bluuebunny/crossref_metadata_2025 huggingface dataset:
On Readability Formulas: A Critical Analysis for Teachers of the Deaf
Authors: Israelite Neita Kay
Published: April 2013

This article discusses the limitations of readability formulas, which are often used to guide the development and selection of reading materials for hearing-impaired students. Aspects of the reader-writer-text interaction that make for comprehensible texts, but are not accounted for by readability formulas, are described. Teachers of the deaf are then offered viable alternatives for selecting comprehensible reading materials.
A Model for Teaching Parents of Young Hearing-Impaired Children Total Communication in the Home—Project RITCH
Authors: Watkins Susan , Clark Thomas C.
Published: April 2013

A federally-funded consortium, Project RITCH (Research In Total Communication in the Home), developed a model videotape program to teach total communication to the families of young hearing-impaired children in their homes. The model program resulted from two years of research on issues related to sign selection, presentation and filming, such as use of optimal sign descriptors and use of appropriate camera angles. The research findings lead to the development of a prototype videotape which was field tested nationwide. Information from the field test was used to develop a series of 60 lessons on 20 videotapes. To make the videotapes easily accessible to families of hearing-impaired children throughout the country, the consortium developed and field tested procedures to house the tapes in local video stores and have them distributed to the families at no cost.
A Functional Classification for Independent Living For the Hearing Impaired
Authors: Dunlap William R.
Published: April 2013

Cluster analysis was used to group a sample of 153 hearing-impaired persons according to seven independent living skills variables. The results indicated a meaningful classification for living, work and education could be achieved. All of the low group and the majority of the middle and high group members were presently placed in the lower levels of living, work and education. However, it was projected that most of the high group and many members of the middle could function at much higher levels if services were available. There was very little difference between the groups in degree of hearing loss. However, the low group had many more additional handicapping conditions.
In-Service Training for Residential Staff
Authors: Mulholland Jane L. (Mosher)
Published: April 2013

The concept of "Least Restrictive Environment" has become the cornerstone on which placement decisions for hearing-impaired children are made. Living outside the family unit is considered restrictive. Schools with a residential component must, therefore, demonstrate that the level and quality of programming provided in the residence halls counteract the restrictiveness of the placement. Since formal educational opportunities for residential staff are limited, administrators must provide effective, on-site training. This study looks at the prioritization of in-service topics by residential staff at ten schools for deaf children in the western United States. It also explores the relationship between certain demographic variables and selection of training topics. The results of the study provide practical information, ideas and considerations for administrators, curriculum coordinators, superintendents and other responsible for residential staff development.
Strategies for Developing Creative Abilities of Hearing-Impaired Children
Authors: Laughton Joan
Published: April 2013

The current study compared a traditional approach to art education with a curriculum designed to develop creative abilities. Twenty-eight profoundly hearing-impaired children between 8 and 10 years of age were exposed to one of the two curricula for 12 weeks during their regularly scheduled art classes. Pretest and posttest scores on the Torrance Tests of Creative Thinking-Figural were the dependent measures. Data analyses indicated significant improvement in two of the creativity measures (Flexibility and Originality) by the group exposed to the creative thinking curriculum.
Carpal Tunnel Syndrome: The Risk to Educational Interpreters
Authors: Stedt Joe D.
Published: April 2013

Carpal Tunnel Syndrome (CTS) is a problem associated with numbness, burning, tingling, tickling or "pins and needles" sensations in the hand. The syndrome has been linked to occupations that require repetitive pinching and/or repetitive wrist movements, both movements associated with sign language interpreting. Educational interpreters may be particularly at risk and so need accurate information regarding this malady. Without such education, some interpreters will worry needlessly while others delay in seeking essential medical attention. This article profiles groups at high risk for Carpal Tunnel Syndrome and identifies surgical and rehabilitative treatments.
From the Concrete to the Abstract: Mathematics For Deaf Children
Authors: Fridriksson Thor , Stewart David A.
Published: April 2013

An overview of the status, trends and methodology of teaching mathematics to deaf students showed that teachers are ill-prepared for the job at hand. They rely too heavily on textbooks and pencil and paper tasks while ignoring the hands-on exploration of objects that will allow children to better conceptualize basic mathematic principles. The authors offer an effective strategy for accomplishing a shift in instructional strategy. Incorporating characteristics from Piaget's theory of child development, the strategy supports the notion of using non-graded, 10-minute activity sessions to help hearing-impaired learners comprehend the concepts of addition, subtraction, multiplication and division.
Social Experiences of Hearing-Impaired High School Youth
Authors: Mertens Donna M.
Published: April 2013

The purpose of the present study is to investigate the reasons why hearing-impaired students describe their high school experiences as positive or negative and to identify the specific classroom dynamics that contribute to or detract from social development. Data were collected from 49 hearing-impaired undergraduate students who were asked to describe their high school experiences on an open-ended questionnaire with a follow-up interview. The results indicated that graduates of residential programs described their social experiences significantly more positively than graduates of mainstream programs. Reasons included their teachers' ability to sign, socializing with friends and participation in after-school activities. Positive feelings in mainstream programs were associated with such factors as availability of supportive services, ability to voice and lipread, parent involvement, encouragement of interaction and deaf awareness by the teachers. Mainstream students who had the benefit of supportive services reported different perceptions of supportiveness of the academic environment and of teachers' expectations than did those who had no such services in high schools. Implications are drawn for the improved academic and social development of hearing-impaired high school students.
Models of Vocational Assessment of Handicapped Students
Authors: Peterson Michael
Published: April 2013

During the last twenty years, increasing emphasis has been placed upon the provision of comprehensive vocational assessment to disabled and disadvantaged persons to assist them in obtaining employment. Vocational evaluation programs have proliferated in rehabilitation facilities, manpower programs, vocational-technical schools and public schools. An increasing body of literature and research has delineated service-delivery models and competencies needed by vocational evaluation specialists. Increasing numbers of universities have implemented graduate training programs in vocational evaluation; and a national professional certification process has been developed. Most of this activity has been centered at rehabilitation facilities at the same time that public schools are becoming the norm for educating disabled students. As vocational assessment for disabled students moves into this relatively new setting, it is being modified. This article explores models of vocational assessment for disabled students which incorporate modifications to suit the special needs of the public school setting.
Attitudes of Deaf Adults Regarding Preferred Sign Language Systems Used in the Classroom with Deaf Students
Authors: Kautzky-Bowden Sally M. , Gonzales B. Robert
Published: April 2013

A questionnaire survey was conducted to assess attitudes of deaf adults toward sign language systems used in schools. The majority of 50 respondents supported American Sign Language and Manually Coded English-Pidgin with some reservations. The respondents also projected major concerns for meeting the needs of the individual deaf child and the need for deaf adult involvement in deciding educational policies for hearing-impaired students.
Parental Hearing Status, Reading Comprehension Skills and Social-Emotional Adjustment
Authors: Weisel Amatzia
Published: April 2013

The purpose of the present study was to compare educational achievement and social-emotional adjustment of hearing-impaired children of two hearing-impaired parents (HIC/HIP; N=31) and of two normally hearing parents (HIC/NHP; N=93), using data collected during a demographic and assessment study of elementary school-age hearing-impaired students in special education settings in Israel. HIC/HIP outperformed HIC/NHP in reading comprehension and teachers' ratings of emotional adjustment, self-image and motivation for communication. The findings are discussed with regard to the influence of family climate and communication method. Suggestions are made for further research and intervention strategies.
The Big Search: Streamlining the Textbook Selection Process
Authors: Mahoney Don , Thomas Marcine
Published: April 2013

Schools that serve hearing-impaired students must exercise special care in selecting textbooks to support classroom instruction. This article outlines the procedures developed and used at Kendall Demonstration Elementary School at Gallaudet University to evaluate and select a social studies textbook series. These procedures should apply to other subjects as well, and are offered as a resource model for other schools. Specific suggestions are made for every step in the process, including conducting a needs assessment, locating potential materials, defining roles of committee members, developing evaluation criteria and more. Emphasis is placed on conducting a comprehensive, manageable, and ultimately effective textbook search that supports the school's curriculum and satisfies the needs of students and teachers.
TDD Conversations: A Context for Language Sampling and Analysis
Authors: Johnson Harold A. , Barton Lyle E.
Published: April 2013

This study examined the patterns of communicative functions used within TDD conversational exchanges. The authors present a strategy through which the TDD conversational behavior can be effectively and efficiently observed, recorded and analyzed. Results are discussed in light of implications related to the study of conversational exchanges and the use of TDDs.
Summarizing Stories: The Role of Instruction in Text Structure In Learning to Write
Authors: Akamatsu C. Tane
Published: April 2013

Two subjects with differing ASL and English language skills participated in a program of instruction for teaching deaf children summarization skills based on a knowledge of story structure. The program is described. Baseline measures revealed that these subjects had only a meager knowledge of story structure. During intervention, subjects' performance rose dramatically. In one subject, this level of performance was maintained; in the other, performance declined during the maintenance period. Results indicate that the basic program was effective for these two subjects, but modifications are indicated.
Mental Health Services for Deaf Students in California
Authors: Briccetti Katherine A.
Published: April 2013

The current study surveyed counseling services in programs for the deaf in California. Consequently, the author compiled a state-wide referral guide of community mental health services for hearing-impaired students and their families. Responses to questionnaires mailed to 54 school programs for the deaf indicated a continuing need for expansion of counseling services within the programs, as well as a need for greater availability of community mental health resources. Results of the current study are compared to those of a similar study conducted ten years earlier and current recommendations are included. A listing of community mental health agencies in California is also presented.
Mother-Infant Interactive Behaviors: Impact of Maternal Deafness
Authors: Rea Cathleen Althaus , Bonvillian John D. , Richards Herbert C.
Published: April 2013

The interactive behaviors of eight deaf and eight hearing mothers and their hearing infants were examined during normal play. The mother-child dyads were videotaped periodically in their homes when the infants were between 9 and 17 months of age. These videotapes subsequently were scored for eye gaze, facial expression, physical contact, vocalization, and maternal and infant initiations. The most marked differences between the deaf and hearing mother-infant dyads occurred in vocal behavior. The deaf mothers produced significantly fewer and shorter vocalizations than the hearing mothers. The two groups of hearing infants, however, differed on the frequency and duration of their vocalizations only during the 16-17 month age level. Although the hearing mothers made more vocal initiations to their infants, the deaf mothers typically made more nonvocal initiations. The deaf mothers also tended to touch their infants more frequently during the earlier age levels tested. Overall, for most of the dimensions of interactive behavior examined, the two groups evidenced patterns of considerable similarity and few differences.
Effects of Participation in an Outdoor Adventure Education Course on the Self-Concept of Hearing-Impaired Individuals
Authors: Luckner John L.
Published: April 2013

This study investigated the effectiveness of a 10-day winter outdoor adventure education course as a method of intervention for enhancing the self-concept of hearing-impaired individuals. Ten students particpated in the experimental group. They were tested before, immediately after, and two months following the course. A control group, who were matched individually with subjects in the experimental group were tested within similar timelines. The results of the study indicated that particpation in an outdoor adventure education course had a significant positive effect on the self-concept of the experimental group, and that the gains were maintained for the two-month period that followed the course. Further research using this type of intervention is recommended.
The Structure of Moral Reasoning in Hearing-Impaired Students
Authors: Sam Andrea , Wright Ian
Published: April 2013

Kohlberg's theory of moral development provided the conceptual framework for assessing the moral reasoning of 15 hearing-impaired students who ranged in age from 12 to 15 years, had an average hearing loss of greater than 100 dB in the better ear and had no other significant handicapping conditions. Four modified dilemmas from Kohlberg's Moral Judgement Instrument were administered. Each subject read a dilemma, was shown a corresponding videotaped dilemma in American Sign Language (ASL), and was then interviewed. Analyses indicated that the subjects reasoned at Stages 1 and 2 whereas, according to Kohlberg's norms, their hearing peers reasoned at Stages 2, 3, and 4. The subjects' weighted average scores for moral reasoning were correlated with their Reading Comprehension scores. A significant positive correlation (r = .616; p = .01) was found. The findings indicate that moral reasoning is related to language development.
Computer-Aided Self-Instruction Training with Hearing-Impaired Impulsive Students
Authors: Campbell Donald S. , Neill James , Dudley Patricia
Published: April 2013

This study explored the utility of computer-aided, self-instruction training for enhancing reflective problem-solving among impulsive hearing-impaired adolescent students. Sixteen moderate to severely hearing-impaired students were randomly assigned to either a treatment or control condition. The self-instruction treatment condition consisted of training to solve visual problems using a modified version of the LOGO computer language (REFLECT) and videotape feedback. The control condition consisted of LOGO problem-solving without self-instruction. Instruction took place over 12 weeks. On two dependent measures of impulsive problem-solving behaviors, students in the treatment condition demonstrated significantly improved problem-solving ability.
Revision Strategies of Deaf Student Writers
Authors: Livingston Sue
Published: April 2013

Deaf high school students at different schools shared second drafts of their own narratives via an electronic bulletin board after conferencing with their repective teachers. This article characterizes the kinds of questions teachers asked during the conferences and the kinds of revisions the students made between first and second drafts. Results indicate that teachers most often ask questions that require student to provide more information; yet these questions do not affect revision as much as questions which require students to rephrase specific language. Students typically either added or substituted words or phrases that showed both similarities to and differences from the revision patterns of inexperienced writers with normal hearing. In the majority of cases, trained readers rated the deaf students' revised drafts better than their first attempts, signifying the central role revision plays in the composition process.
Positive Justice Reasoning in Deaf and Hearing Children Before and After Exposure to Cognitive Conflict
Authors: Peterson Candida C. , Peterson James L.
Published: April 2013

The development of positive justice reasoning in profoundly deaf, signing Australian7-to 12-year-olds and hearing children was compared. Reactions to cognitive conflict were also assessed. The performance of those deaf children whose signed English skills were adequate to give detailed justifications for reward allocation was examined separately. The deaf children were delayed relative to hearing children in number and liquid conservation, but equally mature in justice reasoning. Spontaneous conflicts with signing peers over sharing possessions conceivably could be responsible for the fluently signing deaf children's development of positive justice reasoning on pace with their normally-hearing counterparts. Experimentally-induced conflict resulted in progress for the hearing but not the deaf children. Results are discussed in relation to factors that promote deaf children's tolerance for ambiguity (Brice, 1985) and impede their resolution of cognitive conflict (Liben, 1978).
Faculty Development: Meeting the Needs of Postsecondary Educators of Deaf Students
Authors: Lang Harry G. , Conner Karen
Published: April 2013

General characteristics of effective faculty development programs for postsecondary educators in institutions serving deaf students are discussed. The authors review the literature in search of successful strategies for meeting the guidelines for faculty development recommended by the Conference of Educational Administrators Serving the Deaf in 1973 for establishing and operating postsecondary programs for deaf students. Effective approaches used at the authors' institution, including mentoring, consultation, networking and workshops, are presented.
Toward Greater Understanding of Depression in Deaf Individuals
Authors: Leigh Irene W. , Robins Clive J. , Welkowitz Joan , Bond Ronald N.
Published: April 2013

We compared the prevalence of depressive symptoms among deaf and hearing college students and examined the relationships among depressive symptoms, personality characteristics, and perceived parental attitudes and behaviors in these two groups. Measures were revised to meet the language needs of the deaf subjects. Mild levels of depressive symptoms were more prevalent in the deaf than in the hearing students, but more severe depression was not. In both groups, depressive symptoms were associated with perceptions of lower maternal care and higher maternal over-protection. Deaf and hearing subjects did not differ on these perceived maternal characteristics. Depressive symptoms were associated with socially dependent personality characteristics in the hearing sample only. We discuss the implications of the findings for the role of personality development in depression in deaf individuals.
Speech Spectrographic Display: Use of Visual Feedback by Hearing-Impaired Adults During Independent Articulation Practice
Authors: Elssmann Sharon F. , Maki Jean E.
Published: April 2013

Visual speech training aids have been developed to assist in correcting the articulation errors of the hearing impaired and thus improve the intelligibility of their speech. This investigation compared the improvement made by hearing-impaired adults in speech production and self-monitoring skills under two conditions: visual feedback from the Speech Spectrographic Display (SSD) and feedback from a speech-language pathologist. Ten hearing-impaired adults, aged 17 to 24, attempted to improve their speech and self-monitoring skills over nine trials. Results indicated significant improvement in speech production across trials for both SSD and clinician feedback, but no significant difference between conditions. In addition, there was no significant improvement in self-monitoring skills for either condition.
Metalinguistic Abilities of Young Hearing-Impaired Children: Performance on a Judgment of Synonymy Task
Authors: Borman Deborah L. , Stoefen-Fisher Jill M. , Taylor Nancy , Draper Lisa M. , Niederklein Lori Schmidt
Published: April 2013

Metalinguistic abilities of 20 hearing-impaired children between the ages of 4 and 10 years were assessed in this study. Children were asked to judge synonymy of sentence pairs presented in Signed English, Pidgin Sign English, and American Sign Language. Results indicated that none of these children had developed metalinguistic abilities in any of the sign language systems available to them. Sentence pairs with different meanings were easier than synonymous pairs, which suggests that their metalinguistic abilities are developing in a pattern similar to that of hearing children. Females performed significantly better than males.
I See What You Mean: Nonverbal Communication Strategies of Young Deaf Children
Authors: Christensen Kathee Mangan
Published: April 2013

The research reported here confirms the notion that the quantity of communication demonstrated by a group of profoundly hearing-impaired 2-year-old children parallels the quantity of communication observed in their peers with normal hearing when nonverbal communication acts are counted along with their verbal counterparts. Nonverbal communication, particularly gaze and gesture, gave 2-year-old deaf children a qualitatively unique means to express themselves to both adults and peers. The data gathered included information regarding the communication of teachers as they addressed and responded to young deaf children.
Effect of Maternal Rubella on Hearing and Vision: A Twenty Year Post-Epidemic Study
Authors: Johnson Donald D. , Whitehead Robert L.
Published: April 2013

Three years of research conducted at NTID beginning in 1984 examined the hearing and vision characteristics of two groups of deaf college students. All 242 students studied received complete audiometric assessments and ophthalmological examinations. Of those students examined, 104 were known to be deaf as a result of maternal rubella (congenital rubella syndrome (CRS) group). The remaining 138 (non-CRS group) became deaf for a variety of other reasons. No significant differences were found between groups in puretone thresholds for frequencies measured at octave intervals from 250 thru 8000 Hz. There were, however, significant differences between the two groups relative to their vision characteristics. Seven visual pathologies or resulting conditions were found to be more prevalent with the CRS population. Among them were 38 cases of amblyopia which might have been prevented with early intervention. The various implications of this problem are discussed.
A Cognitive/Experiential Approach To Aural Rehabilitation
Authors: Scott Lawrence C. , Metz Dale E. , Rohland Pamela , Samar Vincent J.
Published: April 2013

This paper describes an experiential speechreading course that was designed to provide hearing-impaired students with real-life communication experiences. The course, intended to function as a supplement to traditional speechreading courses, was evaluated with a self-evaluation questionnaire completed by students who took the course and by a matched control group. Results indicate that the course was effective in increasing student self-perceptions of communication success in real-life situations.
Use of the Kaufman-Assessment Battery for Children with the Hearing Impaired
Authors: Ulissi Stephen Mark , Brice Patrick J. , Gibbins Spencer
Published: April 2013

The Kaufman-Assessment Battery for Children (K-ABC), a measure of cognitive functioning, was administered to 26 male and 24 female hearing-impaired elementary school students to determine its appropriateness for hearing-impaired children. The Wechsler Intelligence Scale for Children-Revised(WISC-R) also was administered. Scores for the present hearing-impaired sample on the K-ABC were compared with the normative group and were correlated with the WISC-R and standard achievement test scores. Results showed that both the Simultaneous Processing Scale and the Nonverbal Scale seemed appropriate for hearing-impaired children, whose scores were similar to those of the test's normative sample. Scores on the K-ABC also correlated highly with scores from the WISC-R. The Sequential Processing Scale was more problematic and not as useful. The K-ABC was significantly related to school achievement. Difficulties in the administration of the instrument with hearing-impaired children also are discussed.
Emotional Indicators in the Human Figure Drawings Of Hearing-Impaired Children: A Small Sample Validation Study
Authors: Johnson Gary S.
Published: April 2013

The use of human figure drawings as projective personality assessment techniques is a well-established practice among psychological service providers to hearing-impaired children yet few studies have shown these techniques to be valid indicators of emotional functioning in any population. The purpose of the present work is to establish concurrent validity for the Koppitz scoring technique in a sample of 7- to 12-year old hearing-impaired students. Results indicate that the Koppitz technique shows a positive correlation with emotional status as measured on the Stress Response Scale. The Koppitz technique is especially sensitive to impulsive and passive-aggressive types of response modes.
Designing Instructional Formats: The Effects of Verbal and Pictorial Components on Hearing-Impaired Students' Comprehension of Science Concepts
Authors: Diebold Thomas J. , Waldron Manjula B.
Published: April 2013

This study compared the effectiveness of four different printed instructional formats on the comprehension of science information by 60 hearing-impaired students aged 12 to 22 with severe to profound hearing losses. The students studied one of four randomly assigned formats describing basic science concepts derived from a sixth-grade science textbook. Comprehension was measured by gain scores calculated from pretest and posttest scores. Results indicated that formats which featured highly pictorial content and simplified English produced significantly higher mean gain scores than formats with less pictorial content and more complex English patterns. Differences were noted also between male and female participants. The study has general implications for the design of instructional materials developed for hearing-impaired learners.
Parental Reaction To A Child's Hearing Impairment
Authors: Kampfe Charlene M.
Published: April 2013

Traditionally, parental reactions to a child's hearing loss have been discussed in terms of stages of the mourning process. Although this framework has been helpful in describing parent adjustment, it appears too simple. Parents react in complex ways to their children's disabilities; these complexities must be considered when working with families. A model of transition that accounts for individual differences is used to discuss the potential interaction among variables associated with the mourning process.
ASL? English? Which?: Comparing Comprehension
Authors: Eagney Peggy
Published: April 2013

Although little formal research has examined the results of total communication programs, they do not seem to have lived up to expectations. As a result, two very different proposals have been made recently to improve education of the deaf. One proposes using American Sign Language as the medium of communication, the other advocates simplifying English input to facilitate learning. Basic to both propositions is the assumption that the proposed change will lead to increased comprehension of linguistic input. The current study compared deaf children's understanding of 25 sentences presented in ASL, simplified English and standard English. Results showed no significant differences in the children's ability to comprehend the three different forms.
The American Sign Language/English Studies Project: A Progress Report
Authors: Brodesky Richard L. , Cohen Helene
Published: April 2013

The handicap of deafness is not the inability to hear but rather the difficulty of dealing with a world where most information is transmitted by sound. For this reason, Pima Community College has developed the American Sign Language (ASL)/English Studies Project in Tucson, Arizona. We have created a bilingual/ bicultural approach to language which prepares deaf students to enter and succeed in their first community college English course. The Project enables deaf students to understand and to see how ASL and English operate.
Treatment Needs of Emotionally Disturbed Deaf Youths: A California Perspective
Authors: Briccetti Katherine A.
Published: April 2013

Despite recent studies documenting that a large number of emotionally disturbed hearing-impaired students reside in California, resources and services available to them remain extremely limited. The majority of students are served, often inappropriately, within the public school or state hospital systems. Professionals who work with this population agree that intermediary residential and educational programs need to be established. A model program in Santa Cruz County, a cooperative effort between a group home and a private day school for severely emotionally disturbed adolescents, is outlined below. In addition, recommendations are suggested by professionals working in the fields of hearing impairment and mental health.
Isolated Sign Vocabulary Acquisition By Hearing Adults: CAI vs. Videotaped Presentation
Authors: Beykirch Hugh L. , Holcomb Tammi A. , Harrington Judith F.
Published: April 2013

The present study was designed to examine receptive learning of 30 ASL signs using two teaching modes. Subjects were 28 college students with normal hearing, naive to sign language, who were trained under computer-assisted instruction (CAI) or through videotaped presentation (VT). The results indicated significantly ( p < .01)higher scores under the VT condition when sign learning and retention were probed three and 10 days after training.
The Efficiency and Effectiveness of an Interactive Videodisc System to Teach Sign Language Vocabulary
Authors: Slike Samuel B. , Chiavacci James P. , Hobbis Dorothy H.
Published: April 2013

Forty students enrolled in the course 74.153, Introduction to Sign Language, at Bloomsburg University of Pennsylvania participated in a study using an interactive videodisc system to teach sign language vocabulary. The experimental group (n = 20) learned signs via an interactive videodisc system while the control group (n = 20) learned the same signs through a traditional classroom approach. Results indicated no significant differences between the groups in their ability to recognize signs. In addition, the experimental group took one-third less time to learn as many signs as the control group.
Interactive Video for Bilingual ASL/English Instruction of Deaf Children
Authors: Hanson Vicki L. , Padden Carol A.
Published: April 2013

Advances in technology make possible certain instructional approaches that heretofore were difficult to implement. One of these advances is the use of computers to present video instructional materials for student-directed learning. In the experimental program described here, we use a bilingual approach to teach aspects of English to deaf children who are fluent in ASL. The goal of this project is to explore ways that ASL and English can be used cooperatively to help deaf students learn more about English.
The CHARGE Association: Implications for Teachers
Authors: Jones Thomas W. , Dunne Michele T.
Published: April 2013

CHARGE association is a diagnostic label for a group of congenital malformations, including hearing impairment and mental retardation, which frequently occur together. In the past several years, schools for hearing-impaired children, particularly those with programs for multihandicapped hearing-impaired students, have enrolled students with this diagnosis. A review of the literature concerning the CHARGE association yielded information concerning etiology and characteristics. From this review, generalizations are drawn for teachers of the hearing impaired working with students with the diagnosis of CHARGE association.
The Prevalence and Characteristics of Tinnitus with Profound Sensori-Neural Hearing Impairment
Authors: Drukier Gale S.
Published: April 2013

This study investigated the prevalence and characteristics of tinnitus in 331 children with profound hearing impairment Tinnitus implies an auditory perception of internal origin (noise) rarely heard by others. In view of the medical significance of tinnitus in adults, it is reasonable to believe that the same in children may have significant implications for medical and rehabilitative management. In the current study, one out of every three children had tinnitus. This finding raises some professional challenges regarding the effect of tinnitus on the affected children's behavior and performance in school.
Long Term Effects of Home Intervention With Hearing-Impaired Children
Authors: Watkins Susan
Published: April 2013

Hearing-impaired children who had earlier received home intervention were compared with hearing-impaired children who had not received such intervention, on measures of language, academic achievement, and social functioning. Additionally, children who had received early home intervention (before 30 months) were compared with children who had received late intervention (after 30 months). Children who had attended preschool but had received no home intervention were compared with children who had experienced neither. Using a longitudinal research design and statistical techniques of analysis of covariance and multiple comparison procedures, home intervention children were found to perform better than no-intervention children on the majority of the dependent variables. Slight advantages for early over late and preschool over no preschool children were also determined.
New Tests for Identifying Hearing-Impaired Students with Visual Perceptual Deficits: Relationship Between Deficits and Ability to Comprehend Sign Language
Authors: Ratner Vivienne
Published: April 2013

This article describes two tests designed specifically for hearing-impaired students, the Test of Visual Perceptual Abilities and the Test of Spatial Perception in Sign Language. Both tests were used in a research project involving 682 hearing-impaired students. Resulting data separate students with strong visual perceptual abilities from those whose visual perceptual deficits interfere with their ability to comprehend sign language. The Test of Visual Perceptual Abilities differs from currently used tests of visual perception in that it contains dynamic stimuli, is administered to groups, and is appropriate for hearing-impaired students, ages 8 through 18 years.
A Computer-Mediated Text System To Develop Communication Skills for Hearing-Impaired Students
Authors: MacGregor S. Kim , Thomas Linda B.
Published: April 2013

This study investigated the effects of manipulating design features of a computer-mediated text (CMT) system on the reading and writing performance of 45 hearing-impaired students. Five versions of a CMT system with an electronic dictionary (ED) were utilized. Versions included either an intrinsic motivation activity (vocabulary game), an extrinsic motivation activity (post-passage test), or no motivation activity. In addition, the kind of information obtained from the ED was varied. Some versions displayed a stand-alone definition; others displayed the definition with a sentence using the word in context. Results showed the extrinsic motivation activity related to better reading and writing performance by student users. An on-line record of student access to the ED was kept, and analysis indicated greater access was related to better post-treatment vocabulary knowledge. Implications of the findings are discussed with respect to the design of computer-based learning environments for hearing-impaired students.
Deaf Readers Reading Beyond the Literal
Authors: Erickson Michael E.
Published: April 2013

Demographic studies and educational research document that deaf readers encounter world knowledge, linguistic and metacognitive difficulties as they learn to read and read to learn at the interpretive level of understanding. The author advocates a collaborative "externally guided thinking" approach to instruction that helps deaf literal readers learn to read at the evaluative level.
Television and Vision: Reading Captions When Vision is Blurred
Authors: Thorn Sondra , Thorn Frank
Published: April 2013

Closed captions for television have become an important means of communication for hearing-impaired people. Yet, previous studies show that hearing-impaired people are very likely to have visual problems that may interfere with caption reading. In this study, the effect of reduced vision on caption reading is examined. Six hearing-impaired and 14 hearing subjects viewed segments of captioned movies on a 19-inch television screen at a distance of three meters. All of the subjects had normal vision. Their vision was blurred with plus lenses of five different strengths. The data show that caption reading is affected by relatively small amounts of blur. If a person has even a slight visual problem, the caption letters under normal television viewing conditions are too small for maximum reading performance.
Individual Differences in Cognitive Skills Related to Reading Ability in the Deaf
Authors: Gibbs Katherine W.
Published: April 2013

Deaf subjects who represented a wide range of reading abilities were tested on a number of factors including reliance on phonological recoding as well as several metacognitive abilities. The sample consisted of 19 high school students who were prelingually and profoundly deaf. Subjects were given a set of paper and pencil tests that included an assessment of phonological recoding ability as well as the measures designed by Baker (1984) to assess metacognitive skills in reading. Results indicated that deaf subjects demonstrated a significant degree of reliance on phonological recoding, but that individual differences in reliance on phonological recoding showed no relationship to reading skill ( r = .02). Individual differences on the metacognition measures, however, showed a strong relationship to reading ability ( r = .65, p < .01 ). The implications for remedial instruction for deaf students are discussed.
Attitudes Toward Computers of Preservice Teachers of Hearing-Impaired Students
Authors: Mertens Donna M. , Wang Zhuli
Published: April 2013

Students' attitudes toward computers are important for success in computer literacy programs. Teachers' attitudes are important for the adoption of innovations, such as computer-based instruction, in their classrooms. This study of 43 preservice teachers in programs for hearing-impaired students examined the effects of age, sex and computer experience on the attitudes (computer anxiety, confidence and liking) measured by the Computer Attitude Scale. Overall, computer experience corresponded with positive computer attitudes, and age and sex had no significant effects. The implications of this finding are discussed in terms of teacher training and the need for additional research.
A Sociometric Investigation of Sex and Race Peer Preferences Among Deaf Adolescents
Authors: Hagborg Winston J.
Published: April 2013

This study investigated sex and race peer preferences among adolescent deaf students. Sociometric ratings were obtained and analyzed for possible preferences. A marked peer preference for female students by both male and female students was found. In examining racial preferences, I found that white students rated same-race students higher than they rated minority students. Based on the data and analyses, the investigator found race to be secondary to sex in peer preferences among deaf adolescents. These findings are consistent with the sociometric literature on hearing adolescents.
An Explanation of the Superior Performance IQs Of Deaf Children of Deaf Parents
Authors: Braden Jeffery P.
Published: April 2013

Differences in IQ between deaf children of hearing parents (HP), deaf children of deaf parents (DP) and hearing children (HC) may be due to differences in speed of information processing. The Hick paradigm was used to obtain reaction times (RT) and movement times (MT) from samples of HP ( N = 31), DP ( N = 31), and HC ( N = 37) adolescents. Results show that DP subjects have faster RTs and MTs than HP or HC subjects ( ts ≥ 2.43, ps < .01), and that greater sign language exposure is related to faster MT ( r 2 = .180, p < .0005). HC subjects have higher IQs than HP subjects ( t = 2.66, p < .01), but DP IQs are not different from either group ( ts < 1.96, NS). The results show that Performance IQs (PIQs) obscure important differences between HP, HC and DP groups. Results are discussed in light of their theoretical and educational implications.
A Comparison of Parent and Teacher Nomination Of Gifted Hearing-Impaired Students
Authors: Yewchuk Carolyn , Bibby Mary Ann
Published: April 2013

Teacher nominations, parent nominations and non-verbal measures of IQ were used to identify giftedness among severely and profoundly hearing-impaired students in two educational settings, a school for the deaf and a public school system. It was found that 6.1 percent of the students had IQs at or above the 95 percentile, and that while teachers and parents tended to nominate the same students, both missed some intellectually gifted students. Characteristics of gifted hearing-impaired children, as reported by their teachers, were found to be very similar to those of gifted hearing children, with the exception of achievement.
College and University Requirements for Teachers of the Deaf At the Undergraduate Level
Authors: Dolman David
Published: April 2013

College catalogs of 33 programs offering undergraduate degrees in deaf education were investigated. Results indicated that deaf education majors have few opportunities to take elective courses due to liberal arts curriculum requirements, major requirements and other requirements necessary for receiving state certification as a teacher of the deaf. Required courses ranged from 90 to 154 semester hours, with an average of 122.82. The number of semester hours required by the college or university for the degree ranged from 120 to 130, with an average of 125. No statistically significant differences were found in the number of semester hours required of deaf education majors in programs with Council on Education of the Deaf (CED) approval and those without.
Early Intervention for Preschool Deaf Children: The Longitudinal Academic Effects Relative to Program Methodology
Authors: Goppold Laura
Published: April 2013

Twelve articles published over the past 25 years are reviewed concerning the longitudinal academic effects of early intervention for preschool hearing-impaired children, from birth to age 5, in relation to mode of communication (oral or total communication). The purpose of this overview is to present parents and teachers with information concerning the long range academic results of their decisions. Results of the review suggest that children with severe to profound hearing losses before age 2 who receive TC in a cognitive oriented parent-infant language program will be more successful than similar children in oral educational settings.
Deaf Teenagers and Family Alcohol Problems
Authors: Stevens Raymond P.
Published: April 2013

Alcohol abuse is a widespread problem in American families. Families of all social, economic and educational subgroups suffer from alcohol abuse by parents. Because of the widespread problems of alcoholism, families with deaf children are also victims of alcohol abuse. Even though hearing children suffer greatly from parental abuse of alcohol, they are not as ill-equipped as deaf teenagers to deal with the problem. By in large, there are three reasons why deaf children are less able than hearing children to deal with the familiy problems created by parental alcohol abuse.
A Study of Residential Care Staffing Patterns By Public Residential Schools Serving The Sensorially Impaired
Authors: Love-Trescott Erminel
Published: April 2013

Caregivers in a residential facility are vital to programming for sensorially impaired students. A study of the qualifications, upgrade systems and salaries of these caregivers was conducted to determine current trends among public residential institutions across the country. Great diversity among salaries, qualifications and upgrade systems was found, although job titles were comparable.
Computer Assisted Instruction with Deaf Children: Panacea, Placebo or Poison?
Authors: Braden Jeffery P. , Shaw Steven R.
Published: April 2013

A review of literature identified 287 references describing computer applications with deaf children. Of those, 162 investigated computers as a tool in educational settings. The academic applications of computers were distributed among the following categories: academic instruction (120, or 74 percent); psychological investigations (12, or 7 percent); and general education (30, or 19 percent). Further analysis of the academic instruction references found a scant 9 percent ( N = 16) reported efficacy data. Although the majority found CAI outcomes to be positive, the degree of CAI success was inversely related to methodological rigor ( r = -.69, p < .003). Well-designed studies suggested that CAI is no better than alternative forms of instruction. The available literature suggests computers are neither poison nor panacea, and may be nothing more than expensive placebo. Implications of these findings are discussed with reference to educational decision making and future research activities.
Loneliness and the Mainstreamed Hearing Impaired College Student
Authors: Murphy J. Samuel , Newlon Betty J.
Published: April 2013

The purpose of this study was to provide a starting point in the investigation of loneliness and mainstreamed hearing impaired college students. One hundred seventy volunteer participants, who were drawn from eight mainstream colleges/universities, completed the revised UCLA Loneliness Scale. Hearing impaired students were found to be more lonely than students in the hearing sample. No difference was found between mean loneliness scores in terms of the hard-of-hearing/deaf dichotomy, by year in school or by gender. The inverse correlations between individual loneliness scores and satisfaction with parental and peer relationships, adjustment to disability and comfort with speech and sign language are discussed in terms of practical significance.