBH Caption Center conducted a national mail survey to determine media habits and preferences among hearing-impaired people. The survey was undertaken to supplement audience ratings reports for WGBH's Captioned ABC News and to collect preliminary information to guide future captioning efforts. Responses were received from 1,745 people, 59% of the mail sample. Respondents were primarily deaf, with an early age of onset. They averaged high levels of newspaper reading and captioned television viewing. Roughly 50% reported watching the Captioned ABC News two or more times per week. Level of education was found to be significantly related to news reading and television viewing behavior. The response rate and the findings suggest that such direct approaches to the hearing-impaired students can provide important and useful data for captioned program producers.
Identification of the Mentally Gifted Minor Deaf Child in the Public School System
Authors: Whiting Sally Anita , Anderson Lonna , Ward Janet
Published: April 2013

This article was written because of numerous inquiries received by the authors concerning the identification of mentally gifted deaf. The interest arose following a statement which appeared in the April 1977 Directory issue of the American Annals of the Deaf to the effect that we were conducting a project entitled, "Search for Mentally Gifted Minor Deaf." It is hoped the information which follows will be helpful to those who have expressed an interest in this area.
Conflict Resolution Training Program: Problem Solving Strategies for Hearing-Impaired Students with Behavior Problems
Authors: Owner Susan Zylstra , Ulissi Stephen Mark
Published: April 2013

"Inappropriate," "impulsive," and "distractable" are labels frequently associated with behaviorally disordered hearing-impaired youths. The individual who stands out in a crowd because of socially unacceptable behavior not only fails to mature interpersonally but may also be deprived of appropriate educational treatment and vocational opportunities. The present paper introduces a method of teaching social/emotional skills known as Conflict Resolution Training. This program has been designed to teach hearing-impaired children to utilize problem solving techniques to successfully resolve interpersonal difficulties. The primary goal of such training is to provide students with the skills necessary to independently resolve problems through the utilization of effective and socially acceptable means. Training is conducted in small groups through a series of sequenced sessions guided by a team consisting of the students' classroom teacher and a mental health professional. This stepwise approach to teaching problem solving, blended with the background and skills of the training team, has received promising results with elementary and middle-school students served in multiply handicapped hearing-impaired classrooms.