bluuebunny/crossref_metadata_2025 huggingface dataset:
The Ability of Deaf Students to Understand Text: A Comparison of the Perceptions of Teachers and Students
Authors: Ewoldt Carolyn , Israelite Neita , Dodds Ron
Published: April 2013

Sixteen deaf high school students and nine of their teachers, two deaf and seven hearing, were interviewed for their perceptions of the interest and difficulty of three types of text. Students read and retold the texts and reported on their use of metacognitive strategies and comprehension monitoring and assessment. In this paper, we compare the perceptions of the teachers and students. The teachers in this study underestimated the extent to which their students could comprehend independently, often based on insubstantial evidence. The text perceived to be most difficult by both teachers and students was also considered the most interesting to students, but not to teachers. This text also fostered the greatest use of a variety of metacognitive strategies, suggesting that difficult materials should not be avoided or simplified for deaf students.
Thinking about Thinking: A Discussion of the Development of Cognition and Language in Deaf Children
Authors: Christensen Kathee M.
Published: April 2013

Teachers of the deaf are challenged to facilitate maximum cognitive and linguistic growth in each student. Often these teachers are not given models to use in assessment and classroom intervention practice with their students. This article suggests that a Piagetian approach to education of the deaf can be applied to other bodies of research to understand what occurs as a deaf child comes to a point of knowledge. The article reviews current research in language acquisition and cognitive development. It makes suggestions for the application of this research to education of the deaf.
Conservation and Metaphor Acquisition in Hearing-Impaired Children: Some Relationships With Communication Mode, Hearing Acuity, Schooling, and Age
Authors: Rittenhouse Robert K. , Kenyon Patricia L.
Published: April 2013

This study focused on conservation and metaphor acquisition in 35 hearing-impaired children who used different modes of communication and who spanned a wide age range. Children who used either cued speech or oral-aural communication modes were tested at two different school sites. Relationships were determined between the dependent variables, conservation and metaphor, and the independent variables of age, degree of hearing loss, years of schooling, and mode of communication. Findings revealed a significant positive relationship between conservation and metaphor in both communication modes. Significant relationships between age and metaphor and between age and conservation were also found, suggesting that experience plays an important role in understanding both of them. Neither conservation nor metaphor was significantly related to either degree of hearing loss or communication mode. The conservation order of acquisition was number (91%), weight (60%), volume (50%), and liquid (46%). Suggestions for teachers based on the findings are presented.
Total Communication Use Among Elementary Teachers of Hearing-Impaired Children
Authors: Mayer Peggy , Lowenbraun Sheila
Published: April 2013

This study examined the degree to which teachers' signed Manually Coded English messages represented their spoken utterances. Results indicate that educators in early elementary programs can, and do, provide a complete manual representation of their spoken English messages. This is in contrast with earlier research with middle school educators and parents of hearing-impaired children. Findings indicate that MCE proficiency may be influenced both by teacher attitude regarding the importance of signing a complete message and the degree to which program supervisors monitor teacher implementation of clearly specified MCE policies. Findings from this study have implications for programs to train teachers in using MCE and also provide information on the effects of program policy on teacher use of sign language.
Self-Concept in Hearing and Prelingual, Profoundly Deaf Students: A Comparison of Teachers' Perceptions
Authors: Cates Jim A.
Published: April 2013

A self-concept measure was administered to a group of 68 deaf students aged 8-19 years and a comparison group of 68 hearing students. Teachers for both of the groups completed observer reports of self-concept. Although tentative, the findings indicate that hearing teachers' perceptions of students' self-concepts are in closer agreement for hearing students than they are for deaf students. At the same time, the results show that deaf students do not appear markedly different from hearing students in their own reports of self-concept.
Reading Comprehension of Deaf Adolescent Residential School Students and Its Relationship to Hearing Mothers' Communication Strategies and Skills
Authors: Kampfe Charlene M.
Published: April 2013

A nationwide study was conducted to examine the relationship between prelingually deaf adolescents' reading comprehension scores and their hearing mothers' communication strategies and skills. Subjects included 201 students from six randomly selected residential schools for the deaf. Correlation coefficients, stepwise multiple regression analyses and analysis of covariance showed that for this group of subjects, method of communication used by mothers had no significant relationship with their deaf children's reading comprehension scores. No significant relationship was found between reading comprehension of the children of mothers who used manual communication and the age of the child when the mother began to sign. A potential relationship was found, however, between reading comprehension scores and signing skill levels of mothers who used manual communication.
Self-Concept Among Hearing Chinese Children of Deaf Parents
Authors: Chan Lik Man , Lui Brian
Published: April 2013

This paper discusses a study of Chinese children in Hong Kong that compared the self-concepts of hearing children of deaf parents with the self-concepts of hearing children of hearing parents. The study was based on the responses to a questionnaire given to 42 deaf couples and their 70 hearing children, and 41 hearing couples and their 82 hearing children. It found no differences in the self-concepts of hearing children of deaf parents and hearing children of hearing parents. However, it did find that deaf parents had lower self-concepts than hearing parents.
The Competencies Needed for Teaching Hearing-Impaired Students: A Comparison of Elementary and Secondary School Teacher Perceptions
Authors: Luckner John
Published: April 2013

Many hearing-impaired students demonstrate difficulty in academically measuring up to their hearing peers. The deficiencies become especially obvious during their secondary school years. This study surveyed a national sample of elementary and secondary level teachers of the hearing impaired to compare their perceptions of the competencies needed to work with hearing-impaired students. The results suggest that teachers at both levels believe that some skills are fundamental for all teachers of the hearing-impaired, regardless of the age level of the students. However, the data also suggest there are some important differences. Concerns about state certification procedures and current practices in teacher training programs are discussed.
Role-Taking Ability and Social Behavior in Deaf School Children
Authors: Cates David S. , Shontz Franklin C.
Published: April 2013

This study assessed the relationship between role-taking skill and social-emotional adjustment in deaf children. Twenty-three prelingually deafened boys and girls between 7 and 14 years of age were administered a role-taking task, surreptitious behavioral measures of helping and altruism, and a measure of nonverbal intelligence. In addition, two professionals experienced in working with deaf children rated the social and emotional adjustment, language/communication skills and role-taking ability of the participants. Performance on the role-taking task correlated positively with ratings of emotional adjustment, self-image, communicative effectiveness and role-taking skill Role-taking performance, however, was not reliably related to any of the measures of social behavior. The study also considered several factors which may account for the apparent independence of role-taking and social behavior.
Social Interaction Among Deaf Preschoolers: The Effects of Language Ability and Age
Authors: Lederberg Amy R.
Published: April 2013

This study examined the relationship between deaf preschoolers' language abilities and their play behavior. Twenty-nine deaf children aged three to five years were observed during outdoor free play throughout the school year. Their language abilities varied widely and did not correlate with age. On the basis of two language tests, they were divided into three language ability groups—high, middle, and low. Language ability was found to be related to several aspects of play and social interaction. The children with high language ability were more likely than the other children to play with two partners at the same time (i.e., engage in triadic interaction), to interact with teachers, to prefer to play with children of similar language ability, to use language, and to receive language from their partners. Most of these effects seemed to be due solely to differences between the children with high language ability and those in the other two groups. Children in the low and middle language ability groups behaved similarly. Language ability was not related to any other aspect of peer relations. Thus, the impact of language ability seems limited. These results, in conjunction with past research, suggest that, for the most part, deaf preschoolers' language and social skills develop independently from each other.
Teacher Judgments of Student Reading Interests: How Accurate Are They?
Authors: Stoefen-Fisher Jill M.
Published: April 2013

This study investigated the factors used by teachers of the hearing impaired in identifying the reading interests of their students. It also examined the accuracy of their judgments in comparison to students ' responses on a reading interest inventory. Twenty teachers of the hearing impaired were asked to judge the top two reading interest areas for each of the 82 students. They also described the factors they used in making their judgments. The 82 hearing-impaired students completed a reading interest inventory. Their results were compared then with their teachers' judgments. Results indicated that teachers were only moderately accurate in judging their students' reading interests.
When the Same Is Different: A Comparison of the Information Processing Strategies of Deaf and Hearing People
Authors: Clark M. Diane
Published: April 2013

In this study, the information processing strategies of Gallaudet University students who are profoundly and prelingually deaf were evaluated. The subjects demonstrated the highest levels of recognition to the left and right of the fixation point, often referred to as a reading strategy when found in hearing people. Additionally, they demonstrated higher levels of recognition at positions in the top right quadrant of the display, a pattern not found in hearing people. A main effect was found: subjects whose primary and secondary school backgrounds were oral and manual combined had significantly higher levels of recognition overall than did subjects from oral-only educational backgrounds. Differences in background did not interact with strategy use in this study. These findings lead to the conclusion that the information processing strategies of deaf people need to be evaluated closely before general conclusions can be made. Alternative means for evaluating these types of findings are suggested.
Evaluating the Success of Deaf Parents
Authors: Jones Elaine , Strom Robert , Daniels Susan
Published: April 2013

Nineteen parent-child pairs completed the Parental Strengths and Needs Inventory (PSNI) and were interviewed about their relationships. Parent and child scores on the PSNI were above average, with parents expressing high interest in information about childrearing. Interviews revealed issues specific to deaf parents, such as using children as interpreters and frustration when children had poor sign language skills. Children with good sign language skills said they were generally willing to interpret for their parents, except during conflict situations. Children also reported advantages to having deaf parents: they enjoyed being bilingual and their parents tolerated noise and loud music. Study results underscore the importance of triangulation strategies in cross-cultural research.
Conversational Control in Mother-Child Dyads: Auditory-Oral Versus Total Communication
Authors: Musselman Carol , Churchill Adele
Published: April 2013

This study compared the conversational control of hearing mothers who use auditory-oral communication (A/O) and those who use total communication (TC). Deaf preschool children were grouped into pairs consisting of one A/O and one TC child matched for age, intelligence, and communicative competence. Interaction between the children and their mothers was then evaluated. The mothers of both A/O and TC children were found to exert similarly high levels of conversational control; however, the TC children exerted more control than the A/O children. For both the A/O and TC groups, maternal conversational style was found to be related to the child's communicative competence. Within the A/O group, maternal style reflected the child's spoken language ability. Within the TC group, maternal style was related to the child's social development.
The Adaptation of Hearing Parents of Hearing-Impaired Youths
Authors: Henggeler Scott W. , Watson Sylvia M. , Whelan James P. , Malone Christine M.
Published: April 2013

This study evaluated the emotional and marital adjustment of hearing parents of hearing-impaired youths. Participants included mothers and fathers of hearing-impaired youths and mothers and fathers of hearing youths. In contrast with expectations based on clinical impressions reported in the literature, parents of hearing-impaired youths reported less symptomatology than did parents of hearing youths, and there were no differences in the marital satisfaction of parents in intact families. Moreover, parental adjustment was not associated with the duration of time since the child was diagnosed as hearing impaired. In addition, hierarchical multiple regression analyses revealed that family cohesion was associated with low maternal symptomatology and high marital satisfaction for both spouses. For mothers, low symptomatology was associated with low stress and female gender of child; high marital satisfaction also was linked with a less severe degree of hearing loss in the youth.
Teachers Working With Interpreters: The Deaf Student's Educational Experience
Authors: Mertens Donna M.
Published: April 2013

The purpose of this study was to explore the quality of the educational experience of deaf students when they communicate with hearing teachers through interpreters and to determine the implications of that experience for the students' classroom behavior. Qualitative methods were used to collect data from the academic staff and the 28 profoundly to severely deaf adolescents who participated in four-week experientially based workshops in marine science in the summers of 1988 and 1989. Three salient issues emerged: the teacher's knowledge of deafness, the role of the interpreter, and behavior management Several of the issues that emerged support previous research, such as physical arrangement of students in the classroom, use of notetakers, student attention span, quality of interpreting, and a tendency toward lenient discipline standards. The implications of the study are discussed in terms of teachers and interpreters working together to improve the deaf adolescent's educational experience.
A Comparison of the Health Knowledge of Hearing-Impaired and Hearing High School Students
Authors: Kleinig Daniel , Mohay Heather
Published: April 2013

A health knowledge questionnaire was administered to 139 hearing and 66 hearing-impaired high school students from 12 to 18 years of age. The level of health knowledge of the normally-hearing students was found to be superior to that of hearing-impaired students at all ages but appeared not to improve with increasing school grade. In contrast, the health knowledge of the hearing-impaired students increased markedly from Grade 8 to Grade 12, so that by Grade 12 they were achieving only marginally below their hearing grade mates. Some of this apparent increase in health knowledge probably was due to the fact that only academically able hearing-impaired students continue at school in Australia after Grade 10. Deficits in the health knowledge of hearing-impaired students were distributed uniformly over all areas investigated.
A National Profile of School-Based Transition Programs for Deaf Adolescents
Authors: Bull Bruce , Bullis Michael
Published: April 2013

In this study, the transition programs of 326 secondary educational programs for deaf and severely hearing-impaired adolescents were surveyed. Three types of programs were surveyed: residential, mainstream, and "other" (a combination of the first two programs). Sixty-four items depicting desirable transition characteristics were included in the survey, and each item was rated by the programs on a value scale and an implementation scale. Analyses of variance were calculated to determine if there were statistically significant differences among the three program types for each individual survey item on the two rating scales. Based on the data, it appears that the residential schools had higher implementation rates than the mainstream and other programs. All three respondent groups valued the transition items more than they had implemented them (i.e., the value scores were higher than the implementation scores). The data point out the need for researchers and educators to develop and implement more effective transition programs for deaf and severely hearing-impaired students.
The Impact and Experience of Adventitious Deafness
Authors: Rutman Deborah
Published: April 2013

Relatively little well controlled, empirical research has examined the problems, experiences, functional limitations and coping strategies of late-deafened individuals. The present paper summarizes, integrates and evaluates the literature on adventitious deafness. Several issues are explored in detail, including: a) a comparison of congenital and acquired deafness; b) a critical review of the literature investigating the psychiatric problems experienced by late-deafened individuals; c) an examination of the effects of acquired deafness on identity and personal control; and d) a consideration of adventitious deafness among the elderly.
Diagnosing a Learning Disability in a Hearing-Impaired Child: A Case Study
Authors: Plapinger Donald , Sikora Darryn
Published: April 2013

In the past, the learning problems of hearing-impaired children have been attributed solely to the child's hearing loss. A hearing impairment and its associated language deficit make it difficult to determine whether an underlying learning disability contributes to the hearing-impaired child's learning problems. This report describes a case study that used an interdisciplinary diagnostic approach to determine whether a hearing-impaired child had a learning disability and to determine the type of disability. The approach included teacher observation, standardized assessment procedures, interpretation, and subsequent recommendations. Applying this approach to various educational settings is also discussed.
Project IDEA: International Deaf Education Association
Authors: Olson Jack R.
Published: April 2013

This paper addresses some of the difficulties of educating the deaf in third world countries. Project IDEA (International Deaf Education Association) is an exemplary program started by the Peace Corps in Bohol, Philippines. The author made an on-sight visit to this project in 1986. Additionally, two Montana State University students completed internships there in early 1988 and their detailed accounts help form the basis for this descriptive report on the newly formed Bohol deaf community and their special educational/vocational program.
Rationale and Strategies for American Sign Language Intervention
Authors: Stewart David A.
Published: April 2013

A Midwest school district established a demonstration Total Communication Project. Its goal was for teachers to become consistent in their role modeling of English and American Sign Language (ASL). English was the primary language of the classroom and ASL was used as an intervention tool. There has been little research on the effectiveness of ASL in the classroom. By implementing an ASL intervention program this project is a first step in establishing an environment conducive to investigating the effectiveness of ASL intervention for teaching deaf students. This paper describes: (a) techniques used for identifying classroom situations that call for the use of ASL; (b) discourse situations that influence the use of different language codes in total communication classrooms; and (c) guidelines for code-switching between English and ASL.
Teaching Idiomatic Expressions: A Comparison of Two Instructional Methods
Authors: Rittenhouse Robert K. , Kenyon Patricia L.
Published: April 2013

Twenty hearing-impaired children enrolled in a state residential school for deaf students in a large south central U.S. city participated in a study that compared the efficacy of two instructional designs used to teach idiomatic expressions. One of the methods consisted of videotape presentations followed by classroom discussion, and the other consisted of extended classroom discussions. The children ranged in age from 13 to 16 years, with a mean age of 13 years, 11 months. Their reading grade level scores ranged from 1.9 to 6.9, with a mean of 3-5. Sixteen popular idiomatic expressions were selected and original scripts depicting the expressions were prepared and then performed by members of the local deaf acting club. Each expression was also captioned on the tape. At the conclusion of the filming, the skits were edited into two videotapes consisting of eight idioms each. The children were randomly assigned to one of two groups: the videotape group or the classroom discussion group. Both groups improved their understanding of the idioms significantly over the course of the study. However, improvement was significantly greater when the children received instruction under the videotape method. Tests given to the students 8 and 16 weeks after the experiment showed that they had retained the knowledge.
Barriers in School-to-Community Transition
Authors: Freeburg John , Sendelbaugh Joseph , Bullis Michael
Published: April 2013

Effective planning to resolve the school-to-community transition problems of hearing-impaired youth begins with an understanding of what the specific problems are. To identify obstacles to successful transition, survey forms were developed for three groups—the deaf, hard-of-hearing, and deaf multihandicapped—and distributed in the Pacific Northwest to educators, rehabilitation specialists, parents, and hearing-impaired youth. The respondents to the survey of deaf youth varied in their perceptions of the most significant barriers to successful transition. The majority of the top-ranked barriers were related to educational preparation and experiences. The ratings among the four groups responding to the survey of hard-of-hearing youth were more homogeneous. The major barriers identified centered on communication issues and a lack of adequate role models. The respondents to the multihandicapped survey agreed strongly that many problems create obstacles for this group and that problems appear to occur with a higher frequency for deaf multihandicapped persons than for deaf and hard-of-hearing persons.
The Who, When, Where, What of Daydreams Among a Young Adult Hearing-Impaired Population
Authors: Anthony Susan
Published: April 2013

A sample of 251 hearing-impaired college students responded to a day-dreaming questionnaire. Only those responses from subjects who day-dreamed 14-plus hours per week, or who daydreamed one and a half hours or less per week were used. This resulted in 40 high-frequency and 40 low-frequency daydreamers. Comparisons were made between male and female hearing impaired, high- and low-frequency daydreamers. The three significant differences were(a) when daydreaming occurred for these subjects; (b) time orientation of the daydreams; and (c) having an imaginary companion as a child. Although daydreaming did not differ significantly by frequency or sex in the students, other characteristics emerged. Subjects use actual, or desired, romantic partners as their central fantasy figures; change both themes and characters over a several month period; discuss their fantasies with a friend or family member; daydream most frequently while driving, while studying, or in class about the themes of love, sex, friendship, and owning things
Improving the Career Decisions of Deaf Seniors in Residential and Day High Schools
Authors: Schroedel John G.
Published: April 2013

Career development interventions can have positive effects on the career decisions that deaf seniors make before graduating from high school. Interviews with 189 seniors from 16 residential and day high schools revealed their career decisions and their experiences with career development activities. School staff evaluated the seniors' career decisions, career decision-making skills, and probable post-high school placements. The results indicated that seniors who had vocational training were more knowledgeable about their vocational aptitudes than were seniors who had no vocational training. Seniors with vocational training were also more likely to have considered other careers prior to making career decisions. Seniors who had received career counseling were more knowledgeable than those who had not about the skills needed to enter their chosen careers and were more interested in their career choices. More importantly, the amount of interest in one's career choice was determined to be related to ratings of motivation, readiness, and prospects for completing the postsecondary placement. The implications of these results are discussed below for professionals in education and rehabilitation.
Collaborative Consultation: A Method for Improving Educational Services for Mainstreamed Students Who Are Hearing Impaired
Authors: Luckner John L. , Rude Harvey , Sileo Thomas W.
Published: April 2013

As a result of well-known recent federal mandates for appropriate special education to all disabled students, the majority of children who are hearing impaired currently are educated in public school settings, along with hearing students. Consequently, teachers of students who are hearing impaired have expanded their role to include the provision of ongoing support to regular classroom teachers, speech-language pathologists, paraprofessionals and administrators. One model for delivery of these services is that of collaborative consultation. The purpose of this paper is to provide an overview of collaborative consultation, and to delineate some principles that merit consideration by regular and special educators who are involved in the education of students who are hearing impaired.
Cognitive Processing and the Development of Concepts by Deaf Students
Authors: Quinsland Larry K. , Van Ginkel Anne
Published: April 2013

An examination of experiential learning models revealed that they all refer to the critical component of processing . The authors define processing as an activity that is employed to encourage students to reflect, describe, analyze, and communicate in some way that which was recently experienced. The authors describe a cognitive processing hierarchy and show how it relates to the characteristics of hearing-impaired students. They also share techniques for designing and leading processing activities.
Hearing-Impaired Students' Performance on Tests of Visual Processing: Relationships with Reading Performance
Authors: Spencer Patricia , Delk Linda
Published: April 2013

Performance of hearing-impaired students on selected tests of visual processing and the relationship between performance on those measures and on a test of reading comprehension were investigated. Seventy-seven subjects, all 7- and 8-year-olds, were tested using the MVPT, ITPA Sequential Memory Subtest, VADS, Jordan, VMI, Slingerland, and SAT-HI. Scores of the hearing-impaired subjects failed to match those of the hearing norm sample of the VADS test but no systematic differences were found on the other tests of visual processing. Performance IQ was strongly associated with both visual processing and reading scores. Significant portions of the variance in reading scores were explained by IQ and performance on tests of memory for visual stimuli. Visual tests without a memory component failed to explain significant portions of the variance in reading performance.
The Play Behavior of Hearing-Impaired Kindergarten Children
Authors: Cornelius Georgianna , Hornett Danielle
Published: April 2013

This exploratory study examined the cognitive and social play behaviors of hearing-impaired kindergarten children with regard to classroom instructional mode and communication strategies. Two classes were observed—one using sign communication and the other using an oral-based method of communication. Functional, constructive, dramatic, and social play behaviors were observed and documented. Statistically significant differences were found between the two groups of children with regard to social and dramatic play as well as with regard to levels of aggression. For example, children in the sign-based class demonstrated higher levels of social play behavior and lower levels of aggression than the children in the oral-based class. Guidelines and strategies to help children initiate and sustain play are suggested.
Maternal Questions While Reading to Deaf and Hearing Twins: A Case Study
Authors: Lartz Maribeth Nelson , McCollum Jeanette
Published: April 2013

This study examined the frequency and types of questions that a mother used during storybook reading sessions with her 3-year-old twin daughters. One had normal hearing and one was deaf. Results indicated that the mother asked almost twice as many questions of the hearing twin as she did of the deaf twin. The types of questions asked also varied. With the hearing twin, the mother primarily asked conventional test questions. While questions asked the deaf twin appeared to serve the same function as conventional test questions, they were asked in a form not examined in previous research. Differential changes in questions asked the twins across three reading sessions also were noted. Implications for the quality of language during book reading with young deaf children are discussed.
ASL and the Family System
Authors: Henderson Deborah , Hendershott Anne
Published: April 2013

This paper examines some of the sociological implications of poor interaction on families in which one of the members is deaf. When a family systems perspective is used, once a child is diagnosed as deaf the family is no longer considered "hearing"; the parents may be hearing, the other children may be, but the family system becomes "hearing and deaf." By viewing this as a hearing/deaf problem, it becomes clear that no adequate solution can be found without the participation of deaf adults and the benefit of their perspectives and insights. We suggest that attention be directed toward neutralizing the effects of the stigma associated with deafness so that American Sign Language can become a pivotal tool for facilitating functional symbolic interaction in hearing/deaf families.
A Review of the Evidence for a Learning-Disabled, Hearing-Impaired Sub-Group
Authors: Bunch Gary Owen , Melnyk Terry-Lynn
Published: April 2013

Hearing-impaired students are known to encounter significant difficulty achieving appreciable levels of academic achievement. Recently, many professionals have advanced the concept that some hearing-impaired students' lag in achievement may owe to learning disabilities in addition to hearing impairment. Definitional differences, survey data and studies are discussed in an exploration of whether or not a discernible hearing-impaired-learning-disabled sub-group exists.
Preparing the Educational Interpreter: A Survey of Sign Language Interpreter Training Programs
Authors: Dahl Christine , Wilcox Sherman
Published: April 2013

Despite rapid growth in the field of educational interpreting little is known about the formal training of educational interpreters. This gap in the research is the focus of this study. A questionnaire was sent to the directors of 50 interpreter training programs nationwide asking for information about their course work in educational interpreting and related areas; instruction in signed English systems; and the directors' opinions on certain ethical and professional questions facing the educational interpreter. The results suggest that graduates of interpreter training programs who obtain employment as public school interpreters are not adequately prepared. Training programs provide few courses on the education of deaf children, on the language systems used, and on issues specific to classroom interpreting. The directors of these programs overwhelmingly support the development of guidelines on the educational interpreter's role. They show some support for the "interpreter as tutor" role but are equivocal about the development of a special certification for educational interpreters.
The Criterion-Related Validity of the WISC-R Performance Scale and Other Nonverbal IQ Tests for Deaf Children
Authors: Braden Jeffery P.
Published: April 2013

Despite the popularity of nonverbal IQ tests for psychoeducational assessment of deaf children, criterion-related validity is lacking. This may be because nonverbal IQ tests lack criterion-related validity, or because inappropriate scaling attenuates IQ achievement correlations. Two studies used samples of deaf children to test these hypotheses. The first study (N- 33) correlated WISC-R PIQs with Stanford Achievement Test-Hearing Impaired Edition (SAT-HI) grade equivalents and age-based percentiles (rs < .37, NS). The second study (N = 64) correlated nonverbal IQs from many tests with SAT-HI scores (rs .05 to .42). The results implicate the hypothesis that criterion scale affects IQ-achievement correlations. The role of nonverbal IQ in the psychoeducational assessment of deaf children is discussed.
Deafness Simulation: A Model for Enhancing Awareness and Sensitivity Among Hearing Educators
Authors: Sevigny-Skyer Solange C. , Dagel Delbert D.
Published: April 2013

Awareness of and sensitivity toward handicaps on the part of nonhandicapped faculty and staff in educational environments is vital for both students and faculty. Awareness and sensitivity can be gained in a variety of ways; however, coordinated efforts are usually more comprehensive and enhancing. At the Rochester Institute of Technology in the College of the National Technical Institute for the Deaf, a college for deaf students in Rochester, New York, the faculty development staff carried out a deafness simulation project for hearing faculty and staff. Rationale, a description of the project, and effective approaches for implementing and coordinating deafness simulation projects are presented below.
Predicting Family Communication Choices
Authors: Kluwin Thomas N. , Gaustad Martha Gonter
Published: April 2013

The selection of a mode of communication by members of a family with a deaf child is a critical decision in the life of that family since it will condition how the family will be able to function in the future. However, while some writers have considered the outcomes of this decision, there is little information on factors that influence the decision. The purpose of this study was to examine why families developed one pattern of communication rather than another. The data came from the parents of 192 deaf adolescents who responded to a nationally distributed questionnaire. Results suggest that the mother takes the lead in determining the family's choice of a mode of communication. The single largest influence on the mother's mode of communication was the child's degree of hearing loss, followed by the child's mode of preschool education and the mother's level of education. The implications of this study for those who wish to promote the use of manual communication in families with a deaf child is to target mothers, particularly those who are less well educated, for intervention and training programs.
Acquisition of Word Meanings from Context by Deaf Readers
Authors: Davey Beth , King Susan
Published: April 2013

In this paper we examine issues concerning the acquisition of word meanings from context by deaf readers. Theories and research with hearing readers suggest several reader, text, and task factors which may influence this acquisition process, although a similar research base with deaf readers is lacking. It is our view that a variety of important questions remain unanswered concerning deaf readers' meaning acquisitions. This paper reviews relevant findings from recent investigations of how individuals use context in deriving word meanings. It details several exemplary studies and draws implications for future inquiry.
A Coactive Sign System For Children Who Are Dual-Sensory Impaired
Authors: Watkins Susan , Clark Thomas C.
Published: April 2013

The SKI*HI Institute developed a system of coactive signing to help alleviate communication and instructional barriers for children who are dual-sensory impaired (deaf and blind). The system also can be used to help children who are severely multihandicapped learn how to communicate. The system includes optimized coactive signs that are functional, easy to feel, easy to relate to the referent, and easy to make, and it also includes techniques related to effective coactive sign use. The coactive sign system is illustrated on a series of video tapes that has been field tested and produced and is being disseminated throughout the United States and Canada.
Family-Centered Early Intervention: The Perceptions of Professionals
Authors: Roush Jackson , Harrison Melody , Palsha Sharon
Published: April 2013

This paper, based on a nationwide survey, examines the attitudes and opinions of professionals regarding parent-professional involvement in the planning and implementation of goals and services for hearing-impaired infants and toddlers and their families. The implications of the findings are discussed as they pertain to PL 99-457, the new federal mandate for services to young children with special needs and their families.
An Instructional Guide for Reducing the Stress of Hearing Parents of Hearing-Impaired Children
Authors: Adams John W. , Tidwell Romeria
Published: April 2013

The impact of a self-instructional program to reduce stress levels of parents of hearing-impaired children is examined. Fifty parents with hearing-impaired children were randomly assigned to one of two groups: Participating Parents, who received a Self-Instructional Parent Program (SIPP); and Non-participating Parents, who received no such program. Findings indicate that the participating parents did not experience significant decreases in their stress levels or in the perceived incidence of misbehavior in their children in comparison with non-participating parents. Participating parents, however, reported a decrease in their children's misbehavior; nonparticipating parents noted an increase.Additionally, the findings also associated increasing stress on the part of parents with parental perceptions of burgeoning misbehavior on the part of the child.
Iconicity and Sign Vocabulary Acquisition
Authors: Beykirch Hugh L. , Holcomb Tammi A. , Harrington Judith F.
Published: April 2013

This study was designed to investigate learning and retention of isolated sign vocabulary as a function of sign classification (iconic, opaque, or abstract). The subjects were 28 hearing college students naive to sign vocabulary. They were drilled with 30 signs from American Sign Language that had been classified as iconic, opaque, or abstract. Training was conducted using two different media: computer-assisted instruction and videotaped presentation. Performance scores for the three types of signs were significantly different. Scores were consistently higher for iconic signs, regardless of the training mode. The videotaped presentation mode produced the greatest consistency in scores. The results of this study support the notion that it is easier for beginning students of sign language to learn and retain iconic signs.
Integrating Hearing and Deaf Students on a College Campus: Successes and Barriers as Perceived by Hearing Students
Authors: Brown Paula M. , Foster Susan B.
Published: April 2013

This study had two purposes: (1) to learn how hearing students in a mainstream college setting perceive deaf students as classmates, and (2) to discover how those perceptions influence the integration of deaf and hearing students on campus. Thirty full-time students at the Rochester Institute of Technology in Rochester, New York, were interviewed using in-depth, open-ended interview strategies. It was found that even in this setting, designed expressly to integrate deaf and hearing students, full integration did not occur. Deaf students were successfully placed on the campus with hearing students for educational purposes; however, social integration did not occur.
Developing and Enhancing A Positive Self-Concept in Deaf Children
Authors: Grimes Vicki Kessler , Prickett Hugh T.
Published: April 2013

This paper looks at the psychological issue of self-esteem, presenting ideas and opinions from various sources on developing and enhancing a positive self-image in deaf children. The objective is to make educators aware of how positive and negative interactions and communications can influence deaf children. It is to be hoped this paper will encourage teachers and others to make a personal, introspective evaluation of how we communicate and interact with deaf children daily and how that affects the way deaf children feel about themselves. The focus here is not to delineate why a deaf child may have low self-esteem, but to inspire motivation and enthusiasm on the part of teachers and others toward fostering a healthy self-concept in all hearing-impaired children.
Relationship Between Imaginative Play and Language Development in Hearing-Impaired Children
Authors: Schirmer Barbara R.
Published: April 2013

The relationship between imaginative play and language development was investigated in a group of 20 severely and profoundly hearing-impaired children between the ages of 3 and 6. Each child was videotaped in a 60-minute session interacting with the investigator and playing with three sets of toys: a miniature house, barn, and garage. Analysis of the subjects' language revealed that 15 were operating in Brown's (1973) Stage 1, one in Stage 3, and four in Stage 5. Play was analyzed along three dimensions: (a) percentage of time engaged in imaginative play; (b) use of planned pretend; and (c) use of story line. A significant relationship was found between imaginative play and language development. Results revealed no relationship between imaginative play and chronological age. Correspondences were found between language development and use of planned pretend and story line.
Story Structure Recall in Hearing-Impaired, Learning-Disabled and Nondisabled Children
Authors: Griffith Penny L. , Ripich Danielle N.
Published: April 2013

This study examined the ability of hearing-impaired students to make use of story grammars in organizing self-generated and retold stories. Eleven primary (n = 5) and intermediate (n = 6) level students enrolled in total communication public day classes participated. Children were presented with four stories, with and without pictures, and were asked to make up a story or to listen to and retell a story to friends. Story transcripts were analyzed for correct descriptions of events and for correct story structures. Results indicated that hearing-impaired students do make use of story grammars in organizing retellings and in constructing stories. Pictures enhanced recall. Students with deaf parents performed as well as did nondisabled children in previous studies. Retelling abilities were linked to both chronological age and linguistic abilities.
Factors Affecting the Placement of Preschool-Aged Deaf Children
Authors: Musselman Carol Reich , Wilson Anne Keeton , Lindsay Peter H.
Published: April 2013

The placement in and movement among preschool programs of 131 children with severe and profound hearing losses was monitored over four years. Longitudinal data were obtained on the children's linguistic and social development. In the first year of the study, most of the children were enrolled in auditory/oral (A/O) programs. By the final year, most were enrolled instead in total communication (TQ programs; similar movement occurred from individual to classroom programs. Children in A/O individual programs had the most hearing, highest intelligence and most favorable family profile, followed by children in A/O classes, TC individual programs, and TC classes. Scores on measures of spoken language followed the same pattern. On measures of receptive language and mother-child communication, children in A/O individual programs and those in TC classes had similar scores. Children in TC individual programs came next, and last were children in A/O classes. These findings have implications for the choice of programs for preschool deaf children.
The Use of Cumulative Cloze to Investigate Contextual Build-Up in Deaf and Hearing Readers
Authors: McKnight Tom K.
Published: April 2013

This study finds no significant differences between deaf and hearing readers' sensitivity to contextual build-up as evaluated in a cumulative cloze exercise measured by a 2 X 5 X 2 factorial design using readers at the eighth, tenth and twelfth grade levels. Differences favoring hearing readers have been documented at the fourth and sixth grade levels. Results from the current study and its antecedents indicate that readers in both groups predict meaning more accurately when given passage-level rather than sentence-level contextual constraints. Additionally, both groups predict meaning more accurately and their predictions become more semantically and grammatically acceptable as the amount of contextual information increases. Deaf readers, however, tend to abandon correct choices more often than do hearing readers.
Sexual Abuse of Deaf Youth
Authors: Sullivan Patricia M. , Vernon McCay , Scanlan John M.
Published: April 2013

This paper addresses the scope, nature and incidence of sexual abuse of deaf children and the behavioral/emotional characteristics of sexually abused children and adolescents. The authors also address issues in the prevention, intervention and reporting of abuse. Specific resources which can be contacted for assistance, consultation or diagnostic treatment services for suspected or identified victims of child sexual abuse are described.
Self Assessment of a Sign Language Program
Authors: Kemp Mike
Published: April 2013

More than 772 programs teach sign language in the United States (Cokely, 1986). Each program has different goals and objectives, different notions of how it should be operated. Sign language instruction has emphasized the methodology of teaching, curriculum development and evaluation of student progress, but not whether or not a program is successful in attaining its goals and objectives. This paper looks into the concept of self-assessment of a sign language program. This paper is divided into three general segments. The first explores historical background, the second presents an evaluation model and the third examines who should do the evaluating. Subsequent to this, the paper focuses on the various aspects of a given sign language program that can be evaluated.