Deafness & Education International最新文献_第9页

PiCs: Telepractice coaching for a parent of a child who is hard-of-hearing

IF 1.4

Deafness & Education International Pub Date : 2020-04-02 DOI: 10.1080/14643154.2019.1587235

Marcus Daczewitz, Hedda Meadan-Kaplansky, Christy Borders

引用次数: 7

Early intervention intensity and language outcomes for children using cochlear implants 使用人工耳蜗儿童的早期干预强度和语言效果

IF 1.4

Deafness & Education International Pub Date : 2020-04-02 DOI: 10.1080/14643154.2019.1685755

C. Chu, S. Dettman, D. Choo

{"title":"Early intervention intensity and language outcomes for children using cochlear implants","authors":"C. Chu, S. Dettman, D. Choo","doi":"10.1080/14643154.2019.1685755","DOIUrl":"https://doi.org/10.1080/14643154.2019.1685755","url":null,"abstract":"ABSTRACT Measurement of optimum treatment efficacy to address language delays in children using cochlear implants is difficult, but important, to promote evidence-based treatments and reduce treatment inequities. This exploratory retrospective study investigated associations between; frequency of early intervention (weekly, fortnightly, monthly); total dose (calculated in hours over a year); and child involvement in family activities on language outcomes for 42 pediatric cochlear implant recipients enrolled in aural/oral programs. Parents who attended the Cochlear Implant Clinic completed the Family and Educational Characteristics Questionnaires (FamEd-Q) at each post-operative review, and their children completed formal language assessments. Family and child demographic characteristics were collated. Children whose parents reported lower doses (in hours) of early intervention demonstrated better expressive language skills than children who received more intervention, but this result was confounded by other underlying differences between groups regarding age-at-first-implant and cognitive function. Additionally, children from families with greater relative socio-economic advantage tended to receive more frequent intervention sessions. Of practical significance, greater levels of child involvement in family activities were associated with higher child language scores.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":"94 1","pages":"156 - 174"},"PeriodicalIF":1.4,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83170536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

“It’s a hearing world”: Parents’ perspectives of the well-being of children who are deaf and hard of hearing “这是一个听觉的世界”:父母对失聪和听力障碍儿童福祉的看法

IF 1.4

Deafness & Education International Pub Date : 2020-04-02 DOI: 10.1080/14643154.2019.1635297

Elaine Cagulada, D. Koller

{"title":"“It’s a hearing world”: Parents’ perspectives of the well-being of children who are deaf and hard of hearing","authors":"Elaine Cagulada, D. Koller","doi":"10.1080/14643154.2019.1635297","DOIUrl":"https://doi.org/10.1080/14643154.2019.1635297","url":null,"abstract":"ABSTRACT Children with disabilities are more likely to experience challenges in their daily lives. In particular, this study explores parents’ perspectives of the social and emotional well-being of their children who are deaf and hard of hearing (DHH). Despite the importance of research in this area, few studies have addressed the views of parents of young children who are DHH in regard to social and emotional experiences. A combination of social theories guided this research – the social model of disability and the “looking glass self” theory. Qualitative semi-structured interviews were conducted with ten hearing, English-speaking parents of children who are DHH. All parents noted the significance of social and emotional development as a marker of well-being in their children’s present and future lives. Data provided evidence of how parents and children seek to adapt and cope with threats of rejection and exclusion. Inclusive practices and policies, however, have not eliminated the societal stigma and lack of understanding that children who are DHH encounter on a daily basis. The authors call for additional research that examines the perspectives of children who are DHH as a way of generating best practices across contexts to support these children.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":"104 1","pages":"139 - 155"},"PeriodicalIF":1.4,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75824840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

American Sign Language (ASL) development: Deaf students’ ASL skills across age and time and implications for ASL instruction 美国手语发展:聋人学生跨年龄、跨时间的美国手语技能及其对美国手语教学的启示

IF 1.4

Deafness & Education International Pub Date : 2020-03-11 DOI: 10.1080/14643154.2020.1737764

Jennifer S Beal

{"title":"American Sign Language (ASL) development: Deaf students’ ASL skills across age and time and implications for ASL instruction","authors":"Jennifer S Beal","doi":"10.1080/14643154.2020.1737764","DOIUrl":"https://doi.org/10.1080/14643154.2020.1737764","url":null,"abstract":"ABSTRACT Few American Sign Language (ASL) assessments are readily available for educators to administer and score to document deaf students’ skill levels and direct ASL instruction. Even fewer studies include deaf students with intellectual disabilities or document deaf students’ ASL skills across time. The present study reports deaf school-aged students’ receptive and expressive ASL skills using two readily-available assessments, the American Sign Language Receptive Skills Test (ASL-RST) and an ASL handshape sign generation task. Students attended a residential school for the deaf with a bilingual (i.e. ASL and written English) philosophy in the United States and were assessed across a four-year period. Results for a longitudinal subset of 29 students across three consecutive years are also included. In general, receptive skills strongly and significantly correlated with age, while more variation was found in expressive ASL phonological skills. Longitudinally, most students increased their receptive and expressive skills. Scores did not correspond with years at the school site, which was used as a proxy for years of ASL exposure. Results provide an age-band basis by which educators and researchers can compare deaf children’s sign language skills with their same-aged deaf peers on two readily available ASL assessments. Researchers can replicate this process for children and youth who use other sign languages as well. Implications for sign language instruction and future research are addressed.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":"219 1","pages":"335 - 352"},"PeriodicalIF":1.4,"publicationDate":"2020-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79797622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

The effectiveness of the adapted Box Clever language intervention programme in the development of vocabulary and narrative skills of deaf and hard of hearing children 改编的Box Clever语言干预项目对聋哑和重听儿童词汇和叙事技能发展的效果

IF 1.4

Deafness & Education International Pub Date : 2020-02-11 DOI: 10.1080/14643154.2020.1721158

S. Hettiarachchi

{"title":"The effectiveness of the adapted Box Clever language intervention programme in the development of vocabulary and narrative skills of deaf and hard of hearing children","authors":"S. Hettiarachchi","doi":"10.1080/14643154.2020.1721158","DOIUrl":"https://doi.org/10.1080/14643154.2020.1721158","url":null,"abstract":"ABSTRACT Children who are deaf or hard of hearing (DHH) in Sri Lanka have inadequate access to early amplification and language stimulation. As a result, they are at risk of impoverished language development: spoken language and sign language. Thirty DHH children who use Sri Lankan sign language between the ages of 4;4-7;2 years from three classrooms of a School for the Deaf were included in this study. The culturally-modified Box Clever language-enrichment programme was offered as a whole-class approach twice a week during a 12-week school term through the class teacher. Pre- and post-intervention language measures and statistical analyses of language scores were undertaken of receptive and expressive vocabulary on picture-naming tasks of target vocabulary. In addition, content and syntactic analyses of narrative skills were undertaken using the Elephant Tales Narrative Assessment, an informal assessment created by the researchers, as no local formal standardised assessments exist currently. There were promising results with statistically significant positive gains in receptive and expressive vocabulary skills on target vocabulary items post-intervention by all the participants. Positive qualitative differences were observed in the content within the target narrative assessment post-intervention by all participants with evidence of the emergence of two to three sign combinations by many of the children.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":"8 1","pages":"65 - 91"},"PeriodicalIF":1.4,"publicationDate":"2020-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74960736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

History of deafblind education in Russia 俄罗斯聋哑教育的历史

IF 1.4

Deafness & Education International Pub Date : 2020-02-05 DOI: 10.1080/14643154.2020.1723847

M. Lambert

引用次数: 0

Development, reliability, and validity of the oral reading assessment for Mandarin-speaking children with hearing loss 汉语听力损失儿童口语阅读评估的发展、信度和效度

IF 1.4

Deafness & Education International Pub Date : 2020-01-23 DOI: 10.1080/14643154.2020.1718320

Yu-Chen Hung, Yi-Chih Chan

{"title":"Development, reliability, and validity of the oral reading assessment for Mandarin-speaking children with hearing loss","authors":"Yu-Chen Hung, Yi-Chih Chan","doi":"10.1080/14643154.2020.1718320","DOIUrl":"https://doi.org/10.1080/14643154.2020.1718320","url":null,"abstract":"ABSTRACT Unlike their peers with typical hearing, reading and speech challenges observed among children with hearing loss may not only be caused by developmental issues but also hearing-related problems. Although conventional oral reading assessments are useful for identifying children at risk of reading difficulties, they do not help examiners identify hearing-related issues. This study sought to develop a reliable and valid multidimensional oral reading assessment for Mandarin-speaking children with hearing loss. Reading materials with three difficulty levels were created. To examine the inter-rater reliability and criterion-related validity of the assessment, the oral reading performances of 19 children with hearing loss were evaluated using both subjective and objective measures. The findings revealed high reliability and validity for character recognition. Regarding the appropriateness of an observational evaluation, the results confirm its differentiating ability between three-point values and demonstrate a significant correlation to its corresponding objective rating scores, supporting that the subjective rating can replace quantitative analysis when necessary. This assessment has favourable reliability and validity and can be used to assist professionals in recognising red flags related to language, speech, reading and hearing problems, ensuring that adequate intervention and support can be delivered to students as required.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":"37 1","pages":"212 - 231"},"PeriodicalIF":1.4,"publicationDate":"2020-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80604964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Person-first, identity-first and the language of deafness 个人第一，身份第一，聋人的语言

IF 1.4

Deafness & Education International Pub Date : 2020-01-02 DOI: 10.1080/14643154.2020.1720204

Jill Duncan, Rachel O’Neill

引用次数: 2

A descriptive study of language and literacy skills of early school-aged children with unilateral and mild to moderate bilateral hearing loss 单侧和轻度至中度双侧听力损失的早期学龄儿童语言和识字技能的描述性研究

IF 1.4

Deafness & Education International Pub Date : 2020-01-02 DOI: 10.1080/14643154.2018.1555119

Flora G. Nassrallah, E. Fitzpatrick, J. Whittingham, Huidan Sun, Eunjung Na, V. Grandpierre

{"title":"A descriptive study of language and literacy skills of early school-aged children with unilateral and mild to moderate bilateral hearing loss","authors":"Flora G. Nassrallah, E. Fitzpatrick, J. Whittingham, Huidan Sun, Eunjung Na, V. Grandpierre","doi":"10.1080/14643154.2018.1555119","DOIUrl":"https://doi.org/10.1080/14643154.2018.1555119","url":null,"abstract":"ABSTRACT According to population-based prevalence data, more than 40% of children diagnosed with a hearing impairment have a mild to moderate bilateral or unilateral hearing loss. Prior to newborn hearing screening, these degrees of loss were not identified until early school-age. While studies highlight the challenges of late-identified children with such a loss, little is known about the effects of early identification. This descriptive study explored the impact of mild to moderate bilateral and unilateral hearing loss on children in the early school years. Thirty-two children (aged 5–9 years) were evaluated cross-sectionally with a battery of tests to measure speech-language, phonology, and components of literacy skills. Parents also completed a questionnaire on functional auditory skills. Most outcomes were within the range of expected scores for children with typical hearing. In most cases, however, parent-reported functional auditory skills were lower than published norms. Some phonological processing skills were also below the average expected for children with typical hearing. In particular, 46.4% of children were below one standard deviation of the normative mean on the phonological memory score. Subgroup comparisons between children with unilateral (n = 17) and bilateral (n = 15) hearing loss showed no difference on all outcomes (p > 0.05). While scores should be interpreted with caution given the small sample size, findings reinforce the need for additional research on children with mild to moderate bilateral and unilateral hearing loss who benefit from early identification.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":"85 1","pages":"74 - 92"},"PeriodicalIF":1.4,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73560121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 11

The effectiveness of self-regulated strategy development instruction for improving writing abilities in a school-age child with cochlear implants: A single subject research design study 自我调节策略发展指导对提高植入人工耳蜗学龄儿童写作能力的有效性:一项单受试者研究设计研究

IF 1.4

Deafness & Education International Pub Date : 2019-11-12 DOI: 10.1080/14643154.2019.1688531

Jessica Rice Aberth, Krystal L. Werfel

{"title":"The effectiveness of self-regulated strategy development instruction for improving writing abilities in a school-age child with cochlear implants: A single subject research design study","authors":"Jessica Rice Aberth, Krystal L. Werfel","doi":"10.1080/14643154.2019.1688531","DOIUrl":"https://doi.org/10.1080/14643154.2019.1688531","url":null,"abstract":"ABSTRACT Objectives: The two-fold purpose of this feasibility study was to determine if (a) self-regulated strategy development intervention would improve the writing skills of a child who uses cochlear implants and (b) if self-regulated strategy development intervention would improve the reading comprehension skills of a child who uses cochlear implants. Methods: One eleven year-old child with bilateral sensorineural hearing loss who utilised bilateral cochlear implants participated in this single-subject, multiple baseline across behaviours design treatment study which examined the effectiveness of using writing intervention to improve reading comprehension in children who are deaf. The participant completed three seven-week writing interventions focused on narratives, opinion essays, and persuasive essays. The participant also completed progress monitoring in baseline, intervention, and maintenance conditions for each behaviour. Intervention was delivered one-on-one for 60 min one day per week. Results: Visual analysis of progress monitoring data indicated that writing performance improved in two out of the three styles of writing throughout the intervention and that the improvement for those two areas was maintained after intervention was complete. Comparison of pre- and post-test measures of reading comprehension indicated that the writing intervention was effective for improving reading comprehension for the participant. Conclusion: Self-regulated strategy development writing intervention may be a beneficial intervention strategy to improve writing skills, and potentially reading comprehension skills, in children who are deaf and use cochlear implants.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":"9 1","pages":"64 - 82"},"PeriodicalIF":1.4,"publicationDate":"2019-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82146331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0