bluuebunny/crossref_metadata_2025 huggingface dataset:
Research-Based Language Intervention Strategies Adapted for Deaf and Hard of Hearing Children
Authors: Luetke-Stahlman Barbara
Published: July 2012

Strategies found to facilitate the language development of young, hearing children are reviewed in this paper, and adaptations and examples for use with deaf and hard-of-hearing children are provided as alternatives to simply advising professionals and parents to increase the quantity of conversation with these children. It is suggested that adults accelerate the language acquisition of deaf and hard-of-hearing students by capitalizing on the linguistic opportunities provided in particular environments, rearranging environments, being responsive to indications that children have comprehended messages and are open to risk communication, and specifically by intervening on form, content, and use skills. The author challenges professionals to document empirically the usefulness of each language intervention technique presented here.
What They Didn't Know May Have Helped Us: How the Supreme Court Misinterpreted the Role of Sign Language Interpreters
Authors: Siegel Paul
Published: July 2012

In Zobrest v. Catalina Foothills School District (1993), the Supreme Court ruled that using state monies to pay for a sign language interpreter's services in a parochial school setting did not violate the Establishment Clause. That decision was based on a flawed reading of the role played by sign language interpreters and the implications of that role within the rubric of traditional First Amendment jurisprudence. This article explores why the interpreter's role is constitutionally significant. It then contrasts the two competing models set before the Court, the mechanical model and the full participant model. After finding that the latter model is the more accurate depiction of the interpreter's role, the article examines several unique features of interpreting between spoken and spatial languages that suggest a more sophisticated Court would have ruled against the Zobrests.
Physical Education for Deaf Students
Authors: Stewart David A. , Ellis M. Kathleen
Published: July 2012

An ideal physical education program would be one that focuses on aspects leading to lifelong participation in and enjoyment of physical activity accompanied by appropriate fitness levels. Often, physical education classes are the only physical activity that many children receive throughout the day, and without them, an even greater number of children, including those who are deaf, would be prone to aspects associated with sedentary lifestyles. Schools need to involve their students in daily physical education classes. The emphasis of such a program should be placed on promoting physical fitness and developing skills that lead to a lifelong enjoyment of physical activity and healthy lifestyles. This paper reviews the literature on the state of physical fitness among deaf students and describes an exemplary physical education program that was implemented at a school for deaf children.
Efficiency of Screening Procedures for Assigning Levels of the Stanford Achievement Test (Eighth Edition): to Students who are Deaf or Hard of Hearing
Authors: Holt Judith A.
Published: July 2012

Assignment to an appropriate test level is crucial to the validity of standardized test scores. The present study examined the efficiency of the Reading Screening Tests and Mathematics Screening Tests developed by the Center for Assessment and Demographic Studies (CADS) of Gallaudet University for assigning levels of the Stanford Achievement Test, 8th edition (SAT-8), to deaf and hard-of-hearing students. Data were collected from programs participating in the 1990 test standardization with this population. It was found that while the screening procedures provide a credible means of assigning test levels, they are more effective for the SAT-8's Reading Comprehension, Total Language, Mathematics Computation, and Mathematics Applications subtests than for the Spelling and Concepts of Number subtests. This article concludes with recommendations in regard to individual subtest assignments.
Fostering Reader Response and Developing Comprehension Strategies in Deaf and Hard of Hearing Children
Authors: Cerra Kathie Krieger , Watts-Taffe Susan , Rose Susan
Published: July 2012

In response to the increasing use of children's trade books in school reading programs, this article reviews the use of real text, drawing on the application and interaction of two distinct perspectives: reader response theory and comprehension instruction. The authors propose the need to combine knowledge of instruction with the new focus on the role of the reader within response theory and within comprehension research. This article suggests how comprehension instruction and response to literature activities can intersect in the classroom for students who are deaf or hard of hearing. Explicit models and instructional strategies are discussed in the framework of this bimodal approach to reading. A sample list of high quality children's books, including several trade books that feature deaf or hard of hearing characters and issues, is provided as a resource for teachers.
Deaf Autonomy and Deaf Dependence: The Early Years of the Pennsylvania Society for the Advancement of the Deaf
Authors: Boyd Reginald , Van Cleve John
Published: July 2012

Deaf history is more complex and ambiguous than previous studies have indicated, and historians' preoccupation with the manual-oral controversy has precluded a full understanding of deaf people's lives. The historical interests and organized efforts of the Pennsylvania Society for the Advancement of the Deaf (PSAD) transcended language issues and focused on balancing the risks and the benefits of deaf self-determination. One hundred years ago, PSAD's leaders concentrated their efforts on philanthropy and lobbying for the general good of deaf Pennsylvanians, while remaining silent on controversies over deaf education. In effect, they accepted oralism and hearing hegemony in education in exchange for deaf autonomy and improvement in other areas of life. If the PSAD's experience is typical of other state organizations, simple historical models that focus on the actions of hearing oppressors obscure the actual creativity, struggles, and sophistication of America's deaf leaders.
Digit Span, Articulatory Suppression, and the Deaf: A Study of the Hong Kong Chinese
Authors: Chincotta May , Chincotta Dino
Published: July 2012

Are the deaf capable of encoding, storing, and rehearsing visually presented information in phonological form? Using a working memory paradigm, the effect of articulatory suppression, a procedure consistently shown to eliminate phonological coding in hearing people, was examined for 15 orally trained, congenitally deaf, Hong Kong Chinese children. Digit span measures were obtained under normal conditions, with articulatory suppression, and kinesthetic suppression. Performance was compared to a control group of hearing children matched for educational level. Digit span measures for the deaf were lower compared to controls for all three conditions. However whereas suppression had a deleterious effect on digit span compared to both normal and tapping conditions for hearing subjects, no differences were observed for the deaf. The present results suggested that orally trained Chinese deaf did not encode information in an exclusively phonological manner and indicated the use of multiple encoding strategies. Given the possibility of differences between Chinese language processing compared to other language systems it would be injudicious to extend the present findings to all deaf populations pending further research.
Outreach: The Resource of State Schools for the Deaf
Authors: Delgado Gilbert L.
Published: July 2012

Sixty-five state supported schools for the deaf were surveyed to obtain basic data on the provision of statewide outreach services. Fifty schools (77%) responded, 41 (82%) of which were engaged in state-wide outreach. Twelve states are authorized by statute, 13 by interagency or memorandum of agreement with SEAs (State Education Agency) or LEAs (Local Education Agency). Sixteen states have undertaken these efforts independently or under less formal arrangements. Funding varies—some receive state or federal funds, others include such services as part of their regular budgets. The data contained herein should be valuable to schools and states wishing to become "partners" in the education of deaf children.
Educational Conditions Related to Successful Full Inclusion Programs Involving Deaf/Hard of Hearing Children
Authors: Afzali-Nomani Elahea
Published: July 2012

Educators involved in full inclusion programs for deaf or hard of hearing children were asked to rate the impact of these programs on both D/HH and hearing children. Three criteria were used: academic achievement, social adjustment, and self-confidence/ esteem. Raters also described the degree to which each of 27 educational conditions were present in their school. These conditions were combined into five categories and scales were constructed for assessing each. χ 2 was employed to discover relationships between educational conditions and the three criteria. Multiple regression analysis was used to predict student outcomes on the basis of the five scales. The impact of full inclusion was more favorable if D/HH children received social encouragement, if a full range of placement options were available, and if teachers and parents supported the program.
Differences in the Use of American Sign Language Morphology by Deaf Children: Implications for Parents and Teachers
Authors: Galvan Dennis
Published: July 2012

Newport (1988) has noted differences in how American Sign Language (ASL) is used by the following three groups of deaf adults: those with deaf parents (native signers); those, with hearing parents, who learned ASL upon entering school at age 5 years (early signers); and those who learned to sign after puberty (late signers). The present study extends this research to children by investigating the use of morphological inflections in ASL by native and early signers. Thirty deaf children between ages 3 and 9 years were asked to sign a story in ASL. The videotaped stories were analyzed for morphological and contextual complexity. Qualitative differences were found between native and early signers on measures relating to the aspectual complexity of signs but not on measures relating to the complexity of the utterance. Implications of these differences are discussed in terms of communication at home and ASL use in the classroom.
Cooperative Conversations: The Effect of Cooperative Learning on Conversational Interaction
Authors: Miller Kevin J.
Published: July 2012

An ongoing challenge for educators of deaf and hard-of-hearing students is to find opportunities for students to use their language skills in a functional way, that is, through conversation. This study was initiated to determine whether cooperative learning is a viable means of encouraging mainstreamed hard-of-hearing students to engage in conversational interaction with their hearing peers and teachers. A single-subject design utilizing three mainstreamed hard-of-hearing subjects attending middle school was used to examine this question. Results of the study indicated that cooperative learning positively influenced the conversational turns, initiations, moves, and mean length of turn in these hard-of-hearing subjects.
Cochlear Implants in Prelingually Deaf Children
Authors: Rose Darrell E. , Vernon McCay , Pool Angela F.
Published: July 2012

All private and public residential and day schools for the deaf in the U.S. that have 100 or more students were surveyed to see how many prelingually deafened students they had with cochlear implants and how many of these students were still using the device. Responses came from 70% (45 of 64) of those schools surveyed. Of the 151 implanted children identified, 71 (47%) were no longer using the cochlear implant. Of the remaining 80 children (53%) still wearing the device, we could not specifically determine by survey the percentage who derived significant benefit from the device and the percentage who did not. However, numerous comments by those returning the questionnaires indicated despondency over the results of the implant.
The Effectiveness of an Intervener Model of Services for Young Deaf-Blind Children
Authors: Watkins Susan , Clark Thomas , Strong Carol , Barringer Donald
Published: July 2012

Project Validation of the Intervener Program (VIP) studied and documented the effectiveness of the Intervener Service Model which provides the services of a paraprofessional (called an intervener) to families of young children who are deaf-blind. The intervener provides auditory, visual, and tactile stimulation for the child and helps the child develop interactive behaviors instead of isolated, defensive, or self-stimulatory behaviors. The intervener also enables the parents to obtain much needed respite. Project VIP obtained abundant quantitative and qualitative data on the effectiveness of the Intervener Service Model. The data strongly support the need for Intervener Services for young children who are deaf-blind and their families.
Psychological Evaluation of Adults in a Cochlear Implant Program
Authors: Aplin D. Yvonne
Published: July 2012

Relatively few papers have been written about the psychological evaluation of cochlear implant patients, compared to the number of reports on surgical and audiological aspects. Formal and informal psychological assessment are an integral part of the cochlear implant program at Manchester and contribute to team decisions about the suitability of patients for implantation. The psychologist also monitors the subsequent progress of recipients. This paper describes the major reasons for carrying out psychological evaluations of prospective recipients and for monitoring their psychological status. The main assessment techniques used in the Manchester program are outlined. Group findings from the initial assessments of the first 40 cochlear implant patients (including five deaf-blind patients) are also reported.
Advanced Learning Technology for a Bilingual Education of Deaf Children
Authors: Volterra Virginia , Pace Claudia , Pennacchi Barbara , Corazza Serena
Published: July 2012

Italian deaf children in elementary and middle school have limited competence in written Italian, which is in part caused by difficulties with lexical and morphosyntactic aspects of the Italian language. This study describes a recently developed interactive multimedia application designed to facilitate deaf children's access to new information and reports the results of an initial experiment conducted with deaf elementary and middle school children. Subjects were twelve deaf children with varying backgrounds and linguistic competencies, ranging in age from 6;6 to 16;1 years. Experimentation was structured in three phases. In the initial phase, children explored the computer environment freely, and in the two subsequent phases, children were presented with activities requiring use of the application to obtain information. Results of a final evaluation indicated that all children were able to use and profit from the application. Findings are discussed in terms of bilingual methods of education for deaf children and their implications for increasing deaf children's competence in written language.
Narrative Therapy and Children with Hearing Impairments
Authors: Furlonger Brett E.
Published: July 2012

Narrative approaches to psychology converge around the idea that therapy is essentially a special kind of conversation that elicits a client's strengths, competencies, and solutions. The psychologist is seen to assist in creating conversations that reveal the client's expertise and empower the client to change. The narrative approach is potentially valuable to psychologists working with children with good oral language who are deaf or hard of hearing. Just as important, while the psychologist and the client explore and explicate complex issues within the problem-solving process, the "balance of power" is changed and the child becomes better able to assume control of the problem. Two case studies are used to explore the narrative process of "externalization" with children with good oral language who are deaf or hard of hearing.
In-Service Trends: General Education Teachers Working with Educational Interpreters
Authors: Beaver Darcy L. , Hayes P. Lynn , Luetke-Stahlman Barbara
Published: July 2012

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 nation-wide 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.
Constructions of Educational Meaning in the Narratives of Four Deaf Women Teachers
Authors: Compton Mary V.
Published: July 2012

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.
The Relationship Between Emotional-Behavioral Functioning and Personal Characteristics on Performance Outcomes of Hearing Impaired Students
Authors: Furstenberg Karen , Doyal Guy
Published: July 2012

Performance outcomes, emotional-behavioral functioning and other selected variables of deaf and hard of hearing students ages 11 through 21 years representing a variety of educational placements and levels of hearing loss were investigated. Results showed that deaf and hard of hearing students generally scored high on the outcome competencies and emotional-behavioral functioning was within the normal range. Statistically significant correlations were found between many of the performance outcomes and emotional-behavioral functioning. Multiple linear regression analyses revealed that the composite score of the emotional-behavioral scale was a statistically significant predictor for four of the outcome categories. Mainstreamed students scored higher on all of the outcome categories than students in other program placements, but there was no difference in emotional-behavioral functioning between groups. Level of functioning appeared to be unaffected by the degree of the students' hearing loss.
Screening Procedures Used to Identify Children With Hearing Loss
Authors: Barringer Donald G. , Strong Carol J. , Blair James C. , Clark Thomas C. , Watkins Susan
Published: July 2012

This study focused on the hearing-screening procedures used to identify children who have hearing losses who were later enrolled in SKI*HI parent/infant programs throughout the country. Responses to a questionnaire for 1,404 children indicated that although auditory brainstem response (ABR) technology provided the lowest mean identification age, informal hearing-screening procedures (parental suspicion and referral) were the procedure of identification for 80% of the children. The data suggest that formal screening programs are not presently locating the vast majority of infants who have hearing losses. Recommendations for professional and parental education in the area of hearing-loss screening are provided.
Health Education Curricula in Residential Schools for the Deaf
Authors: Clark Jeffrey K.
Published: July 2012

The purpose of the present study was to determine the extent to which comprehensive (K-12) school health education was required. Permission to modify survey questions from the American School Health Association and the National School Board Association was obtained. As part of a larger study, ten items of the questionnaire were used to identify the status of health education in residential schools for the deaf. The questionnaire was mailed to institutions listed in a Reference Issue of the American Annals of the Deaf . Twenty-five institutions responded and results were tabulated using descriptive statistics. Twenty-two (88%) of the responding schools indicated a comprehensive health instruction program was in place, with 60% of respondents had specified time requirement for health instruction. The majority of responding institutions reported that teachers responsible for teaching the health curriculum to the deaf were not required to be certified in health education. Health education certification for educators of the deaf would assist in upgrading the quality of health education in residential schools for the deaf.
Receptive Sign Vocabulary Tests: Tests of Single-Word Vocabulary or Iconicity?
Authors: White Alfred , Tischler Shelly
Published: July 2012

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.
Language Preference and Communication Development of a Hearing and Deaf Twin Pair
Authors: Gaines Rosslyn , Halpern-Felsher Bonnie L.
Published: July 2012

This observational study examined the development and use of communication in a pair of deaf and hearing monozygotic twins from 13 months of age until 36 months of age. One twin contracted meningitis at 7 months, leaving her profoundly deaf but without other measurable sequelae. The other twin is normal in all respects. The prelingual twins were enrolled in a total communication preschool program where, with their parents, they participated in activities designed to enhance the language skills of deaf children. The twins were videotaped monthly, first at their preschool program and later at home. All forms of communication were recorded, including signs, vocalizations, and hand and body gestures. Additionally, eye gaze direction and body positions during communication were noted. Comparisons between the deaf and hearing twins showed that although both children were able to learn language and communicate successfully, the hearing twin preferred a vocal form of language, whereas the deaf twin used mostly sign language. Moreover, the hearing twin's communication was usually responsive, while the deaf twin's communication was comprised mostly of imitative signs and gestures. Methods of teaching a profoundly deaf child to communicate are discussed.
Pages from the Past—Deaf-Mutia: Responses to Alienation by the Deaf in the Mid-Nineteenth Century
Authors: Winzer Margret A.
Published: July 2012

The development of the deaf community in the mid-nineteenth century was intimately linked to schooling. Although a matrix of variables contributed, a major factor underlying the community's enduring strength was the alienation suffered by deaf persons in society. To counter this alienation, proposals emerged throughout the nineteenth century for the formation of a separate deaf state. The most significant of these was the plan of Flournoy in the late 1850s.
Assessing the Efficacy of an Academic Hearing Peer Tutor for a Profoundly Deaf Student
Authors: Burley Suzanne , Gutkin Terry , Naumann Wendy
Published: July 2012

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.
Speechreading and Speechreading Tests: A Survey of Rehabilitative Audiologists
Authors: White Susan , Dancer Jess , Burl Nola
Published: July 2012

Members of the Academy of Rehabilitative Audiology were surveyed to determine their views on speechreading and speechreading tests. Although a minority of those surveyed were providing speechreading training, most considered speechreading important but were concerned about the validity and usefulness of speechreading tests. Audiologists felt a need for new speechreading tests in all age groups, ranging from preschool to older adults. Thus, there is a need for new speechreading tests to go along with the new methods of training, such as speech tracking.
A Longitudinal Study of Intellectually Gifted Deaf and Hard of Hearing People: Educational, Psychological, and Career Outcomes
Authors: Vernon McCay , LaFalce-Landers Elizabeth
Published: July 2012

Fifty-seven gifted deaf and hard of hearing people were followed longitudinally to determine their current educational, career, and mental health status. Of the 49 who were old enough for postsecondary schooling and for whom data were available, 86% attained some postsecondary education. Of these, 43% graduated from a four-year college and 18% attended graduate school. Of the 57 total cases, 39% experienced mental illness of a severity requiring either inpatient hospitalization or outpatient therapy. Occupationally, 33% of the total sample were in professional or supervisory roles, 18% were technicians or craftspeople, and a surprising 30% were unemployed. People with progressive and late-onset hearing losses had especially severe problems of adjustment and employment. Demographic data and a further breakdown of the above information are provided.
Coteaching Deaf and Hearing Students: Research on Social Integration
Authors: Kluwin Thomas N.
Published: July 2012

C oteaching , also known as team teaching , offers an alternative to the dilemma of choosing between the residential school, which offers a deaf community but sometimes a poor record of achievement, and inclusion, which promises better achievement but results in increased social isolation. Under a coteaching arrangement, deaf or hard of hearing students can share a deaf peer group while being exposed to the social contact and academic requirements of a mainstream class. The study sample consists of the deaf or hard of hearing students at one elementary school on the West Coast with extensive experience with coteaching, plus a random selection of their hearing peers. Students were administered the Piers Harris Children's Self-Concept Scale (Franklin, 1981), My Class Inventory (Fisher & Barry, 1985), and the Childhood Loneliness Scale (Asher, Hymel, & Renshaw, 1984). Consistent results indicated that while age differences appeared, there were no negative social consequences of coteaching for deaf students. The study indicates that on the basis of social benefits, coteaching warrants further systematic research.
Preschool Teachers' Theoretical and Pedagogical Stances on the Language and Literacy Development of Deaf and Hard-of-Hearing Children: Implications for Teacher Preparation and In-Service Programs
Authors: Williams Cheri L.
Published: July 2012

This study was an investigation into three preschool teachers' theoretical and pedagogical stances on the language and literacy development of deaf and hard-of-hearing children. Transcripts from formal, audiotaped interviews provided the primary data source for the investigation of the teachers' theoretical orientations toward language and literacy learning. The primary data sources used in examining the teachers' instructional practices were videotape recordings, handwritten field notes, and photographs of the teachers and their students participating in classroom language and literacy events over a six-month period. Data were analyzed inductively using the procedures and techniques related to grounded theory analysis. Results of the study indicated that the teachers held differing theories and that these theories influenced the teachers' instruction in significant ways. The study highlights the growth in one teacher's perspectives and the resulting changes in her classroom practice.
Reading?...Pah! (I Got It!): Innovative Reading Techniques for Successful Deaf Readers
Authors: Schimmel Connie (Ruth) S. , Edwards Sandra G. , Prickett Hugh T.
Published: July 2012

A reading program utilizing five components—a shortcut to phonemic awareness, Adapted Dolch words, Bridge lists and the Bridging process, reading comprehension, and American Sign Language development/language experience stories—was administered to 48 elementary school students at a residential school for the deaf. Data analyses reveal dramatic gains in students' reading levels and academic behavior, teachers' growth in reflective sign skills, and students' and teachers' overall growth in ASL skills, resulting in a more organized, consistent approach to linguistic input and usage.
The Effectiveness of an Interactive Instructional Context: Principles from the Parent-Child Interaction Literature
Authors: Schneiderman Ellen
Published: July 2012

In the present study, the effectiveness of embedding a targeted linguistic structure within an interactive instructional context is examined. Ten subjects participated in a communication-games intervention which contained seven interactive elements drawn from the parent-child interaction literature. Ten subjects were assigned to a control group. A comparison of student performance before and after intervention supports the effectiveness of adopting instructional strategies that are consistent with a social-interaction perspective on language development. Qualitative results are presented that illustrate each of the interactional characteristics of the intervention. Implications for practice are discussed.
Deaf Adolescents' Knowledge of AIDS: Grade and Gender Effects
Authors: Baker-Duncan Nancy , Dancer Jess , Gibson Brooks , Gentry Betholyn , Highly Pat
Published: July 2012

Adolescents attending 5 state schools for the deaf responded to a 35-item questionnaire designed to probe their knowledge of AIDS. The 129 students in grades 9-12 had extremely limited core knowledge of AIDS, with the correct answers to only 8 of the 35 questions known by most students in all 4 grades. A minority of males and females knew the answers to most questions, indicating that AIDS education programs for deaf adolescents are urgently needed.
Play Behavior and Communication Between Deaf and Hard of Hearing Children and Their Hearing Peers in an Integrated Preschool
Authors: Minnett Ann , Clark Karen , Wilson Gayle
Published: July 2012

Sixty preschoolers (30 deaf and hard of hearing, 30 hearing) were observed in their integrated school during "centers" and outdoor play. Half the children experienced auditory communication and half total communication modes of communication. All children had known their classmates for six months to three years. It was found that all children preferred to play and communicate with same-hearing status children, however 63% of all children communicated with children of other-hearing status. Amounts of social play and communication differed somewhat between the two communication environments, and context of interaction was related to the behavior and communication of children who were deaf and hard of hearing. Implications are discussed for the education of young children who are deaf and hard of hearing - specifically that educational and social benefits accrue to those who are integrated throughout the school day (across context) and have access to hearing classmates and classmates who are deaf and hard of hearing.
ENFI — An Approach to Teaching Writing Through Computers
Authors: Marlatt Edward A.
Published: July 2012

An ongoing challenge for teachers of deaf students is to give these students a natural environment for writing English. Electronic Networks for Interaction (ENFI) provides a natural approach to teach writing skills to these students, making English more accessible. ENFI can be used in a variety of classroom activities giving opportunity to use writing for communicative purposes without struggling with the language.
Reading Comprehension of Deaf Readers: The Impact of Too Many or Too Few Questions
Authors: LaSasso Carol J.
Published: July 2012

Reading comprehension need not be considered to be an elusive construct; for most readers, nonclinical reading problems can be viewed simply as a process influenced by readers' questions. Most reading comprehension difficulties of deaf readers can be addressed in a straightforward and effective manner once it has been determined whether the reader has too few or too many questions while reading. This article explains the relationship between the number and type of questions deaf readers have and their comprehension of the reading material. It also describes intervention strategies that can be used to improve comprehension. The article is intended for teachers and other professionals who work with deaf students, deaf adults who have reading problems, and parents who have a deaf child with a reading problem.
Constructing Meaning from Narrative Text: Cognitive Processes of Deaf Children
Authors: Schirmer Barbara R.
Published: July 2012

The purpose of this study was to examine the reading comprehension processes of deaf children during the reading of narrative text by exploring the predictions they made when the material confirmed and did not confirm their expectations. The subjects were 48 deaf children in upper elementary and junior high school. Each read a well-formed and non-well-formed story, half of which began with a thematic organizer. They were asked to make predictions at three points in each story. It was found that (1) when the children made elaborated predictions, they tended to make them with both stories, (2) elaborated predictions were related to reports of mental imagery, and (3) more elaborations were reported near the beginning and end of non-well-formed stories and stories with no organizers.
Changing Attitudes About the Employability of the Deaf and Hard of Hearing
Authors: Zahn Susan Brown , Kelly Laura J.
Published: July 2012

Hearing students viewed a videotape featuring positive deaf and hard of hearing role models in a variety of employment settings. Attitudes about the employability of these individuals were measured in a pretest posttest control group design. Attitudes after viewing the role model videotape were significantly more positive than those reported prior to viewing the videotape. Respondents were able to generalize their positive attitudes beyond the limited number of occupations featured in the tape to other occupations. Further, the attitude change was of an enduring nature, with posttest two results indicating no significant attitude change from posttest one attitudes. The findings of the present study indicate that videotape can be an effective means of introducing positive deaf and hard of hearing role models in both educational and employment settings.
The Challenge of Attention Deficit Disorder in Children Who Are Deaf or Hard of Hearing
Authors: Kelly Desmond , Forney Joan , Parker-Fisher Stacy , Jones Michael
Published: July 2012

Attention Deficit Disorder is a common cause of school problems. Yet, the condition has not been examined extensively in children who are deaf or hard of hearing. In this article, the varying manifestations and sub-groups of the condition and its impact on the behavior and performance of these children are discussed. Its prevalence is examined by a review of the literature and an analysis of studies at a state residential school for the deaf. In this population, the prevalence appears to be similar to that reported in hearing children; however, some subgroups of deaf children, such as those with acquired hearing loss, are at greater risk. Recent legislative initiatives concerning the condition are discussed, as are challenges for managing the problem and directions for future research.
Strategies Deaf Mothers Use When Reading to Their Young Deaf or Hard of Hearing Children
Authors: Lartz Maribeth Nelson , Lestina L. Jill
Published: July 2012

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 video-tapes 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.
Aiming for Consistency in the Way Teachers Sign
Authors: Stewart David A. , Akamatsu C. Tane , Becker Betsy
Published: July 2012

A four year study examined the effects of a sign communication intervention program designed to enhance teachers' ability to consistently code English into sign. The secondary goal of the project was to help teachers use American Sign Language as an intervention tool for enhancing students' comprehension of instructions. Starting with an initial sign to speech ratio of 59.8% and 66.2%, two teachers were able to improve their ratio to 98.9% and 89.7% respectively. The basic components of the intervention program are presented along with their rationale. A breakdown of the sign to speech ratio is provided in an examination of how effectively the teachers coded articles, pronouns, sign markers, and the verb "to be."
Essential Practices as Adults Read to Meet the Needs of Deaf or Hard of Hearing Students
Authors: Luetke-Stahlman Barbara , Hayes P. Lynn , Nielsen Diane Corcoran
Published: July 2012

Most deaf or hard of hearing students do not read proficiently (Karchmer, Milone, & Wolk, 1979; Allen, 1986), yet Winzer (1985) found no agreement as to the best way to teach reading to them. We reviewed the literature in related fields in an attempt to assist teachers and parents in identifying practices that are supported by research and linked to literacy attainment. We were especially impressed by the work of Adams (1990) with regard to the practices that promote proficient reading in hearing students, as well as by that of Hoggan and Strong (1994), who studied the techniques of those working with students with language disabilities. The result of our review was a rationale and description of ten practices that we suggest are essential to include when reading to students if they are to become proficient readers themselves. Our work is particularly applicable when adults are using the methods of read aloud, adult/student shared reading, and adult guided reading. These essential practices can be modeled by teachers for parents and others working with students as they develop reading skill.
Evaluating and Managing Attention Deficit Disorder in Children Who Are Deaf or Hard of Hearing
Authors: Kelly Desmond , Forney Joan , Parker-Fisher Stacy , Jones Michael
Published: July 2012

Effective management of children who are deaf or hard of hearing and faced with the added challenge of Attention Deficit Disorder requires a comprehensive and coordinated spectrum of services. A complex array of underlying or associated factors can mimic, cause, or exaggerate the symptoms. Careful diagnosis is thus essential and is the prerequisite for developing effective intervention. In this article, we present a practical approach to the problem, based on experience with a model treatment program at a residential school for the deaf. Suggestions are provided regarding the diagnostic work-up of children presenting with attention problems. Management approaches are discussed for the classroom, home, and residential area as well as specialized therapeutic intervention and the use of medication. A model for implementing a treatment program in a school is presented, and future challenges are discussed.
Preschool Deaf and Hard of Hearing Students' Interactions During ASL and English Storytelling
Authors: Schick Brenda , Gale Elaine
Published: July 2012

The purpose of this study was to compare the quality and quantity of interaction by deaf and hard of hearing children during stories told in different language conditions. Twelve stories were told to preschool children in three conditions, using pure ASL, using pure SEE II, and using SEE II with ASL features and ASL structures. All interactions of four profoundly deaf and hard of hearing children, ages 4;7 to 5;1 were coded. All children had been in a preschool program that used SEE II but had regular storytelling in ASL. The results indicate that children participated more and initiated more interactions during story conditions that were either pure ASL or contained ASL signing. In addition, children referred to the book more often during the ASL condition. In general, the data indicates that children might find stories told using ASL more interesting or engaging.
Conversation at Home: A Case Study of a Young Deaf Child's Communication Experiences in a Family in Which All Others Can Hear
Authors: Evans Judith F.
Published: July 2012

In the past, much research on deaf children's language development has been conducted in schools and clinical settings to examine children's achievement of standard English or to study the effectiveness of mode of communication. The purpose of this study was to examine a deaf child's pragmatic development, her abilities as a language user in the naturally occurring situations of her everyday life at home. Observations, videotaping, and interviews were used to collect descriptive data of the child's conversation experiences with hearing family members. Findings reveal that deafness has had an impact on the family's beliefs and communication practices. Data show the child to be a competent communicator as she uses language appropriately for a variety of purposes, demonstrates her knowledge of the structural features of conversation, and employs an array of communication strategies to achieve mutual understanding with family members.
How Hard-of-Hearing and Deaf Children Learn Their Names
Authors: Rottenberg Claire J , Searfoss Lyndon W.
Published: July 2012

Data from a qualitative study on the literacy development of preschool hard-of-hearing and deaf children were analyzed to discover how the children learned to read, write, and spell or fingerspell their names. The research was conducted for 9 months in two preschool classes for hard-of-hearing and deaf children. Four hard-of-hearing and three deaf children participated. Data sources included extensive descriptive and interpretive field notes on classroom observations of the children, and drawing and writing samples from the children. Analysis revealed that the children learned that names are powerful expressions of identity through teacher demonstrations, immersion in a literacy-rich environment, and numerous opportunities to explore written language.
Deaf and Hearing Parents' Interactions with Eldest Hearing Children
Authors: Jones Elaine G. , Dumas Robert E.
Published: July 2012

Observational methods were used to gather data from 54 individuals in 9 Deaf-parented families and 9 hearing-parented families whose eldest hearing children were aged 7 to 11 years old. Transcripts of parent/child dyadic interactions during a vacation planning activity were analyzed using Condon, Cooper and Grotevant's (1984) Individuation Code. Repeated measures ANOVAS were conducted with the independent variables of the parent's gender (mother versus fathers) and group membership (Deaf-parented versus hearing-parented families) on the percentage of communication that reflected self-assertion, separateness, permeability, and mutuality. There were no significant differences between children from Deaf-parented families versus children from hearing-parented families. There was a significant main effect for parents in communication reflecting self-assertion; namely hearing parents had a higher percentage of self-assertive communication than Deaf parents.
Combining Conventional Group and Individualized Instruction: An Instructional Strategy for Deaf and Hard of Hearing Learner-Diverse Groups
Authors: Taylor Paul L.
Published: July 2012

Group and individualized instruction as an instructional strategy employs both classroom and individual interactions with deaf and hard of hearing students who have diverse learning and communicative styles. The instructional setting is an applications course which includes a laboratory component. Lectures are replete with personal computer (PC) demonstrations and are followed by laboratory sessions where each student independently replicates the techniques learned in class. Criterion referenced instructional (CRI) methods are used in the evaluation of each student's subject knowledge through direct observation of the student's use of a personal computer in a private setting. The goal of this strategy is to maintain the amenities of the classroom while replacing homework and examinations with individually paced competency-based assignments. The end result is the differentiation of a student's performance evaluations from his or her reading and writing skills.
Acquisition and Generalization of Social Behaviors in Language-Disabled Deaf Children
Authors: Rasing Eef J. , Duker Pieter C.
Published: July 2012

In the present study, the effectiveness of a multifaceted training package on the acquisition and generalization of three social behaviors—initiating interaction, interacting with others, and turn waiting—was assessed with nine 12- and 13-year-old language-disabled deaf children. The package included (1) child training and (2) supervision, feedback, and goal-setting by teachers and residential staff members. Steps were taken to promote generality of the effects and the social validity of the procedures. Data were collected within a multiple baseline design across behaviors. Visual inspection and statistical analysis showed that instances of appropriate target behaviors increased and were generalized across settings, activities, and subjects during the training procedure and that the effects were maintained following training.