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


Speech-Language Clinicians Working with Deaf Children: A Qualitative Study in Context.

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

Teachers College, Columbia University.

Students who are deaf or hard of hearing (DHH) increasingly attend local public schools, in which speech and language clinicians (SLCs) may lack experience with the individualized needs of a heterogeneous student population. This study explored the experiences of SLCs with students who are DHH in three different types of educational settings. Fourteen SLCs were interviewed and discussed a case study. Read More

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http://dx.doi.org/10.1093/deafed/enz008DOI Listing

Assessing Pragmatic Skills Using Checklists with Children who are Deaf and Hard of Hearing: A Systematic Review.

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

Children's Center for Communication/Beverly School for the Deaf, Department of Psychiatry, Harvard Medical School.

This paper investigates the use of checklists to assess pragmatics in children and adolescents who are deaf and hard of hearing. A systematic literature review was undertaken to identify all of the published research articles between 1979 and 2018 on the topic of the assessment of pragmatics for this population of children and adolescents. The 67 papers identified in this review were analyzed and all papers that utilized a checklist to assess pragmatic skills were identified. Read More

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http://dx.doi.org/10.1093/deafed/enz004DOI Listing
March 2019
1 Read

Social Abilities and Visual-Spatial Perspective-Taking Skill: Deaf Signers and Hearing Nonsigners.

J Deaf Stud Deaf Educ 2019 Mar 18. Epub 2019 Mar 18.

San Diego State University.

Social abilities relate to performance on visual-spatial perspective-taking (VSPT) tasks for hearing nonsigners but may relate differently to VSPT abilities for deaf signers because of their distinct linguistic and social experiences. This research investigated whether deaf adults approach VSPT tasks nonsocially (as previously suggested for deaf children) or socially (as seen for hearing adults). Adult hearing nonsigners (n = 45) and deaf signers (n = 44) performed a nonlinguistic VSPT task, mental rotation and spatial orientation tasks, and completed a questionnaire measuring social abilities and degree of socialness. Read More

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http://dx.doi.org/10.1093/deafed/enz006DOI Listing

The Understanding of Communicative Intentions in Children with Severe-to-Profound Hearing Loss.

J Deaf Stud Deaf Educ 2019 Mar 18. Epub 2019 Mar 18.

University of Sheffield, UK.

The ability to distinguish lies from sincere false statements requires understanding a speaker's communicative intentions and is argued to develop through linguistic interaction. We tested whether this ability was delayed in 26 children with severe-to-profound hearing loss who, based on vocabulary size, were thought to have relatively limited access to linguistic exchanges compared to typically hearing peers (n = 93). Children were presented with toy bears who either lied or made a false statement sincerely. Read More

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http://dx.doi.org/10.1093/deafed/enz001DOI Listing

Assessing the Comprehension of Spatial Perspectives in ASL Classifier Constructions.

J Deaf Stud Deaf Educ 2019 Mar 11. Epub 2019 Mar 11.

San Diego State University, San Diego, USA.

In ASL spatial classifier expressions, the location of the hands in signing space depicts the relative position of described objects. When objects are physically present, the arrangement of the hands maps to the observed position of objects in the world (Shared Space). For non-present objects, interlocutors must perform a mental transformation to take the signer's perspective ("Signer Space"). Read More

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http://dx.doi.org/10.1093/deafed/enz005DOI Listing

Parental Conceptualizations of Autism and Deafness in British Deaf Children.

J Deaf Stud Deaf Educ 2019 Mar 6. Epub 2019 Mar 6.

Institute of Health and Society, Newcastle University.

The co-occurrence of childhood deafness and autism raises complex challenges for diagnosis and family support. In this article, we explore with hearing and Deaf parents their observations of the interaction between deafness and autism and identify how the intersections of deafness and autism are conceptualized in everyday life. Eight parents participated (two of whom were Deaf BSL users) in semi-structured interviews in either BSL or spoken English. Read More

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http://dx.doi.org/10.1093/deafed/enz002DOI Listing
March 2019
5 Reads

Cued Speech Enhances Speech-in-Noise Perception.

J Deaf Stud Deaf Educ 2019 Feb 27. Epub 2019 Feb 27.

GIPSA-lab, Univ. Grenoble Alpes, CNRS, Grenoble INP.

Speech perception in noise remains challenging for Deaf/Hard of Hearing people (D/HH), even fitted with hearing aids or cochlear implants. The perception of sentences in noise by 20 implanted or aided D/HH subjects mastering Cued Speech (CS), a system of hand gestures complementing lip movements, was compared with the perception of 15 typically hearing (TH) controls in three conditions: audio only, audiovisual, and audiovisual + CS. Similar audiovisual scores were obtained for signal-to-noise ratios (SNRs) 11 dB higher in D/HH participants compared with TH ones. 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/enz003DOI Listing
February 2019
3 Reads

Deaf Child and Adolescent Consumers of Public Behavioral Health Services.

Authors:
Teresa V Crowe

J Deaf Stud Deaf Educ 2019 Apr;24(2):57-64

Gallaudet University.

This study describes the demographic profiles of 1,164 deaf children and adolescents who are consumers of the public behavioral health services in the state of Maryland. Up until recent years, data about deaf adults, children, and youth were unavailable. Over the past couple years, items to the Outcomes Measurement System (OMS) Interview included questions such as "primary language" and boxes to indicate if the participant was "deaf. Read More

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http://dx.doi.org/10.1093/deafed/eny036DOI Listing
April 2019
1 Read

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

Authors:
Jian Hao Chunsha Wu

J Deaf Stud Deaf Educ 2019 Apr;24(2):95-103

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
April 2019
8 Reads

Emotional Recognition and Empathy both in Deaf and Blind Adults.

J Deaf Stud Deaf Educ 2019 Apr;24(2):119-127

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
April 2019
18 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
2 Reads

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

J Deaf Stud Deaf Educ 2019 Apr;24(2):74-83

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
April 2019
2 Reads

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

J Deaf Stud Deaf Educ 2019 Apr;24(2):128-141

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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https://academic.oup.com/jdsde/advance-article/doi/10.1093/d
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http://dx.doi.org/10.1093/deafed/eny037DOI Listing
April 2019
2 Reads

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

J Deaf Stud Deaf Educ 2019 Apr;24(2):173-185

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
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6422235PMC

Understanding Theory of Mind in Deaf and Hearing College Students.

J Deaf Stud Deaf Educ 2019 Apr;24(2):104-118

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
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6436147PMC
April 2019
6 Reads

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

J Deaf Stud Deaf Educ 2019 Apr;24(2):142-160

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
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6422237PMC
April 2019
2 Reads

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

J Deaf Stud Deaf Educ 2019 Apr;24(2):84-94

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
April 2019
4 Reads

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

J Deaf Stud Deaf Educ 2019 Apr;24(2):161-172

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
April 2019
2 Reads

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
20 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
1 Read

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
1 Read

Emotional Understanding in Children with A Cochlear Implant.

J Deaf Stud Deaf Educ 2019 Apr;24(2):65-73

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
April 2019
2 Reads

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
2 Reads

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
2 Reads

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
1 Read

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
9 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
6 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
1 Read

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
5 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
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6455895PMC
October 2018
11 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
2 Reads

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
1 Read

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
2 Reads

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
7 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
8 Reads

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

J Deaf Stud Deaf Educ 2018 07;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
2 Reads

Early Communication Development of Children with Auditory Brainstem Implants.

J Deaf Stud Deaf Educ 2018 07;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
5 Reads

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

J Deaf Stud Deaf Educ 2018 07;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
5 Reads

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

J Deaf Stud Deaf Educ 2018 07;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
7 Reads

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

J Deaf Stud Deaf Educ 2018 07;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
8 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 07;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
3 Reads

Decision-Making in Adolescents with Profound Hearing Loss.

J Deaf Stud Deaf Educ 2018 07;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
4 Reads

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

J Deaf Stud Deaf Educ 2018 07;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
3 Reads

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 07;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
5 Reads

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

J Deaf Stud Deaf Educ 2018 07;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
4 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
3 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
3 Reads

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
7 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
4 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
9 Reads