741 results match your criteria Journal of Deaf Studies and Deaf Education [Journal]


Deaf Children's Moral Behavior, Moral Reasoning and Emotion Attribution.

Authors:
Jian Hao Chunsha Wu

J Deaf Stud Deaf Educ 2019 Jan 31. Epub 2019 Jan 31.

Capital Normal University.

The present study examined deaf children's moral development with experimental tasks. Experiment 1 investigated lying and sharing behavior in 37 six- to 11-year-old deaf children, 39 age-matched hearing children and 33 twelve- to 16-year-old deaf adolescents who were matched with the hearing children on vocabulary ability. The results showed that the deaf children did not lie more but shared less than the hearing children. Read More

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http://dx.doi.org/10.1093/deafed/eny047DOI Listing
January 2019
5 Reads

Emotional Recognition and Empathy both in Deaf and Blind Adults.

J Deaf Stud Deaf Educ 2019 Jan 21. Epub 2019 Jan 21.

University of Algarve, Centre for Biomedical Research (CBMR) and Centre for Spatial and Organizational Dynamics (CIEO).

Studies addressing the recognition of emotions in blind or deaf participants have been carried out only with children and adolescents. Due to these age limits, such studies do not clarify the long-term effects of vision and hearing disabilities on emotion recognition in adults. We assessed the ability to recognize basic emotions in 15 deaf adults (aged 32. Read More

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https://academic.oup.com/jdsde/advance-article/doi/10.1093/d
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http://dx.doi.org/10.1093/deafed/eny046DOI Listing
January 2019
11 Reads

Narrative Production in Arabic-speaking Adolescents with and without Hearing Loss.

J Deaf Stud Deaf Educ 2019 Jan 21. Epub 2019 Jan 21.

Bar Ilan University.

The present study investigated oral personal narratives elicited from Arabic speaking adolescents with and without hearing loss. Analyses focused on macrostructure, microstructure, and Modern Standard Arabic (MSA). For macrostructure, narratives were examined for structural components (abstract, orientation, complication, evaluation, resolution, and coda) and narrative patterns: classic (a high point followed by a resolution), high point ending, chronological, and leap frogging (jumps from one event to another). Read More

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http://dx.doi.org/10.1093/deafed/eny048DOI Listing
January 2019

Public Library Programs and Accommodations for Deaf and Hard-of-Hearing Children in the United States.

J Deaf Stud Deaf Educ 2018 Dec 28. Epub 2018 Dec 28.

Chapman University.

In today's public libraries, children's librarians are challenged to provide inclusive programming that welcomes all individuals, including deaf and hard-of-hearing children at risk for delayed reading and literacy development. This study, using quantitative survey data and qualitative interview methods, investigated the programs and accommodations public libraries provide for deaf and hard-of-hearing children, the impetus for providing these programs, and the training required. Nearly 500 public libraries in the United States with service areas greater than 100,000 patrons were invited to participate in an online survey. Read More

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http://dx.doi.org/10.1093/deafed/eny041DOI Listing
December 2018

A Cross-cultural Mixed Methods Investigation of Language Socialization Practices.

J Deaf Stud Deaf Educ 2018 Dec 28. Epub 2018 Dec 28.

University of Toronto.

This embedded mixed methods study explores how cultural differences in language socialization practices influence parent-child verbal interactions. The Language ENvironment Analysis (LENA) System audio recorded families of children who are and are not deaf and hard of hearing in Canada and Vietnam. Software automatically calculated an average conversational turn count. Read More

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http://dx.doi.org/10.1093/deafed/eny037DOI Listing
December 2018

Effects of Reading Racetracks on Sight Word Acquisition for Deaf Kindergarteners.

J Deaf Stud Deaf Educ 2018 Dec 28. Epub 2018 Dec 28.

The Ohio State University.

This study examined the effects of a reading racetrack game on acquisition, maintenance, and generalization of sight words for four kindergarten students who are deaf. The game consisted of placing sight words around a racetrack board and prompting the participant to read the words. A multiple probe design across word sets demonstrated a functional relation between the intervention and the participants' acquisition of vocabulary to 100% mastery on at least three consecutive sessions for each participant. Read More

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http://dx.doi.org/10.1093/deafed/eny038DOI Listing
December 2018

Understanding Theory of Mind in Deaf and Hearing College Students.

J Deaf Stud Deaf Educ 2018 Dec 28. Epub 2018 Dec 28.

National Technical Institute for the Deaf-Rochester Institute of Technology.

Theory of Mind-the understanding that people have thoughts, wants, and beliefs that influence their interpersonal behavior-is an aspect of social cognition that develops with consistent, increasing complexity across age groups, languages, and cultures. Observed delays in theory of mind development among deaf children and others has led to a conversational account of theory of mind development and its delays in terms of the nature and amount of social communication experienced by children directly (conversationally) and indirectly (via overhearing). The present study explored theory of mind in deaf young adults by evaluating their understanding of sarcasm and advanced false belief (second-order false belief and double bluff), as well as related cognitive abilities. Read More

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https://academic.oup.com/jdsde/advance-article/doi/10.1093/d
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http://dx.doi.org/10.1093/deafed/eny039DOI Listing
December 2018
5 Reads

Bilingual Versus Monolingual Vocabulary Instruction for Bilingual Children with Hearing Loss.

J Deaf Stud Deaf Educ 2018 Dec 28. Epub 2018 Dec 28.

Vanderbilt University Medical Center.

Effective vocabulary interventions for children with hearing loss, including children who are bilingual, are needed because of persistent vocabulary deficits in this population. Current instructional practices for children with hearing loss who are bilingual vary in the degree to which they incorporate the language the child uses at home. Unfortunately, there is little direct evidence as to whether bilingual or monolingual instructional practices yield greater benefits for these children. Read More

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http://dx.doi.org/10.1093/deafed/eny042DOI Listing
December 2018

Fathers of Deaf and Hard-of-Hearing Infants and Toddlers - Experiences, Needs, and Challenges.

J Deaf Stud Deaf Educ 2018 Dec 28. Epub 2018 Dec 28.

University of Education.

Studies on fathers with deaf and hard-of-hearing (DHH) children are quite rare in deaf education; if they are conducted, they narrowly focus on preschool-age or school-age children. The study reported here presents data from a survey on 92 fathers of very young DHH children with a mean age of 26 months. Questionnaires were used to measure the impact of children's hearing loss on parenting, the frequency of fathers' participation in early intervention appointments, and the level of fathers' involvement in daily care as well as in early intervention activities. Read More

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http://dx.doi.org/10.1093/deafed/eny040DOI Listing
December 2018

Spelling in Children With Cochlear Implants: Evidence of Underlying Processing Differences.

J Deaf Stud Deaf Educ 2018 Dec 28. Epub 2018 Dec 28.

The University of Queensland.

This study compared the spelling skills and sub-skills of young children with cochlear implants (CIs) who use spoken language only (n = 14) with those of a same-aged typically hearing (TH) control group (n = 30). Spelling accuracy was assessed using irregular and nonsense word stimuli. Error and regression analyses were conducted to provide insight into the phonological and orthographic spelling strategies used by each group. Read More

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http://dx.doi.org/10.1093/deafed/eny035DOI Listing
December 2018

Cochlear Implantation and Social-Emotional Functioning of Children with Hearing Loss.

J Deaf Stud Deaf Educ 2019 Jan;24(1):25-31

Schneider Children's Medical Center of Israel.

This study examined the contribution of cochlear implants (CIs) to the social-emotional functioning of children who are deaf or hard of hearing (dhh). Sixty-three parents of children who are dhh participated in the study. Thirty children were CI users and 32 used hearing aids (HAs). Read More

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https://academic.oup.com/jdsde/advance-article/doi/10.1093/d
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http://dx.doi.org/10.1093/deafed/eny034DOI Listing
January 2019
12 Reads

Social-Emotional Interventions with Children and Youth Who are Deaf or Hard of Hearing: A Research Synthesis.

J Deaf Stud Deaf Educ 2019 Jan;24(1):1-10

University of Northern Colorado.

To be successful in school and life individuals need to learn to understand and manage their emotions, get along with others and exercise good judgment. Children and youth who are deaf or hard of hearing have long been considered a population at risk for not developing age-appropriate social-emotional skills. The purpose of this study was to identify, review, and summarize the intervention research addressing social and emotional learning with children and youth who are deaf or hard of hearing. Read More

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http://dx.doi.org/10.1093/deafed/eny030DOI Listing
January 2019

Evidence of Theory of Mind in the Written Language of Deaf Children.

J Deaf Stud Deaf Educ 2019 Jan;24(1):32-40

University of Manchester.

The link between Theory of Mind (ToM) and literacy is increasingly being recognized in the literature. However, the focus to date has concentrated on the connections between reading and ToM, with an emphasis on the ways in which ToM is implicated in making inferences from text and suggestions that engaging in reading fiction can support the development of ToM. The exploratory study presented in this paper is unique in its approach as it widens the focus to consider the relationship between ToM and writing. Read More

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http://dx.doi.org/10.1093/deafed/eny027DOI Listing
January 2019

Emotional Understanding in Children with A Cochlear Implant.

J Deaf Stud Deaf Educ 2018 Oct 6. Epub 2018 Oct 6.

South China Normal University.

Emotional understanding plays an important role in the physical and mental health of children. To determine whether the development of emotional understanding is delayed in children with a cochlear implant (CI), 30 children with a CI and 30 matched children with typical hearing aged between 3 and 9 years old completed three tasks (facial expression, tone expression and scene of emotion matching), in which they identified four basic emotions (happiness, sadness, anger, and fear). The participants included 40 preschool children and 20 school-aged children. Read More

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https://academic.oup.com/jdsde/advance-article/doi/10.1093/d
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http://dx.doi.org/10.1093/deafed/eny031DOI Listing
October 2018
1 Read

Culture and Deaf Women's Body Image.

J Deaf Stud Deaf Educ 2019 Jan;24(1):11-24

Gallaudet University.

The sociocultural model of eating disorders highlights the role of internalization of the thin ideal in the development of negative body image and disordered eating. Considering the limited diversity of models in mainstream media, individuals belonging to minoritized cultural groups may resist identifying with and internalizing mainstream beauty messages. The extent of internalization may also depend on an individual's acculturation status and experiences of acculturative stress. Read More

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http://dx.doi.org/10.1093/deafed/eny028DOI Listing
January 2019
1 Read

A multilinguistic analysis of spelling among children with cochlear implants.

J Deaf Stud Deaf Educ 2019 Jan;24(1):41-53

University of North Carolina at Chapel Hill.

This study examines the spelling of nine elementary school children with cochlear implants (CIs) who use spoken language, and compares their performance with children who have typical hearing and children who are hard of hearing (HH). Compared to children with typical hearing, children with CIs did not produce a significantly different percentage of misspelled words (p = 0.431, d = 0. Read More

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http://dx.doi.org/10.1093/deafed/eny029DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6318947PMC
January 2019

Attitudes Toward Deafness Affect Impressions of Young Adults With Cochlear Implants.

Authors:
Valerie Freeman

J Deaf Stud Deaf Educ 2018 Oct;23(4):360-368

Oklahoma State University.

This study continues a project on speech-based impressions of early-implanted cochlear implant (CI) users. It examined relationships between listeners' attitudes or personal traits and how they judged CI users upon hearing their speech. College students with typical hearing (TH) listened to speech samples from CI users and TH young adults and rated the speakers' personalities and attractiveness as friends. Read More

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http://dx.doi.org/10.1093/deafed/eny026DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6146755PMC
October 2018

Trauma and Resilience Among Deaf Individuals.

J Deaf Stud Deaf Educ 2018 Oct;23(4):317-330

National Deaf Center on Postsecondary Outcomes.

Resilience in the face of trauma is an important yet elusive construct in human development. While there are prevalent data suggesting high rates of trauma among deaf individuals, valuable insight on how resilience evolves among deaf individuals within the context of trauma has yet to be explored sufficiently. This study explored the concept of resilience through semi-structured interviews with a total of 19 experienced mental health providers. Read More

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http://dx.doi.org/10.1093/deafed/eny024DOI Listing
October 2018
7 Reads

Personality Traits, Self-Efficacy, and Cochlear Implant Use Among Deaf Young Adults.

J Deaf Stud Deaf Educ 2018 Oct;23(4):351-359

University of Copenhagen.

A variety of studies have examined ways in which cognitive and social-emotional factors may be linked to and affected by hearing loss, use of cochlear implants (CIs), and sign language. A related domain that largely has been overlooked, however, is personality. This paper reports a study of personality traits and self-efficacy among deaf and hard-of-hearing (DHH; n = 223) college students, with and without CIs, as compared to hearing peers (n = 106). Read More

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https://academic.oup.com/jdsde/article/23/4/351/5050681
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http://dx.doi.org/10.1093/deafed/eny022DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6146759PMC
October 2018
5 Reads

Sign Language Skills Assessed Through a Sentence Reproduction Task.

J Deaf Stud Deaf Educ 2018 Oct;23(4):408-421

Italian National Research Council, Institute of Cognitive Sciences and Technologies.

The aim of this study is to analyze Italian Sign Language (LIS) linguistic skills in two groups of deaf signing children at different ages, and to compare their skills with those of a group of deaf signing adults. For this purpose, we developed a new Sentence Reproduction Task (SRT) for Italian Sign Language (LIS-SRT), which we administered to 33 participants. Participants' scores and type of errors were analyzed to investigate similarities and differences related to both chronological age and age of LIS acquisition. Read More

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http://dx.doi.org/10.1093/deafed/eny021DOI Listing
October 2018

Effective Deaf Access to Justice.

J Deaf Stud Deaf Educ 2018 Oct;23(4):331-340

Syracuse University.

This article reports on findings from a qualitative study that explored the experiences of eight deaf participants in interacting with the justice system in Northern Ireland. The study was spurred by anecdotal evidence of challenges facing members of the Deaf community in obtaining access to solicitors. The UN Convention on the Rights of Persons with Disabilities, to which the United Kingdom is a State Party, requires providers of goods, facilities, and services, which include solicitors, to provide effective communication access to deaf people seeking their services on an equal basis with non-disabled people. Read More

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http://dx.doi.org/10.1093/deafed/eny023DOI Listing
October 2018
4 Reads

Parental Decision-Making and Deaf Children: A Systematic Literature Review.

J Deaf Stud Deaf Educ 2018 Oct;23(4):295-306

National Acoustic Laboratories.

Parents or caregivers of children who are deaf or hard of hearing are required to make complex and rational decisions soon after the confirmation of hearing loss. Ways of facilitating decision-making have been a focus within the healthcare sector for two decades and shared decision-making is now widely viewed as the standard for good clinical care. A systematic literature review was undertaken to identify the extent to which the principles of shared decision-making and informed choice have been implemented for parents when they make decisions related to their children with permanent hearing loss. Read More

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http://dx.doi.org/10.1093/deafed/eny019DOI Listing
October 2018
6 Reads

Communicative Competence of Oral Deaf Children While Explaining Game Rules.

J Deaf Stud Deaf Educ 2018 Oct;23(4):369-381

Deakin University.

Classrooms are characterized by interactions in a range of genres. The concise language required by expository interactions can be challenging for children who have atypical language, including children who are deaf and hard of hearing (DHH). This study compared the way three groups of upper primary school students (aged 8-13 years) taught a peer to play a new unfamiliar board game: (a) DHH "experts" teaching a "novice" hearing peer; (b) hearing experts teaching a DHH novice; and (c) a hearing expert teaching a hearing novice. Read More

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http://dx.doi.org/10.1093/deafed/eny017DOI Listing
October 2018
1 Read

Deaf Stigma: Links Between Stigma and Well-Being Among Deaf Emerging Adults.

J Deaf Stud Deaf Educ 2018 Oct;23(4):341-350

College of the Holy Cross.

Although stigma has been linked to suboptimal psychological and physical health outcomes in marginalized communities such as persons of color, sexual minorities, and people living with HIV/AIDS, no known research has examined these effects among deaf individuals. In the present research, we examine the associations between anticipated, enacted, and internalized stigma and psychological well-being (i.e. Read More

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http://dx.doi.org/10.1093/deafed/eny018DOI Listing
October 2018

Comparing Auditory-Only and Audiovisual Word Learning for Children With Hearing Loss.

J Deaf Stud Deaf Educ 2018 Oct;23(4):382-398

Vanderbilt University.

Although reducing visual input to emphasize auditory cues is a common practice in pediatric auditory (re)habilitation, the extant literature offers minimal empirical evidence for whether unisensory auditory-only (AO) or multisensory audiovisual (AV) input is more beneficial to children with hearing loss for developing spoken language skills. Using an adapted alternating treatments single case research design, we evaluated the effectiveness and efficiency of a receptive word learning intervention with and without access to visual speechreading cues. Four preschool children with prelingual hearing loss participated. Read More

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http://dx.doi.org/10.1093/deafed/eny016DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6146754PMC
October 2018
1 Read

Recent Issues in the Use of Signed Language Assessments for Diagnosis of Language Disorders in Signing Deaf and Hard of Hearing Children.

J Deaf Stud Deaf Educ 2018 Oct;23(4):307-316

Center for Research and Training.

In recent years, normed signed language assessments have become a useful tool for researchers, practitioners, and advocates. Nevertheless, there are limitations in their application, particularly for the diagnosis of language disorders, and learning disabilities. Here, we discuss some of the available normed, signed language assessments and some of their limitations. Read More

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https://academic.oup.com/jdsde/article/23/4/307/4996054
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http://dx.doi.org/10.1093/deafed/eny014DOI Listing
October 2018
5 Reads

Comparing Semantic Fluency in American Sign Language and English.

J Deaf Stud Deaf Educ 2018 Oct;23(4):399-407

School of Speech, Language and Hearing Sciences, San Diego State University, San Diego, CA, USA.

This study investigated the impact of language modality and age of acquisition on semantic fluency in American Sign Language (ASL) and English. Experiment 1 compared semantic fluency performance (e.g. Read More

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https://academic.oup.com/jdsde/article/23/4/399/4992884
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http://dx.doi.org/10.1093/deafed/eny013DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6146786PMC
October 2018
7 Reads

Friendship and Emotion Control in Pre-Adolescents With or Without Hearing Loss.

J Deaf Stud Deaf Educ 2018 Jul;23(3):209-218

Leiden University.

Emotional functioning plays a crucial role in the social development of children and adolescents. We examined the extent to which emotion control was related to the quality of friendships in pre-adolescents with and without hearing loss. We tested 350 pre-adolescents (75 deaf/hard of hearing in mainstream education (DHHm), 48 deaf/hard of hearing in special education (DHHs), and 227 hearing) through self-report. Read More

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http://dx.doi.org/10.1093/deafed/eny012DOI Listing
July 2018
1 Read

Early Communication Development of Children with Auditory Brainstem Implants.

J Deaf Stud Deaf Educ 2018 Jul;23(3):249-260

Keck School of Medicine of the University of Southern California.

The auditory brainstem implant (ABI) is an auditory sensory device that is surgically placed on the cochlear nucleus of the brainstem for individuals who are deaf but unable to benefit from a cochlear implant (CI) due to anatomical abnormalities of the cochlea and/or eighth nerve, specific disease processes, or temporal bone fractures. In the United States, the Food and Drug Administration has authorized a Phase I clinical trial to determine safety and feasibility of the ABI in up to 10 eligible young children who are deaf and either derived no benefit from the CI or were anatomically unable to receive a CI. In this paper, we describe the study protocol and the children who have enrolled in the study thus far. Read More

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http://dx.doi.org/10.1093/deafed/eny010DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5995196PMC
July 2018
4 Reads

Morphology Instruction in the Science Classroom for Students Who Are Deaf: A Multiple Probe Across Content Analysis.

J Deaf Stud Deaf Educ 2018 Jul;23(3):271-283

National Technical Institute for the Deaf, Rochester Institute of Technology.

Deaf and hard-of-hearing (DHH) students have exhibited a morphological knowledge delay that begins in preschool and persists through college. Morphological knowledge is critical to vocabulary understanding and text comprehension in the science classroom. We investigated the effects of morphological instruction, commonly referred to as Word Detectives, on the morphological knowledge of college-age DHH students in a science course. Read More

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http://dx.doi.org/10.1093/deafed/eny009DOI Listing
July 2018
3 Reads

Parent Couples' Coping Resources and Involvement in their Children's Intervention Program.

J Deaf Stud Deaf Educ 2018 Jul;23(3):189-199

Tel Aviv University.

Parental involvement is vital to the implementation of intervention programs for deaf and hard-of-hearing (DHH) children. The current study examined the dyadic relationships between mothers' and fathers' coping resources and their involvement in their child's intervention program. In addition, the moderating roles of parent's gender and family religiosity on the associations between coping resources and involvement were examined. Read More

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http://dx.doi.org/10.1093/deafed/eny011DOI Listing
July 2018
6 Reads

Usability of American Sign Language Videos for Presenting Mathematics Assessment Content.

J Deaf Stud Deaf Educ 2018 Jul;23(3):284-294

Rochester Institute of Technology.

There is considerable interest in determining whether high-quality American Sign Language videos can be used as an accommodation in tests of mathematics at both K-12 and postsecondary levels; and in learning more about the usability (e.g., comprehensibility) of ASL videos with two different types of signers - avatar (animated figure) and human. Read More

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http://dx.doi.org/10.1093/deafed/eny008DOI Listing
July 2018
6 Reads

Caregiver-Reported Indicators of Communication and Social Functioning for Young Children Who Are Deaf or Hard of Hearing.

J Deaf Stud Deaf Educ 2018 Jul;23(3):200-208

Seattle Children's Hospital, University of Washington.

We elicited caregiver-reported observations of children aged 5-10 who were deaf or hard of hearing (DHH) that resulted in two age-specific instruments: Caregiver Report of Behaviors and Events (CROBE-DHH 5-7 and 8-10). These new instruments record observations on communication and social behaviors/events. In Study 1, 36 caregivers provided qualitative data on important content on what they were able to observe for instrument development and in Study 2, 271 provided data for studying cross-sectional measurement properties. Read More

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http://dx.doi.org/10.1093/deafed/eny006DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5995206PMC
July 2018
1 Read

Decision-Making in Adolescents with Profound Hearing Loss.

J Deaf Stud Deaf Educ 2018 Jul;23(3):219-227

Anhui Normal University.

People with profound hearing loss show differences in language-related cognitive functions that may affect decision-making processes, but few studies have examined their decision-making behavior. The current study used the Iowa Gambling Task and the Game of Dice Task to explore the decision-making characteristics of adolescents with profound hearing loss. In the Iowa Gambling Task, deaf adolescents were more inclined to choose from the deck of infrequent losses with large immediate gains and larger future losses. Read More

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http://dx.doi.org/10.1093/deafed/eny001DOI Listing
July 2018
2 Reads

It Takes Two to Read: Interactive Reading with Young Deaf and Hard-of-Hearing Children.

J Deaf Stud Deaf Educ 2018 Jul;23(3):261-270

Royal Dutch Kentalis.

Interactive storybook reading is an important activity to enhance the emergent literacy skills of young deaf and hard-of-hearing (DHH) children. Parents have a crucial role to play in promoting their children's literacy development. However, parents often do not read in an interactive way; therefore guidance is recommended in applying these interactive reading strategies. Read More

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http://dx.doi.org/10.1093/deafed/eny005DOI Listing
July 2018
1 Read

Cultural Identity of Young Deaf Adults with Cochlear Implants in Comparison to Deaf without Cochlear Implants and Hard-of-Hearing Young Adults.

J Deaf Stud Deaf Educ 2018 Jul;23(3):228-239

Tel-Aviv University.

This study examined the relationships between cultural identity, severity of hearing loss (HL), and the use of a cochlear implant (CI). One hundred and forty-one adolescents and young adults divided into three groups (deaf with CI, deaf without CI, and hard-of-hearing (HH)) and 134 parents participated. Adolescents and young adults completed questionnaires on cultural identity (hearing, Deaf, marginal, bicultural-hearing, and bicultural-deaf) and communication proficiencies (hearing, spoken language, and sign language). Read More

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http://dx.doi.org/10.1093/deafed/eny007DOI Listing
July 2018
4 Reads

Addressing Mental Health Needs for Deaf Patients Through an Integrated Health Care Model.

J Deaf Stud Deaf Educ 2018 Jul;23(3):240-248

University of Michigan Medical School.

Deaf individuals struggle with accessing mental health services because of language and cultural discordance. Our project's purpose was to design and pilot an accessible, integrated mental health program for the Deaf population, scalable for other health centers interested in serving these individuals. Our team addressed several identified barriers to care. Read More

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http://dx.doi.org/10.1093/deafed/eny002DOI Listing
July 2018
2 Reads

A Systematic Review of Services to DHH Children in Rural and Remote Regions.

J Deaf Stud Deaf Educ 2018 04;23(2):118-130

University of Newcastle.

Children in regional, rural and remote areas have less access to services than those living in urban areas. Practitioners serving children with a hearing loss have attempted to address this gap, however there are few studies investigating service access and experiences of non-metropolitan families and professionals. This systematic review evaluates the literature on service provision to children with a hearing loss living in regional, rural and remote areas of Australia. Read More

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http://dx.doi.org/10.1093/deafed/enx059DOI Listing
April 2018
2 Reads

Reading Comprehension and Phonics Research: Review of Correlational Analyses with Deaf and Hard-of-Hearing Students.

Authors:
Pamela Luft

J Deaf Stud Deaf Educ 2018 04;23(2):148-163

Kent State University.

This manuscript reviews 28 studies of reading research on deaf and hard-of-hearing (DHH) students published since 2000 that used correlational analyses. The examination focused on assessment issues affecting measurement and analysis of relationships between early phonological or orthographic skills and reading comprehension. Mixed outcomes complicate efforts to determine evidence-based practices, and to develop an accurate model of reading. Read More

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http://dx.doi.org/10.1093/deafed/enx057DOI Listing
April 2018
1 Read

Language and Psychosocial Functioning among Deaf Learners with and without Cochlear Implants.

J Deaf Stud Deaf Educ 2018 04;23(2):187

Center for Education Research Partnerships at the National Technical Institute for the Deaf.

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http://dx.doi.org/10.1093/deafed/eny004DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5856284PMC
April 2018
5 Reads

Mothers of Deaf Children in the 21st Century. Dynamic Positioning Between the Medical and Cultural-Linguistic Discourses.

J Deaf Stud Deaf Educ 2018 04;23(2):186

Department of Psychology and Educational Sciences, Research Group IDNS (Interpersonal, Discursive and Narrative Studies), Vrije Universiteit Brussel (VUB), Brussel, Belgium.

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http://dx.doi.org/10.1093/deafed/eny003DOI Listing
April 2018
3 Reads

Exploring the Identities of Hearing Parents who Chose Cochlear Implantation for their Children with Hearing Loss.

J Deaf Stud Deaf Educ 2018 04;23(2):131-139

Utah State University, Department of Languages, Philosophy, and Communication Studies, Logan, UT 84322.

We aimed to determine the types of identities hearing parents construct when telling online stories about their children with hearing loss (HL) who use cochlear implants (CIs). To do so, we employed a qualitative design and sampled 20 different blogs United States origins and written by parents of children who use CIs. We then used thematic narrative analysis (Braun & Clarke, 2006; Riessman, C. Read More

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http://dx.doi.org/10.1093/deafed/enx060DOI Listing
April 2018
7 Reads

Early Sign Language Experience Goes Along with an Increased Cross-modal Gain for Affective Prosodic Recognition in Congenitally Deaf CI Users.

J Deaf Stud Deaf Educ 2018 04;23(2):164-172

Biological Psychology and Neuropsychology, Institute for Psychology, Faculty of Psychology and Human Movement Science, University of Hamburg, Hamburg, Germany.

It is yet unclear whether congenitally deaf cochlear implant (CD CI) users' visual and multisensory emotion perception is influenced by their history in sign language acquisition. We hypothesized that early-signing CD CI users, relative to late-signing CD CI users and hearing, non-signing controls, show better facial expression recognition and rely more on the facial cues of audio-visual emotional stimuli. Two groups of young adult CD CI users-early signers (ES CI users; n = 11) and late signers (LS CI users; n = 10)-and a group of hearing, non-signing, age-matched controls (n = 12) performed an emotion recognition task with auditory, visual, and cross-modal emotionally congruent and incongruent speech stimuli. Read More

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https://academic.oup.com/jdsde/article/23/2/164/4921152
Publisher Site
http://dx.doi.org/10.1093/deafed/enx051DOI Listing
April 2018
3 Reads

Positive Psychology in Research with the Deaf Community: An Idea Whose Time Has Come.

J Deaf Stud Deaf Educ 2018 04;23(2):111-117

Department of Psychology, Gallaudet University, 800 Florida Ave. NE, Washington, DC 20002.

The emergence of positive psychology as an approach to studying what makes life worth living has inspired a new wave of research. Studies have focused on the prevalence and degree of positive attributes, attitudes, and characteristics in the wider population. Increasingly, lessons learned from positive psychology have been applied to understanding the more diverse experiences of individuals belonging to various groups. Read More

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http://dx.doi.org/10.1093/deafed/enx058DOI Listing
April 2018
3 Reads

Superordinate Precision: An Examination of Academic Writing Among Bilingual Deaf and Hard of Hearing Students.

J Deaf Stud Deaf Educ 2018 04;23(2):173-182

Boston University.

Academic English is an essential literacy skill area for success in post-secondary education and in many work environments. Despite its importance, academic English is understudied with deaf and hard of hearing (DHH) students. Nascent research in this area suggests that academic English, alongside American Sign Language (ASL) fluency, may play an important role in the reading proficiency of DHH students in middle and high school. Read More

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http://dx.doi.org/10.1093/deafed/enx052DOI Listing
April 2018
7 Reads

Speech Intelligibility and Personality Peer-ratings of Young Adults With Cochlear Implants.

Authors:
Valerie Freeman

J Deaf Stud Deaf Educ 2018 01;23(1):41-49

Indiana University.

Speech intelligibility, or how well a speaker's words are understood by others, affects listeners' judgments of the speaker's competence and personality. Deaf cochlear implant (CI) users vary widely in speech intelligibility, and their speech may have a noticeable "deaf" quality, both of which could evoke negative stereotypes or judgments from peers. In this study, college students with typical hearing (TH) used semantic differential scales to rate speech samples of highly-intelligible TH young adults and age-matched CI users with high or low intelligibility (CI-Hi, CI-Lo) on personality traits related to competence (intelligence, achievement), friendship skills (friendliness, popularity), and attractiveness as a friend (extraversion, dependability). Read More

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http://dx.doi.org/10.1093/deafed/enx033DOI Listing
January 2018
7 Reads

School-aged Children with Mild Bilateral and Unilateral Hearing Loss: Parents' Reflections on Services, Experiences, and Outcomes.

J Deaf Stud Deaf Educ 2018 04;23(2):140-147

University of Ottawa.

Following the establishment of newborn hearing screening programs, age of identification and length of time before receiving interventions has been reduced for children, including those with milder degrees of hearing loss who were previously not identified until school age. This population of early-identified children requires new support programs for parents. Although literature is emerging on how parents experience the initial years, there is limited information on support needs during early school years. Read More

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http://dx.doi.org/10.1093/deafed/enx049DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5856283PMC
April 2018
24 Reads

Literacy Outcomes in Deaf Students with Cochlear Implants: Current State of the Knowledge.

J Deaf Stud Deaf Educ 2018 01;23(1):1-16

DePaul University.

The purpose of this paper is to examine the available peer-reviewed research regarding literacy achievement in deaf children with cochlear implants. A related goal is to identify gaps in the empirical literature and suggest directions for future research. Included in this review are studies that exclusively report reading and writing outcomes for groups of students. Read More

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http://dx.doi.org/10.1093/deafed/enx043DOI Listing
January 2018
7 Reads

Altering Practices to Include Bimodal-bilingual (ASL-Spoken English) Programming at a Small School for the Deaf in Canada.

J Deaf Stud Deaf Educ 2018 01;23(1):82-94

Manitoba School for the Deaf.

Bimodal-bilingual programs are emerging as one way to meet broader needs and provide expanded language, educational and social-emotional opportunities for students who are deaf and hard of hearing (Marschark, M., Tang, G. & Knoors, H. Read More

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http://dx.doi.org/10.1093/deafed/enx040DOI Listing
January 2018
10 Reads

Exploring Cascading Effects of Multimodal Communication Skills in Infants With Hearing Loss.

J Deaf Stud Deaf Educ 2018 01;23(1):95-105

Northwestern University.

Infants and toddlers with hearing loss (HL) are at risk for developing communicative delays that can have a substantial lasting effect. Understanding child characteristics that may be targeted in early intervention is essential to maximizing communicative outcomes in children with HL. Among the most malleable predictors of communication skills include maternal responsivity, gestures, and vocalizations. Read More

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http://dx.doi.org/10.1093/deafed/enx041DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5881374PMC
January 2018
47 Reads