父母有听力障碍的 3 至 5 岁聋儿的手语障碍。

IF 1.7 3区 教育学 Q2 EDUCATION, SPECIAL
Donna A Morere, Thomas E Allen
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引用次数: 0

摘要

由于环境和病因因素的影响,父母为听力正常人的聋儿(DOH)有可能出现早期语言发育迟缓(ELD),而之前报道的父母为聋人的聋儿(DOD)的早期语言发育迟缓发生率要高于普通人群。从视觉交流和手语检查表在线数据库中获得的档案数据显示,有 147 名 3 至 5 岁的聋人父母对其子女进行了评分,这些儿童的父母表示,在家中使用美国手语(ASL)的程度至少与使用口语的程度相当。研究目标包括:(1)检查 ELD 在这批儿童中的发生率;(2)根据所使用的缩放方法调查结果的差异;(3)探索被确认为 ELD 的 DOH 儿童的评分模式;(4)将 DOH 结果与公布的 DOD 数据进行比较;以及(5)调查评分与个别儿童之间的差异。DOH 的结果表明,ELD 的发生率是之前 DOD 抽样调查的两倍,且更严重的延迟比例更高。即使没有被认定为有学习障碍的 DOH 儿童,他们的 ASL 技能也不如 DOD 儿童发展得好。这强调了对早期 ASL 技能进行持续监测的必要性,以便及早发现需求并调整干预措施,解决 ASL 发展问题。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Sign language delays in deaf 3- to 5-year-olds with hearing parents.

Deaf children of hearing parents (DOH) are at risk for early language delays (ELD) due to environmental and etiological factors, compounding the previously reported higher incidence of ELD in deaf children of deaf parents (DOD) compared to the general population. Archival data from the online database of the Visual Communication and Sign Language Checklist yielded 147 ratings of DOH 3- to 5-year-old children whose parents reported American sign language (ASL) being used in the home at least equally to spoken language. Research goals included (1) examining the incidence of ELD in this cohort, (2) investigating differences in outcomes based on the scaling method used, (3) exploring patterns among the ratings of DOH children identified with ELD, (4) comparing the DOH outcomes to published DOD data, and (5) investigating differences between ratings and individual children. The DOH outcomes suggested an incidence of ELD twice that of the previous DOD sample, with a higher percentage of more severe delays. Even DOH children not identified with ELD demonstrated less well-developed ASL skills than their DOD peers. This emphasizes the need for ongoing monitoring of early ASL skills to allow for early identification of needs and adjustment of interventions to address ASL development.

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来源期刊
CiteScore
3.40
自引率
10.00%
发文量
40
期刊介绍: The Journal of Deaf Studies and Deaf Education is a peer-reviewed scholarly journal integrating and coordinating basic and applied research relating to individuals who are deaf, including cultural, developmental, linguistic, and educational topics. JDSDE addresses issues of current and future concern to allied fields, encouraging interdisciplinary discussion. The journal promises a forum that is timely, of high quality, and accessible to researchers, educators, and lay audiences. Instructions for contributors appear at the back of each issue.
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