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Journal of Deaf Studies and Deaf Education

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https://www.readbyqxmd.com/read/27884866/a-case-of-specific-language-impairment-in-a-deaf-signer-of-american-sign-language
#1
David Quinto-Pozos, Jenny L Singleton, Peter C Hauser
This article describes the case of a deaf native signer of American Sign Language (ASL) with a specific language impairment (SLI). School records documented normal cognitive development but atypical language development. Data include school records; interviews with the child, his mother, and school professionals; ASL and English evaluations; and a comprehensive neuropsychological and psychoeducational evaluation, and they span an approximate period of 7.5 years (11;10-19;6) including scores from school records (11;10-16;5) and a 3...
November 23, 2016: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/27881483/preliminary-evidence-assessing-social-emotional-competences-in-deaf-and-hard-of-hearing-infants-and-toddlers-using-a-new-parent-questionnaire
#2
Manfred Hintermair, Klaus Sarimski, Markus Lang
Social-emotional competences are an important developmental domain for deaf and hard of hearing (DHH) children and early diagnosis of problems is needed to ensure that DHH children receive appropriate support in this domain. In order to explore the usefulness of an instrument, which was recently developed for very young children, two studies in DHH infants and toddlers were conducted from Germany using the Social-Emotional Assessment/Evaluation Measure (Squires et al. (2013). Social-Emotional Assessment/Evaluation Measure (SEAM) Baltimore, ML: Brooks)...
November 23, 2016: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/27881482/the-significance-of-deaf-identity-for-psychological-well-being
#3
Madeleine Chapman, Jesper Dammeyer
Research has paid attention to how deaf identity affects life outcomes such as psychological well-being. However, studies are often carried out with small samples and without controlling for other variables. This study examined how different forms of identity-deaf, hearing, bicultural (deaf and hearing), and marginal (neither deaf nor hearing)-were associated with levels of psychological well-being and a number of other variables. The sample was 742 adults with hearing loss in Denmark. The study found that those with a deaf, hearing or bicultural identity had significantly higher levels of psychological well-being than those with a marginal identity...
November 23, 2016: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/27881481/emotion-understanding-in-preschool-children-with-mild-to-severe-hearing-loss
#4
Nina J Laugen, Karl H Jacobsen, Carolien Rieffe, Lars Wichstrøm
Deaf and hard of hearing school-aged children are at risk for delayed development of emotion understanding; however, little is known about this during the preschool years. We compared the level of emotion understanding in a group of 35 4-5-year-old children who use hearing aids to that of 130 children with typical hearing. Moreover, we investigated the parents' perception of their child's level of emotion understanding. Children were assessed with the Test of Emotion Comprehension. Parents were presented with the same test and asked to guess what their child answered on each item...
November 23, 2016: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/27881480/generation-of-signs-within-semantic-and-phonological-categories-data-from-deaf-adults-and-children-who-use-american-sign-language
#5
Jennifer S Beal-Alvarez, Daileen M Figueroa
Two key areas of language development include semantic and phonological knowledge. Semantic knowledge relates to word and concept knowledge. Phonological knowledge relates to how language parameters combine to create meaning. We investigated signing deaf adults' and children's semantic and phonological sign generation via one-minute tasks, including animals, foods, and specific handshapes. We investigated the effects of chronological age, age of sign language acquisition/years at school site, gender, presence of a disability, and geographical location (i...
November 23, 2016: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/27881479/barriers-and-facilitators-to-deaf-trauma-survivors-help-seeking-behavior-lessons-for-behavioral-clinical-trials-research
#6
Melissa L Anderson, Kelly S Wolf Craig, Douglas M Ziedonis
Deaf individuals experience significant obstacles to participating in behavioral health research when careful consideration is not given to accessibility during the design of study methodology. To inform such considerations, we conducted an exploratory secondary analysis of a mixed-methods study that originally explored 16 Deaf trauma survivors' help-seeking experiences. Our objective was to identify key findings and qualitative themes from consumers' own words that could be applied to the design of behavioral clinical trials methodology...
November 23, 2016: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/27881478/the-magic-years-of-early-childhood
#7
Arlene Stredler Brown
No abstract text is available yet for this article.
November 23, 2016: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/27789553/the-transition-from-early-intervention-to-school-for-children-who-are-deaf-or-hard-of-hearing-administrator-perspectives
#8
Deirdre Curle, Janet Jamieson, Marla Buchanan, Brenda T Poon, Anat Zaidman-Zait, Nancy Norman
Although the transition from early intervention (EI) to school is a significant milestone in the lives of young children, little research to date has investigated this transition among children who are deaf or hard of hearing (D/HH). The aims of this study were to investigate the organizational policies, procedures, and guidelines that facilitate or hinder the transition from the EI system to the school system for children who are D/HH from the perspective of program administrators. Using the Enhanced Critical Incident Technique methodology, 146 incidents were extracted from 10 interviews and sorted into 10 helping, 9 hindering, and 5 wish list categories...
October 27, 2016: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/27789552/fingerspelled-and-printed-words-are-recoded-into-a-speech-based-code-in-short-term-memory
#9
Zed Sevcikova Sehyr, Jennifer Petrich, Karen Emmorey
We conducted three immediate serial recall experiments that manipulated type of stimulus presentation (printed or fingerspelled words) and word similarity (speech-based or manual). Matched deaf American Sign Language signers and hearing non-signers participated (mean reading age = 14-15 years). Speech-based similarity effects were found for both stimulus types indicating that deaf signers recoded both printed and fingerspelled words into a speech-based phonological code. A manual similarity effect was not observed for printed words indicating that print was not recoded into fingerspelling (FS)...
October 27, 2016: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/27789551/american-sign-language-and-academic-english-factors-influencing-the-reading-of-bilingual-secondary-school-deaf-and-hard-of-hearing-students
#10
Jessica A Scott, Robert J Hoffmeister
For many years, researchers have sought to understand the reading development of deaf and hard of hearing (DHH) students. Guided by prior research on DHH and hearing students, in this study we investigate the hypothesis that for secondary school DHH students enrolled in American Sign Language (ASL)/English bilingual schools for the deaf, academic English proficiency would be a significant predictor of reading comprehension alongside ASL proficiency. Using linear regression, we found statistically significant interaction effects between academic English knowledge and word reading fluency in predicting the reading comprehension scores of the participants...
October 27, 2016: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/27686092/social-maturity-and-executive-function-among-deaf-learners
#11
Marc Marschark, William G Kronenberger, Mark Rosica, Georgianna Borgna, Carol Convertino, Andreana Durkin, Elizabeth Machmer, Kathryn L Schmitz
Two experiments examined relations among social maturity, executive function, language, and cochlear implant (CI) use among deaf high school and college students. Experiment 1 revealed no differences between deaf CI users, deaf nonusers, and hearing college students in measures of social maturity. However, deaf students (both CI users and nonusers) reported significantly greater executive function (EF) difficulties in several domains, and EF was related to social maturity. Experiment 2 found that deaf CI users and nonusers in high school did not differ from each other in social maturity or EF, but individuals who relied on sign language reported significantly more immature behaviors than deaf peers who used spoken language...
September 29, 2016: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/27624307/auditory-deprivation-does-not-impair-executive-function-but-language-deprivation-might-evidence-from-a-parent-report-measure-in-deaf-native-signing-children
#12
Matthew L Hall, Inge-Marie Eigsti, Heather Bortfeld, Diane Lillo-Martin
Deaf children are often described as having difficulty with executive function (EF), often manifesting in behavioral problems. Some researchers view these problems as a consequence of auditory deprivation; however, the behavioral problems observed in previous studies may not be due to deafness but to some other factor, such as lack of early language exposure. Here, we distinguish these accounts by using the BRIEF EF parent report questionnaire to test for behavioral problems in a group of Deaf children from Deaf families, who have a history of auditory but not language deprivation...
September 13, 2016: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/27620905/vocabulary-and-grammar-differences-between-deaf-and-hearing-students
#13
Noboru Takahashi, Yukio Isaka, Toshikazu Yamamoto, Tomoyasu Nakamura
The present study investigated the development of literacy skills of deaf and hard-of-hearing (DHH) children in Japan. The three components of literacy, vocabulary, orthographic knowledge, and grammatical knowledge were assessed by using the subtests of the Adaptive Tests for Language Abilities (ATLAN), based on the item response theory developed by the authors). The participants consisted of 207 DHH children (first through twelfth grades) in Study 1, and 425 hearing children (first through sixth grades) in Study 2...
September 12, 2016: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/27605601/daily-stress-hearing-specific-stress-and-coping-self-reports-from-deaf-or-hard-of-hearing-children-and-children-with-auditory-processing-disorder
#14
Heike Eschenbeck, Vera Gillé, Uwe Heim-Dreger, Alexandra Schock, Andrea Schott
This study evaluated stressors and coping strategies in 70 children who are deaf or hard of hearing (D/HH) or with auditory processing disorder (APD) attending Grades 5 and 6 of a school for deaf and hard-of-hearing children. Everyday general stressors and more hearing-specific stressors were examined in a hearing-specific modified stress and coping questionnaire. Reports were compared with normative data for hearing children. Regarding everyday general stressors, stress levels for children who are D/HH or with APD did not differ from those of hearing children...
September 7, 2016: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/27599868/the-profiles-of-students-with-significant-cognitive-disabilities-and-known-hearing-loss
#15
Karen Erickson, Nancy Quick
The present study describes the characteristics of students in Grades 3-12 with significant cognitive disabilities (SCD) and known hearing loss. The study analyzed results of a survey of teachers of students with SCD (n = 38,367) who were slated to participate in an alternate assessment based on alternate achievement standards in 14 states in the United States. Analysis revealed similar profiles in academic achievement and symbolic language use combined with an increased incidence of additional sensory impairments among students with SCD and known hearing loss compared to their peers without known hearing loss...
September 6, 2016: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/27559078/adapting-experiential-learning-to-develop-problem-solving-skills-in-deaf-and-hard-of-hearing-engineering-students
#16
Matthew M Marshall, Andres L Carrano, Wendy A Dannels
Individuals who are deaf and hard-of-hearing (DHH) are underrepresented in science, technology, engineering, and mathematics (STEM) professions, and this may be due in part to their level of preparation in the development and retention of mathematical and problem-solving skills. An approach was developed that incorporates experiential learning and best practices of STEM instruction to give first-year DHH students enrolled in a postsecondary STEM program the opportunity to develop problem-solving skills in real-world scenarios...
October 2016: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/27542953/development-of-american-sign-language-guidelines-for-k-12-academic-assessments
#17
Jennifer A Higgins, Lisa Famularo, Stephanie W Cawthon, Christopher A Kurz, Jeanne E Reis, Lori M Moers
The U.S. federal Every Student Succeeds Act (ESSA) was enacted with goals of closing achievement gaps and providing all students with access to equitable and high-quality instruction. One requirement of ESSA is annual statewide testing of students in grades 3-8 and once in high school. Some students, including many deaf or hard-of-hearing (D/HH) students, are eligible to use test supports, in the form of accommodations and accessibility tools, during state testing. Although technology allows accommodations and accessibility tools to be embedded within a digital assessment system, the success of this approach depends on the ability of test developers to appropriately represent content in accommodated forms...
October 2016: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/27510571/structured-instruction-with-modified-storybooks-to-teach-morphosyntax-and-vocabulary-to-preschoolers-who-are-deaf-hard-of-hearing
#18
Corrin G Richels, Kathryn S Schwartz, Jonna L Bobzien, Sharon A Raver
Children who are deaf/hard of hearing (D/HH) are at risk for diminished morphosyntactical and vocabulary development. The purpose of this study was to examine the effects of repeated reading combined with structured instruction. Targets were a morphosyntactical form and novel vocabulary words. Participants were 3 preschoolers who are D/HH who were receiving instruction with an oral approach. Data from a multiple baseline design indicated that all children acquired the targeted skills and demonstrated high levels of generalization of these skills to untrained context...
October 2016: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/27507848/articulatory-suppression-effects-on-short-term-memory-of-signed-digits-and-lexical-items-in-hearing-bimodal-bilingual-adults
#19
Hsiu Tan Liu, Bonita Squires, Chun Jung Liu
We can gain a better understanding of short-term memory processes by studying different language codes and modalities. Three experiments were conducted to investigate: (a) Taiwanese Sign Language (TSL) digit spans in Chinese/TSL hearing bilinguals (n = 32); (b) American Sign Language (ASL) digit spans in English/ASL hearing bilinguals (n = 15); and (c) TSL lexical sign spans in Chinese/TSL hearing bilinguals (n = 22). Articulatory suppression conditions were manipulated to determine if participants would use a speech- or sign-based code to rehearse lists of signed items...
October 2016: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/27338275/the-self-concept-of-deaf-hard-of-hearing-and-hearing-students
#20
Mulat Mekonnen, Savolainen Hannu, Lehtomäki Elina, Kuorelahti Matti
The present study investigated the self-concept of deaf and hard-of-hearing (DHH) students in different educational settings compared with those of hearing students in Ethiopia. The research involved a sample of 103 Grade 4 students selected from 7 towns in Ethiopia. They were selected from a special school for the deaf, a special class for the deaf, and a regular school. The Self-Description Questionnaire I (Marsh, 1990) was used to measure the children's self-concept. The study results indicated that, in comparison with their hearing peers, DHH students had a lower self-concept in the areas of general self, general school, reading, and parental relations...
October 2016: Journal of Deaf Studies and Deaf Education
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