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American Annals of the Deaf最新文献

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Research in Practice: Preservice Teachers of the Deaf Action Research With DHH K-12 Learners and Self-Graphing. 实践研究：职前教师对DHH K-12聋人学习者的行动研究与自我书写。
IF 1 4区 教育学
American Annals of the Deaf Pub Date : 2025-01-01 DOI: 10.1353/aad.2025.a957987
Jennifer S Beal
{"title":"Research in Practice: Preservice Teachers of the Deaf Action Research With DHH K-12 Learners and Self-Graphing.","authors":"Jennifer S Beal","doi":"10.1353/aad.2025.a957987","DOIUrl":"https://doi.org/10.1353/aad.2025.a957987","url":null,"abstract":"<p><p>When an instructional strategy lacks evidence of its effectiveness with certain learner groups, educators can conduct action research in their classroom to determine strategy effectiveness. In the present study, seven preservice teachers of the deaf (TODs) implemented self-graphing interventions with deaf/hard of hearing (DHH) learners to change target on- and off-task behaviors. Preservice teachers were master's-level candidates in a university teacher preparation program. DHH learners were 5-16 years old, attended general education classrooms at their local schools or schools for the deaf, and used multiple forms of communication/language. Candidates successfully completed ABAB design studies, and three candidates collected maintenance data after the interventions were withdrawn. They conducted their studies with high interobserver agreement. All DHH learners changed their target behavior when self-graphing was introduced. This study expands self-graphing evidence from high-incidence disability groups to a diverse group of DHH students.</p>","PeriodicalId":46988,"journal":{"name":"American Annals of the Deaf","volume":"169 5","pages":"473-495"},"PeriodicalIF":1.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143988992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Annual Index 2024-2025. 年度指数2024-2025。
IF 1 4区 教育学
American Annals of the Deaf Pub Date : 2025-01-01 DOI: 10.1353/aad.2025.a957989
{"title":"Annual Index 2024-2025.","authors":"","doi":"10.1353/aad.2025.a957989","DOIUrl":"https://doi.org/10.1353/aad.2025.a957989","url":null,"abstract":"","PeriodicalId":46988,"journal":{"name":"American Annals of the Deaf","volume":"169 5","pages":"501-504"},"PeriodicalIF":1.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144056180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Evaluating the Effectiveness of Strategic Incremental Rehearsal for Sight Word Acquisition in Hard of Hearing Students. 策略性增量排练对重听学生视词习得的效果评价。
IF 1 4区 教育学
American Annals of the Deaf Pub Date : 2025-01-01 DOI: 10.1353/aad.2025.a957985
Faisl M Alqraini
{"title":"Evaluating the Effectiveness of Strategic Incremental Rehearsal for Sight Word Acquisition in Hard of Hearing Students.","authors":"Faisl M Alqraini","doi":"10.1353/aad.2025.a957985","DOIUrl":"https://doi.org/10.1353/aad.2025.a957985","url":null,"abstract":"<p><p>The strategic incremental rehearsal intervention is a modified form of incremental rehearsal, known for its effectiveness as a flashcard technique in improving sight word acquisition among children with reading difficulties. Despite its efficacy, evaluations of this procedure with children who are deaf or hard of hearing and who have received special education services remain sparse. This study aimed to assess the impact of incremental rehearsal intervention on the acquisition of nine sight words among second-grade students who are hard of hearing. A single-case experimental design with a multiple probe across participants was used. Three hard of hearing students participated in the study. The data indicated a significant improvement in sight word recognition among the students following the intervention.</p>","PeriodicalId":46988,"journal":{"name":"American Annals of the Deaf","volume":"169 5","pages":"444-459"},"PeriodicalIF":1.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144017546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Interveners for Children Who Are Deafblind: The Parents' Perspective. 聋哑儿童的干预：父母的视角。
IF 1 4区 教育学
American Annals of the Deaf Pub Date : 2025-01-01 DOI: 10.1353/aad.2025.a957986
Elise N Darrow, Julianna C Wanek, Silvia M Correa-Torres
{"title":"Interveners for Children Who Are Deafblind: The Parents' Perspective.","authors":"Elise N Darrow, Julianna C Wanek, Silvia M Correa-Torres","doi":"10.1353/aad.2025.a957986","DOIUrl":"https://doi.org/10.1353/aad.2025.a957986","url":null,"abstract":"<p><p>Students with a visual impairment and a concurring hearing impairment are considered deafblind under the Individuals With Disabilities Education Act (IDEA) of 2004. Deafblindness is not limited to students who are totally blind and profoundly deaf; rather, it ensures that when students have a visual impairment as well as a hearing impairment that impacts their learning, appropriate services are in place for them to receive an appropriate education in the school setting. In the United States, the deafblind intervener model has been implemented in some states, whereby the intervener acts as a communication bridge between the student who is deafblind and the student's teacher, peers, and other school community members. However, because the intervener model is not required by law, it has not been adopted in every school district where students who are deafblind attend, leaving these students and their families without the option of having an intervener. The purpose of this phenomenological study was to explore parents' perspectives when working with their child's deaf-blind intervener. Eight parents of children with deafblindness who have an intervener were interviewed about their experiences with their child's intervener. Findings from this study are presented, along with implications for practice and future research, to inform the field about the benefits associated with students who are deafblind having support from a deafblind intervener. Themes in the areas of awareness, access, and advocacy are highlighted.</p>","PeriodicalId":46988,"journal":{"name":"American Annals of the Deaf","volume":"169 5","pages":"460-472"},"PeriodicalIF":1.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144057456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Artificial Intelligence: The Good, the Bad, and the Ugly. 人工智能：好、坏、丑。
IF 1 4区 教育学
American Annals of the Deaf Pub Date : 2025-01-01 DOI: 10.1353/aad.2025.a957984
Peter V Paul
{"title":"Artificial Intelligence: The Good, the Bad, and the Ugly.","authors":"Peter V Paul","doi":"10.1353/aad.2025.a957984","DOIUrl":"https://doi.org/10.1353/aad.2025.a957984","url":null,"abstract":"","PeriodicalId":46988,"journal":{"name":"American Annals of the Deaf","volume":"169 5","pages":"437-443"},"PeriodicalIF":1.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144039391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Teaching Literacy to Filipino Deaf Students in Multilingual Classrooms Amid a Pandemic. 在大流行病中的多语言课堂上教授菲律宾聋哑学生识字。
IF 1 4区 教育学
American Annals of the Deaf Pub Date : 2024-01-01 DOI: 10.1353/aad.2024.a927615
Marian Patricia Bea U Francisco, Maria Veronica T Perez, Baby Ruth Evelina C Reyes
{"title":"Teaching Literacy to Filipino Deaf Students in Multilingual Classrooms Amid a Pandemic.","authors":"Marian Patricia Bea U Francisco, Maria Veronica T Perez, Baby Ruth Evelina C Reyes","doi":"10.1353/aad.2024.a927615","DOIUrl":"10.1353/aad.2024.a927615","url":null,"abstract":"<p><p>This article describes the current landscape of teaching literacy to Filipino Deaf students in a multilingual, multi-cultural classroom amid the pandemic. The article highlights the uniqueness of Filipino Deaf students as multilingual learners in a multi-cultural classroom and the lack of literature and research on Deaf multilingualism both locally and globally. Moreover, the article focuses on the role of Deaf teachers in teaching Filipino Deaf students, especially in their literacy development. The steps being done to ensure that the curriculum is inclusive of Deaf learners who use Filipino Sign Language (FSL), teacher preparation and materials development, and the challenges in the shift to distance learning amid the COVID-19 pandemic are also discussed. Future directions and recommendations include review of curriculum and adaptation, enhancement of teacher preparation, promotion of collaborative teaching and research efforts, and the production of more appropriate and accessible instructional materials for Deaf students.</p>","PeriodicalId":46988,"journal":{"name":"American Annals of the Deaf","volume":"168 5","pages":"296-310"},"PeriodicalIF":1.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141066162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
How to Improve Grit Among Deaf or Hard of Hearing Students: The Effect of Thinking Style. 如何提高聋人或重听学生的勇气？思维方式的影响。
IF 1 4区 教育学
American Annals of the Deaf Pub Date : 2024-01-01 DOI: 10.1353/aad.2024.a931188
Sanyin Cheng, Li Haochen, Li Jiaqi
{"title":"How to Improve Grit Among Deaf or Hard of Hearing Students: The Effect of Thinking Style.","authors":"Sanyin Cheng, Li Haochen, Li Jiaqi","doi":"10.1353/aad.2024.a931188","DOIUrl":"10.1353/aad.2024.a931188","url":null,"abstract":"<p><p>The researchers examined the associations between thinking styles and grit. A cross-sectional design was adopted, with two weeks of data collection. The Thinking Styles Inventory-Revised II and the Grit Scale were administered to 365 signing deaf or hard-of-hearing (DHH) Arts and Design students and 443 hearing university students in mainland China. CFA, MANOVA, hierarchical multiple regression analyses, and a multi-group analysis were executed for data analysis. DHH and hearing students with Type I styles (i.e., more creativity-generating, less structured, and cognitively more complex) had higher grit levels, with large effect sizes for the identified relationships. There were no differences in the relations for either group. The associations between thinking styles and grit may protect against psychological pressure and rehabilitation problems and enable university/school administrators, counselors, social workers, teachers, parents, and students to enhance the grit of students who are deaf or hard of hearing.</p>","PeriodicalId":46988,"journal":{"name":"American Annals of the Deaf","volume":"169 1","pages":"40-56"},"PeriodicalIF":1.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141555636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Reading of Deaf Arabic Children in Israel. 以色列阿拉伯语聋哑儿童的阅读。
IF 1 4区 教育学
American Annals of the Deaf Pub Date : 2024-01-01 DOI: 10.1353/aad.2024.a931187
Haneen Wattad, Salim Abu-Rabia, Sara Haddad-Shehadeh
{"title":"The Reading of Deaf Arabic Children in Israel.","authors":"Haneen Wattad, Salim Abu-Rabia, Sara Haddad-Shehadeh","doi":"10.1353/aad.2024.a931187","DOIUrl":"10.1353/aad.2024.a931187","url":null,"abstract":"<p><p>Studies on the reading acquisition of deaf children investigate the similarities and differences in the reading process between these readers and typical hearing readers. There is no consensus on the nature of the reading process among deaf readers, whether they use the same reading processing strategies as typical readers or depend on other strategies to close the gap. The present study aimed to test the types of strategies used to process written words by deaf Arabic readers with prelingual deafness, compared to their hearing peers, and to test the effectiveness of deaf readers' use of these strategies. Three experimental paradigms were tested. The findings indicated that deaf Arabic readers rely on essentially similar processing strategies to those used by hearing readers. However, deaf Arabic readers employ these strategies with significantly less effectiveness. The results are discussed in light of international data.</p>","PeriodicalId":46988,"journal":{"name":"American Annals of the Deaf","volume":"169 1","pages":"12-39"},"PeriodicalIF":1.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141555639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
In Praise of International Connections and Perspectives. 赞扬国际联系和视角。
IF 1 4区 教育学
American Annals of the Deaf Pub Date : 2024-01-01 DOI: 10.1353/aad.2024.a946586
Peter V Paul
{"title":"In Praise of International Connections and Perspectives.","authors":"Peter V Paul","doi":"10.1353/aad.2024.a946586","DOIUrl":"https://doi.org/10.1353/aad.2024.a946586","url":null,"abstract":"","PeriodicalId":46988,"journal":{"name":"American Annals of the Deaf","volume":"169 4","pages":"325-328"},"PeriodicalIF":1.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142830255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Impact of Artificial Intelligence on Quality of Life for Deaf and Hard of Hearing Students. 人工智能对聋人和重听学生生活质量的影响。
IF 1 4区 教育学
American Annals of the Deaf Pub Date : 2024-01-01 DOI: 10.1353/aad.2024.a946587
Bader N Alkahtani
{"title":"The Impact of Artificial Intelligence on Quality of Life for Deaf and Hard of Hearing Students.","authors":"Bader N Alkahtani","doi":"10.1353/aad.2024.a946587","DOIUrl":"10.1353/aad.2024.a946587","url":null,"abstract":"<p><p>This research study synthesizes research on applications of artificial intelligence (AI) to transform and improve quality of life for deaf and hard of hearing students. Twenty studies were analyzed, spanning domains including AI-enabled captioning, interpreters, personalized tutors, social robots, and assistive apps. Key findings demonstrate emerging AI innovations show promise for enhancing communication, learning, inclusion, and independence for deaf and hard of hearing youth. Technologies such as automatic speech recognition, natural language processing, and intelligent tutoring systems increased classroom participation and academic skills by removing barriers. However, small samples, lack of longitudinal data, and technology accessibility limitations affect the strength of conclusions. Additional rigorous comparative research is warranted, but cautious adoption of AI appears beneficial if implemented ethically. With thoughtful design and integration, AI technologies exhibit strong potential for creating more empowering, equitable learning for deaf and hard of hearing students. However, achieving an inclusive AI future requires ongoing collaboration among developers, researchers, and educators to ensure that innovations are leveraged to amplify capacities, not replace them.</p>","PeriodicalId":46988,"journal":{"name":"American Annals of the Deaf","volume":"169 4","pages":"329-347"},"PeriodicalIF":1.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142830256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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