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Solitary Suggestions: Mainstreamed Singletons Speak Out
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - March 19, 2015 Category: Audiology Authors: Schley, S. Tags: Book Reviews Source Type: research

Intersubjectivity Effects of the High-Quality Communication Intervention in People With Deafblindness
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - March 19, 2015 Category: Audiology Authors: Damen, S., Janssen, M. J., Ruijssenaars, W. A. J. J. M., Schuengel, C. Tags: Empirical Manuscript Source Type: research

Concurrent Correlates of Chinese Word Recognition in Deaf and Hard-of-Hearing Children
This study has replicated previous evidence regarding the importance of semantic radical and morphological awareness in Chinese word recognition in hearing children and extended its significance to DHH children. (Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - March 19, 2015 Category: Audiology Authors: Ching, B. H.-H., Nunes, T. Tags: Empirical Manuscript Source Type: research

With or Without Semantic Mediation: Retrieval of Lexical Representations in Sign Production
How are lexical representations retrieved during sign production? Similar to spoken languages, lexical representation in sign language must be accessed through semantics when naming pictures. However, it remains an open issue whether lexical representations in sign language can be accessed via routes that bypass semantics when retrieval is elicited by written words. Here we address this issue by exploring under which circumstances sign retrieval is sensitive to semantic context. To this end we replicate in sign language production the cumulative semantic cost: The observation that naming latencies increase monotonically wi...
Source: Journal of Deaf Studies and Deaf Education - March 19, 2015 Category: Audiology Authors: Navarrete, E., Caccaro, A., Pavani, F., Mahon, B. Z., Peressotti, F. Tags: Empirical Manuscript Source Type: research

Deaf Native Signers Are Better Readers Than Nonnative Signers: Myth or Truth?
The central aim of this study was to clarify whether sign language (SL) nativeness is a significant factor in determining prelingually deaf individuals’ reading skills and whether its contribution is modified by the reader’s orthographic background. A second aim was to elucidate similarities and differences between native and nonnative signers in processing written information at different processing levels in order to understand how SL nativeness sustains the reading process, if at all. Participants were 176 students with prelingual deafness recruited from two education levels (6th–7th graders and 9th&nd...
Source: Journal of Deaf Studies and Deaf Education - March 19, 2015 Category: Audiology Authors: Miller, P., Kargin, T., Guldenoglu, B. Tags: Empirical Manuscript Source Type: research

Morpho-Syntactic Reading Comprehension in Children With Early and Late Cochlear Implants
This study explores morpho-syntactic reading comprehension in 19 Spanish children who received a cochlear implant (CI) before 24 months of age (early CI [e-CI]) and 19 Spanish children who received a CI after 24 months (late CI [l-CI]). They all were in primary school and were compared to a hearing control (HC) group of 19 children. Tests of perceptual reasoning, working memory, receptive vocabulary, and morpho-syntactic comprehension were used in the assessment. It was observed that while children with l-CI showed a delay, those with e-CI reached a level close to that which was obtained by their control peers in morpho-sy...
Source: Journal of Deaf Studies and Deaf Education - March 19, 2015 Category: Audiology Authors: Lopez-Higes, R., Gallego, C., Martin-Aragoneses, M. T., Melle, N. Tags: Empirical Manuscript Source Type: research

Comparing the Spelling and Reading Abilities of Students With Cochlear Implants and Students With Typical Hearing
The purpose of this study was to determine whether students with and without hearing loss (HL) differed in their spelling abilities and, specifically, in the underlying linguistic awareness skills that support spelling ability. Furthermore, we examined whether there were differences between the two groups in the relationship between reading and spelling. We assessed the spelling, word-level reading, and reading comprehension skills of nine students with cochlear implants and nine students with typical hearing who were matched for reading age. The students’ spellings were analyzed to determine whether the misspellings...
Source: Journal of Deaf Studies and Deaf Education - March 19, 2015 Category: Audiology Authors: Apel, K., Masterson, J. J. Tags: Empirical Manuscript Source Type: research

Comparisons of Social Competence in Young Children With and Without Hearing Loss: A Dynamic Systems Framework
This study compared levels of social competence and language development in 74 young children with hearing loss and 38 hearing peers aged 2.5–5.3 years. This study was the first to examine the relationship between oral language and social competence using a dynamic systems framework in children with and without hearing loss. We hypothesized that, due to deficits in oral language, children who were deaf would display lower levels of social competence than their hearing peers. Furthermore, language age would predict social competence scores. Social competence was measured with a general and deaf-specific measure. Resul...
Source: Journal of Deaf Studies and Deaf Education - March 19, 2015 Category: Audiology Authors: Hoffman, M. F., Quittner, A. L., Cejas, I. Tags: Empirical Manuscript Source Type: research

Alignment of Single-Case Design (SCD) Research With Individuals Who Are Deaf or Hard of Hearing With the What Works Clearinghouse Standards for SCD Research
The authors assessed the quality of single-case design (SCD) studies that assess the impact of interventions on outcomes for individuals who are deaf or hard-of-hearing (DHH). More specifically, the What Works Clearinghouse (WWC) standards for SCD research were used to assess design quality and the strength of evidence of peer-reviewed studies available in the peer-reviewed, published literature. The analysis yielded four studies that met the WWC standards for design quality, of which two demonstrated moderate to strong evidence for efficacy of the studied intervention. Results of this review are discussed in light of the ...
Source: Journal of Deaf Studies and Deaf Education - March 19, 2015 Category: Audiology Authors: Wendel, E., Cawthon, S. W., Ge, J. J., Beretvas, S. N. Tags: Theory/Review Manuscript Source Type: research

Table_of_Contents
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - March 19, 2015 Category: Audiology Tags: Cover / Standing Material Source Type: research

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(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - March 19, 2015 Category: Audiology Tags: Cover / Standing Material Source Type: research

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(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - March 19, 2015 Category: Audiology Tags: Cover / Standing Material Source Type: research

Cover
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - March 19, 2015 Category: Audiology Tags: Cover / Standing Material Source Type: research

Multilingualism, Multiprocesses, Multidevelopment, and Multicontexts in Sign Language Production
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - January 13, 2015 Category: Audiology Authors: Quadros, R. Tags: Book Reviews Source Type: research

Teacher Ratings of Evidence-Based Practices From the Field of Autism
Students who have a hearing loss and a comorbid diagnosis of an autism spectrum disorder (ASD) have multiple obstacles to overcome. Using Gallaudet Research Institute data, Szymanski, Brice, Lam, and Hotto calculated 1 deaf student in 59 received services for both a hearing loss and an ASD (Szymanski, Brice, Lam, & Hotto, 2012). Teachers of the deaf (TOD) in a Midwestern state completed a survey (N = 68) to indicate familiarity with evidence-based practices (EBP) from the field of ASD in order to confirm or reject the hypothesis that they would not report familiarity with these practices. Further analyses explored use ...
Source: Journal of Deaf Studies and Deaf Education - January 13, 2015 Category: Audiology Authors: Borders, C. M., Bock, S. J., Szymanski, C. Tags: Empirical Manuscript Source Type: research

Alcohol Use Among Students With and Without Hearing Loss
We compared alcohol use among adolescents with and without hearing loss. Adolescents with hearing loss reported consuming less alcohol, less binge drinking, fewer episodes of drunkenness, and a higher age at first drunkenness than their hearing peers. Alcohol use did not vary between students who were deaf or hard of hearing or between students with congenital versus acquired hearing loss. Although higher age, male gender, and larger friend networks predicted higher alcohol consumption among adolescents with and without hearing loss, worse grades at school were associated only with alcohol use among hearing students. Lower...
Source: Journal of Deaf Studies and Deaf Education - January 13, 2015 Category: Audiology Authors: Pinquart, M., Pfeiffer, J. P. Tags: Empirical Manuscript Source Type: research

Mental Health of Deaf and Hard-of-Hearing Adolescents: What the Students Say
This study investigated the mental health problems of 89 deaf and hard-of-hearing (DHH) adolescents in New South Wales, Tasmania, and Western Australia. Participants completed the written (for oral students) or signed version for competent Australian Sign Language (Auslan) users version of the Youth Self Report (YSR). Students were educated in a range of educational settings, had varying degrees of hearing loss, and used a range of communication modes. Results showed that, overall, DHH students reported increased levels of mental health problems compared with hearing peers. The broadband syndromes were more than 3 times mo...
Source: Journal of Deaf Studies and Deaf Education - January 13, 2015 Category: Audiology Authors: Margaret Brown, P., Cornes, A. Tags: Empirical Manuscript Source Type: research

The Nature of Parent Support Provided by Parent Mentors for Families With Deaf/Hard-of-Hearing Children: Voices From the Start
This study used a qualitative design to explore parent mentors’ summaries of conversations with more than 1,000 individual families of deaf and hard-of-hearing (DHH) children receiving parent-to-parent support as part of an existing family support project. Approximately 35% of the families were Spanish speaking. Five parent mentors who have DHH children provided varied support primarily via the telephone to families with DHH children, frequently birth to age 3. The nature and types of support provided were examined and resulted in an in-depth analysis of the summary notes prepared by the parent mentors. The notes wer...
Source: Journal of Deaf Studies and Deaf Education - January 13, 2015 Category: Audiology Authors: Friedman Narr, R., Kemmery, M. Tags: Empirical Manuscript Source Type: research

Deaf Parents of Cochlear-Implanted Children: Beliefs on Bimodal Bilingualism
This study investigated 17 Deaf 1 families in North America with cochlear-implanted children about their attitudes, beliefs, and practices on bimodal bilingualism (defined as using both a visual/manual language and an aural/oral language) in American Sign Language (ASL) and English. A survey and follow-up interviews with 8 families were conducted. The majority of the Deaf families exhibited positive beliefs toward bimodal bilingualism, where they set high expectations for their children to become equally fluent in both languages. However, their perspectives about the purpose for each language differed; they viewed Englis...
Source: Journal of Deaf Studies and Deaf Education - January 13, 2015 Category: Audiology Authors: Mitchiner, J. C. Tags: Empirical Manuscript Source Type: research

Cochlear Implantation Among Deaf Children With Additional Disabilities: Parental Perceptions of Benefits, Challenges, and Service Provision
This study examines perceptions among parents of deaf children with additional disabilities regarding satisfaction with service provision, benefits, and challenges of the CI process. This was a mixed-methods study, which included a survey and interviews. Twenty-three families of deaf children with additional disabilities participated in this study, and 17 of these parents participated in in-depth interviews regarding their child’s experience with the CI, including benefits and challenges. Interviews were analyzed through inductive thematic analysis. Parent-perceived benefits of cochlear implantation included children...
Source: Journal of Deaf Studies and Deaf Education - January 13, 2015 Category: Audiology Authors: Zaidman-Zait, A., Curle, D., Jamieson, J. R., Chia, R., Kozak, F. K. Tags: Empirical Manuscript Source Type: research

Concept Formation Skills in Long-Term Cochlear Implant Users
This study investigated if a period of auditory sensory deprivation followed by degraded auditory input and related language delays affects visual concept formation skills in long-term prelingually deaf cochlear implant (CI) users. We also examined if concept formation skills are mediated or moderated by other neurocognitive domains (i.e., language, working memory, and executive control). Relative to normally hearing (NH) peers, CI users displayed significantly poorer performance in several specific areas of concept formation, especially when multiple comparisons and relational concepts were components of the task. Differe...
Source: Journal of Deaf Studies and Deaf Education - January 13, 2015 Category: Audiology Authors: Castellanos, I., Kronenberger, W. G., Beer, J., Colson, B. G., Henning, S. C., Ditmars, A., Pisoni, D. B. Tags: Empirical Manuscript Source Type: research

Thinking Style Changes Among Deaf, Hard-of-Hearing, and Hearing Students
This study explores how university students’ thinking styles changed over a single academic year by twice administering the Thinking Styles Inventory-Revised II to 256 deaf or hard-of-hearing (DHH) students and 286 hearing students from art and design academic disciplines in China. Results showed that after having studied at the university for one academic year, hearing students showed increased use of Type I thinking styles (more creativity generated, less structured, and more complex) and less use of Type II thinking styles (more norm favoring, more structured, and more simplistic), whereas DHH students demonstrate...
Source: Journal of Deaf Studies and Deaf Education - January 13, 2015 Category: Audiology Authors: Cheng, S., Zhang, L.-f. Tags: Empirical Manuscript Source Type: research

Instruction in Metacognitive Strategies to Increase Deaf and Hard-of-Hearing Students' Reading Comprehension
The purpose of this intervention study was to examine the use of a metacognitive strategy—the Comprehension, Check, and Repair Strategy—on strategic reading behavior, nonstrategic reading behavior, and reading comprehension of students who are deaf or hard of hearing (D/HH). A multiple baseline design was used across 3 teacher–student dyads. Frequency data were collected on students’ strategic reading behavior. Reading comprehension was assessed by counting the number of details the students retold after reading a content area passage. Results showed (a) an increase in strategic reading behavior for...
Source: Journal of Deaf Studies and Deaf Education - January 13, 2015 Category: Audiology Authors: Benedict, K. M., Rivera, M. C., Antia, S. D. Tags: Empirical Manuscript Source Type: research

Table_of_Contents
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - January 13, 2015 Category: Audiology Tags: Cover / Standing Material Source Type: research

Subscription
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - January 13, 2015 Category: Audiology Tags: Cover / Standing Material Source Type: research

Editorial_Board
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - January 13, 2015 Category: Audiology Tags: Cover / Standing Material Source Type: research

Cover
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - January 13, 2015 Category: Audiology Tags: Cover / Standing Material Source Type: research

Fifteen Cochlear Implant Stories
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - August 27, 2014 Category: Audiology Authors: Christiansen, J. B. Tags: Book Reviews Source Type: research

Building on the Strengths and Needs in Teaching Deaf Learners
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - August 27, 2014 Category: Audiology Authors: Wauters, L. N. Tags: Book Reviews Source Type: research

"I Am The Book"--Deaf Poets' Views on Signed Poetry
Despite research commenting on and analyzing signed poetry, there is little research exploring the aims and intentions of the signing poets. This paper considers the producers of signed poetry, rather than their products. Using material gathered from interviews with three established signing deaf poets, we consider what they hope to achieve when they perform their poetry, including who they aim their work at, and how their perceived audiences influence their performances. This allows us to understand more clearly what challenges audiences face when trying to understand the poetry and how the poets can help audiences meet t...
Source: Journal of Deaf Studies and Deaf Education - August 27, 2014 Category: Audiology Authors: Sutton-Spence, R., de Quadros, R. M. Tags: Empirical Manuscript Source Type: research

Phonological Awareness for American Sign Language
We present data from a recently developed test of PA for ASL and examine whether sign language experience impacts the use of metalinguistic routines necessary for completion of our task. Our data show that deaf signers exposed to ASL from infancy perform better than deaf signers exposed to ASL later in life and that this relationship remains even after controlling for the number of years of experience with a signed language. For a subset of participants, we examine the relationship between PA for ASL and performance on a PA test of English and report a positive correlation between ASL PA and English PA in native signers. W...
Source: Journal of Deaf Studies and Deaf Education - August 27, 2014 Category: Audiology Authors: Corina, D. P., Hafer, S., Welch, K. Tags: Empirical Manuscript Source Type: research

Deaf Students' Receptive and Expressive American Sign Language Skills: Comparisons and Relations
This article presents receptive and expressive American Sign Language skills of 85 students, 6 through 22 years of age at a residential school for the deaf using the American Sign Language Receptive Skills Test and the Ozcaliskan Motion Stimuli. Results are presented by ages and indicate that students’ receptive skills increased with age and were still developing across this age range. Students’ expressive skills, specifically classifier production, increased with age but did not approach adult-like performance. On both measures, deaf children with deaf parents scored higher than their peers with hearing parent...
Source: Journal of Deaf Studies and Deaf Education - August 27, 2014 Category: Audiology Authors: Beal-Alvarez, J. S. Tags: Empirical Manuscript Source Type: research

Identity Development in Deaf Adolescents
We studied identity development during 5 years in seven deaf adolescents who attended a school for deaf children in the highest level of regular secondary education (age between 14 and 18 years), administering identity interviews every year. Identity development is conceptualized as the processes of exploration and commitment formation (Bosma, 1985). We started from the assumption that because deaf adolescents meet more challenges and also—in our sample—were stimulated in their identity development by school programs, they meet identity conflicts at a relatively early age. The findings were highly consistent wi...
Source: Journal of Deaf Studies and Deaf Education - August 27, 2014 Category: Audiology Authors: Kunnen, E. S. Tags: Empirical Manuscript Source Type: research

Can Mild Bilateral Sensorineural Hearing Loss Affect Developmental Abilities in Younger School-Age Children?
The research study was conducted for the purpose of examining the influence of mild bilateral sensorineural hearing loss (MBSNHL) on developmental abilities of younger school-age children. The sample encompassed 144 children with MBSNHL, aged 7.5–11 (M = 8.85). MBSNHL (20–40 dB HL) was identified by pure tone audiometry. The control group encompassed 160 children with normal hearing. The Acadia test of developmental abilities was used for assessment of developmental abilities. Although statistically significant differences between participants with MBSNHL and those with normal hearing were established in the ma...
Source: Journal of Deaf Studies and Deaf Education - August 27, 2014 Category: Audiology Authors: Đoković, S., Gligorović, M., Ostojić, S., Dimić, N., Radić-Šestić, M., Slavnić, S. Tags: Empirical Manuscript Source Type: research

Word and World Knowledge Among Deaf Learners With and Without Cochlear Implants
Deaf learners frequently demonstrate significantly less vocabulary knowledge than hearing age-mates. Studies involving other domains of knowledge, and perhaps deaf learners’ academic performance, indicate similar lags with regard to world knowledge. Such gaps often are attributed to limitations on deaf children’s incidental learning by virtue of not having access to the conversations of others. Cochlear implants (CIs) have been described as providing such access, and rapid growth in vocabularies following pediatric cochlear implantation has suggested that, over time, children with implants might close the gap r...
Source: Journal of Deaf Studies and Deaf Education - August 27, 2014 Category: Audiology Authors: Convertino, C., Borgna, G., Marschark, M., Durkin, A. Tags: Empirical Manuscript Source Type: research

Executive Functioning and Speech-Language Skills Following Long-Term Use of Cochlear Implants
Neurocognitive processes such as executive functioning (EF) may influence the development of speech-language skills in deaf children after cochlear implantation in ways that differ from normal-hearing, typically developing children. Conversely, spoken language abilities and experiences may also exert reciprocal effects on the development of EF. The purpose of this study was to identify EF domains that are related to speech-language skills in cochlear implant (CI) users, compared to normal-hearing peers. Sixty-four prelingually deaf, early-implanted, long-term users of CIs and 74 normal-hearing peers equivalent in age and n...
Source: Journal of Deaf Studies and Deaf Education - August 27, 2014 Category: Audiology Authors: Kronenberger, W. G., Colson, B. G., Henning, S. C., Pisoni, D. B. Tags: Empirical Manuscript Source Type: research

Foundations for Literacy: An Early Literacy Intervention for Deaf and Hard-of-Hearing Children
The present study evaluated the efficacy of a new preschool early literacy intervention created specifically for deaf and hard-of-hearing (DHH) children with functional hearing. Teachers implemented Foundations for Literacy with 25 DHH children in 2 schools (intervention group). One school used only spoken language, and the other used sign with and without spoken language. A "business as usual" comparison group included 33 DHH children who were matched on key characteristics with the intervention children but attended schools that did not implement Foundations for Literacy. Children’s hearing losses ranged from moder...
Source: Journal of Deaf Studies and Deaf Education - August 27, 2014 Category: Audiology Authors: Lederberg, A. R., Miller, E. M., Easterbrooks, S. R., Connor, C. M. Tags: Empirical Manuscript Source Type: research

Children Who Are Deaf or Hard of Hearing in Inclusive Educational Settings: A Literature Review on Interactions With Peers
This review is conducted to describe how children who are deaf or hard of hearing (D/HH) interact with hearing peers in inclusive settings, illustrate the difficulties and challenges faced by them in interacting with peers, and identify effective interventions that promote their social interaction in inclusive education. A systematic search of databases and journals identified 21 papers that met the inclusion criteria. Two broad themes emerged from an analysis of the literatures, which included processes and outcomes of interactions with peers and intervention programs. The research indicates that children who are D/HH fac...
Source: Journal of Deaf Studies and Deaf Education - August 27, 2014 Category: Audiology Authors: Xie, Y.-H., Potměšil, M., Peters, B. Tags: Theory/Review Manuscript Source Type: research

Table_of_Contents
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - August 27, 2014 Category: Audiology Tags: Cover / Standing Material Source Type: research

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(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - August 27, 2014 Category: Audiology Tags: Cover / Standing Material Source Type: research

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(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - August 27, 2014 Category: Audiology Tags: Cover / Standing Material Source Type: research

Cover
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - August 27, 2014 Category: Audiology Tags: Cover / Standing Material Source Type: research

Reflections on Bilingual Parenting
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - June 16, 2014 Category: Audiology Authors: Schley, S. Tags: Book Reviews Source Type: research

Violence Against Deaf Women: Effect of Partner Hearing Status
Using a sample of Deaf female undergraduate students, the current study sought to investigate the prevalence, correlates, and characteristics of intimate partner violence victimization in hearing–Deaf and Deaf–Deaf relationships. Initial results suggest that similarities in hearing status and communication preference are associated with increased levels of negotiation within these relationships. However, compatibility in these areas did not co-occur with significant decreases in physical, psychological, or sexual partner violence. Recommendations for future research as well as implications for clinical and educ...
Source: Journal of Deaf Studies and Deaf Education - June 16, 2014 Category: Audiology Authors: Anderson, M. L., Kobek Pezzarossi, C. M. Tags: Empirical Manuscript Source Type: research

Technology Use Among Adults Who Are Deaf and Hard of Hearing: A National Survey
As society becomes increasingly more dependent on technology, information regarding the use, preference, and accessibility of commonly used devices and services among individuals who are deaf and hard of hearing (DHH) is crucial. Developing technologies that are functional and appropriately accessible allows persons who are DHH to fully participate in society, education, and business while also providing opportunities for personal and professional advancement. Although a few international studies have addressed the technology use of individuals who are DHH, none exist that focus on the needs, preferences, and accessibility...
Source: Journal of Deaf Studies and Deaf Education - June 16, 2014 Category: Audiology Authors: Maiorana-Basas, M., Pagliaro, C. M. Tags: Empirical Manuscript Source Type: research

Exploring the Discourse on Communication Modality After Cochlear Implantation: A Foucauldian Analysis of Parents' Narratives
After pediatric cochlear implantation, parents have to make decisions concerning which communication modality the child and the child’s family will use. The choice has to be made against a background of opposing views on communication modality in follow-up after pediatric cochlear implantation. The opposing views form a discourse that has been a core issue in the international body of literature for a long time. For hearing parents caught up in this ongoing controversy, the choice can be a difficult one. The study reported in this article explores the discourse on communication modality and is based on 27 written par...
Source: Journal of Deaf Studies and Deaf Education - June 16, 2014 Category: Audiology Authors: Bruin, M., Nevoy, A. Tags: Empirical Manuscript Source Type: research

Stimulating Intersubjective Communication in an Adult with Deafblindness: A Single-Case Experiment
This study used intersubjectivity theory to test a new intervention called the High-Quality Communication (HQC) intervention for its effects on a young adult with congenital deafblindness and a developmental age of between 1.5 and 4 years. Three of his social partners were trained to support attunement and meaning making with him through education and video feedback. This study measured seven observation categories at three layers of intersubjective development during a baseline and two intervention phases: dyadic interaction, shared emotion, referential communication, meaning negotiation, shared meaning, declarative commu...
Source: Journal of Deaf Studies and Deaf Education - June 16, 2014 Category: Audiology Authors: Damen, S., Janssen, M. J., Huisman, M., Ruijssenaars, W. A. J. J. M., Schuengel, C. Tags: Empirical Manuscript Source Type: research

Making Sense of an Unexpected Detrimental Effect of Sign Language Use in a Visual Task
What supports deaf signers advantage over nonsigners on visuospatial short-term memory (STM) tasks is still a matter of debate. We compared the performance of 18 deaf Italian Sign Language (LIS) users with that of a matched group of Italian hearing nonsigners in three different tasks: two versions of the Corsi Block test, namely span forward and span backward, and the Visual Pattern Test (VPT). Although the Corsi forward and backward are dynamic and mainly involve a spatial component, the VPT is static and taps primarily the visual component of STM. Signers significantly outperformed nonsigners on both versions of the Cors...
Source: Journal of Deaf Studies and Deaf Education - June 16, 2014 Category: Audiology Authors: Romero Lauro, L. J., Crespi, M., Papagno, C., Cecchetto, C. Tags: Empirical Manuscript Source Type: research

It Is Not Just Stress: Parent Personality in Raising a Deaf Child
This study examined the impact and predictive ability of parental personality and perceived stress on behavior problems of their deaf child. One hundred and fourteen parents with a deaf child completed measures of personality, parenting stress, and child behavioral functioning. Higher parental neuroticism, which reflects a susceptibility to emotional and psychological distress, significantly predicted greater internalizing behaviors in younger deaf children, whereas higher levels of parenting stress and lower levels of parental conscientiousness were strongest predictors for externalizing behaviors. For older deaf children...
Source: Journal of Deaf Studies and Deaf Education - June 16, 2014 Category: Audiology Authors: Plotkin, R. M., Brice, P. J., Reesman, J. H. Tags: Empirical Manuscript Source Type: research

How Deaf American Sign Language/English Bilingual Children Become Proficient Readers: An Emic Perspective
A primary tenet underlying American Sign Language/English bilingual education for deaf students is that early access to a visual language, developed in conjunction with language planning principles, provides a foundation for literacy in English. The goal of this study is to obtain an emic perspective on bilingual deaf readers transitioning from learning to read to reading to learn. Analysis of 12 interactive, semi-structured interviews identified informal and formal teaching and learning practices in ASL/English bilingual homes and classrooms. These practices value, reinforce, and support the bidirectional acquisition of b...
Source: Journal of Deaf Studies and Deaf Education - June 16, 2014 Category: Audiology Authors: Mounty, J. L., Pucci, C. T., Harmon, K. C. Tags: Empirical Manuscript Source Type: research