Psycnet Part 1

TY - HEAR
AB - The construct of the self-concept in general and more specifically self-

esteem was explored in various ways, including consideration of what role one's
identity plays in this construct. The identity focus here is on how deaf
individuals perceive themselves in relation to identity development using deaf
cultural identity models of reference group orientation. The goal of this study was
to investigate the relationship between self-esteem and reference group orientation
of deaf and hard-of hearing college students. Another purpose of the study was to
do a concurrent validation of two identity measurements: Glickman's Deaf Identity
Development Scale (DIDS, 1993) and Weinberg and Sterritt's Deaf Identity Scale
(DIS, 1986), both of which attempt to assess reference group orientation. A
modified version of the Tennessee Self-Concept Scale (Gibson, 1983, Gibson-Harman &
Austin, 1985) was used to assess self-esteem. It was predicted that subjects with a
bicultural orientation would score highest on the TSCS. Because the nature of the
distributions of the subjects' scores on the two identity scales prevented any
analysis of variance, correlational analyses were conducted. The correlations
between the subjects' DIDS and TSCS means indicated that Bicultural identification
may account for less than 10 percent of the over-all self-esteem of the
investigated sample while the correlations between the subjects' DIS and TSCS means
indicated that Dual identification may account for about 1 percent. The concurrent
validation of the two identity scales indicated that the DIDS Hearing scale and the
DIS Hearing Identification as well as the DIDS Immersion scale and the DIS Deaf
scale showed higher correlations than the DIDS Bicultural scale and the DIS Dual
identification scale. The present study suggested that the DIDS Bicultural scale
needs re-conceptualization from a theoretical perspective, particularly since
social desirability for biculturalism appears to be very influential. The possible
benefit of utilizing a modified DIDS was discussed. Additionally, for future
research on this topic a broader pool of subjects with increased subject
variability, longitudinal and qualitative designs were recommended. (PsycInfo
Database Record (c) 2023 APA, all rights reserved)
CY - US
KW - *Deafness
*Group Participation
*Self-Concept
*Self-Esteem
*Hearing Loss
College Students
M1 - 62
PB - ProQuest Information & Learning
PY - 2002
SN - 0419-4217(Print)
SP - 5961-5961
ST - Reference group orientation and self-esteem of deaf and hard-of-hearing
college students
T3 - Friedburg, Irmgard Elisabeth
TI - Reference group orientation and self-esteem of deaf and hard-of-hearing
college students
ID - 14627
ER -
TY - HEAR
AB - The NEPSY, a developmental neuropsychological assessment for children, was
adapted for use with deaf children. The present study describes the translation and
adaptation phase of the study, including translation/back-translation and bilingual
test-retest procedures. A pilot study was conducted to examine the utility of the
adapted measure with deaf children, and to provide preliminary results regarding
reliability and validity for the adapted measure. Results suggest a conceptually
and linguistically adequate alternative to the English version of the NEPSY for use
with deaf and hard-of-hearing children. In its present form, the NEPSY:ASL offers
researchers a suitable tool for further investigation of its integrity and utility;
which in turn will offer other researchers greater access to investigation of an
under-examined population, namely, deaf children. (PsycInfo Database Record (c)
2023 APA, all rights reserved)
CY - US
KW - *Deafness
*Neuropsychological Assessment
Autism Spectrum Disorders
Hearing Disorders
Test Reliability
M1 - 64
PY - 2003
SN - 0419-4217(Print)
SP - 420-420
ST - An alternate form of the NEPSY for use with deaf children: A preliminary
study
T3 - Hardebeck, Lisa Marie
TI - An alternate form of the NEPSY for use with deaf children: A preliminary
study
ID - 14188
ER -
TY - HEAR
AB - This article begins with the rationale for a detailed assessment of
prelinguistic behaviors in young deaf children. I used a Hebrew adaptation of the
parent questionnaire developed by Camaioni, Caselli, Volterra, and Luchenti (1992)
in Italy to collect data on a relatively large heterogeneous Israeli sample of deaf
participants: 43 deaf children of hearing parents (19 girls and 24 boys) ranging in
age from 8 to 49 months. Results indicated that prelinguistic behaviors in deaf
infants resemble only to some extent the theoretical model of prelinguistic
communication in hearing infants. Unique interrelationships emerged among pointing
and early noncommunicative behaviors, yet no correlation emerged between the use of
referential gestures and early words or signs. We analyzed findings with respect to
the comparison of prelinguistic behavioral characteristics in hearing and deaf
children and the collaboration with parents in assessing the prelinguistic
behaviors of their own deaf children. (PsycInfo Database Record (c) 2023 APA, all
rights reserved)
AD - Dromi, Esther: School of Education, Tel Aviv University, Ramat Aviv, Tel
Aviv, Israel, 69978, dromi@post.tau.ac.il
CY - United Kingdom
DO - 10.1093/deafed/eng025
KW - *Deafness
*Early Childhood Development
*Infant Development
*Linguistics
*Parents
Hearing Disorders
M1 - 8
PB - Oxford University Press
PY - 2003
SN - 1465-7325(Electronic),1081-4159(Print)
SP - 367-382
ST - Assessment of Prelinguistic Behaviors in Deaf Children: Parents as
Collaborators
T3 - Dromi, Esther
TI - Assessment of Prelinguistic Behaviors in Deaf Children: Parents as
Collaborators
ID - 14372
ER -
TY - HEAR
AB - Given the premises of the requirements of IDEA 97, the nature of
traditionally published tests, and the results of literature of the low reading and
writing achievement among deaf and hard of hearing students, there is great
interest in seeking valid and reliable indicators to monitor and report progress on
deaf and hard of hearing students' academic performances. Curriculum-based
measurements (CBM) may be the viable indicators that are needed. The purpose of
this study was to examine the technical adequacy of CBM reading and written
expression measures with deaf and hard of hearing students. Thirty-seven deaf and
hard of hearing students in the self-contained classrooms and fourteen in the
mainstreaming setting from one school participated in this study. Results of this
study showed that CBM reading and written expression measures are valid and
reliable. These measures were able to distinguish between high- and low-achieving
students as well as being more sensitive to student growth than the Test of Written
Language-3. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
CY - US
KW - *Academic Achievement
*Curriculum Based Assessment
*Hearing Disorders
*Reading
*Written Communication
Deafness
Reading Achievement
Students
Writing Skills
M1 - 63
PY - 2003
SN - 0419-4209(Print)
SP - 3470-3470
ST - Assessment of reading and writing samples of deaf and hard of hearing
students by curriculum-based measurements
T3 - Chen, Yi-Ching
TI - Assessment of reading and writing samples of deaf and hard of hearing
students by curriculum-based measurements
ID - 14333
ER -
TY - HEAR
AB - The aim was to study coping strategies among hearing-impaired individuals by
using a validated coping instrument--The Ways of Coping Questionnaire (WOCQ; S.
Folkman & R. Lazarus, 1988)--and to relate the use of coping with anxiety
sensitivity and experience of hearing impairment. A questionnaire booklet was sent
out to the members of the local branch of the Swedish Hard of Hearing Association.
Ninety-four members (aged 18-94 yrs) responded to the questionnaire, yielding a 53%
response rate. Primary outcome measures were the WOCO, the Anxiety Sensitivity
Index, and visual analogue scale rating of discomfort from hearing impairment,
Repeated measures analysis of WOCQ subscales showed that the participants used
planful problem solving and self-controlling coping strategies whereas
escape/avoidance responses were less frequently used than the other coping
strategies. Anxiety sensitivity was associated with escape/avoidance coping. In
conclusion, hearing-impaired individuals do not use escape/avoidance coping more
than other coping strategies. However, escape/avoidance coping is associated with
anxiety sensitivity, suggesting that sensitivity to anxiety sensations is an
important associated factor. Coping strategies were not associated with discomfort
from hearing impairment in... (PsycINFO Database Record (c) 2016 APA, all rights
reserved)
AD - Andersson, Gerhard: Dept of Psychology, Uppsala U, Box 12 25, Uppsala,
Sweden, SE-751 42, gerhard.andersson@psyk.uu.se
CY - Germany
DO - 10.1023/A:1022853729884
KW - *Anxiety
*Coping Behavior
*Hearing Disorders
Anxiety Sensitivity
M1 - 10
PB - Springer
PY - 2003
SP - 35-40
ST - Hearing impairment, coping strategies and anxiety sensitivity
T3 - Andersson, Gerhard
Hägnebo, Christina
TI - Hearing impairment, coping strategies and anxiety sensitivity
ID - 14427
ER -
TY - STAT
AB - This Article has four major sections: (a) general issues of assessment; (b)
assessment of ethnic-group members, including those who are deaf; (c) translation
of assessment tools, emphasizing translation into American Sign Language (ASL); and
(d) statistical applications for translated instruments. The purpose of the article
is to provide insight into and guidelines for translating instruments into another
language and using the results for practice or research purposes. The use of
translated instruments with deaf individuals is highlighted. A protocol for
translating a scale into ASL is offered. Statistical applications for examining
internal consistency and component structure are discussed. Finally, implications
for practice and research are addressed. (PsycInfo Database Record (c) 2023 APA,
all rights reserved)
CY - US
DO - 10.1353/aad.2005.0020
KW - *Deafness
*Foreign Language Translation
*Racial and Ethnic Groups
*Sign Language
Statistics
N1 - Mason, Teresa Crowe
PB - Gallaudet University Press
PY - 2005
SP - 67-72
ST - Cross-Cultural Instrument Translation: Assessment, Translation, and
Statistical Applications
TI - Cross-Cultural Instrument Translation: Assessment, Translation, and
Statistical Applications
VL - 150
ID - 14558
ER -
TY - HEAR
AB - The purpose of the present study was to explore the need for psychological
rehabilitation of persons with hearing loss or acquired deafness. Participants were
181 adults with hearing impairments (60 males, 121 females; average age, 54.9
years). The average age of onset of hearing impairment was 25.4 years.
Participants' mental health was assessed with the Japanese version of the 30-item
General Health Questionnaire (GHQ), on which higher scores indicate lower levels of
mental health. The average score in the present study was 8.86; 53% of participants
had the possibility of neurosis. Both these results are significantly higher than
the scores of populations without disabilities, that is, in other words, the
participants were less mentally healthy than average. Neither age at onset of
impairment nor length of time since then was found to correlate with the General
Health Questionnaire scores, and no significant correlation was found between the
degree of hearing impairment and the Questionnaire scores. The results suggest that
psychological support is necessary for people with hearing impairments, regardless
of the degree of disability. Participants reported that, in addition to hearing
impairments, they had symptoms such as tinnitus (81.6% of participants), aural
pressure (52.8%), distortion of sound (62.6%), dizziness (44.8%), and verbal
disability (37.4%). The occurrence of dizziness, tinnitus, or verbal disability was
correlated with significantly increased General Health Questionnaire scores.
(PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - Takamiya, Meiko: Yao School for Children with Special Needs, Yao-Shi, Japan,
581-0846
CY - Japan
DO - 10.6033/tokkyou.43.279
KW - *Deafness
*General Health Questionnaire
*Hearing Disorders
*Mental Health
Rehabilitation
M1 - 43
PB - Japanese Assn of Special Education
PY - 2005
SP - 279-290
ST - Mental Health of Persons With Hearing Loss or Acquired Deafness: Assessment
With the 30-Item General Health Questionnaire
T3 - Takamiya, Meiko
Fujita, Tsugumichi
TI - Mental Health of Persons With Hearing Loss or Acquired Deafness: Assessment
With the 30-Item General Health Questionnaire
ID - 14210
ER -
TY - HEAR
AB - Objective: This study aims to evaluate the psychological adaptation level of
the hearing-impaired preschool children. Method: The study sample consisted fifty
eight hearing-impaired children and their families attending to the special
training courses given by public and private education schools in İzmir
metropolitan area. Data was collected by the Hacettepe Psychological Adaptation
Scale and the individual information form, which consisted of descriptive
information about the hearing-impaired children and their families. Results: The
Cronbach Alpha reliability coefficient of the scale for this study was r=0.86. It
was found that 16% of the hearing-impaired children had neurotic problems whereas
29% had behavioral problems. The average total point of the hearing-impaired
children who face psychological problem was 14.4±7.9. There was a significant
relation between the age that the families first recognised the hearing-impairment
and the average point of behavior. The children whose families first noticed their
hearing-impairment at 12-24 months of age had a higher average of behavior points
than the ones noticed at 24 months of age and older . There was a relation between
the average total neurotic point and the living place of their families and the
communication styles. The average neurotic points of children living in countries
and communicating with the sign language, was found to be higher. In conclusion,
the average psychological problem point of these children is lower when they can
communicate more properly and have a better school performance. Discussion: The
importance of earlier detection and diagnosis of hearing-impairment for the
psychological health of these children was emphasized. (PsycInfo Database Record
(c) 2021 APA, all rights reserved)
CY - Turkey
KW - *Behavior Problems
*Emotional Adjustment
*Hearing Disorders
*Preschool Students
Hearing Loss
M1 - 12
PB - Çocuk ve Gençlik Ruh Sağlĭi Derneği
PY - 2005
SN - 1301-3904(Print)
SP - 11-18
ST - Okul Öncesı Dönemı ışıtme Engellı Çocuklarin Ruhsal Uyum Düzeylerının
ıncelenmesı. [The Research on the Psychological Adaptation Level of the Hearing-
Impaired Children in Preschool Period.]
T3 - Sunal, Şebnem
Çam, Olcay
TI - Okul Öncesı Dönemı ışıtme Engellı Çocuklarin Ruhsal Uyum Düzeylerının
ıncelenmesı. [The Research on the Psychological Adaptation Level of the Hearing-
Impaired Children in Preschool Period.]
ID - 14318
ER -
TY - BOOK
A2 - Schick, Brenda
A2 - Marschark, Marc
A2 - Spencer, Patricia Elizabeth
AB - This volume brings together the leading scholars on the acquisition and
development of sign languages to present the latest theory and research on these
topics. They address theoretical as well as applied questions and provide cogent
summaries of what is known about early gestural development, interactive processes
adapted to visual communication, linguistic structures, modality effects, and
semantic, syntactic, and pragmatic development in sign. (PsycInfo Database Record
AD - Schick, Brenda: University of Colorado, Department of Speech and Hearing
Sciences, Campus Box 409, Boulder, CO, US, 80309-0409
CY - New York, NY, US
KW - *Language
*Linguistics
*Sign Language
Pragmatics
PY - 2006
SN - 0-19-518094-1 (Hardcover); 978-0-19-518094-7 (Hardcover)
SP - xvi, 395-xvi, 395
ST - Advances in the sign language development of deaf children
T2 - Advances in the sign language development of deaf children.
TI - Advances in the sign language development of deaf children
ID - 14238
ER -
TY - HEAR
AB - Context: Hearing impairment is prevalent among the elderly population but
commonly underdiagnosed. Objective: To review the accuracy and precision of bedside
clinical maneuvers for diagnosing hearing impairment. Data Sources: MEDLINE and
EMBASE databases (1966 to April 2005) were searched for English-language articles
related to screening for hearing impairment. Study Selection: Original studies on
the accuracy or precision of screening questions and tests were included. Articles
that used unaccepted reference standards or contained insufficient data were
excluded. Medical Subject Headings or keywords used in the search included hearing
loss, hearing handicap, hearing tests, tuning fork, deafness, physical examination,
sensitivity, specificity, audiometry, tuning fork tests, Rinne, Weber, audioscope,
Hearing Handicap Inventory for the Elderly-Screening version, whispered voice test,
sensorineural, and conductive. Data Extraction: One author screened all potential
articles and 2 authors independently abstracted data. Differences were resolved by
consensus. Each included study (n=24) was assigned a methodological grade. Data
Synthesis: A yes response when asking individuals whether they have hearing
impairment has a summary likelihood ratio (LR) of 2.5 (95% confidence interval
[Cl], 1.7-3.6); a no response has an LR of 0.13 (95% Cl, 0.09-0.19). A score of 8
or greater on the screening version of the Hearing Handicap Inventory for the
Elderly (HHIE-S) has an LR of 3.8 (95% Cl, 3.0-4.8); a score less than 8 has an LR
of 0.38 (95% Cl, 0.29-0.51). An abnormal Weber tuning fork test response has an LR
of 1.6 (95% Cl, 1.0-2.3); a normal response has an LR of 0.70 (95% Cl, 0.48-1.0).
An abnormal Rinne tuning fork test response has LRs ranging from 2.7 to 62; a
normal response has LRs from 0.01 to 0.85. Inability to perceive a whispered voice
has an LR of 6.1 (95% Cl, 4.5-8.4); normal perception has an LR of 0.03 (95% Cl, 0-
0.24). Not passing the audioscope test has an LR of 2.4 (95% Cl, 1.4-4.1); passing
has an LR of 0.07 (95% Cl, 0.03-0.17). Conclusions: Elderly individuals who
acknowledge they have hearing impairment require audiometry, while those who reply
no should be screened with the whisperedvoice test. Individuals who perceive the
whispered voice require no further testing, while those unable to perceive the
voice require audiometry. The Weber and Rinne tests should not be used for general
screening. (PsycInfo Database Record (c) 2021 APA, all rights reserved)
AD - Detsky, Allan S.: Mount Sinai Hospital, Room 427, 600 University Ave,
Toronto, ON, Canada, M5G 1X5, allan.detsky@uhn.on.ca
CY - US
DO - 10.1001/jama.295.4.416
KW - *Health Screening
*Hearing Disorders
*Medical Diagnosis
Hearing Loss
M1 - 295
PB - American Medical Association
PY - 2006
SP - 416-428
ST - Does this patient have hearing impairment?
T3 - Bagai, Akshay
Thavendiranathan, Paaladinesh
Detsky, Allan S.
TI - Does this patient have hearing impairment?
ID - 14574
ER -
TY - HEAR
AB - Curriculum-based measures (CBM) of written expression have traditionally used
total words written, words spelled correctly, correct word sequences as indices of
students' general writing proficiency. Although there are empirical data to support
these writing indicators, anecdotal evidence implies that these measures may be
impractical to teachers of deaf and hard of hearing children. The present study
attempted to determine the technical adequacy of existing and alternative CBM
scoring procedures in written expression for students who are deaf or hard of
hearing as well as hearing students across diverse grade levels. Secondary-school
students with hearing loss and hearing students at the 3rd-, 5th-, and 7th-grade
levels completed two story starter tasks and two picture prompt tasks, which were
scored using seventeen scoring procedures of written expression: total words
written, words spelled correctly, words spelled incorrectly, correct word
sequences, incorrect word sequences, correct minus incorrect word sequences,
different words, type-token ratio, correct subject-verb agreements, incorrect
subject-verb agreements, total number of subject-verb agreements, correct clauses,
incorrect clauses, total number of clauses, correct morphemes, incorrect morphemes,
and total number of morphemes. Inter-rater agreement, intra-class correlations,
alternate-form reliability were examined for determining the magnitude of
reliability for these scoring procedures. Correlations and regressions of the
scoring procedures with criterion variables were calculated for investigating
validity evidence and relative contribution. The most reliable and valid predictors
of students' general writing proficiency as measured by the TOWL-3 and teacher
ratings were correct word sequences, correct minus incorrect word sequences,
different words, correct subject-verb agreements, correct clauses, and correct
morphemes for students with hearing loss. The scoring procedures, correct subject-
verb agreements and correct clauses, showed the most promise for serving as
alternate indicators of monitoring general writing proficiency for hearing
students. Implications of the analyses, limitations of the study, and directions
for educational practice and future research are discussed. (PsycInfo Database
Record (c) 2022 APA, all rights reserved)
CY - US
KW - *Curriculum Based Assessment
*Hearing Disorders
*Student Attitudes
Written Communication
M1 - 67
PY - 2007
SN - 0419-4209(Print)
SP - 2460-2460
ST - Examining the technical adequacy of existing and alternative CBM scoring
procedures for written expression for students with and without hearing loss
T3 - Cheng, Shu-Fen
TI - Examining the technical adequacy of existing and alternative CBM scoring
procedures for written expression for students with and without hearing loss
ID - 14596
ER -
TY - STAT
AB - Loneliness can negatively affect people emotionally and socially. Persons who
are deaf or hard of hearing (D/HH) may well be more vulnerable to loneliness due to
their unique communication issues. Literature has been limited regarding this
topic. This study examined the experiences of loneliness and related emotional and
adaptive states among D/HH secondary students based on their schooling background
(Mainstream vs. Institutional vs. Hearing Control) and gender. General information
questionnaires and formal scales (e.g., the UCLA Loneliness Scale, PNDLS, BDI-II,
and BASC) were distributed to 28 mainstreamed D/HH, 27 institutional D/HH, and 31
hearing students. Results revealed that both mainstreamed and institutional
students had higher loneliness scores than hearing students. Moreover,
institutional students had higher depression scores than mainstream students.
Further analysis indicated that scores on loneliness and related emotions by
mainstreamed males and institutional females were more significant than their
counterparts. Each model based on the existing theories on loneliness (Weiss, 1973;
Peplau & Perlman, 1982; Andersson, 1986) did not fully explain the results.
However, experienced loneliness in this study seemed more likely to be internal or
emotional loneliness than external or social loneliness. Overall, schooling
background, though significant, was not sufficient to predict loneliness due to the
complex results. More studies are needed to investigate the relationship between
the complex experiences of D/HH people (e.g., family history, diverse schooling
backgrounds, sense of identity, and communication skills) and the dynamics of
loneliness and relevant emotional states of D/HH people. Overall, more effective
intervention strategies are needed to help support D/HH students, who suffer the
negative impact of loneliness. (PsycInfo Database Record (c) 2022 APA, all rights
reserved)
CY - US
KW - *Adaptive Behavior
*Deafness
*Emotional States
Loneliness
N1 - Chapman, Jonathan
PY - 2007
SP - 79-79
ST - Loneliness among deaf and hard of hearing people
TI - Loneliness among deaf and hard of hearing people
VL - 68
ID - 14227
ER -
TY - HEAR
AB - Problematic assessment and intervention issues present substantial challenges
when making educational decisions for deaf or hard of hearing (D/HH) students who
are experiencing reading difficulties. These students present a diverse set of
language acquisition skills, hearing ability, and orientation to early school
learning activities that are different from the hearing student population. Given
the importance of selecting assessment approaches that lead to effective
interventions for D/HH students, three assessment procedures for identification of
at-risk children and learning disabilities within the D/HH population are examined.
Assessments reviewed are teacher referral, norm-referenced testing, and student
response to intervention. Challenges to each process and the need for additional
assessment and empirically validated treatment options are discussed. Finally, a
case example is presented to illustrate a framework that may help school
psychologists promote early identification of learning problems and outline
interventions that meets a D/HH child's unique needs by focusing on reading
outcomes in the curriculum. (PsycInfo Database Record (c) 2022 APA, all rights
reserved)
AD - Gilbertson, Donna: Department of Psychology, Utah State University, Logan,
UT, US, 83422, dgilbertson@cc.usu.edu
CY - US
DO - 10.1002/pits.20286
KW - *Deafness
*Educational Measurement
*Hearing Disorders
*Intervention
*Reading Disabilities
Educational Diagnosis
Evaluation
Professional Referral
Special Education Students
M1 - 45
PB - John Wiley & Sons
PY - 2008
SP - 104-120
ST - Considerations in the identification, assessment, and intervention process
for deaf and hard of hearing students with reading difficulties
T3 - Gilbertson, Donna
Ferre, Scott
TI - Considerations in the identification, assessment, and intervention process
for deaf and hard of hearing students with reading difficulties
ID - 14483
ER -
TY - HEAR
AB - Background: Although educational main streaming of children with special
needs formally began in Iran since 1992 there is little information whether hearing
impaired children feel competent in regular schools. Methods: To determine the
perceived competence and school adjustment of hearing impaired children in
mainstream primary school settings, the self-perception profile was administered to
60 mainstreamed hard of hearing children and 60 classmates with normal hearing
matched for gender by a single interviewer. The instrument comprised 28 items, 23
of which were similar to those of 'adapted test Image for children with cochlear
implants' asking children about their feelings about their own cognitive, physical,
socio-emotional and communication competence and school adjustment. The Cronbach
alpha coefficient for the instrument was 0.93. Results: Hard of hearing children
rated their competence significantly poorer than their hearing classmates for all
domains. Mean differences for the five domains ranged from 0.48 (for physical
competence) to 0.90 (for school adjustment) on a scale of 1-4. There were no
significant differences between girls' and boys' competence, in either the hearing
or the hearing impaired groups. Classifying overall scores for perceived competence
into four groups ('poor competence', 'low competence', 'moderate competence' and
'high competence'), 23.4% of hearing impaired children but none of the hearing
classmates rated themselves as having low or poor competence. On the other hand 85%
of hearing children and only 18.3% of hearing impaired children rated themselves as
highly competent. Conclusion: We suggest that periodical assessments of
mainstreamed children might help to identify those children who are having
difficulty adapting to their environment. (PsycINFO Database Record (c) 2016 APA,
AD - Hatamizadeh, N.: Department of Rehabilitation Management, University of
Social Welfare and Rehabilitation Sciences, Koodakyar Ave., Daneshgoo Blv, Evin,
Tehran, Iran, 1985713831, hatamizadeh@uswr.ac.ir
CY - United Kingdom
DO - 10.1111/j.1365-2214.2008.00871.x
KW - *Competence
*Elementary Schools
*Hearing Disorders
*School Adjustment
School Environment
M1 - 34
PB - Wiley-Blackwell Publishing Ltd.
PY - 2008
SP - 789-794
ST - Perceived competence and school adjustment of hearing impaired children in
mainstream primary school settings
T3 - Hatamizadeh, N.
Ghasemi, M.
Saeedi, A.
Kazemnejad, A.
TI - Perceived competence and school adjustment of hearing impaired children in
mainstream primary school settings
ID - 14565
ER -
TY - STAT
AB - The Mini-Mental State Exam (MMSE) is commonly used to screen cognitive
function in a clinical setting. The measure has been published in over 50
languages; however, the validity and reliability of the MMSE has yet to be assessed
with the culturally Deaf elderly population. Participants consisted of 117 Deaf
senior citizens, aged 55–89 (M = 69.44, SD = 8.55). Demographic information,
including state of residence, age, and history of depression, head injury, and
dementia diagnoses, were collected. A standard form of the MMSE was used with
modification of test administration and stimuli including translation of English
test items into a sign-based form and alteration of two items in order to make them
culturally and linguistically appropriate. Significant correlations were observed
between overall test score and education level (r =.23, p = .01) as well as test
score and age (r =2.33, p < .001). Patterns of responses were analyzed and revealed
several items that were problematic and yielded a fewer correct responses. These
results indicate that clinicians need to be aware of cultural and linguistic
factors associated with the deaf population that may impact test performance and
clinical interpretation of test results. On the basis of these data, there is an
increased risk of false positives obtained when using this measure. Further
research is needed to validate the use of this measure with the culturally Deaf
population. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
AD - Feldman, David M.: Department of Psychology, College of Arts and Sciences,
Barry University, 11300 N. Second Avenue, Miami Shores, FL, US, 33161-6695
CY - United Kingdom
DO - 10.1093/arclin/acp077
KW - *Aging
*Deafness
*Mini Mental State Examination
*Test Reliability
*Test Validity
Cognitive Ability
N1 - Dean, Pamela M.
Feldman, David M.
Morere, Donna
Mortona, Diane
PY - 2009
SP - 753-760
ST - Clinical evaluation of the Mini-Mental State Exam with culturally deaf senior
citizens
TI - Clinical evaluation of the Mini-Mental State Exam with culturally deaf senior
citizens
VL - 24
ID - 14265
ER -
TY - HEAR
AB - Psychologists who conduct assessments with deaf and hard-of-hearing adults
continue to face the problem of lower scores and the question of test validity in
comparison to norms when utilizing specific measures. Whether this is caused by
inability to understand instructions, test items, or de facto poorer performance is
generally unknown. To make sure the testee understands instructions or test items,
the typical method is to modify the instructions and/or test items or translate
these into American Sign Language (ASL). In a previous study, two specific subtests
of the Wechsler Memory Scale-Third Edition (WMS-III) which assess visual memory
functioning, namely Faces I and II, were compared using both Deaf participants
fluent in ASL and matched hearing counterparts (Hanumantha, 2005). Instructions
were provided to Deaf participants in Signed English word for word. Results
indicated significant differences in the performance of the Deaf and hearing
participants on the Faces I and II subtests, with the Deaf participants performing
significantly below their hearing counterparts on the Faces subtests. The
possibility that Signed English instructions were difficult to comprehend was
raised. The intent of the present study was to determine if results from Deaf
participants administered the Faces I and II subtests using instructions translated
into ASL (instead of Signed English, which follows English word order) would be
equivalent to the results of matched hearing participants who received instructions
in spoken English. In contrast to the earlier study, results indicated that the
Deaf participants performed equally well under either Signed English or ASL
conditions. There were no significant overall group differences between Deaf and
matched hearing counterparts. However, the results did indicate the presence of a
gender difference that interacted with deafness. Deaf females showed relatively
depressed scores on Faces I (immediate recall) but equivalent scores on Faces II
(delayed recall) compared with hearing females. Deaf males, hearing males, and
hearing females did not show this effect. Results suggest that Deaf college
students comprehended both Signed English and ASL instructions for the WMS-III
Faces subtests and performed at overall similar levels to hearing peers who are
given spoken language instructions. However, the initially depressed scores for
deaf females on the Faces I subtest and their subsequent performance recovery on
the Faces II subtest cannot be explained by poor comprehension of the test
instructions due to language barriers. Further research is needed to understand the
source of this effect shown by deaf females on the Faces subtests of the WMS-III.
CY - US
KW - *Deafness
*Hearing Disorders
*Performance
*Wechsler Memory Scale
Visual Memory
M1 - 70
PY - 2009
SN - 0419-4217(Print)
SP - 1343-1343
ST - Performance comparisons of deaf and hearing adults on the Wechsler Memory
Scale-Third Edition subtests: Faces I, II
T3 - Hanumantha, Shilpa
TI - Performance comparisons of deaf and hearing adults on the Wechsler Memory
Scale-Third Edition subtests: Faces I, II
ID - 14623
ER -
TY - HEAR
AB - The aim of this study is to determine if hearing loss influences the level of
psychological distress and symptoms among deaf adolescents by examining the
difference between deaf adolescents and their peers who have normal hearing. 36
deaf and 36 adolescents with normal hearing participated in the study. The two
groups were assessed by means of The Trauma Symptom Checklist and the Non-verbal
Scale of Suffering. To test the relevance of the differences between the
experimental group and the control group we applied the Mann Whitney U-test. The
results showed no statistically relevant differences between expressed symptoms of
the two groups. The same level of emotional distress (suffering) was observed among
both groups of adolescents; anxiety was positively linked to depressive feelings,
feelings of sadness and sexual concerns, although it had no relation to emotional
suffering. The demographic variables (age, sex and socioeconomic status) were not
related to the level of symptoms. On the basis of the obtained results and
analyses, we may conclude that deaf adolescents did not demonstrate characteristics
of lower level adaptation. The interpretations of the results have taken into
account the theoretical assumptions and previous research of other authors.
AD - Černelič Bizjak, Maša: University of Primorska, College of Health Care Izola,
Polje 42, Izola, Slovenia, 6310, masa.cernelic@guest.arnes.si
CY - Slovak Republic
KW - *Deafness
*Distress
*Emotions
*Symptoms
*Hearing Loss
Subjectivity
M1 - 51
PB - Slovak Academy of Sciences
PY - 2009
SP - 193-206
ST - Symptomatology and subjective feelings of emotional distress among
adolescents: Impact of hearing status
T3 - Černelič Bizjak, Maša
TI - Symptomatology and subjective feelings of emotional distress among
adolescents: Impact of hearing status
ID - 14572
ER -
TY - HEAR
AB - Answering the question of what constitutes qualitatively good instruction for
deaf students entails an analysis of what actually defines quality of instruction
in education in general; what, in addition, is needed for effective instruction for
deaf students; and, finally, to what extent special and regular schools are able to
provide quality instruction to deaf students. This chapter explores these issues:
What emerges from this exploration is a picture that is, at best, fragmented. Under
specific conditions, it seems possible for deaf students to learn as much as their
hearing peers, at least in postsecondary education. Whether these conditions are
met frequently and in different educational settings is simply unknown. What we do
know is that regular and special schools face different challenges in educating
deaf students. Teaching mixed-ability groups (with respect to communication,
language, literacy, and cognition) certainly is a challenge to teachers in these
settings, and this challenge deserves much more attention in teacher training and
coaching, since adaptive instruction seems problematic both in regular and in
special education. To increase our knowledge about effective instruction for deaf
students in different settings and at different education levels, we need more
research and more focused research. Preliminary efforts in this direction are
discussed in this chapter. (PsycInfo Database Record (c) 2023 APA, all rights
reserved)
KW - *Deafness
*Student Characteristics
*Teaching Methods
*Hearing Loss
Schools
PY - 2010
SN - 978-0-19-539003-2 (Hardcover)
SP - 57-71
ST - Effective instruction for deaf and hard-of-hearing students: Teaching
strategies, school settings, and student characteristics
T2 - The Oxford handbook of deaf studies, language, and education, Vol 2.
T3 - Oxford library of psychology.
Knoors, Harry
Hermans, Daan
TI - Effective instruction for deaf and hard-of-hearing students: Teaching
strategies, school settings, and student characteristics
ID - 14612
ER -
TY - BOOK
A2 - Behrens, Susan J.
A2 - Parker, Judith A.
AB - This book challenges the traditional approaches taken to linguistics to
provide an innovative introduction to the subject. By first examining the real
world applications of core areas of linguistics and then addressing the theory
behind these applications, this text offers an inductive, illustrative, and
interactive overview for students. Key areas covered include animal communication,
phonology, language variation, gender and power, lexicography, translation,
forensic linguistics, language acquisition, American Sign Language, and language
disorders. Each chapter, written by an expert in the field, is introduced by boxed
notes listing the key points covered and features an author's note to readers that
situates the chapter in its real world context. Activities and pointers for further
study and reading are also integrated into the chapters and an end of text glossary
is provided to aid study. Professors and students will benefit from the interactive
companion website that includes a student section featuring comments and hints on
the chapter exercises within the book, a series of flash cards to test knowledge,
and further reading and links to key resources. Material for professors includes
essay and multi-choice questions based on each chapter and additional general
discussion topics. This book shows that linguistics can be appreciated, studied,
and enjoyed by actively engaging real world applications of linguistic knowledge
and principles and will be essential reading for students with an interest in
language. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
KW - *Language
*Language Development
*Linguistics
Psycholinguistics
PB - Routledge/Taylor & Francis Group
PY - 2010
SN - 0-415-77467-5 (Hardcover); 0-415-77468-3 (Paperback); 978-0-203-83981-2
(PDF); 978-0-415-77467-3 (Hardcover); 978-0-415-77468-0 (Paperback)
SP - xiii, 377-xiii, 377
ST - Language in the real world: An introduction to linguistics
T2 - Language in the real world: An introduction to linguistics.
TI - Language in the real world: An introduction to linguistics
ID - 14214
ER -
TY - HEAR
AB - This chapter reviews published or known assessments of children's language
proficiency across a number of the world's signed languages, including American
Sign Language, British Sign Language, Australian Sign Language, Sign Language of
the Netherlands, and German Sign Language. Critical issues in sign language
assessment are also discussed, with special attention to possible threats to test
reliability and validity. For example, test examiners may doubt the authenticity of
the elicited language sample from a deaf, signing child, or test developers may
question whether an adaptation of a spoken-language test is appropriate for use
with deaf, signing children. The authors conclude that there remains a critical
need in many countries for commercially available, and easy to administer, signed
language proficiency assessments for use in research and education settings with
deaf and hearing individuals. (PsycInfo Database Record (c) 2022 APA, all rights
reserved)
KW - *Childhood Development
*Deafness
*Developmental Measures
*Language Proficiency
*Sign Language
Educational Measurement
Hearing Loss
PY - 2011
SN - 0-19-975098-X (Hardcover); 978-0-19-975098-6 (Hardcover)
SP - 306-319
ST - Assessing children's proficiency in natural signed languages
T2 - The Oxford handbook of deaf studies, language, and education, Vol. 1, 2nd ed.
Singleton, Jenny L.
Supalla, Samuel J.
TI - Assessing children's proficiency in natural signed languages
ID - 14508
ER -
TY - HEAR
AB - Objectives: Auditory cortical N100s were examined in ten auditory neuropathy
(AN) subjects as objective measures of impaired hearing. Methods: Latencies and
amplitudes of N100 in AN to increases of frequency (4–50%) or intensity (4–8dB) of
low (250 Hz) or high (4000 Hz) frequency tones were compared with results from
normal-hearing controls. The sites of auditory nerve dysfunction were pre-synaptic
(n = 3) due to otoferlin mutations causing temperature sensitive deafness, post-
synaptic (n = 4) affecting other cranial and/or peripheral neuropathies, and
undefined (n = 3). Results: AN consistently had N100s only to the largest changes
of frequency or intensity whereas controls consistently had N100s to all but the
smallest frequency and intensity changes. N100 latency in AN was significantly
delayed compared to controls, more so for 250 than for 4000 Hz and more so for
changes of intensity compared to frequency. N100 amplitudes to frequency change
were significantly reduced in ANs compared to controls, except for pre-synaptic AN
in whom amplitudes were greater than controls. N100 latency to frequency change of
250 but not of 4000 Hz was significantly related to speech perception scores.
Conclusions: As a group, AN subjects’ N100 potentials were abnormally delayed and
smaller, particularly for low frequency. The extent of these abnormalities differed
between pre- and post-synaptic forms of the disorder. Significance: Abnormalities
of auditory cortical N100 in AN reflect disorders of both temporal processing (low
frequency) and neural adaptation (high frequency). Auditory N100 latency to the low
frequency provides an objective measure of the degree of impaired speech perception
in AN. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AD - Dimitrijevic, Andrew: adimitri@uci.edu
CY - Netherlands
DO - 10.1016/j.clinph.2010.08.005
KW - *Auditory Thresholds
*Hearing Disorders
*Neuropathy
Pitch (Frequency)
M1 - 122
PB - Elsevier Science
PY - 2011
SN - 1388-2457(Print)
SP - 594-604
ST - Auditory cortical N100 in pre- and post-synaptic auditory neuropathy to
frequency or intensity changes of continuous tones
T3 - Dimitrijevic, Andrew
Starr, Arnold
Bhatt, Shrutee
Michalewski, Henry J.
Zeng, Fan-Gang
Pratt, Hillel
TI - Auditory cortical N100 in pre- and post-synaptic auditory neuropathy to
frequency or intensity changes of continuous tones
ID - 14212
ER -
TY - HEAR
AB - This paper deals with English teachers who work with deaf and hard-of-hearing
(D/HH) students. In France deaf students are required to attend foreign language
classes—mostly English classes. The purpose is not to teach them British sign
language (BSL) or American sign language (ASL), but written and/or spoken English.
Indeed, sign languages are distinct from spoken languages and differ from country
to country: there is no universal sign language. English teachers of the deaf are
mostly hearing people. They work either in mainstream or special schools. Most of
them have no specific qualifications. In this context, they are faced with the
tremendous challenge of how to adjust their teaching to their students’ impairment
and at the same time develop the latter’s knowledge and skills in English. In order
to analyse teaching practices in English classes, questionnaires, interviews and
in-class observations in several special and mainstream schools were conducted.
Findings show that different teaching strategies are used in order to make English
lessons accessible to D/HH students: teachers have to adapt their teaching language
and also use written and visual supports to accommodate D/HH students. Obviously
teacher training needs to be improved. (PsycInfo Database Record (c) 2022 APA, all
rights reserved)
AD - Bedoin, D.: diane.bedoin@parisdescartes.fr
CY - United Kingdom
DO - 10.1080/08856257.2011.563605
KW - *Foreign Language Education
*Hearing Disorders
*Special Education
*Special Needs
*Teachers
Communication Barriers
M1 - 26
PB - Taylor & Francis
PY - 2011
SN - 1469-591X(Electronic),0885-6257(Print)
SP - 159-175
ST - English teachers of deaf and hard-of-hearing students in French schools:
Needs, barriers and strategies
T3 - Bedoin, D.
TI - English teachers of deaf and hard-of-hearing students in French schools:
Needs, barriers and strategies
ID - 14395
ER -
TY - HEAR
AB - In a comparison between the Cornerstones approach—a literature-based,
technology-infused literacy project—and an instructional method designated the
Typical approach, a mixed-method design was used to answer three research
questions: (a) Will children who are deaf or hard of hearing demonstrate
differences in beginning reading skills as measured by three outcome variables:
Identification of Words in Print (or Word Identification), Word Knowledge, and
Story Comprehension? (b) Are there carryover effects from the Cornerstones approach
to the use of the Typical approach in subsequent experiments? (c) What is the
feasibility of using the Cornerstones approach for literacy instruction? There were
significant differences between the Typical and Cornerstones approaches in Word
Identification and Story Comprehension in Experiments 1 and 2, though none in Word
Knowledge or Story Comprehension in Experiment 3. Teacher feedback provided some
evidence for the feasibility of using Cornerstones in the classroom. (PsycInfo
CY - US
DO - 10.1353/aad.2011.0014
KW - *Deafness
*Literacy Programs
*Technology
*Hearing Loss
Hearing Disorders
M1 - 156
PY - 2011
SN - 1543-0375(Electronic),0002-726X(Print)
SP - 56-68
ST - Integrating technology and reading instruction with children who are deaf or
hard of hearing: The effectiveness of the Cornerstones project
T3 - Wang, Ye
Paul, Peter V.
TI - Integrating technology and reading instruction with children who are deaf or
hard of hearing: The effectiveness of the Cornerstones project
ID - 14274
ER -
TY - HEAR
AB - This study involved the development and validation of the Deaf Acculturation
Scale (DAS), a new measure of cultural identity for Deaf and hard-of-hearing (hh)
populations. Data for this study were collected online and involved a nationwide
sample of 3,070 deaf/hh individuals. Results indicated strong internal
reliabilities for all the subscales, and construct validity was established by
demonstrating that the DAS could discriminate groups based on parental hearing
status, school background, and use of self-labels. Construct validity was further
demonstrated through factorial analyses, and findings resulted in a final 58-item
measure. Directions for future research are discussed. (PsycInfo Database Record
AD - Maxwell-McCaw, Deborah: Department of Psychology, Gallaudet University, 800
Florida Avenue NE, Washington, DC, US, 20002, deborah.mccaw@gallaudet.edu
CY - United Kingdom
DO - 10.1093/deafed/enq061
KW - *Acculturation
*Deafness
*Hearing Disorders
*Test Construction
*Test Validity
Cross Cultural Differences
Cultural Identity
Hearing Loss
M1 - 16
PY - 2011
SP - 325-342
ST - The Deaf Acculturation Scale (DAS): Development and validation of a 58-item
measure
T3 - Maxwell-McCaw, Deborah
Zea, Maria Cecilia
TI - The Deaf Acculturation Scale (DAS): Development and validation of a 58-item
measure
ID - 14643
ER -
TY - BOOK
A2 - Morere, Donna A.
A2 - Allen, Thomas
AB - The Toolkit project described and presented in this book represents a step in
pursuit of effective and valid cognitive, linguistic, and achievement assessments
for deaf individuals. This project was undertaken at the Science of Learning Center
in Visual Language and Visual Learning (VL2) at Gallaudet University. VL2 is one of
six national centers funded by the National Science Foundation to address questions
that are of critical concern for the Science of Learning. VL2 was funded (in 2006)
to pursue answers to the questions posed above; i.e., to contribute to our
knowledge of how visual languages and the unique sensory and perceptual experiences
of deaf individuals contribute to their brain development, their cognitive
capacities, their language development, and their acquisition of literacy. From the
beginning days of VL2, it was evident that we would need to devote our energies to
the development of tools for our scientific work. We also knew that there were
critical needs for better assessments among practitioners in fields of deaf
education and clinical practice. As well, we understood that there was considerable
overlap between the needs for assessments that would serve the needs of researchers
and those that would serve the needs of practitioners. Center scientists
representing different disciplines met to discuss the different assessment needs of
the Center and to suggest existing instruments, discuss tests that could be
modified or adapted for use for this population, and outline needs for new visual
language assessments. The result of these discussions was the VL2 Toolkit Project.
In this project, we assembled a variety of assessments into a comprehensive battery
and designed a project wherein we would administer the entire battery to the same
group of project participants. This design would allow us to evaluate the
underlying systems of correlations among measures of general cognitive functioning,
including executive functioning, visuospatial abilities, short-term and working
memory, reading comprehension, math and writing fluency and general academic
knowledge, and expressive and receptive language skill. The data would allow us to
speak to the issues of reliability and both concurrent and construct validity, and
also give us an opportunity to examine the underlying covariance structure of a
broad set of measures. This book presents the findings from the VL2 Toolkit
project. In these chapters, each Toolkit measure is described, and a statistical
analysis is presented that speaks to the psychometric properties of the measure.
Thus, the descriptions should be useful both for readers interested in a compendium
of measures that have been used and studied successfully with this population, and
for readers interested in understanding some of the technical properties of these
tools when administered to this population. (PsycInfo Database Record (c) 2022 APA,
AD - Morere, Donna A.: Department of Psychology, Gallaudet University, 800 Florida
Avenue, NE, Washington, DC, US, 20002, Donna.Morere@Gallaudet.edu
DO - 10.1007/978-1-4614-5269-0
KW - *Deafness
*Literacy
*Measurement
*Neurocognition
Brain Development
Cognitive Ability
Individual Differences
Linguistics
Psychometrics
Short Term Memory
M3 - doi:10.1007/978-1-4614-5269-0
PB - Springer Science + Business Media
PY - 2012
SN - 978-1-4614-5268-3 (Hardcover); 978-1-4614-5269-0 (PDF)
SP - xvi, 268-xvi, 268
ST - Assessing literacy in deaf individuals: Neurocognitive measurement and
predictors
T2 - Assessing literacy in deaf individuals: Neurocognitive measurement and
predictors.
TI - Assessing literacy in deaf individuals: Neurocognitive measurement and
predictors
ID - 14601
ER -
TY - HEAR
AB - The present study aims to determine whether rearing a deaf or hard-of-hearing
(d/hh) child would differentiate the parenting and disciplinary preference of
parents between the d/hh and the hearing child. The parenting styles of 30 hearing
mothers from Cyprus were assessed using the Greek version of the Parenting Styles &
Dimensions Questionnaire. Additionally, mothers rated sibling interactions using
the sibling inventory of behavior. The results indicated that the dominant
parenting style for both the hearing and the d/hh children among the participating
mothers was the authoritative type and the least prevalent parental types were the
permissive and the strict. Moreover, mothers’ perceptions of sibling relationship
were found to be a significant factor in predicting mothers’ reported parenting
styles in this sample. The contribution of the present findings to our knowledge of
the parenting characteristics and practices of families who have a d/hh child along
with their possible implications for child and family services are discussed.
AD - Antonopoulou, Katerina: Harokopio University, 70, El. Venizelou Street,
Athens, Greece, 176 71, kantonop@hua.gr
CY - United Kingdom
DO - 10.1093/deafed/ens013
KW - *Deafness
*Hearing Disorders
*Parenting Style
*Siblings
Mothers
M1 - 17
PY - 2012
SP - 306-318
ST - Parenting styles of mothers with deaf or hard-of-hearing children and hearing
siblings
T3 - Antonopoulou, Katerina
Hadjikakou, Kika
Stampoltzis, Aglaia
Nicolaou, Nicoletta
TI - Parenting styles of mothers with deaf or hard-of-hearing children and hearing
siblings
ID - 14641
ER -
TY - HEAR
AB - The aim of the study was to investigate low-level visual function in cochlear
implant users. Spatial frequency discrimination was assessed in 16 adults with
normal hearing and 18 adults with profound deafness who had a cochlear implant.
Thresholds were measured with sinusoidal gratings using a two-alternative temporal
forced-choice procedure combined with an adaptive staircase. Cochlear implant users
had significantly poorer spatial frequency discrimination compared with normal
hearing participants. Therefore, auditory privation leads to substantial changes in
this particular visual function and these changes remain even after the restoration
of hearing with a cochlear implant. (PsycInfo Database Record (c) 2021 APA, all
rights reserved)
AD - Ellemberg, Dave: Department of Kinesiology, University of Montreal, 2100
Edouard-Montpetit, Montreal, PQ, Canada, H3T 1C5, dave.ellemberg@umontreal.ca
CY - US
DO - 10.1097/WNR.0b013e3283525af4
KW - *Cochlear Implants
*Hearing Disorders
*Spatial Perception
*Visual Discrimination
*Visual Thresholds
Hearing Loss
M1 - 23
PB - Lippincott Williams & Wilkins
PY - 2012
SP - 385-389
ST - Reduced visual discrimination in cochlear implant users
T3 - Turgeon, Christine
Champoux, François
Lepore, Franco
Ellemberg, Dave
TI - Reduced visual discrimination in cochlear implant users
ID - 14583
ER -
TY - HEAR
AB - The researchers investigated the effect of the Reread-Adapt and Answer-
Comprehend intervention (Therrien, Gormley, & Kubina, 2006) on the reading fluency
and achievement of d/Deaf and hard of hearing elementary-level students. Children
in the third, fifth, and sixth grades at a state school for d/Deaf and hard of
hearing students received a fluency intervention that was supplemental to their
regular reading instruction. Significant improvement was found on a generalized
measure of reading fluency after intervention. Though the researchers found no
significant improvement in performance on a generalized measure of comprehension
after intervention, the students demonstrated consistently good comprehension on
both literal and inferential questions during the intervention sessions. The
findings support the importance of incorporating a comprehension monitoring
strategy in fluency instruction. (PsycInfo Database Record (c) 2022 APA, all rights
reserved)
CY - US
DO - 10.1353/aad.2012.1602
KW - *Deafness
*Reading Achievement
*School Based Intervention
*Verbal Fluency
Hearing Loss
M1 - 156
PY - 2012
SP - 469-475
ST - Reread-adapt and answer-comprehend intervention with deaf and hard of hearing
readers: Effect on fluency and reading achievement
T3 - Schirmer, Barbara R.
Schaffer, Laura
Therrien, William J.
Schirmer, Todd N.
TI - Reread-adapt and answer-comprehend intervention with deaf and hard of hearing
readers: Effect on fluency and reading achievement
ID - 14455
ER -
TY - HEAR
AB - Four instruments were adapted for young people with hearing impairment in
order to describe: demographic profile, history of disability, pattern of sexual
behavior and level of communication with their parents about sexual health. Eleven
young people with hearing impairment participated during the adaptation phase,
conducted by an expert instructor in sign language. Then, 132 young people between
the ages of 15 and 26 years, with hearing disabilities participated in the
implementation phase of instruments. Results revealed that 45.8% of respondents
have had sex with an average age of sexual debut of 16.9 years, 72% did not use any
contraceptive method and 57% reported that their first intercourse was forced, and
69.7% of these have had a subsequent forced relationship. The scales of
communication with parents, about 22 sexual health issues, were shown to have good
internal consistency (α = 0.94 and 0.97). The data show that over 50% of the
participants had never talked to their parents about sexual health. We discuss the
need for more research and education programs with young people with disabilities
to assure a healthy sex life and respect for their sexual and reproductive rights.
(PsycINFO Database Record (c) 2019 APA, all rights reserved)
AD - Montijo, Silvia Susana Robles: Grupo de Investigacion en Psicologia y Salud
Sexual, Facultad de Estudios Superiores Iztacala, Universidad Nacional Autonoma de
Mexico, Av. de Los Barrios No. 1, Los Reyes Iztacala, Edo, Tlalnepantla, Mexico,
54090, susana@campus.iztacala.unam.mx
CY - Mexico
KW - *Hearing Disorders
*Psychosexual Behavior
*Sign Language
*Reproductive Health
*Sexual Health
Parent Child Communication
M1 - 23
PB - Universidad Veracruzana
PY - 2013
SN - 1405-1109(Print)
SP - 227-239
ST - Comunicación con padres y conducta sexual en jóvenes mexicanos con
discapacidad auditiva. [Communication with parents and sexual behavior in hearing-
impaired Mexican youngsters.]
T3 - Montijo, Silvia Susana Robles
Benítez, Yolanda Guevara
Bautista, Yuma Yoaly Pérez
García, Ángela Hermosillo
TI - Comunicación con padres y conducta sexual en jóvenes mexicanos con
discapacidad auditiva. [Communication with parents and sexual behavior in hearing-
impaired Mexican youngsters.]
ID - 14340
ER -
TY - HEAR
AB - In this study, behavioral problems of deaf and hard-of-hearing (D/HH) school-
aged children are discussed in the context of executive functioning and
communicative competence. Teachers assessed the executive functions of a sample of
214 D/HH students from general schools and schools for the deaf, using a German
version of the Behavior Rating Inventory of Executive Functions (BRIEF-D). This was
complemented by a questionnaire that measured communicative competence and
behavioral problems (German version of the Strengths and Difficulties
Questionnaire; SDQ-D). The results in nearly all the scales show a significantly
higher problem rate for executive functions in the group of D/HH students compared
with a normative sample of hearing children. In the D/HH group, students at general
schools had better scores on most scales than students at schools for the deaf.
Regression analysis reveals the importance of executive functions and communicative
competence for behavioral problems. The relevance of the findings for pedagogical
work is discussed. A specific focus on competencies such as self-efficacy or self-
control in educational concepts for D/HH students seems to be necessary in addition
to extending language competencies. (PsycInfo Database Record (c) 2022 APA, all
rights reserved)
AD - Hintermair, Manfred: University of Education Heidelberg, Keplerstrasse 87,
Heidelberg, Germany, D-69120, hintermair@ph-heidelberg.de
CY - United Kingdom
DO - 10.1093/deafed/ent003
KW - *Behavior Problems
*Deafness
*Hearing Disorders
*Special Education Students
*Executive Function
Schools
M1 - 18
PY - 2013
SP - 344-359
ST - Executive functions and behavioral problems in deaf and hard-of-hearing
students at general and special schools
T3 - Hintermair, Manfred
TI - Executive functions and behavioral problems in deaf and hard-of-hearing
students at general and special schools
ID - 14683
ER -
TY - HEAR
AB - Background: Rehabilitation services are scarce in low‐income countries, where
under‐representation of some specialist professions has led to the role extension
of others. An example of this can be found in Kilifi in Kenya where the role of
speech and language therapy has been taken on by occupational therapists and
teachers. Aims: To investigate the communication practices used by these
professional groups to support children with complex communication needs in a rural
part of Kenya and to explore the ways in which this might be seen to facilitate or
obstruct improved communication by asking the following questions: What are the
critical features of interactional discourse in practitioner–child dyads with
caregiver–child dyads providing a natural comparison? What communicative modalities
and practice techniques are invoked? And how does this information relate to
extending professional roles? Methods & Procedures: An in‐depth, descriptive study
of a case series was conducted in a school for deaf children and the occupational
therapy department of a district general hospital. A mixed methodology was used
involving naturalistic observation and applied linguistics analysis. A convenience
sample was established comprising six practitioner–child dyads assigned to
partnership types: (A) three children with hearing impairment and their teachers;
and (B) three children with cerebral palsy and their occupational therapists. As a
natural comparator, the same three children in B were also observed with their
mothers (partnership type C). Dyadic interaction was video recorded on three
occasions. The video data were sampled, transcribed into standard orthography and
translated. Codes were applied to determine turn structure, linguistic move types
and communicative modalities. Sequential analysis was conducted on the move types.
Outcomes & Results: Partnership type A dyads showed a fairly even turn distribution
between teacher and child. A common pattern was teacher‐initiated Instruct and
Model/Prompt, followed by child response in the form of an Action. The most
frequently used modality was Sound Production and Hands‐on‐Articulators, which
corresponded to articulation drill practice. Partnership type B dyads revealed a
tendency towards adult domination of turns. The majority of adult‐initiated moves
required no response from the child. The practice technique Hands‐on‐Articulators
involved manipulating the oral musculature of the child. Partnership type C dyads
showed resonances of type B dyads, although focused more on Motor‐Action in
relation to task performance. Conclusions & Implications: The assignment of speech
and language therapy duties to teachers and occupational therapists has resulted in
suboptimal practice for children with complex communication needs. (PsycINFO
AD - Bunning, Karen: School of Allied Health Professions, Faculty of Medicine &
Health, University of East Anglia, Norwich, United Kingdom, NR4 7TJ,
k.bunning@uea.ac.uk
CY - United Kingdom
DO - 10.1111/1460-6984.12042
KW - *Cerebral Palsy
*Communication
*Hearing Disorders
*Language Therapy
Rehabilitation
Speech Therapy
M1 - 48
PY - 2013
SP - 689-702
ST - Investigation of practices to support the complex communication needs of
children with hearing impairment and cerebral palsy in a rural district of Kenya: A
case series
T3 - Bunning, Karen
Gona, Joseph K.
Buell, Susan
Newton, Charles R.
Hartley, Sally
TI - Investigation of practices to support the complex communication needs of
children with hearing impairment and cerebral palsy in a rural district of Kenya: A
case series
ID - 14525
ER -
TY - HEAR
AB - Some information is not accessible to the deaf and hard-of-hearing in public
transportation because it is diffused in an auditory mode with loud speakers. The
present study aims to transcribe graphically five messages of disruption and test
their understanding by an audience of people who are deaf or hard-of-hearing. Four
graphic formats, more or less involving animation techniques have been developed.
Messages have been tested experimentally to determine what format is the most
adapted, i.e. the most understandable (understanding task), and to find out the
favorite among the four proposed (judgment task). Three groups of subjects were
involved in the experimentation: 36 born deaf people, 32 people who became deaf and
20 elderly with age-associated deafness. Visuo-spatial attention, processing speed,
working memory and the ability to analyze an image were assessed to take into
account their contribution in the treatment of graphic information. Knowledge about
train transportation as well as the frequency of use of multimedia supports were
also collected through a questionnaire. Results indicate that messages are better
understood, less misinterpreted and preferred by the majority of the participants
in the animated format compared to other more static formats. Moreover, the ability
to quickly process visual information as well as the ability to quickly analyze an
image positively contribute to treatment of graphic animations. In addition, a
young age, frequent use of transportation as well as good familiarity with
multimedia support promote understanding of the messages, as well as a young age
being more correlated than the age at which deafness occurred. In conclusion,
visual animated messages can be an effective solution to relay disruption for users
who are deaf or hard-of-hearing. This solution also provides interesting
perspectives to respond at objectives of accessibility information for all
traveller. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - Paire-Ficout, Laurence: IFSTTAR-LESCOT, Laboratoire Ergonomie et Sciences
Cognitives pour les Transports, 25 avenue Francois Mitterrand, Case 24, Bron,
France, 69675, Cedex, laurence.paire-ficout@ifsttar.fr
CY - France
DO - 10.3917/th.761.0057
KW - *Deafness
*Information
*Public Transportation
*Visual Displays
*Hearing Loss
Traveling
M1 - 76
PB - Presses Universitaires de France
PY - 2013
SP - 57-78
ST - Quel format visuel adopter pour informer les sourds et malentendants dans les
transports collectifs? [What visual format should be adopted to inform deaf and
hard-of-hearing in public transportation?]
T3 - Paire-Ficout, Laurence
Saby, Laurent
Alauzet, Aline
Groff, Jonathan
Boucheix, Jean-Michel
TI - Quel format visuel adopter pour informer les sourds et malentendants dans les
transports collectifs? [What visual format should be adopted to inform deaf and
hard-of-hearing in public transportation?]
ID - 14245
ER -
TY - STAT
AB - This article discusses translation issues arising during the production of a
British Sign Language (BSL) version of the psychological outcome measure “Clinical
Outcomes in Routine Evaluation–Outcome Measure” (CORE-OM). The process included
forward translation, meeting with a team of translators, producing a second draft
of the BSL version and back translating into English. Further modifications were
made to the BSL version before piloting it with d/Deaf populations. Details of the
translation process are addressed, including (a) the implications of translating
between modalities (written text to visual language); (b) clarity of frequency
anchors: analog versus digital encoding; (c) pronouns and the direction of signing;
and (iv) the influence of the on-screen format. The discussion of item-specific
issues encountered when producing a BSL version of the CORE-OM includes the
expression of precise emotional states in a language that uses visual modifiers,
problems associated with iconic signs, and the influence of Deaf world knowledge
when interpreting specific statements. Finally, it addresses the extent to which
lessons learned through this translation process are generalizable to other signed
languages and spoken language translations of standardized instruments. Despite the
challenges, a BSL version of the CORE-OM has been produced and found to be
reliable. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - Rogers, Katherine D.: School of Nursing, Midwifery and Social Work,
University of Manchester, Room 4.313, Jean McFarlane Building, Oxford Road,
Manchester, United Kingdom, M13 9PL, katherine.rogers@manchester.ac.uk
CY - United Kingdom
DO - 10.1093/deafed/ent002
KW - *Deafness
*Psychometrics
*Test Reliability
*Test Validity
Emotional States
Measurement
Sign Language
N1 - Rogers, Katherine D.
Young, Alys
Lovell, Karina
Evans, Chris
PY - 2013
SP - 287-298
ST - The challenges of translating the Clinical Outcomes in Routine Evaluation–
Outcome Measure (CORE-OM) into British Sign Language
TI - The challenges of translating the Clinical Outcomes in Routine Evaluation–
Outcome Measure (CORE-OM) into British Sign Language
VL - 18
ID - 14463
ER -
TY - HEAR
AB - Problem: As part of inclusive efforts more and more deaf and hard-of-hearing
(D/HH) children are attending general schools. This makes it important to consider
significant developmental prerequisites necessary for this step. This study
analyzed the socioemotional problems of hearing-impaired children from general
schools with respect to their executive functioning and communicative competence.
Method: The executive functions of a sample of 69 hearing-impaired students were
assessed by their teachers with a German version of the Behavior Rating Inventory
of Executive Functions (BRIEF). In addition, a questionnaire measuring
communicative competence as well as a German version of the Strengths and
Difficulties Questionnaire were administered. The data were compared with those
from a hearing normative sample, and further correlation and regression analyses
were performed. The relationships between executive functioning and
sociodemographic variables were also analyzed. Results: There was a significantly
higher rate of problems in executive functions for the group of D/HH students than
for a hearing normative sample on nearly all scales, with the prevalence rate for
executive dysfunctions being on average about three times higher. In addition to
the children’s sex, the BRIEF index for behavior regulation proved best for
predicting socioemotional problems. Conclusion: The consequences for practical work
are discussed. The results from the study suggest that D/HH students at general
schools benefit in their psychosocial development from educational concepts that,
in addition to promoting language and communicative competences, explicitly include
strengthening self-efficacy and self-control. (PsycInfo Database Record (c) 2023
APA, all rights reserved)
AD - Hintermair, Manfred: Institut fur Sonderpadagogik, Padagogische Hochschule
Heidelberg, Keplerstrasse 87, Heidelberg, Germany, 69120, Hintermair@ph-
heidelberg.de
CY - Switzerland
DO - 10.1024/1422-4917/a000249
KW - *Deafness
*Demographic Characteristics
*Emotional Disturbances
*Hearing Disorders
Executive Function
M1 - 41
PB - Verlag Hans Huber
PY - 2013
SP - 347-359
ST - Zum zusammenhang exekutiver funktionen und sozial-emotionaler auffälligkeiten
bei integriert beschulten kindern mit einer hörschädigung. [On the relationship
between executive functioning and social-emotional problems of deaf and hard-of-
hearing students at general schools.]
Korneffel, Désirée
TI - Zum zusammenhang exekutiver funktionen und sozial-emotionaler auffälligkeiten
bei integriert beschulten kindern mit einer hörschädigung. [On the relationship
between executive functioning and social-emotional problems of deaf and hard-of-
hearing students at general schools.]
ID - 14499
ER -
TY - HEAR
AB - Amplification options for children who are deaf and hard of hearing (DHH)
have evolved considerably in recent years. The age at which children are identified
with hearing loss and enrolled in early intervention has been reduced to the point
where many children who are DHH are fit with HAs or other devices before 6 months
of age. The goal of all audiological interventions is to provide access to the
acoustic cues necessary for speech and language development, so that children can
experience success in family, social, and academic contexts. The process of
providing amplification for children is an ongoing cycle of audiological
assessment, device selection, verification, parent and caregiver orientation and
outcomes validation. This process allows for monitoring and adjustment of
amplification over time to support positive outcomes. (PsycInfo Database Record (c)
CY - San Diego, CA, US
KW - *Audiology
*Deafness
Amplifiers (Apparatus)
Childhood Development
Cues
Hearing Loss
PB - Plural Publishing Inc.
PY - 2014
SN - 1-59756-527-X (Paperback); 978-1-59756-527-1 (Paperback)
SP - 129-151
ST - Amplification for children who are deaf or hard of hearing
T2 - Introduction to aural rehabilitation, 2nd ed.
T3 - McCreery, Ryan W.
TI - Amplification for children who are deaf or hard of hearing
ID - 14266
ER -
TY - HEAR
AB - Web-based and adapted e-learning materials provide alternative methods of
learning to those used in a traditional classroom. Within the study described in
this article, deaf and hard of hearing people used an adaptive e-learning
environment to improve their computer literacy. This environment included streaming
video with sign language interpreter video and subtitles. The courses were based on
the learning management system Moodle, which also includes sign language streaming
videos and subtitles. A different approach is required when adapting e-learning
courses for the deaf and hard of hearing: new guidelines must be developed
concerning the loading and display of video material. This is shown in the example
of the e-learning course, ECDL (European Computer Driving Licence). The usability
of the e-learning course is analyzed and confirmed using two methods: first, the
Software Usability Measurement Inventory (SUMI) evaluation method, and second, the
Adapted Pedagogical Index (AdaPI), which was developed as part of this study, and
gives an index to measure the pedagogical effectiveness of e-learning courses
adapted for people with disabilities. With 116 participants, of whom 22 are deaf or
hard of hearing, the e-learning course for the target group has been found suitable
and appropriate according to both evaluation methods. (PsycInfo Database Record (c)
AD - Debevc, Matjaž: matjaz.debevc@uni-mb.si
CY - United Kingdom
DO - 10.1080/10494820.2011.641673
KW - *Computer Assisted Instruction
*Deafness
*Distance Education
*Special Education
*Hearing Loss
Human Factors Engineering
Sign Language
Teaching
Learning Management Systems
M1 - 22
PY - 2014
SP - 35-50
ST - Development and evaluation of an e-learning course for deaf and hard of
hearing based on the advanced Adapted Pedagogical Index method
T3 - Debevc, Matjaž
Stjepanovič, Zoran
Holzinger, Andreas
TI - Development and evaluation of an e-learning course for deaf and hard of
hearing based on the advanced Adapted Pedagogical Index method
ID - 14229
ER -
TY - HEAR
AB - In this study, socio-emotional problems of deaf or hard-of-hearing, blind or
visually impaired school-aged students as well as students with intellectual
impairment are discussed in the context of executive functioning and communicative
competence. Executive functions were assessed for a sample of 700 students by their
teachers with a German version of the "Behavior Rating Inventory of Executive
Functions (BRIEF-D)", 436 of them attended a school for special needs, 264 a
general school. In addition, a questionnaire measuring communicative competence was
administered as well as a questionnaire on socio-emotional problems (German version
of the "Strengths and Difficulties Questionnaire"; SDQ-D). The results show a
significantly higher rate of problems in developing executive functions for all
scales compared to students without a disability. The three groups of deaf,
visually impaired, and mentally handicapped children differed significantly from
each other in their executive functioning. Moreover, children from integrative
school settings had fewer problems in executive functioning than children from
special needs schools. A regression analysis revealed the important contribution of
executive functions, in particular behaviour regulation competencies, and
communicative competence to socio- emotional functioning. The relevance of the
findings for educational work, especially concerning inclusive schools, is
discussed. The results suggest that an early intervention concerning executive
competencies would be reasonable in order to prevent behaviour difficulties.
AD - Hintermair, Manfred: Padagogische Hochschule Heidelberg, Institut fur
Sonderpadagogik, Keplerstrasse 87, Heidelberg, Germany, D-69120, hintermair@ph-
heidelberg.de
CY - Germany
DO - 10.2378/vhn2014.art20d
KW - *Behavior Disorders
*Communication Skills
*Sensory System Disorders
*Special Education
*Executive Function
Blindness
Deafness
Disabilities
School Based Intervention
Students
Hearing Loss
M1 - 83
PB - Ernst Reinhardt Verlag
PY - 2014
SN - 0017-9655(Print)
SP - 232-245
ST - Exekutive funktionen und sozial-emotionale auffälligkeiten bei kindern mit
verschiedenen formen von behinderung. [Executive functioning, communicative
competence, and behaviour disorders in students with different types of
impairment.]
Heyl, Vera
Janz, Frauke
TI - Exekutive funktionen und sozial-emotionale auffälligkeiten bei kindern mit
verschiedenen formen von behinderung. [Executive functioning, communicative
competence, and behaviour disorders in students with different types of
impairment.]
ID - 14272
ER -
TY - HEAR
AB - Background: There is a need for psychiatric assessment instruments that
enable reliable diagnoses in persons with hearing loss who have sign language as
their primary language. The objective of this study was to assess the validity of
the Norwegian Sign Language (NSL) version of the Mini International
Neuropsychiatric Interview (MINI). Methods: The MINI was translated into NSL.
Forty-one signing patients consecutively referred to two specialised psychiatric
units were assessed with a diagnostic interview by clinical experts and with the
MINI. Inter-rater reliability was assessed with Cohen’s kappa and “observed
agreement”. Results: There was 65% agreement between MINI diagnoses and clinical
expert diagnoses. Kappa values indicated fair to moderate agreement, and observed
agreement was above 76% for all diagnoses. The MINI diagnosed more co-morbid
conditions than did the clinical expert interview (mean diagnoses: 1.9 versus 1.2).
Kappa values indicated moderate to substantial agreement, and “observed agreement”
was above 88%. Conclusion: The NSL version performs similarly to other MINI
versions and demonstrates adequate reliability and validity as a diagnostic
instrument for assessing mental disorders in persons who have sign language as
their primary and preferred language. (PsycInfo Database Record (c) 2020 APA, all
rights reserved)
AD - Øhre, Beate: Division of Mental Health and Addiction, National Centre for
Hearing Impairment and Mental Health, Oslo University Hospital, Oslo, Norway,
beateohr@ulrik.uio.no
CY - United Kingdom
DO - 10.1186/1471-244X-14-148
KW - *Interviews
*Psychometrics
*Sign Language
*Test Validity
Diagnosis
Hearing Disorders
Mental Disorders
Test Reliability
M1 - 14
PB - BioMed Central Limited
PY - 2014
SN - 1471-244X(Electronic)
ST - Psychometric properties of a sign language version of the Mini International
Neuropsychiatric Interview (MINI)
T3 - Øhre, Beate
Saltnes, Hege
von Tetzchner, Stephen
Falkum, Erik
TI - Psychometric properties of a sign language version of the Mini International
Neuropsychiatric Interview (MINI)
ID - 14592
ER -
TY - HEAR
AB - Sign language provides hearing and speech impaired individuals with an
interface to communicate with other members of the society. Unfortunately, sign
language is not understood by most of the common people. For this, a gadget based
on image processing and pattern recognition can provide with a vital aid for
detecting and translating sign language into a vocal language. This work presents a
system for detecting and understanding the sign language gestures by a custom built
software tool and later translating the gesture into a vocal language. For the
purpose of recognizing a particular gesture, the system employs a Dynamic Time
Warping (DTW) algorithm and an off-the-shelf software tool is employed for vocal
language generation. Microsoft® Kinect is the primary tool used to capture video
stream of a user. The proposed method is capable of successfully detecting gestures
stored in the dictionary with an accuracy of 91%. The proposed system has the
ability to define and add custom made gestures. Based on an experiment in which 10
individuals with impairments used the system to communicate with 5 people with no
disability, 87% agreed that the system was useful. (PsycINFO Database Record (c)
AD - Halim, Zahid: Faculty of Computer Science and Engineering, Topi, Pakistan,
G01, zahid.halim@giki.edu.pk
CY - United Kingdom
DO - 10.1080/10400435.2014.952845
KW - *Computer Software
*Gestures
*Hearing Disorders
*Sign Language
*Speech Disorders
Human Computer Interaction
South Asian Cultural Groups
M1 - 27
PY - 2015
SP - 34-43
ST - A kinect-based sign language hand gesture recognition system for hearing- and
speech-impaired: A pilot study of Pakistani sign language
T3 - Halim, Zahid
Abbas, Ghulam
TI - A kinect-based sign language hand gesture recognition system for hearing- and
speech-impaired: A pilot study of Pakistani sign language
ID - 14387
ER -
TY - HEAR
AB - The value of cochlear implants (CI) in patients with profound unilateral
hearing loss (UHL) and tinnitus has recently been investigated. The authors
previously demonstrated the feasibility of CI in a 12-month outcome study in a
prospective UHL cohort. The aim of this study was to investigate the binaural
auditory outcomes in this cohort 36 months after CI surgery. The 36-month outcome
was evaluated in 22 CI users with postlingual UHL and severe tinnitus. Twelve
subjects had contralateral normal hearing (single-sided deafness—SSD group) and 10
subjects had a contralateral, mild to moderate hearing loss and used a hearing aid
(asymmetric hearing loss—AHL group). Speech perception in noise was assessed in two
listening conditions: the CIoff and the CIon condition. The binaural summation
effect (S₀ N₀), binaural squelch effect (S₀ NCI ) and the combined head shadow
effect (SCI N₀) were investigated. Subjective benefit in daily life was assessed by
means of the Speech, Spatial and Qualities of Hearing Scale (SSQ). At 36 months, a
significant binaural summation effect was observed for the study cohort (2.00, SD
3.82 dB; p CI N₀ for the study cohort (4.00, SD 5.89 dB; p on . CI can
significantly improve speech perception in noise in patients with UHL. The positive
effects of CI on speech perception in noise increase over time up to 36 months
after CI surgery. Improved subjective benefit in daily life was also shown to be
sustained in these patients. (PsycInfo Database Record (c) 2021 APA, all rights
reserved)
AD - Mertens, Griet: Dienst Neus-Keel-Oorziekten, Universitair Ziekenhuis
Antwerpen, Wilrijkstraat 10, Edegem, Belgium, BE-2650, griet.mertens@uza.be
CY - Switzerland
DO - 10.1159/000380751
*Hearing Disorders
*Tinnitus
Hearing Loss
M1 - 28
PB - Karger
PY - 2015
SP - 67-72
ST - Binaural auditory outcomes in patients with postlingual profound unilateral
hearing loss: 3 years after Cochlear implantation
T3 - Mertens, Griet
Punte, Andrea Kleine
De Bodt, Marc
Van de Heyning, Paul
TI - Binaural auditory outcomes in patients with postlingual profound unilateral
hearing loss: 3 years after Cochlear implantation
ID - 14448
ER -
TY - HEAR
AB - Aims: To examine the developmental outcomes of early-identified children who
are hard of hearing, at 12 to 18 months of age, compared to those for children of
similar age with normal hearing; and to investigate parent and child factors that
are associated with these developmental outcomes. Methods: As part of a prospective
study, 28 children with mild to severe hearing loss between the ages of 12 and 18
months and 42 children with normal hearing of similar age completed a comprehensive
assessment battery. All children with hearing loss were identified by newborn
hearing screening and amplified, on average, by 5 months of age. Outcome measures
included: Mullen Scales of Early Learning; Preschool Language Scale-4th Ed;
MacArthur–Bates Communicative Development Inventory; Infant–Toddler Social and
Emotional Assessment; Vineland Adaptive Behavior Scales, Second Edition; Parenting
Stress Index—Short Form; and Maternal Self-Efficacy Scale. Results: Children with
hearing loss scored comparably to children with normal hearing on select outcome
measures, with mean scores for both groups falling within normal limits. Greater
maternal self-efficacy was associated with children's better language skills,
adaptive behavior, social–emotional competence, and fewer problem behaviors.
Conclusion: Very young children with mild to severe hearing loss, who are
identified early and provided prompt intervention that includes amplification, can
demonstrate age appropriate development in multiple domains. Results also
underscore the significance of parenting factors, especially perceived maternal
self-efficacy, in relation to positive developmental outcomes for these children
early in life. (PsycInfo Database Record (c) 2021 APA, all rights reserved)
AD - Stika, Carren J.: SDSU School of Speech, Language, & Hearing Sciences, 5500
Campanile Drive, San Diego, CA, US, 92182-1518, cstika@mail.sdsu.edu
CY - Netherlands
DO - 10.1016/j.earlhumdev.2014.11.005
*Hearing Disorders
*Hearing Loss
Early Intervention
Parents
Self-Efficacy
Stress
M1 - 91
PY - 2015
SP - 47-55
ST - Developmental outcomes of early-identified children who are hard of hearing
at 12 to 18 months of age
T3 - Stika, Carren J.
Eisenberg, Laurie S.
Johnson, Karen C.
Henning, Shirley C.
Colson, Bethany G.
Ganguly, Dianne Hammes
DesJardin, Jean L.
TI - Developmental outcomes of early-identified children who are hard of hearing
at 12 to 18 months of age
ID - 14653
ER -
TY - HEAR
AB - The primary negative consequence of childhood hearing loss is impoverished
access to the acoustic cues that are the basis of auditory-verbal communication.
The long-term consequences of limited auditory access extend beyond delays in
communication development to affect academic achievement social opportunities, and
quality of life. In the current era of universal newborn hearing screening (UNHS)
and early diagnosis and intervention, positive outcomes can be supported through
the provision of hearing aids and other auditory devices during the early stages of
development. This chapter focuses on the provision of air conduction and bone
conduction amplification for infants and children who are hard of hearing and the
methods by which professionals can assess the effectiveness of these devices
systematically. Assessment of amplification should be an on-going process that
evolves as the child grows and his or her listening and communication needs
develop. The overall goals of providing amplification for infants and children are
highlighted, as well as strategies for hearing aid verification and outcomes
validation. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
CY - San Diego, CA, US
KW - *Augmentative Communication
*Hearing Aids
*Hearing Disorders
*Speech and Hearing Measures
*Hearing Loss
Oral Communication
PB - Plural Publishing Inc.
PY - 2015
SN - 1-59756-576-8 (Paperback); 978-1-59756-576-9 (Paperback)
SP - 233-263
ST - Hearing aid assessment
T2 - Assessing listening and spoken language in children with hearing loss.
T3 - McCreery, Ryan
TI - Hearing aid assessment
ID - 14415
ER -
TY - STAT
AB - This chapter takes us on a journey through the history of recent Western
science that considers the nature of scientific discovery and rediscovery. The
author discusses a number of discoveries, starting with Steinthal's work on
consciousness, which (in the author's words) was "kissed back from enchantment" by
Jackendoff in Consciousness and the Computational Mind (1987). In addition to
Steinthal's theory of consciousness, the author identifies six other breakthroughs
in research on language and cognition that were forgotten and later rediscovered:
Meringer's analysis of spontaneous speech errors, Exner's cohort theory, Wundt's
grammar of sign language and his introduction of tree diagrams, Reinach's and
Lipps's speech act theory and, finally, Isserlin's adaptation theory. The author
poses and attempts to answer the question of what factors play a role in the
spreading of new ideas and findings. (PsycINFO Database Record (c) 2016 APA, all
rights reserved)
AD - Levelt, Willem J. M.: Pim.Levelt@mpi.nl
CY - Cambridge, MA, US
KW - *Cognition
*Grammar
*Language
Consciousness States
Sign Language
N1 - Levelt, Willem J. M.
PB - MIT Press
PY - 2015
SP - 235-255
ST - Sleeping beauties
T2 - Structures in the mind: Essays on language, music, and cognition in honor of
Ray Jackendoff.
TI - Sleeping beauties
ID - 14310
ER -
TY - HEAR
AB - Deaf and hard-of-hearing (D/HH) learners have the right to equal access to
knowledge and information which entails equal opportunities in learning foreign
languages (FLs). As part of a larger project, the present study aims at exploring
how students in eight specialised institutions across Hungary perceive the
challenge of learning a FL. Following the principles of qualitative research, semi-
structured interviews were conducted with 31 14–19-year-old D/HH learners. A
purposive sample aiming at maximum variety was selected from a cohort of over 100
learners with the help of a previously validated questionnaire that focuses on D/HH
learners’ FL learning motivations, strategies and beliefs. The interviews tapped
into the following five topics: (1) the importance of learning a FL; (2) beliefs
about the FL and about learning it; (3) learning modalities; (4) motivated learning
behaviour and the use of learning strategies; (5) future goals and the envisaged
role of the FL in the participants’ future. Our results indicate that in spite of
low levels of initial motivation, many of the interviewed D/HH learners aspire to
work abroad, where they hope to use the FL learnt. A frequent source of difficulty
seems to be respondents’ perceived gaps in their own abilities to learn FLs;
however, most participants claim that by seeking help and studying harder they can
overcome these obstacles. It is also noteworthy that several of our participants
find their knowledge of Hungarian inadequate for learning another spoken language.
While producing and comprehending speech in the FL is a real challenge, learning to
read and write is identified as an attainable goal. The use of Hungarian Sign
Language for enhancing in-class communication seems both necessary and inevitable.
AD - Kontra, Edit H.: kontra.h.edit@btk.elte.hu
CY - United Kingdom
DO - 10.1080/08856257.2014.986905
KW - *Deafness
*Foreign Language Learning
*Hearing Disorders
Special Needs
M1 - 30
PY - 2015
SP - 141-155
ST - The challenge for deaf and hard-of-hearing students to learn foreign
languages in special needs schools
T3 - Kontra, Edit H.
Csizér, Kata
Piniel, Katalin
TI - The challenge for deaf and hard-of-hearing students to learn foreign
languages in special needs schools
ID - 14321
ER -
TY - HEAR
AB - Objective: Normal-hearing (NH) acuity and auditory feedback control are
crucial for human voice production and articulation. The lack of auditory feedback
in individuals with profound hearing impairment changes their vowel production. The
purpose of this study was to compare Persian vowel production in deaf children with
cochlear implants (CIs) and that in NH children. Methods: The participants were 20
children (12 girls and 8 boys) with age range of 5 years; 1 month to 9 years. All
patients had congenital hearing loss and received a multichannel CI at an average
age of 3 years. They had at least 6 months experience of their current device (CI).
The control group consisted of 20 NH children (12 girls and 8 boys) with age range
of 5 to 9 years old. The two groups were matched by age. Participants were native
Persian speakers who were asked to produce the vowels /i/, /e/, /ӕ/, /u/, /o/,
and /a/. The averages for first formant frequency (F₁) and second formant frequency
(F₂) of six vowels were measured using Praat software (Version 5.1.44, Boersma &
Weenink, 2012). The independent samples t test was conducted to assess the
differences in F₁ and F₂ values and the area of the vowel space between the two
groups. Results: Mean values of F₁ were increased in CI children; the mean values
of F₁ for vowel /i/ and /a/, F₂ for vowel /a/ and /o/ were significantly different
(P F₁ and F₂ showed a centralized vowel space for CI children. Conclusions: F₁ is
increased in CI children, probably because CI children tend to overarticulate. We
hypothesis this is due to a lack of auditory feedback; there is an attempt by
hearing-impaired children to compensate via proprioceptive feedback during
articulatory process. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
AD - Jafari, Narges: Speech Therapy Department, University of Social Welfare and
Rehabilitation Science, Tehran, Iran, soniajafary11@gmail.com
CY - Netherlands
DO - 10.1016/j.jvoice.2015.04.012
*Hearing Disorders
Vowels
M1 - 30
PY - 2016
SP - 340-344
ST - A comparison of Persian vowel production in hearing-impaired children using a
cochlear implant and normal-hearing children
T3 - Jafari, Narges
Drinnan, Michael
Mohamadi, Reyhane
Yadegari, Fariba
Nourbakhsh, Mandana
Torabinezhad, Farhad
TI - A comparison of Persian vowel production in hearing-impaired children using a
cochlear implant and normal-hearing children
ID - 14491
ER -
TY - HEAR
AB - Objective: Vowel production in essence is auditorily controlled; hence, the
role of the auditory feedback in vowel production is very important. The purpose of
this study was to compare formant frequencies and vowel space in Persian-speaking
deaf children with cochlear implantation (CI), hearing-impaired children with
hearing aid (HA), and their normal-hearing (NH) peers. Methods: A total of 40
prelingually children with hearing impairment and 20 NH groups participated in this
study. Participants were native Persian speakers. The average of first formant
frequency (F1) and second formant frequency (F2) of the six vowels were measured
using Praat software (version 5.1.44). One-way analysis of variance (ANOVA) was
used to analyze the differences between the three3 groups. Results: The mean value
of F1 for vowel /i/ was significantly different (between CI and NH children and
also between HA and NH groups) (F2, 57 = 9.229, P 2, 57 = 3.707, P P 2, 57 = 4.572,
P 2, 57 = 3.184, P < 0.05). Conclusion: About 1 year after implantation, the
formants shift closer to those of the NH listeners who tend to have more expanded
vowel spaces than hearing-impaired listeners with hearing aids. Probably, this
condition is because CI has a subtly positive impact on the place of articulation
of vowels. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
AD - Yadegari, Fariba: Department of Speech Therapy, School of Rehabilitation,
University of Social Welfare and Rehabilitation Sciences, Tehran, Iran,
faribayadegari@yahoo.com
CY - Netherlands
DO - 10.1016/j.jvoice.2015.10.006
*Hearing Disorders
Vowels
M1 - 30
PY - 2016
SP - e1-e7
ST - Acoustic analysis of Persian vowels in cochlear implant users: A comparison
with hearing-impaired children using hearing aid and normal-hearing children
T3 - Jafari, Narges
Yadegari, Fariba
Jalaie, Shohreh
TI - Acoustic analysis of Persian vowels in cochlear implant users: A comparison
with hearing-impaired children using hearing aid and normal-hearing children
ID - 14595
ER -
TY - HEAR
AB - In this chapter, a model for teaching writing to deaf learners is presented—a
model that can be implemented flexibly to meet a wide spectrum of student needs
from the early years to high school, even into college and university. An argument
is made that this model is grounded in a sound theoretical framework, is based on
what constitutes effective practice in teaching writing to hearing learners, and
can be effective in addressing questions of diversity—in learners and in outcomes—
in teaching deaf learners to write. Although English is the language referenced
most often in this chapter, the discussion is applicable to other alphabetic
languages and, with some adaptation, to syllabic and logographic languages as well.
DO - 10.1093/acprof:oso/9780190493073.003.0010
KW - *Deafness
*Teaching Methods
*Written Language
Hearing Loss
PY - 2016
SN - 978-0-19-049307-3 (Hardcover)
SP - 271-295
ST - Addressing diversity in teaching deaf learners to write
T2 - Diversity in deaf education.
T3 - Perspectives on deafness.
Mayer, Connie
TI - Addressing diversity in teaching deaf learners to write
ID - 14255
ER -
TY - HEAR
AB - The main purpose of the current investigation was to determine whether the
Vocal Development Landmarks Interview—Experimental Version (VDLI-E) was sensitive
to variation in the vocal development of infants and toddlers who are hard of
hearing. The VDLI-E is an interactive parent interview that uses audio samples of
authentic infant vocalizations to make targeted vocal behaviors clear and
understandable to parents without the need for technical terms, verbal
descriptions, or adult modeling of infant productions. The VDLI-E was found to be
sensitive to age and hearing and was related to performance on concurrent measures
of early auditory skills, expressive vocabulary, and overall expressive language
abilities. These findings provide preliminary support for the utility of this
measure in monitoring the impact of early auditory experiences on vocal development
for 6- to 18-month-old children who are hard of hearing. (PsycINFO Database Record
AD - Ambrose, Sophie E.: Boys Town National Research Hospital, LLTC, 555 North
30th Street, Omaha, NE, US, 68131, sophie.ambrose@boystown.org
CY - United Kingdom
DO - 10.1093/deafed/enw027
*Infant Development
*Psychometrics
*Vocal Cords
Parents
M1 - 21
PY - 2016
SP - 237-248
ST - Assessing vocal development in infants and toddlers who are hard of hearing:
A parent-report tool
T3 - Ambrose, Sophie E.
Thomas, Anne
Moeller, Mary Pat
TI - Assessing vocal development in infants and toddlers who are hard of hearing:
A parent-report tool
ID - 14668
ER -
TY - HEAR
AB - A majority of deaf students leave high school reading at or below a fourth
grade level, but some deaf individuals do become highly proficient readers. There
is disagreement about the causes of this reading difficulty, and by association,
disagreement about the effectiveness of different strategies for teaching reading
to deaf children. The goal of this study was to use real-time measures of neural
language processing to better assess if deaf and hearing adults read proficiently
in similar or different ways. Hearing native English speakers and non-native
signing deaf adults read English sentences and word pairs while event-related
potentials (ERPs) were recorded. The magnitude of ERP responses was compared to
participants' standardized reading comprehension test scores. The best deaf readers
had the largest responses to information about meaning in sentences, while the best
hearing readers had the largest responses to information about grammar in
sentences. These results show that equally proficient hearing and non-native
signing deaf adults read in different ways, and suggest that for deaf individuals,
the most important aspect of successful reading instruction may be increasing
vocabulary knowledge. These results also provide strong support for the feasibility
of individual differences analysis of ERP data, especially in highly variable
populations. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
CY - US
KW - *Brain
*Evoked Potentials
*Neural Networks
Hearing Disorders
M1 - 76
PY - 2016
SN - 0419-4217(Print)
SP - No Pagination Specified-No Pagination Specified
ST - Brain-based individual difference measures of reading skill in deaf and
hearing adults
T3 - Mehravari, Alison S.
TI - Brain-based individual difference measures of reading skill in deaf and
hearing adults
ID - 14618
ER -
TY - HEAR
AB - The concept of the false self has been used widely in psychoanalytic theory
and practice but seldom in empirical research. In this empirically based study,
elevated features of false-self defense were hypothetically associated with risk
factors attendant on processes of rehabilitation and integration of children with
disabilities, processes that encourage adaptation of the child to the able-bodied
environment. Self-report questionnaires and in-depth interviews were conducted with
88 deaf and hard-of-hearing students and a comparison group of 88 hearing
counterparts. Results demonstrate that despite the important contribution of
rehabilitation and integration to the well-being of these children, these efforts
may put the child at risk of increased use of the false-self defense. The empirical
findings suggest two general theoretical conclusions: (1) The Winnicottian concept
of the environment, usually confined to the parent-child relationship, can be
understood more broadly as including cultural, social, and rehabilitational
variables that both influence the parent-child relationship and operate
independently of it. (2) The monolithic conceptualization of the false self may be
more accurately unpacked to reveal two distinct subtypes: the compliant and the
split false self. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - Eichengreen, Adva: Department of Psychology, Hebrew University, Mount Scopus,
Jerusalem, Israel, adva.eichengreen@gmail.com
CY - US
DO - 10.1177/0003065115616843
KW - *Deafness
*Defense Mechanisms
*Disabilities
*Hearing Disorders
*Psychoanalytic Theory
Risk Factors
Self-Concept
M1 - 64
PB - Sage Publications
PY - 2016
SP - 107-132
ST - Empirically based suggested insights into the concept of false-self defense:
Contributions from a study on normalization of children with disabilities
T3 - Eichengreen, Adva
Hoofien, Dan
Bachar, Eytan
TI - Empirically based suggested insights into the concept of false-self defense:
Contributions from a study on normalization of children with disabilities
ID - 14629
ER -
TY - HEAR
AB - Background and aims: Children with good phonological awareness (PA) are often
good word readers. Here, we asked whether Swedish deaf and hard-of-hearing (DHH)
children who are more aware of the phonology of Swedish Sign Language, a language
with no orthography, are better at reading words in Swedish. Methods and
procedures: We developed the Cross-modal Phonological Awareness Test (C-PhAT) that
can be used to assess PA in both Swedish Sign Language (C-PhAT-SSL) and Swedish (C-
PhAT-Swed), and investigated how C-PhAT performance was related to word reading as
well as linguistic and cognitive skills. We validated C-PhAT-Swed and administered
C-PhAT-Swed and C-PhAT-SSL to DHH children who attended Swedish deaf schools with a
bilingual curriculum and were at an early stage of reading. Outcomes and results:
C-PhAT-SSL correlated significantly with word reading for DHH children. They
performed poorly on C-PhAT-Swed and their scores did not correlate significantly
either with C-PhAT-SSL or word reading, although they did correlate significantly
with cognitive measures. Conclusions and implications: These results provide
preliminary evidence that DHH children with good sign language PA are better at
reading words and show that measures of spoken language PA in DHH children may be
confounded by individual differences in cognitive skills. (PsycInfo Database Record
AD - Holmer, Emil: Department of Behavioural Sciences and Learning, Linkoping
University, Linkoping, Sweden, 581 83, emil.holmer@liu.se
CY - Netherlands
DO - 10.1016/j.ridd.2015.10.008
*Lexical Decision
*Phonological Awareness
*Reading
*Sign Language
Deafness
Words (Phonetic Units)
M1 - 48
PY - 2016
SP - 145-159
ST - Evidence of an association between sign language phonological awareness and
word reading in deaf and hard-of-hearing children
T3 - Holmer, Emil
Heimann, Mikael
Rudner, Mary
TI - Evidence of an association between sign language phonological awareness and
word reading in deaf and hard-of-hearing children
ID - 14502
ER -
TY - HEAR
AB - Autism spectrum disorder (ASD) tends to co-occur with other psychiatric
disorders and medical conditions, and identification of comorbidities is crucial
for appropriate intervention. Currently, little research has examined the
relationship between ASD and deafness or hearing impairment (D/HI). The present
study aimed to examine the effects of ASD and D/HI on autism symptomology as
measured by the Baby and Infant Screen for Children with aUtIsm Traits (BISCUIT),
and developmental functioning in infants and toddlers as measured by the Battelle
Developmental Inventory, Second Edition (BDI-2). Specific developmental domains
were also investigated. This study compared children with atypical development (n =
24), comorbid atypical development and D/HI (n = 24), ASD only (n = 24), and
comorbid ASD and D/HI (n = 24). The results indicated that an ASD diagnosis was a
stronger indicator of ASD symptomology, overall developmental functioning, adaptive
skills, personal-social skills, and communication skills than D/HI. However, the
interaction between ASD and D/HI was more dynamic for the motor and cognitive
domains. The results of the current study emphasize the importance of improved
assessment techniques to identify both ASD and D/HI when they co-occur. Future
research should be conducted to further elucidate the interaction of ASD and D/HI,
as well as investigate these comorbidities in older samples. (PsycInfo Database
AD - Burns, Claire O.: cburn26@lsu.edu
CY - Germany
DO - 10.1007/s10882-016-9486-0
KW - *Autism Spectrum Disorders
*Developmental Disabilities
*Infant Development
Hearing Loss
M1 - 28
PB - Springer
PY - 2016
SP - 495-507
ST - Hearing impairment, autism spectrum disorder, and developmental functioning
in infants and toddlers
T3 - Burns, Claire O.
Matson, Johnny L.
Cervantes, Paige E.
Jiang, Xinrui
Estabillo, Jasper A.
TI - Hearing impairment, autism spectrum disorder, and developmental functioning
in infants and toddlers
ID - 14294
ER -
TY - HEAR
AB - Data from a growing number of research studies indicate that children with
hearing loss are delayed in Theory of Mind (ToM) development when compared to their
typically developing, hearing peers. While other researchers have studied the
developmental trajectories of ToM in school-age students who are deaf, a limited
number have addressed the need for interventions for this population. The present
study extends the current research on ToM interventions to the Prekindergarten and
Kindergarten levels. This study used a single-case multiple baseline design to
examine the effects of a ToM intervention on participants’ false belief
understanding as well as outcomes on a near generalization measure and a far
generalization measure. A ToM thought bubble intervention (i.e., a visual
representation of what people are thinking) developed by Wellman and Peterson
(2013. Deafness, thought bubbles, and theory-of-mind development. Developmental
Psychology, 49, 2357–2367) was modified in key areas. Results from the Single-Case
Design portion of the study indicate a functional, or causal, relation between the
ToM intervention and the participants’ acquisition of the targeted skills in each
stage although progress was not uniform. Results from the pre–post assessments
indicate that the children did make progress up the scale. These results inform the
field in regard to the efficacy and feasibility of a ToM intervention for young
deaf children. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
AD - Tucci, Stacey L.: Georgia State University, P.O. Box 3979, Atlanta, GA, US,
30302-3979, Stacey2chi@gmail.com
CY - United Kingdom
KW - *Deafness
*False Beliefs
*Hearing Disorders
*Students
*Theory of Mind
Intervention
Kindergarten Students
Preschool Students
M1 - 21
PY - 2016
SP - 310-325
ST - The effects of theory of mind training on the false belief understanding of
deaf and hard-of-hearing students in Prekindergarten and Kindergarten
T3 - Tucci, Stacey L.
Easterbrooks, Susan R.
Lederberg, Amy R.
TI - The effects of theory of mind training on the false belief understanding of
deaf and hard-of-hearing students in Prekindergarten and Kindergarten
ID - 14669
ER -
TY - HEAR
AB - Theory of Mind (ToM) is related to reading comprehension in hearing children.
In the present study, we investigated progression in ToM in Swedish deaf and hard-
of-hearing (DHH) signing children who were learning to read, as well as the
association of ToM with reading comprehension. Thirteen children at Swedish state
primary schools for DHH children performed a Swedish Sign Language (SSL) version of
the Wellman and Liu (2004) ToM scale, along with tests of reading comprehension,
SSL comprehension, and working memory. Results indicated that ToM progression did
not differ from that reported in previous studies, although ToM development was
delayed despite age-appropriate sign language skills. Correlation analysis revealed
that ToM was associated with reading comprehension and working memory, but not sign
language comprehension. We propose that some factor not investigated in the present
study, possibly represented by inference making constrained by working memory
capacity, supports both ToM and reading comprehension and may thus explain the
results observed in the present study. (PsycInfo Database Record (c) 2022 APA, all
rights reserved)
AD - Holmer, Emil: emil.holmer@liu.se
CY - Switzerland
KW - *Deafness
*Hearing Disorders
*Reading Comprehension
*Sign Language
Theory of Mind
M1 - 7
PB - Frontiers Media S.A.
PY - 2016
SN - 1664-1078(Electronic)
ST - Theory of mind and reading comprehension in deaf and hard-of-hearing signing
children
T3 - Holmer, Emil
Heimann, Mikael
Rudner, Mary
TI - Theory of mind and reading comprehension in deaf and hard-of-hearing signing
children
ID - 14394
ER -
TY - HEAR
AB - Objective: To develop an algorithm that prescribes targets for bone
conduction frequency response shape, compression, and output limiting, along with a
clinical method that ensures accurate transforms between assessment and
verification stages of the clinical workflow. Design: Technical report of target
generation and validation. Study sample: We recruited 39 adult users of unilateral
percutaneous bone conduction hearing aids with a range of unilateral, bilateral,
mixed and conductive hearing losses across the sample. Results: The initial
algorithm over-prescribed output compared to the user’s own settings in the low
frequencies, but provided a good match to user settings in the high frequencies.
Corrections to the targets were derived and implemented as a low-frequency cut
aimed at improving acceptance of the wearer’s own voice during device use.
Conclusions: The DSL-BCD prescriptive algorithm is compatible with verification of
devices and fine-tuning to target for percutaneous bone conduction hearing devices
that can be coupled to a skull simulator. Further study is needed to investigate
the appropriateness of this prescriptive algorithm for other input levels, and for
other clinical populations including those with single-sided deafness, bilateral
devices, children and users of transcutaneous bone conduction hearing aids.
AD - Hodgetts, William E.: Department of Communication Sciences and Disorders,
Faculty of Rehabilitation Medicine, University of Alberta, Edmonton, AB, Canada,
bill.hodgetts@ualberta.ca
CY - United Kingdom
DO - 10.1080/14992027.2017.1302605
KW - *Assistive Technology
*Audiology
*Hearing Aids
Bone Conduction Audiometry
M1 - 56
PY - 2017
SP - 515-524
ST - DSL prescriptive targets for bone conduction devices: Adaptation and
comparison to clinical fittings
T3 - Hodgetts, William E.
Scollie, Susan D.
TI - DSL prescriptive targets for bone conduction devices: Adaptation and
comparison to clinical fittings
ID - 14338
ER -
TY - HEAR
AB - This first part of this editorial discuses special education "values" and
judicial decision making. It has become increasingly clear that the value of
special education for students with severe and significant disabilities is being
examined and questioned by both state and federal judicial systems. The values
raised in these judicial cases include (1) the worth of a student with severe or
significant disabilities and (2) the judgment of the courts as to the importance of
such students’ learning needs and potential. The rest of the editorial describes
other articles appearing in this issue of the Journal. The first article is a study
that examined international adaptations of the 60-month Ages & Stages
Questionnaires: Social-Emotional (ASQ:SE), which is used to detect social–emotional
difficulties in infants and young children. The purpose of the next study was to
assess the validity of the NICHD Mother–Child Interaction Qualitative Ratings for
use with premature infants and their mother in neonatal intensive care units. The
third article presents the results of two single-subject multiple baseline studies
that examined the relationship between praise and the use of different art forms
and colors during art activities by young children. The next study focuses on the
use of technology to deliver early intervention. The study examined the
effectiveness of tele-practice with a national sample of families of infants and
toddlers who were deaf or hard of hearing. A comparison group received traditional
in-person home visits. The last article by Elizabeth A. Steed and Andrew T. Roach
assessed the use of evidence-based strategies to promote preschoolers’ social–
emotional competence in 38 urban childcare classrooms. Descriptive results from
classroom observations and childcare teacher interviews indicated that the
childcare teaching staff demonstrated few of the strategies being assessed.
CY - US
DO - 10.1097/IYC.0000000000000093
KW - *Arts
*Hearing Disorders
*Test Validity
*Parent Report
Adjudication
Color
Deafness
Mother Child Relations
Praise
Preschool Students
Rating Scales
Values
M1 - 30
PY - 2017
SP - 109-110
ST - From the editor
T3 - Bruder, Mary Beth
TI - From the editor
ID - 14332
ER -
TY - HEAR
AB - Deaf and hard of hearing (DHH) individuals who use signed language and those
who use spoken language face different challenges and stressors. Accordingly, the
profile of their mental problems may also differ. However, studies of mental
disorders in this population have seldom differentiated between linguistic groups.
Our study compares demographics, mental disorders, and levels of distress and
functioning in 40 patients using Norwegian Sign Language (NSL) and 36 patients
using spoken language. Assessment instruments were translated into NSL. More
signers were deaf than hard of hearing, did not share a common language with their
childhood caregivers, and had attended schools for DHH children. More Norwegian-
speaking than signing patients reported medical comorbidity, whereas the
distribution of mental disorders, symptoms of anxiety and depression, and daily
functioning did not differ significantly. Somatic complaints and greater perceived
social isolation indicate higher stress levels in DHH patients using spoken
language than in those using sign language. Therefore, preventive interventions are
necessary, as well as larger epidemiological and clinical studies concerning the
mental health of all language groups within the DHH population. (PsycInfo Database
AD - Øhre, Beate: National Unit for Hearing Impairment and Mental Health, Division
of Mental Health and Addiction, Oslo University Hospital, P.O. Box 4959 Nydalen,
Oslo, Norway, 0424, beateohr@ulrik.uio.no
CY - United Kingdom
DO - 10.1093/deafed/enw061
KW - *Deafness
*Hearing Disorders
*Mental Disorders
*Sign Language
Linguistics
M1 - 22
PY - 2017
SP - 105-117
ST - Mental disorders in deaf and hard of hearing adult outpatients: A comparison
of linguistic subgroups
T3 - Øhre, Beate
Volden, Maj
Falkum, Erik
von Tetzchner, Stephen
TI - Mental disorders in deaf and hard of hearing adult outpatients: A comparison
of linguistic subgroups
ID - 14524
ER -
TY - HEAR
AB - The authors explored how thinking styles relate to quality of university life
among deaf or hard of hearing (DHH) and hearing university students in mainland
China. The first of two studies affirmed the validity and reliability of a modified
version of the Quality of University Life Measure (QULM; Sirgy, Grezskowiak, &
Rahtz, 2007) among 833 university students (366 DHH, 467 hearing). The second
investigated relationships between thinking styles and quality of university life;
the Thinking Styles Inventory–Revised II (Sternberg, Wagner, & Zhang, 2007) and
modified QULM were administered to 542 students (256 DHH, 286 hearing). Students
scoring higher on Type I styles (i.e., more creativity-generating, less structured,
cognitively more complex) tended toward greater satisfaction with university life;
those scoring higher on Type II (i.e., more norm- favoring, more structured,
cognitively more simplistic) tended toward less satisfaction. Contributions,
limitations, and implications of the research are discussed. (PsycInfo Database
CY - US
DO - 10.1353/aad.2017.0011
KW - *Cognitive Style
*College Students
*Deafness
*Quality of Life
*Hearing Loss
College Environment
M1 - 162
PY - 2017
SP - 8-23
ST - Thinking styles and quality of university life among deaf or hard of hearing
and hearing students
T3 - Cheng, Sanyin
Zhang, Li-Fang
TI - Thinking styles and quality of university life among deaf or hard of hearing
and hearing students
ID - 14308
ER -
TY - HEAR
AB - Objectives: Clinicians face considerable challenges in setting appropriate
auditory goals for babies and young children who receive cochlear implants. This
paper describes the rationale, organization, implementation, and validation of the
Nottingham Auditory Milestones profile that was developed to address these
challenges. Methods: The use of the profile has been fully integrated into the
postoperative pathway at the Nottingham Auditory Implant Programme since 2009. Data
are presented on a cohort of 30 children who received bilateral cochlear implants
under the age of 2 years and who have no other diagnosed difficulties. The data
were used to validate the profile’s structure and characterize the expected
development trajectory for this population of children. Results: The analysis of
routine data from the children confirmed that the profile’s structure reflected the
typical order and rate at which skills emerged and were acquired over the first 3
years following cochlear implantation. The distribution of profile scores across
five assessment time-points established a developmental trajectory for typically
developing children. Three case studies describe the use of the profile to set
consistent expectations for progress for a wide range of children. Discussion: The
development trajectory established using the profile provides a mechanism to
identify children not making the expected progress, in order to support the need
for a review of approach or a differential diagnosis. Conclusion: The Nottingham
Auditory Milestones profile is an accessible and practical tool for identifying,
monitoring, and appraising the auditory achievements of deaf babies and young
children in the first 3 years following cochlear implantation. (PsycInfo Database
AD - Datta, Gill: Nottingham University Hospitals NHS Trust, Queen’s Medical
Centre, Nottingham, United Kingdom, NG7 2UH, gillian.datta@nuh.nhs.uk
CY - United Kingdom
DO - 10.1080/14670100.2018.1452560
KW - *Auditory Perception
*Cochlear Implants
*Pediatrics
*Speech and Hearing Measures
Test Construction
M1 - 19
PY - 2018
SP - 181-192
ST - Development and validation of the Nottingham Auditory Milestones (NAMES)
profile for deaf children under 2 years old, using cochlear implants
T3 - Datta, Gill
Kitterick, Pádraig T.
Ramirez-Inscoe, Jayne
TI - Development and validation of the Nottingham Auditory Milestones (NAMES)
profile for deaf children under 2 years old, using cochlear implants
ID - 14451
ER -
TY - HEAR
AB - Although the AzBio test is well validated, has effective standardization data
available, and is highly recommended for Cochlear Implant (CI) evaluation, no
attempt has been made to derive a Frequency Importance Function (FIF) for its
stimuli. In the first phase of this dissertation, we derived FIFs for the AzBio
sentence lists using listeners with normal hearing. Traditional procedures
described in studies by Studebaker and Sherbecoe (1991) were applied for this
purpose. Fifteen participants with normal hearing listened to a large number of
AzBio sentences that were high- and low-pass filtered under speech-spectrum shaped
noise at various signal-to-noise ratios. Frequency weights for the AzBio sentences
were greatest in the 1.5 to 2 kHz frequency regions as is the case with other
speech materials. A cross-procedure comparison was conducted between the
traditional procedure (Studebaker and Sherbecoe, 1991) and the nonlinear
optimization procedure (Kates, 2013). Consecutive data analyses provided speech
recognition scores for the AzBio sentences in relation to the Speech
Intelligibility Index (SII). Our findings provided empirically derived FIFs for the
AzBio test that can be used for future studies. It is anticipated that the accuracy
of predicting SIIs for CI patients will be improved when using these derived FIFs
for the AzBio test. In the second study, the SII for CI recipients was calculated
to investigate whether the SII is an effective tool for predicting speech
perception performance in a CI population. A total of fifteen CI adults
participated. The FIFs obtained from the first study were used to compute the SII
in these CI listeners. The obtained SIIs were compared with predicted SIIs using a
transfer function curve derived from the first study. Due to the considerably poor
hearing and large individual variability in performance in the CI population, the
SII failed to predict speech perception performance for this CI group. Other
predictive factors that have been associated with speech perception performance
were also examined using a multiple regression analysis. Gap detection thresholds
and duration of deafness were found to be significant predictive factors. These
predictor factors and SIIs are discussed in relation to speech perception
performance in CI users. (PsycINFO Database Record (c) 2018 APA, all rights
reserved)
CY - US
*Oral Communication
Speech and Hearing Measures
M1 - 79
PY - 2018
SN - 0419-4217(Print)
ST - Predicting speech recognition using the Speech Intelligibility Index (SII)
for cochlear implant users and listeners with normal hearing
T3 - Lee, Sungmin
TI - Predicting speech recognition using the Speech Intelligibility Index (SII)
for cochlear implant users and listeners with normal hearing
ID - 14528
ER -
TY - HEAR
AB - It is thought that deaf or hard of hearing individuals are at greater risk of
abuse than the hearing population. The purpose of this paper is to systematically
examine and integrate existing literature to determine the prevalence rates of
neglect, emotional, physical and sexual abuse and intimate partner violence (IPV).
A set of inclusion and exclusion criteria was determined. Following this a
comprehensive search of numerous databases was conducted. Fourteen studies met the
inclusion criteria. Eight studies reviewed the prevalence of sexual abuse, seven
reviewed physical abuse, five reviewed emotional abuse, four reviewed neglect and
six examined IPV. This exceeds 14 as numerous studies examined multiple types of
abuse. Quality assessment indicated 12 studies were of ‘moderate’ quality and the
remaining two were rated ‘good’ quality. Issues with similar samples, a tendency
towards young, educated women within the IPV data, and small samples suggest
caution is to be used when interpreting their results. The reliance on written
measures and the absence of an interpreter or translation of materials in some
studies further complicates the results. All types of abuse were found to be more
prevalent within the deaf and hard of hearing population compared to the hearing
AD - Wakeland, Elizabeth: elizabethwakeland@forensicpsychology.co.uk
CY - United Kingdom
DO - 10.1080/14789949.2017.1416659
KW - *Deafness
*Emotional Abuse
*Hearing Disorders
*Physical Abuse
*Sexual Abuse
Intimate Partner Violence
M1 - 29
PY - 2018
SP - 434-454
ST - What is the prevalence of abuse in the deaf/hard of hearing population?
T3 - Wakeland, Elizabeth
Austen, Sally
Rose, John
TI - What is the prevalence of abuse in the deaf/hard of hearing population?
ID - 14657
ER -
TY - HEAR
AB - Purpose: The purpose of this study was to evaluate speech-in-noise and
speech-in-speech recognition associated with activation of a fully adaptive
directional hearing aid algorithm in children with mild to severe bilateral
sensory/neural hearing loss. Method: Fourteen children (5–14 years old) who are
hard of hearing participated in this study. Participants wore laboratory hearing
aids. Open-set word recognition thresholds were measured adaptively for 2 hearing
aid settings: (a) omnidirectional (OMNI) and (b) fully adaptive directionality.
Each hearing aid setting was evaluated in 3 listening conditions. Fourteen children
with normal hearing served as age-matched controls. Results: Children who are hard
of hearing required a more advantageous signal-to-noise ratio than children with
normal hearing to achieve comparable performance in all 3 conditions. For children
who are hard of hearing, the average improvement in signal-to-noise ratio when
comparing fully adaptive directionality to OMNI was 4.0 dB in noise, regardless of
target location. Children performed similarly with fully adaptive directionality
and OMNI settings in the presence of the speech maskers. Conclusions: Compared to
OMNI, fully adaptive directionality improved speech recognition in steady noise for
children who are hard of hearing, even when they were not facing the target source.
This algorithm did not affect speech recognition when the background noise was
speech. Although the use of hearing aids with fully adaptive directionality is not
proposed as a substitute for remote microphone systems, it appears to offer several
advantages over fixed directionality, because it does not depend on children facing
the target talker and provides access to multiple talkers within the environment.
Additional experiments are required to further evaluate children’s performance
under a variety of spatial configurations in the presence of both noise and speech
maskers. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
AD - Browning, Jenna M.: Jenna.browning@boystown.org
CY - US
DO - 10.1044/2018_AJA-18-0045
KW - *Auditory Stimulation
*Hearing Aids
*Hearing Disorders
*Noise Effects
*Speech Perception
Pediatrics
M1 - 28
PB - American Speech-Language-Hearing Assn
PY - 2019
SP - 101-113
ST - Effects of adaptive hearing aid directionality and noise reduction on masked
speech recognition for children who are hard of hearing
T3 - Browning, Jenna M.
Buss, Emily
Flaherty, Mary
Vallier, Tim
Leibold, Lori J.
TI - Effects of adaptive hearing aid directionality and noise reduction on masked
speech recognition for children who are hard of hearing
ID - 14392
ER -
TY - HEAR
AB - The concept of the false-self defense has been widely used in psychoanalytic
and psychodynamic literature, both in understanding processes of childhood
development and in outlining personality defense mechanisms. This study presents a
translation of this theoretical and clinical concept into empirical economical
self-report scales assessing Self-Relatedness (16 items) and Environment-
Directedness (14 items). The scales’ content judgment and psychometric analyses
were carried out in three successive studies based on separate samples (N = 226,
208, 176). The scales demonstrate good to excellent internal reliability and are
normally distributed in a sample of university students. Results of Study 2 support
the scales’ convergent, discriminant, and criterion construct validity. Study 3,
comparing deaf and hard-of-hearing (d/hoh) students with controls, provides a
partial support for the scales’ criterion group validity. The findings demonstrate
the scales’ potential contribution to psychodynamically oriented research, as well
as to research enriched by critical sociocultural perspectives. (PsycINFO Database
AD - Eichengreen, Adva: The Department of Psychology, The Hebrew University of
Jerusalem, Mount Scopus, Jerusalem, Israel, 91905, adva.eichengreen@gmail.com
CY - Germany
DO - 10.1027/1015-5759/a000399
KW - *Concepts
*Personality Processes
*Psychodynamics
*Test Construction
Convergent Validity
Discriminant Validity
Foreign Language Translation
Hearing Disorders
Personality Measures
Psychoanalytic Personality Factors
Test Reliability
Criterion Validity
M1 - 35
PB - Hogrefe Publishing
PY - 2019
SP - 379-391
ST - Psychometric analyses of new measures of false-self defense: Self-Relatedness
and Environment-Directedness scales
T3 - Eichengreen, Adva
Hoofien, Dan
TI - Psychometric analyses of new measures of false-self defense: Self-Relatedness
and Environment-Directedness scales
ID - 14650
ER -
TY - HEAR
AB - [Correction Notice: An Erratum for this article was reported in Vol 63(8) of
Journal of Speech, Language, and Hearing Research (see record 2020-60575-027). In
the original article, due to a spreadsheet error, inaccurate scores for the
Concepts & Following Directions (C&FD) subtest on the Clinical Evaluation of
Language Fundamentals Preschool–Second Edition and Following Directions (FD)
subtest on the Clinical Evaluation of Language Fundamentals–Fifth Edition for three
participants were unintentionally included in the language analysis. With these
scores properly corrected, the results and conclusions of the study are unchanged,
but the specific values for some descriptive, correlation, and mediation statistics
are changed. The corrected descriptive, correlation, and mediation statistics
values are present in the erratum.] Purpose: Parenting stress has been studied as a
potential predictor of developmental outcomes in children with normal hearing and
children who are deaf and hard of hearing. However, it is unclear how parenting
stress might underlie at-risk spoken language and neurocognitive outcomes in this
clinical pediatric population. We investigated parenting stress levels and the
shared relations between parenting stress, language comprehension, and inhibitory
control skills in children with and without hearing loss (HL) using a cross-
sectional design. Method: Families of children with HL (n = 39) and with normal
hearing (n = 41) were tested. Children completed an age-appropriate version of the
Concepts & Following Directions subtest of the Clinical Evaluation of Language
Fundamentals and the NIH Toolbox Flanker Test of Attention and Inhibitory control.
Caregivers completed the Parenting Stress Index–Short Form 4. Results: Parenting
stress levels were not significantly different between parents of children with and
without HL. A significant negative association was observed between parenting
stress and our measure of language comprehension in children with HL. A negative
association between parenting stress and inhibitory control skills was also found
in families of children with HL, but not hearing children. The parenting stress–
inhibitory control relationship was indirectly accounted for by delayed language
comprehension skills in children with HL. Conclusion: Even at moderate levels of
parenting stress similar to parents of children with normal hearing, increases in
parenting stress were associated with lower scores on our measures of language
comprehension and inhibitory control in children with HL. Thus, parenting stress
may underlie some of the variability in at-risk pediatric HL outcomes. (PsycInfo
AD - Blank, Andrew: blank.130@osu.edu
CY - US
DO - 10.1044/2019_JSLHR-19-00230
KW - *Comprehension
*Stress
*Cognitive Control
*Parenting
*Hearing Loss
Delayed Speech
Family
Language
Language Development
Pediatrics
M1 - 63
PY - 2020
SP - 321-333
ST - Associations between parenting stress, language comprehension, and inhibitory
control in children with hearing loss
T3 - Blank, Andrew
Holt, Rachael Frush
Pisoni, David B.
Kronenberger, William G.
TI - Associations between parenting stress, language comprehension, and inhibitory
control in children with hearing loss
ID - 14637
ER -
TY - HEAR
AB - Background and Purpose: Nurse–patient communication has a significant effect
on health outcomes and quality of care. The purpose of this research was to develop
and validate an instrument to measure nurses' beliefs toward interacting with Deaf
signers, non-signing deaf, and hard of hearing (DdHH) patients. Methods: Initial
pool items created based on literature review. Content validated by DdHH and
hearing registered nurses (RNs) and certified interpreters working in healthcare.
Resulting D/deaf and Hard of Hearing Interaction Beliefs Scale for Registered
Nurses (DdHH-IBS/RN) administered to two groups of RNs. Two validation studies
conducted. Results: Analyses demonstrated high inter-item reliability, internal
consistency reliability, and stability reliability of a 25-item DdHH-IBS/RN.
Confirmatory factor analysis supported hypothesized structure of the scale.
Conclusion: The DdHH-IBS/RN is a reliable and valid scale to measure nurses'
beliefs towards DdHH interaction. (PsycInfo Database Record (c) 2023 APA, all
rights reserved)
AD - Lewis, Audra: Texas Health Resources, 7633 Hunt Drive, North Richland Hills,
TX, US, 76182, audralewisrn@gmail.com
CY - US
DO - 10.1891/JNM-D-19-00024
KW - *Deafness
*Psychometrics
*Test Construction
*Test Validity
*Hearing Loss
Nurses
Quality of Care
Sign Language
Test Reliability
M1 - 28
PB - Springer Publishing
PY - 2020
SP - E175-E215
ST - Development and validation of an instrument to measure nurses' beliefs toward
deaf and hard of hearing interaction
T3 - Lewis, Audra
Keele, Becky
TI - Development and validation of an instrument to measure nurses' beliefs toward
deaf and hard of hearing interaction
ID - 14548
ER -
TY - STAT
Journal of Deaf Studies and Deaf Education (see record 2021-89274-015). In the
original article, the project ID of the Hong Kong Research Grant Council’s General
Research Fund project entitled Impact of Sign Language Learning on the Linguistic,
Cognitive and Fine-Motor Development of Hearing and Deaf/Hard-of-Hearing Children
in Hong Kong funding was given as (Project I.D.: 2110329) rather than (Project
I.D.: 14621818). This has been corrected online.] This paper presents the design
and development of the Hong Kong Sign Language-Sentence Repetition Test (HKSL-SRT).
It will be argued that the test offers evidence of discriminability, reliability,
as well as practicality and can serve as an effective global measurement of
individuals' proficiency in HKSL. The full version of the test consists of 40
signed sentences of increasing length and complexity. Specifically, we will
evaluate the manual and non-manual components of these sentences to find out
whether and to what extent they can differentiate three groups of deaf signers,
namely, native signers, early learners and late learners. Statistical analyses show
that the test scores based on a correct repetition of the manual signs of each
sentence bear a significant negative correlation with signers' age of acquisition.
Including the correct repetition of non-manuals in the scoring scheme can result in
higher reliability and separation index of the test in the Rasch model. This paper
will also discuss how psychometric measures of Rasch analysis, including the
concept of fit and the rankings of items/persons in the Wright map, have been
applied to the original list of the 40 sentence items for the development of a
shortened test. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
AD - Sze, Felix: Chinese University of Hong Kong, G8, K.K. Leung Building, New
Territories, Hong Kong, felix_cslds@cuhk.edu.hk
CY - United Kingdom
DO - 10.1093/deafed/enaa001
KW - *Psychometrics
*Sentences
*Sign Language
*Test Construction
*Test Reliability
Item Response Theory
Scoring (Testing)
Statistical Analysis
Test Scores
N1 - Sze, Felix
Wei, Monica Xiao
Lam, David
PY - 2020
SP - 298-317
ST - Development of the Hong Kong Sign Language Sentence Repetition Test
TI - Development of the Hong Kong Sign Language Sentence Repetition Test
VL - 25
ID - 14385
ER -
TY - BOOK
A2 - Cardinaletti, Anna
A2 - Branchini, Chiara
A2 - Giusti, Giuliana
A2 - Volpato, Francesca
AB - This volume includes selected and adapted papers from The Romance Turn VII,
held in Venice on October 1-3, 2015. As for previous editions, the conference
brought together researchers from across Europe and overseas with the aim of
communicating results and developing further research in the acquisition of Romance
languages. This book focuses on a broad range of topics which are at the heart of
the current debate on language acquisition (clitic pronouns, left-dislocations,
passives, relative clauses, wh-questions) in a number of different acquisition
settings: L1 and L2 acquisition, bilingualism, typical and atypical development. In
addition to syntax, the volume covers other modules of grammar: semantics,
pragmatics, and phonology, and adds a perspective on language processing to the
current discussion on the acquisition of Romance languages. It mainly focuses on
Italian, Brazilian Portuguese, and Romanian, in a comparative perspective with
other Romance languages (Catalan, European Portuguese, French, Spanish) and
languages of other language families (English, German, Persian, Sesotho, Turkish,
etc.). One contribution on bilinguals with Greek as one of the two languages opens
a perspective on a Balkan non-Romance language which may be interesting to be
compared with Romanian. The book also includes contributions to the debate on
atypical language acquisition, in particular the underrepresented research on
language development in case of deafness. One contribution also presents a study of
language intervention based on formal linguistics. The book is intended not only
for scholars and students interested in the nature and processes behind first,
second and bilingual acquisition, and impaired language acquisition focusing on
Romance languages in Europe and beyond, but also for language educators and
clinicians. It informs on the state of the art in the field of Romance language
acquisition, with the aim of inspiring new research and interdisciplinary
collaborations. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
CY - Newcastle upon Tyne, United Kingdom
KW - *Bilingualism
*Language
*Linguistics
Phonology
Pragmatics
Semantics
PB - Cambridge Scholars Publishing
PY - 2020
SP - xii, 318-xii, 318
ST - Language acquisition, processing and bilingualism: Selected papers from the
Romance Turn VII
T2 - Language acquisition, processing and bilingualism: Selected papers from the
Romance Turn VII.
TI - Language acquisition, processing and bilingualism: Selected papers from the
Romance Turn VII
ID - 14408
ER -
TY - HEAR
AB - This study was aimed at validating the Individual Recovery Outcomes Counter
(I.ROC) for deaf, hard-of-hearing, and tinnitus patients in a mental health care
setting. There is a need for an accessible instrument to monitor treatment effects
in this population. The I.ROC measures recovery, seeing recovery as a process of
experiencing a meaningful life, despite the limitations caused by illness or
disability. A total of 84 adults referred to 2 specialist mental health centers for
deaf, hard-of-hearing, and tinnitus adults in the Netherlands completed the Dutch
version of I.ROC and 3 other instruments. A total of 25 patients refused or did not
complete the instruments: 50% of patients using sign language and 18% of patients
using spoken language. Participants completed the measures at intake and then every
3 months. In this sample I.ROC demonstrated good internal consistency and
convergent validity. Sensitivity to change was good, especially over a period of 6
or 9 months. This study provides preliminary evidence that the I.ROC is a valid
instrument measuring recovery for hard-of-hearing and tinnitus patients using
spoken language. For deaf patients using sign language, specifically those with
limited language skills in spoken and written Dutch, more research is needed.
AD - Roze, Karin C. M.: k.roze@propersona.nl
CY - United Kingdom
DO - 10.1093/deafed/enz043
KW - *Deafness
*Measurement
*Tinnitus
Convergent Validity
Internal Consistency
Hearing Loss
M1 - 25
PY - 2020
SP - 178-187
ST - Measuring recovery in deaf, hard-of-hearing, and tinnitus patients in a
mental health care setting: Validation of the I.ROC
T3 - Roze, Karin C. M.
Tijsseling, Corrie
Rudd, Bridey
Tiemens, Bea G.
TI - Measuring recovery in deaf, hard-of-hearing, and tinnitus patients in a
mental health care setting: Validation of the I.ROC
ID - 14306
ER -
TY - HEAR
AB - The Satisfaction With Life Scale (SWLS) is a brief instrument that assesses a
person’s global life satisfaction. Using state-of-the-science techniques, the SWLS
was translated into American Sign Language (ASL). A national sample of 350 deaf and
hard of hearing individuals who preferentially use ASL completed the ASL version of
the SWLS (SWLS-ASL) online. The individuals in this sample had a mean SWLS score of
23.4, well within the range of mean scores reported for samples from general
populations of hearing individuals. No significant differences were identified in
SWLS-ASL scores due to gender, cultural identification (identified as culturally
Deaf or not), race, ethnicity, education, or employment status. (PsycInfo Database
AD - Wilson, Josephine F.: Boonshoft School of Medicine, Wright State University,
OH, US, josephine.wilson@wright.edu
CY - US
KW - *Deafness
*Life Satisfaction
*Test Validity
Sign Language
Test Reliability
Hearing Loss
M1 - 53
PB - American Deafness and Rehabilitation Association
PY - 2020
SN - 0899-9228(Print)
SP - 1-10
ST - Satisfaction With Life Scale in American Sign Language: Validation and
normative data
T3 - Wilson, Josephine F.
Embree, Jared
Guthmann, Deb
Sligar, Steven R.
Titus, Janet C.
Taylor, Kathryn C.
TI - Satisfaction With Life Scale in American Sign Language: Validation and
normative data
ID - 14470
ER -
TY - HEAR
AB - Deaf and Hard of Hearing (DHH) students have long been recognized as having
difficulty mastering written language (Albertini, 1993; Albertini & Schley, 2003;
Giddens, 2009; Kluwin & Kelly, 1990; Schmitz & Keenan, 2005). Traditional
approaches to teaching written English to DHH students have frequently focused on
addressing the deficits in their writing, such as correcting grammar and mechanics
and increasing vocabulary (Albertini,1993; Albertini & Schley, 2003) which had a
significant negative impact on their attitudes about English and engaging in
writing experiences. This research represented an instructional intervention called
Photoliteracy which sought to capitalize on the visual skill set of DHH students
and employed aesthetic inquiry utilizing visual images represented by students'
original photography within a multimodal social semiotic framework (Kress, 2010)
for learning writing in English. This exploratory qualitative research study was
concerned with the curricular elements of the juxtaposition of aesthetics and
writing. It was designed to examine DHH students' reports of meaning making
regarding their identity as a deaf person as revealed through the selection,
sharing, and translation of their original photographic image into writing. Meaning
making, or semiosis, is an ongoing process that creates one's "...distinctive
'take' on the world" (p. 94) through the selection and use of various modes, such
as photographic images and writing, constantly made and transformed through social
interaction. Findings indicated DHH students reported meaning making inherent in
the selection of their photographic image was a representation of their identity as
a deaf person related to the personal connection they felt to the photograph. This
connection manifested through the ownership they had over the creation of the
image, the aesthetic quality of the image, and the emotions the image evoked, as
expressed through the abstract symbolism by which the students established their
connection to the photographic image. The students reported meaning making inherent
in the sharing of their photographic image was a representation of their identity
as a deaf person related to the validation and confidence resulting from
communicating and working together as a group of people with similar backgrounds
and shared experiences. This validation resulted in metacognition, the creation of
new thinking and new ideas of greater quality and quantity through the
consideration of alternate perspectives, and better articulation of the students'
own initial ideas. Finally, the DHH students reported meaning making inherent in
the translation of their photographic image into writing as a representation of
their identity as a deaf person as the expression of their personal story
communicated to a larger audience. The students felt empowered by documenting their
story from their photograph to their written piece. They extended the abstract
concepts and language initially addressed in the selection of their photograph to
their writing and embodied their personal narrative in the expression of their
personal journey. Additionally, viewed their writing as an opportunity to
communicate with a larger audience, particularly to share it with the hearing
world. Photoliteracy was developed with an understanding of how deaf and hard of
hearing students learn, specifically their visual learning acuity. It is not an
adaptation of education for hearing students. Instead, it is new knowledge which
can be applied to education on a larger scale and inform best practices in all
teaching and learning. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
CY - US
KW - *Aesthetics
*Deafness
*Photographs
*School Learning
*Hearing Loss
Audiences
Student Attitudes
Written Language
M1 - 81
PY - 2020
SN - 0419-4209(Print)
ST - The deaf lens: Making meaning through photoliteracy
T3 - Bolen, Christa E.
TI - The deaf lens: Making meaning through photoliteracy
ID - 14577
ER -
TY - HEAR
Journal of Deaf Studies and Deaf Education (see record 2021-89274-017). The first
version of this paper listed the authors in the incorrect order. This has now been
corrected online. The names appear in the correct order in this record.] Children
who are deaf and hard of hearing (DHH) and born to hearing parents have delays in
their social-cognitive development and in particular in their theory of mind (ToM).
These delays are often attributed to the difficulties they encounter in acquiring
age-appropriate linguistic and communicative skills. The present study asks whether
this developmental delay extends to problems with understanding pretend emotions
and if linguistic difficulties are related to this area. A total of 173 children
(82 DHH and 91 hearing) between 3 and 8 years of age received a set of emotion and
language measures. Results showed that children who are DHH were delayed in
understanding pretend emotions, and this was strongly related to their difficulties
with expressive vocabulary and pragmatics. In summary, children who are DHH and
have experienced reduced access to language and communicative interaction have a
restricted understanding of the communicative intentions of emotional expressions.
These delays may have implications for their social relationships with surrounding
family and other children. (PsycInfo Database Record (c) 2023 APA, all rights
reserved)
AD - Sidera, Francesc: Departament de Psicologia, Universitat de Girona, Placa
Sant Domenec 9, Catalonia, Girona, Spain, 17004, francesc.sidera@udg.edu
CY - United Kingdom
*Deafness
*Emotions
*Theory of Mind
*Hearing Loss
Delayed Development
Linguistics
Parents
M1 - 25
PY - 2020
SP - 141-152
ST - Understanding pretend emotions in children who are deaf and hard of hearing
T3 - Sidera, Francesc
Morgan, Gary
Serrat, Elisabet
TI - Understanding pretend emotions in children who are deaf and hard of hearing
ID - 14305
ER -
TY - HEAR
AB - Reports an error in "Associations between parenting stress, language
comprehension, and inhibitory control in children with hearing loss" by Andrew
Blank, Rachael Frush Holt, David B. Pisoni and William G. Kronenberger (Journal of
Speech, Language, and Hearing Research, 2020[Jan], Vol 63[1], 321-333). In the
original article, due to a spreadsheet error, inaccurate scores for the Concepts &
Following Directions (C&FD) subtest on the Clinical Evaluation of Language
Fundamentals Preschool–Second Edition and Following Directions (FD) subtest on the
Clinical Evaluation of Language Fundamentals–Fifth Edition for three participants
were unintentionally included in the language analysis. With these scores properly
corrected, the results and conclusions of the study are unchanged, but the specific
values for some descriptive, correlation, and mediation statistics are changed. The
corrected descriptive, correlation, and mediation statistics values are present in
the erratum. (The following abstract of the original article appeared in record
2020-18694-024). Purpose: Parenting stress has been studied as a potential
predictor of developmental outcomes in children with normal hearing and children
who are deaf and hard of hearing. However, it is unclear how parenting stress might
underlie at-risk spoken language and neurocognitive outcomes in this clinical
pediatric population. We investigated parenting stress levels and the shared
relations between parenting stress, language comprehension, and inhibitory control
skills in children with and without hearing loss (HL) using a cross-sectional
design. Method: Families of children with HL (n = 39) and with normal hearing (n =
41) were tested. Children completed an age-appropriate version of the Concepts &
Following Directions subtest of the Clinical Evaluation of Language Fundamentals
and the NIH Toolbox Flanker Test of Attention and Inhibitory control. Caregivers
completed the Parenting Stress Index–Short Form 4. Results: Parenting stress levels
were not significantly different between parents of children with and without HL. A
significant negative association was observed between parenting stress and our
measure of language comprehension in children with HL. A negative association
between parenting stress and inhibitory control skills was also found in families
of children with HL, but not hearing children. The parenting stress–inhibitory
control relationship was indirectly accounted for by delayed language comprehension
skills in children with HL. Conclusion: Even at moderate levels of parenting stress
similar to parents of children with normal hearing, increases in parenting stress
were associated with lower scores on our measures of language comprehension and
inhibitory control in children with HL. Thus, parenting stress may underlie some of
the variability in at-risk pediatric HL outcomes. (PsycInfo Database Record (c)
AD - Blank, Andrew: blank.130@osu.edu
CY - US
KW - *Comprehension
*Stress
*Cognitive Control
*Parenting
*Hearing Loss
Delayed Speech
Family
Language
Pediatrics
M1 - 63
PY - 2020
SP - 2825-2826
ST - “Associations between parenting stress, language comprehension, and
inhibitory control in children with hearing loss”: Erratum
T3 - Blank, Andrew
Holt, Rachael Frush
Pisoni, David B.
Kronenberger, William G.
TI - “Associations between parenting stress, language comprehension, and
inhibitory control in children with hearing loss”: Erratum
ID - 14268
ER -
TY - STAT
AB - Reports an error in "Development of the Hong Kong Sign Language Sentence
Repetition Test" by Felix Sze, Monica Xiao Wei and David Lam (Journal of Deaf
Studies and Deaf Education, 2020[Jul], Vol 25[3], 298-317). In the original
article, the project ID of the Hong Kong Research Grant Council’s General Research
Fund project entitled Impact of Sign Language Learning on the Linguistic, Cognitive
and Fine-Motor Development of Hearing and Deaf/Hard-of-Hearing Children in Hong
Kong funding was given as (Project I.D.: 2110329) rather than (Project I.D.:
14621818). This has been corrected online. (The following abstract of the original
article appeared in record 2020-40976-005). This paper presents the design and
development of the Hong Kong Sign Language-Sentence Repetition Test (HKSL-SRT). It
will be argued that the test offers evidence of discriminability, reliability, as
well as practicality and can serve as an effective global measurement of
individuals' proficiency in HKSL. The full version of the test consists of 40
signed sentences of increasing length and complexity. Specifically, we will
evaluate the manual and non-manual components of these sentences to find out
whether and to what extent they can differentiate three groups of deaf signers,
namely, native signers, early learners and late learners. Statistical analyses show
that the test scores based on a correct repetition of the manual signs of each
sentence bear a significant negative correlation with signers' age of acquisition.
Including the correct repetition of non-manuals in the scoring scheme can result in
higher reliability and separation index of the test in the Rasch model. This paper
will also discuss how psychometric measures of Rasch analysis, including the
concept of fit and the rankings of items/persons in the Wright map, have been
applied to the original list of the 40 sentence items for the development of a
shortened test. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
AD - Sze, Felix: Chinese University of Hong Kong, G8, K.K. Leung Building, New
Territories, Hong Kong, felix_cslds@cuhk.edu.hk
CY - United Kingdom
KW - *Psychometrics
*Sentences
*Sign Language
*Test Construction
*Test Reliability
Item Response Theory
Scoring (Testing)
Test Scores
N1 - Sze, Felix
Wei, Monica Xiao
Lam, David
PY - 2021
SP - 564-564
ST - "Development of the Hong Kong Sign Language Sentence Repetition Test":
Corrigendum
TI - "Development of the Hong Kong Sign Language Sentence Repetition Test":
Corrigendum
VL - 26
ID - 14568
ER -
TY - HEAR
AB - Reports an error in "Understanding pretend emotions in children who are deaf
and hard of hearing" by Francesc Sidera, Gary Morgan and Elisabet Serrat (Journal
of Deaf Studies and Deaf Education, 2020[Apr], Vol 25[2], 141-152). The first
version of this paper listed the authors in the incorrect order. This has now been
corrected online. The names appear in the correct order in this and the original
record. (The following abstract of the original article appeared in record 2020-
30887-001). Children who are deaf and hard of hearing (DHH) and born to hearing
parents have delays in their social-cognitive development and in particular in
their theory of mind (ToM). These delays are often attributed to the difficulties
they encounter in acquiring age-appropriate linguistic and communicative skills.
The present study asks whether this developmental delay extends to problems with
understanding pretend emotions and if linguistic difficulties are related to this
area. A total of 173 children (82 DHH and 91 hearing) between 3 and 8 years of age
received a set of emotion and language measures. Results showed that children who
are DHH were delayed in understanding pretend emotions, and this was strongly
related to their difficulties with expressive vocabulary and pragmatics. In
summary, children who are DHH and have experienced reduced access to language and
communicative interaction have a restricted understanding of the communicative
intentions of emotional expressions. These delays may have implications for their
social relationships with surrounding family and other children. (PsycInfo Database
AD - Sidera, Francesc: Departament de Psicologia, Universitat de Girona, Placa
Sant Domenec 9, Catalonia, Girona, Spain, 17004, francesc.sidera@udg.edu
CY - United Kingdom
*Deafness
*Emotions
*Theory of Mind
*Hearing Loss
Delayed Development
Linguistics
Parents
M1 - 26
PY - 2021
SP - 566-566
ST - "Understanding of pretend emotions in children who are deaf and hard of
hearing": Erratum
T3 - Sidera, Francesc
Morgan, Gary
Serrat, Elisabet
TI - "Understanding of pretend emotions in children who are deaf and hard of
hearing": Erratum
ID - 14570
ER -
TY - HEAR
AB - Background: Neuroplasticity is a basic feature of neuronal system which
provides function rebuilt or developmental dysfunction repair. Hearing impairment
can have an impact on intelligence levels, organization and structure of cognitive
processes. Cognitive capacities profiles of deaf people present neuropsychological
results of functional reorganization of brain. Material/Methods: 208 children were
accepted for this study. Experimental group consisted of 126 children suffering
from sensorineural hearing insufficiency. 26 children were diagnosed with right-
sided hearing loss, 34 children were diagnosed with left-sided hearing loss and 66
children were diagnosed with bilateral hearing loss. Control group consisted of 82
normally hearing children, confirmed in audiometric assessment. In order to
establish levels of cognitive abilities and intelligence in patients enrolled for
the study polish adaptation of Wechsler Intelligence Scale for Children (WISC-R)
was administered. Results: Children with bilateral hearing loss obtained worse
results in verbal scale compared to well hearing controls. Verbal intelligence in
control group was statistically higher than in right-sided auditory dysfunction
group. Control group average result in nonverbal scale was statistically
significantly higher compared to left-sided hearing loss patients. Children with
right-sided auditory dysfunction obtained higher results in nonverbal scale
compared to children with left-sided auditory dysfunction. Left-sided hearing
impairment group had higher scores in almost all subtests of verbal scale than
right-sided hearing impairment group. Conclusions: Left-sided auditory disability
enhances linguistic capacity, which indicates compensation abilities of left
hemisphere responsible for verbal processes. Right-sided auditory disability
enhances analytic processes, visual synthesis and image reasoning, which indicates
compensation abilities of right hemisphere responsible for nonverbal processes.
AD - Marciniak, Aleksandra: Medical University of Lublin, Antoni Gebala Street No.
6, Lublin, Poland, 20-093, marciniak.alex@gmail.com
CY - Poland
DO - 10.5604/01.3001.0014.7359
KW - *Brain Damage
*Cognitive Ability
*Hearing Disorders
*Neural Plasticity
*Hearing Loss
Auditory Perception
Intelligence
Left Hemisphere
Subtests
M1 - 19
PB - Agencja Wydawnicza Medsportpress
PY - 2021
SP - 23-32
ST - Compensation capacities of the brain in unilateral and bilateral auditory
system damage in children
T3 - Gwizda, Grażyna
Marciniak, Aleksandra
Mielnik-Niedzielska, Grażyna
Niedzielski, Antoni
TI - Compensation capacities of the brain in unilateral and bilateral auditory
system damage in children
ID - 14271
ER -
TY - HEAR
AB - This study compared the observed and the self-reported engagement of 16
students who are Deaf or hard-of-hearing (DHH) attending mainstream schools to that
of matched controls with typical hearing. Observed engagement was measured through
observations in the classroom setting using the Mainstream Version of the Code for
Instructional Structure and Student Academic Reponses. Self-reported engagement was
measured using the Classroom Participation Questionnaire. The results revealed no
significant differences for either observed or self-reported engagement between the
DHH and the control groups; however, three individual DHH participants had lower
levels of observed engagement compared to their matched controls. As such,
including engagement in the evaluation of students who are DHH may be important for
some individuals to provide a better understanding of the daily challenges they
experience at school. Where needs are identified, the support that students who are
DHH receive should include a specific focus on engagement to assist with their
successful inclusion. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - Todorov, Michelle: Department of Audiology and Speech Pathology, University
of Melbourne, 550 Swanston, St Carlton, VIC, Australia, 3053,
michelle.todorov@unimelb.edu.au
CY - United Kingdom
DO - 10.1093/deafed/enab003
KW - *Deafness
*Self-Report
*Student Engagement
*Inclusion
*Hearing Loss
Between Groups Design
Questionnaires
M1 - 26
PY - 2021
SP - 395-404
ST - Engagement of children who are deaf or hard-of-hearing attending mainstream
schools
T3 - Todorov, Michelle
Galvin, Karyn
Klieve, Sharon
Rickards, Field
TI - Engagement of children who are deaf or hard-of-hearing attending mainstream
schools
ID - 14539
ER -
TY - HEAR
AB - The objective of the study was to analyze a set of risk factors for the
sexual health of young Mexicans with hearing disabilities. We used a computerized
questionnaire with instruments adapted and validated to the deaf population. In 112
young people with an average age of 19.7, we applied the following instruments:
sexual communication with parents, parental support and supervision, knowledge
about sexually transmitted infections and condom use, sexual practices and sexual
abuse. We identified a pattern of sexual risk in sexually active young people, with
important proportions that have experienced sexual abuse. Low levels were found in
both communication and parental supervision, as well as in knowledge tests.
Communication with parents was related to the use of condoms and it was greater in
those subjects who have not experienced sexual abuse. In men without sexual
experience, the parental variables were associated with both knowledge tests.
AD - Robles-Montijo, Silvia Susana: Av. de Los Barrios No. 1, Los Reyes Iztacala,
Tlalnepantla, Mexico, 54090, susana@unam.mx
CY - Colombia
KW - *Communication
*Hearing Disorders
*Measurement
*Parents
*Sexual Abuse
Condoms
Sexual Health
M1 - 30
PB - Universidad Nacional de Colombia
PY - 2021
SP - 27-45
ST - Factores de Riesgo para la Salud Sexual de Jóvenes Sordos: Evaluación con un
Cuestionario Computarizado. [Risk factors for the sexual health of young deaf:
Evaluation with a computed questionnaire.]
T3 - Robles-Montijo, Silvia Susana
Guevara-Benítez, Yolanda
Pérez-Bautista, Yuma Yoaly
TI - Factores de Riesgo para la Salud Sexual de Jóvenes Sordos: Evaluación con un
Cuestionario Computarizado. [Risk factors for the sexual health of young deaf:
Evaluation with a computed questionnaire.]
ID - 14452
ER -
TY - HEAR
AB - This mixed-methods study sought to examine the perceptions of family stress
and resilience in parents with young children who are deaf or hard of hearing. A
theoretical model based in family stress theory was used to guide the study.
Quantitative data was obtained from the Parenting Stress Index version 4 short form
and the Family Resilience Assessment Scale. Qualitative data was obtained through
semi-structured interviews with parents who attended The Care Project retreat
hosted in Wrightsville Beach, North Carolina, in November 2019. Quantitative
results indicated parents experience an average level of stress and a high level of
resilience. Qualitative results revealed that parents experience challenges with
frustration, feelings of isolation, and stress. However, they found strength in
meeting parents in similar situations, thinking of their progress with the
diagnosis as a journey, and the idea of persevering through with the challenge with
which their family is faced. Implications of the findings support further
investigations of the lived experiences of families with children who are deaf or
hard of hearing, their stress, and their resilience. (PsycInfo Database Record (c)
CY - US
KW - *Family
*Parents
*Resilience (Psychological)
*Stress
*Hearing Loss
Deafness
Parenting
Semi-Structured Interview
M1 - 82
PY - 2021
SN - 0419-4217(Print)
ST - Family stress and resilience in families with young children who are deaf or
hard of hearing
T3 - Allen, Sarah J.
TI - Family stress and resilience in families with young children who are deaf or
hard of hearing
ID - 14479
ER -
TY - HEAR
AB - Purpose: The purposes of this study were (a) to introduce “language access
profiles” as a viable alternative construct to “communication mode” for describing
experience with language input during early childhood for deaf and hard-of-hearing
(DHH) children; (b) to describe the development of a new tool for measuring DHH
children’s language access profiles during infancy and toddlerhood; and (c) to
evaluate the novelty, reliability, and validity of this tool. Method: We adapted an
existing retrospective parent report measure of early language experience (the
Language Exposure Assessment Tool) to make it suitable for use with DHH
populations. We administered the adapted instrument (DHH Language Exposure
Assessment Tool [D-LEAT]) to the caregivers of 105 DHH children aged 12 years and
younger. To measure convergent validity, we also administered another novel
instrument: the Language Access Profile Tool. To measure test–retest reliability,
half of the participants were interviewed again after 1 month. We identified groups
of children with similar language access profiles by using hierarchical cluster
analysis. Results: The D-LEAT revealed DHH children’s diverse experiences with
access to language during infancy and toddlerhood. Cluster analysis groupings were
markedly different from those derived from more traditional grouping rules (e.g.,
communication modes). Test–retest reliability was good, especially for the same-
interviewer condition. Content, convergent, and face validity were strong.
Conclusions: To optimize DHH children’s developmental potential, stakeholders who
work at the individual and population levels would benefit from replacing
communication mode with language access profiles. The D-LEAT is the first tool that
aims to measure this novel construct. Despite limitations that future work aims to
address, the present results demonstrate that the D-LEAT represents progress over
the status quo. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - Hall, Matthew L.: matthall.research@gmail.com
CY - US
DO - 10.1044/2020_JSLHR-20-00439
KW - *Communication
*Deafness
*Exposure
*Hearing Loss
Caregivers
Cluster Analysis
M1 - 64
PY - 2021
SP - 134-158
ST - Measuring “language access profiles” in deaf and hard-of-hearing children
with the DHH Language Exposure Assessment Tool
T3 - Hall, Matthew L.
De Anda, Stephanie
TI - Measuring “language access profiles” in deaf and hard-of-hearing children
with the DHH Language Exposure Assessment Tool
ID - 14334
ER -
TY - HEAR
AB - D/deaf and hard of hearing (DHH) individuals are more vulnerable to mental
health concerns than the hearing population (e.g., Stevenson, Kreppner, Pimperton,
Worsfold, & Kennedy, 2015) and DHH children are 1.5–2 times more likely to
experience mental health issues than hearing youth (Hindley, 2005). Internalizing
disorders, and anxiety disorders in particular, have been identified as the most
prevalent diagnosis among DHH youth (e.g., Hindley, Hill, McGuigan, & Kitson,
1994). Despite high rates of mental health issues among DHH children, access to
mental health care is severely limited due to cultural and linguistic barriers
(e.g., Alexander, Ladd, & Powell, 2012; Pollard, 1994) and further complicated by a
paucity of treatments that have been adapted for DHH populations. To address this
need, this study created an adapted therapy resource to be used with DHH youth with
anxiety. The modular direct service model entitled Managing and Adapting Practice
(MAP) was selected as the basis for adaptation due to the increased utilization
(e.g., Friedberg, 2017), efficacy (e.g., Weisz et al., 2012; Chorpita, et al.,
2017), and flexibility (e.g., facilitates linguistic and cultural adaptation) of
modular approaches. Given the known benefits of psychoeducation (Houghton & Saxon,
2007), particularly as a form of early intervention for youth (Hirshfeld-Becker &
Biederman, 2002), this study adapted steps 1–6 of the MAP practice guide,
"psychoeducation" for childhood anxiety. The target population for the adaptation
was DHH children ages 7–12. An expert advisory panel, including Deaf community
members, was created to assist with the adaptation of materials both culturally and
linguistically. The practice guide was adapted into a video format and provided in
American Sign Language (ASL) with closed captioning and English voiceover, to
ensure full accessibility. This adapted guide was designed to serve as an adjunct
resource to augment treatment. Financial and time constraints limited study scope
to focus on adapting six of the 12 steps of the MAP practice guide and precluded
the evaluation of the adapted resource. Next steps include comprehensive evaluation
of the adapted resource, adaptation of the additional six steps, and dissemination
of the adapted resource to clinicians as a therapy tool. (PsycInfo Database Record
CY - US
KW - *Adaptation
*Anxiety
*Anxiety Disorders
*Psychoeducation
*Hearing Loss
Deafness
Mental Health
Sign Language
M1 - 82
PY - 2021
SN - 0419-4217(Print)
ST - Preliminary adaptation of the psychoeducation portion of modular therapy for
childhood anxiety disorders for d/deaf and hard of hearing children
T3 - Cortesi, Audrey
TI - Preliminary adaptation of the psychoeducation portion of modular therapy for
childhood anxiety disorders for d/deaf and hard of hearing children
ID - 14197
ER -
TY - HEAR
AB - Background: There is limited research comparing children with cochlear
implants' (CIs) general quality of life (QOL) to their hearing-related QOL. This
makes it difficult to know how common QOL predictors such as age of implantation,
public versus private insurance, and identification with Deaf culture relate to
both kinds of QOL in this population.Purpose: To compare general health QOL using a
general measure of pediatric QOL with QOL as measured by a condition-specific QOL
measure in children and young adults who received unilateral or bilateral CIs as
children, and to understand how health service, sociodemographic, and Deaf culture
factors relate to both the general and condition-specific QOL outcomes.Research
Design: A case control study of a convenience sample of children and young adults
who received CIs as children.Study Sample: Participants included 23 children with
CIs, 29 parents of children with CIs, and 5 young adults with CIs. There were 23
participants with bilateral CIs and 11 with a unilateral CI.Data Collection and
Analysis: Children with CIs ages 7-17 and their parents, parents of children with
CIs ages 2-6, and adults with who received CIs as children but who were 18 and
older at the time of the study were recruited by telephone or mail from a
children's hospital in the Delta South. With consent, participants completed the
appropriate version of the Pediatric Quality of Life Inventory (PedsQL) 4.0 and the
Hearing Environments Reflection on Quality of Life (HEARQL). Data on health
service, sociodemographic, and Deaf culture factors were also collected. Analyses
were conducted to compare and understand the relationship between general and
hearing-related QOL, and to evaluate the associations between QOL and age of
impanation, services received post-implantation, insurance status, and degree of
Deaf culture identification.Results: There was a moderate positive correlation
between the general and hearing-related QOL, which suggests that the general
measure of QOL is likely not capturing all QOL concerns specific to children with
hearing loss. Children with private insurance scored higher on both hearing-related
and general QOL measures than those with public insurance. This study also found no
significant difference in QOL between children who likely identified with Deaf
culture and those who likely did not.Conclusions: Children with CIs reported a good
general and hearing-related QOL. General pediatric QOL measures correlated only
moderately with hearing-related specific QOL measures and are thus likely not
capturing all QOL concerns important to children with hearing loss. Practitioners
should consider evaluating hearing-related QOL in children with CIs and be mindful
that children with public insurance may be vulnerable to sub-optimal QOL. (PsycInfo
CY - US
*Deafness
*Insurance
*Quality of Life
*Hearing Loss
Parents
Pediatrics
Questionnaires
M1 - 82
PY - 2021
SN - 0419-4217(Print)
ST - Quality of life following cochlear implantation in children and related
factors
T3 - Cheramie, Shaely
TI - Quality of life following cochlear implantation in children and related
factors
ID - 14396
ER -
TY - HEAR
AB - 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. (PsycInfo
AD - Werfel, Krystal L.: University of South Carolina, Columbia, SC, US, 29208,
werfel@sc.edu
CY - United Kingdom
DO - 10.1080/14643154.2019.1688531
*Deafness
*Self-Regulation
*Writing Skills
Teaching Methods
Hearing Loss
M1 - 23
PY - 2021
SP - 64-82
ST - 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
T3 - Rice Aberth, Jessica
Werfel, Krystal L.
TI - 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
ID - 14628
ER -
TY - STAT
AB - Objective: Due to the lack of a validated translation, the mini-mental state
examination (MMSE) cannot be used to screen for suspected dementia in deaf people
who communicate in French Sign Language (FSL). Taking into consideration the
cultural and linguistic features of this specific population, we transposed the
validated French version of the MMSE into a version adapted to FSL users: mini-
mental state-langue des signes (MMS-LS). The objective of our work was to obtain
screening norms for the MMS-LS. Methods: The MMS-LS was tested on 194 deaf users of
FSL with clinical dementia rating as the gold standard. Healthy and demented
participants were seen for two or three consecutive testing sessions at 1-year
intervals. Results: The MMS-LS exhibited excellent internal coherence validity
(Cronbach’s α = .81), unidimensionality (p = .002), and excellent sensitivity (p
< .001). The MMS-LS score declined with overt and severe dementia. Conclusion: The
percentiles obtained are useful norms for clinical assessment but must be
interpreted with precaution due to the small number of participants (related to
recruitment constraints) in the present study. In order to facilitate clinical use,
the MMS-LS has been made available online, together with an instructions manual and
clinical advice useful for improved awareness of the specific nature of this
AD - Fleurion, Delphine: Groupement des Hopitaux de l’Institut Catholique de
Lille, Rue du Grand But-BP 249, Lille, France, 59462, Cedex,
fleurion.delphine@ghicl.net
CY - United Kingdom
KW - *Cognitive Assessment
*Deafness
*Mini Mental State Examination
*Psychometrics
*Sign Language
Cognitive Impairment
Dementia
N1 - Fleurion, Delphine
Verdun, Stéphane
Ridoux, Isabelle
Scemama, Corine
Bouillevaux, Isabelle
Ciosi, Anna
Drion, Benoît
PY - 2021
SP - 990-1002
ST - Transposition and normalization of the mini-mental state examination in
French Sign Language
TI - Transposition and normalization of the mini-mental state examination in
French Sign Language
VL - 36
ID - 14418
ER -
TY - HEAR
AB - Purpose/Objective: Children who are Deaf and Hard of Hearing (DHH) with
additional special needs (“DHHPlus”) have complex differences in psychological
development that, when combined with aspects of their environment, often place them
at an increased risk for psychological challenges. Further, their combination of
special needs places unique demands on their parents. Despite the high proportion
of DHH children in this particular subgroup, little research has been done to
identify estimates of broad psychological functioning, the parent–child
relationship, parent stressors, and parent satisfaction with resources independent
of other samples. This study addresses that gap through collecting preliminary data
on broad psychological functioning and related parent–child variables in a sample
of children who are DHHPlus. Research Method/Design: Thirty-one primary caregivers
of children who were DHH with additional medical and/or mental health diagnoses
completed several questionnaires about their child and family, including the
Behavior Assessment System for Children (BASC-3) Parent Rating Scale, BASC-2
Parenting Relationship Questionnaire, and Family Stress Scale. The current DHHPlus
sample was separated into two subgroups by age, including a preschool group (ages
2–5 years, n = 14) and child group (ages 6–11, n = 17) for visual comparison of
mean scores with respective normative and clinical samples from each measure.
Results: When compared to normative and clinical samples, parents of DHHPlus
children endorsed more concerns about their child’s behavior, adaptive skills, the
parent–child relationship, and higher levels of family-related stress, with a
unique rank order of family stressors. Conclusions/Implications: Results provide
initial child and parent estimates to support assessment and treatment services for
this diverse and underserved population. (PsycInfo Database Record (c) 2023 APA,
AD - Turner Dougherty, Angela C.: Department of Psychiatry and Behavioral Health,
Stony Brook University, Putnam Hall, 100 Nicholls Road, Stony Brook, NY, US, 11794,
angela.dougherty@stonybrookmedicine.edu
CY - US
DO - 10.1037/rep0000437
KW - *Deafness
*Parent Child Relations
*Stress
*Parenting
*Hearing Loss
Adaptive Behavior
Age Differences
Caregivers
Family Relations
M1 - 67
PB - American Psychological Association
PY - 2022
SP - 189-204
ST - Deaf and hard of hearing plus: Preliminary estimates of child and parent
functioning
T3 - Turner Dougherty, Angela C.
Day, Lori A.
TI - Deaf and hard of hearing plus: Preliminary estimates of child and parent
functioning
ID - 14674
ER -
TY - HEAR
AB - Introduction: Children with hearing loss have been reported to perform lower
in executive function and language tasks than their normal-hearing peers.
Objective: To describe EF performance profile in children and adolescents with
hearing loss. Method: Using different databases including PubMed, Scopus, and
ScienceDirect, we conducted a systematic review of case-control, cross-sectional
studies, and case series that evaluated executive function performance in children
and adolescents with hearing loss with or without hearing aids, cochlear implants,
and/or native sign language, since 2000 until April 2020. Fifteen studies were
selected after quality assessment using Critical Appraisal Tools provided by Joanna
Briggs Institute. Results: The studies differed in the assessment tools, and the
results obtained by different authors were inconsistent. However, these studies
revealed that children and adolescents with hearing impairment have lower
performance in working memory, inhibition, cognitive flexibility, and attention
than their normal-hearing peers. Discussion and conclusion: Executive function
assessment tools are used indistinctively for both children with and without
hearing loss. Consequently, as tools were designed for normal hearing population,
results can significantly vary in the population with hearing impairment. Hence, it
is important to establish a standardized protocol specifically adapted for this
AD - Charry-Sánchez, Jesús David: Neuroscience Research Group (NeURos), NeuroVitae
Center for Neuroscience, School of Medicine and Health Sciences, Universidad del
Rosario, Carrera 24 No. 63C-69, Bogota, Colombia, 111221,
jesus.charry@urosario.edu.co
CY - Mexico
DO - 10.17711/SM.0185-3325.2022.006
*Hearing Aids
*Hearing Disorders
*Peers
*Executive Function
Hearing Loss
M1 - 45
PB - Instituto Nacional de Psiquiatría Ramón de la Fuente
PY - 2022
SP - 35-49
ST - Executive functions in children and adolescents with hearing loss: A
systematic review of case-control, case series, and cross-sectional studies
T3 - Charry-Sánchez, Jesús David
Ramírez-Guerrero, Sofía
Vargas-Cuellar, María Paula
Romero-Gordillo, María Alejandra
Talero-Gutiérrez, Claudia
TI - Executive functions in children and adolescents with hearing loss: A
systematic review of case-control, case series, and cross-sectional studies
ID - 14423
ER -
TY - HEAR
AB - Faculty attitudes have critical role on the success of students with
disability in higher education. Therefore, this study examined faculty attitudes
toward the provision of inclusive teaching strategies related to universal design
for deaf and hard of hearing (D/HH) students in a higher education institution in
Saudi Arabia. This quantitative study used a two-section instrument to answer the
research questions. The first section covered the demographic characteristics of
the participants who were responding to the instrument. The second section was the
Inclusive Teaching Strategies Inventory (ITSI) survey for D/HH in Arabic. The
independent variables were the demographic characteristics of faculty members which
included gender, age, amount of teaching experience, academic discipline, and
amount of prior disability-related training. The dependent variables were the ITSI
subscales: Accommodations, Accessible Course Materials, Course Modifications,
Inclusive Lecture Strategies, Inclusive Classroom, Inclusive Assessment, and
Disability Law and Concepts Knowledge. The study included two research questions
that examined the differences among faculty members' demographic characteristics on
their attitudes toward the dependent variables. The study sample contained 352
faculty members. The researcher used SPSS to report the results of the survey. The
analysis indicated that ITSI Arabic version that concerned D/HH education has a
desirable consistency reliability as the Cronbach alpha coefficient is .96. The
researcher used both descriptive and inferential techniques to describe data and
answer the research questions. The descriptive statistics showed that faculty
members at a Saudi Arabian university demonstrated positive attitudes toward the
provision of inclusive strategies for deaf and hard of hearing students, as
measured by the ITSI. The results showed that faculty members had differences in
their attitudes toward the provision of inclusive strategies based on amount of
teaching experience, academic discipline, and amount of prior disability-related
training. Moreover, the study findings indicated that the majority of the
participants slightly disagreed that they had confidence in their knowledge of
Disability Law and Concepts. The results showed there were differences among
faculty members' attitudes toward knowledge of Disability Law and Concepts based on
their age, academic discipline, and amount of prior disability-related training.
CY - US
KW - *College Teachers
*Sensory Disabilities (Attitudes Toward)
*Student Attitudes
*Teaching Methods
Academic Specialization
Deafness
Mainstreaming (Educational)
Teacher Attitudes
Hearing Loss
M1 - 83
PY - 2022
SN - 0419-4209(Print)
ST - Faculty attitudes toward inclusive teaching strategies related to universal
design for deaf and hard of hearing students in a higher education institution in
Saudi Arabia
T3 - Alajaji, Sarah Mansour
TI - Faculty attitudes toward inclusive teaching strategies related to universal
design for deaf and hard of hearing students in a higher education institution in
Saudi Arabia
ID - 14492
ER -
TY - HEAR
AB - Purpose: The aim of this study is to assess the knowledge, attitude, and
practice of physicians regarding hearing loss and its management among children in
Jordan as an example of developing countries. Method: The cross-sectional survey
composed of 18 questions was used to fulfill the aim of the study. The study
population consisted of 335 physicians working in Jordan, with different
specialties. The data were collected through site visits to a variety of health
care facilities, as well as an online version of the survey to facilitate data
collection and ensure participants' comfort. Results: The majority of physicians
(30.7%) were general practitioners or family doctors, followed by pediatricians
(12.8%). Most of the physicians (88.7%) had experience ranging from 1 to 10 years;
the majority of physicians (60.3%) were younger than 30 years of age. Most of the
physicians identified the importance of newborn hearing screening. Physicians
showed limited knowledge about the management and intervention of infants with
permanent hearing loss. Only 11.5% of respondents would refer a child with
confirmed hearing loss to an audiologist, and 1.9% of them would refer to a speech
therapist. Even though the majority of the physicians (69.0%) reported not
receiving any training to deal with deaf and hard of hearing children, they felt
confident in talking with parents about hearing loss and its management.
Conclusions: This study revealed that physicians have limited knowledge regarding
hearing loss in children as well as its management and intervention. Furthermore,
this study illustrates the need for more ongoing medical education programs
regarding hearing loss in children. (PsycInfo Database Record (c) 2022 APA, all
rights reserved)
AD - Zaitoun, Maha: mmzaitoun@just.edu.jo
CY - US
DO - 10.1044/2022_AJA-21-00038
KW - *Clinical Practice
*Health Personnel Attitudes
*Job Knowledge
*Physicians
*Hearing Loss
Disease Management
M1 - 31
PY - 2022
SP - 370-379
ST - Knowledge, attitude, and practice of hearing loss among physicians in Jordan
T3 - Zaitoun, Maha
Alqudah, Safa
Nuseir, Amjad
TI - Knowledge, attitude, and practice of hearing loss among physicians in Jordan
ID - 14445
ER -
TY - HEAR
AB - Children who are deaf and hard of hearing (DHH) often demonstrate pragmatic
language difficulties which can impact academic and social outcomes. This
randomized control trial for DHH children, ages 3–12 years, explored the
Technology-Assisted Language Intervention (TALI), incorporating augmentative and
alternative communication technology (AAC) into traditional speech/language
therapy, compared to treatment-as-usual (TAU) to determine impact on pragmatics.
Pragmatic outcome measures included parent reported Pragmatics Profile of the CELF-
5 (for children age ≥5 years) and CELF-P Descriptive Pragmatics Profile (for
children p = 0.04) and also showed significant gains on two of the three subscales.
For children ≥5 years, no significant VABS changes were seen in either intervention
group. For children p = 0.01), while gains for children in TAU on the Communication
and Social domain standard scores were not statistically significant. These
promising results support the need for additional research exploring the
effectiveness of AAC supported speech/language therapy to enhance DHH children’s
pragmatic language skills. (PsycInfo Database Record (c) 2023 APA, all rights
reserved)
AD - Mood, Deborah: Division of Developmental and Behavioral Pediatrics,
Children’s Hospital Colorado, Department of Pediatrics, University of Colorado
Anschutz, Aurora, CO, US, deborah.mood@cuanschutz.edu
CY - United Kingdom
DO - 10.1080/14643154.2022.2135731
*Deafness
*Pragmatics
*Profiles (Measurement)
*Treatment Outcomes
*Language Therapy
Hearing Loss
M1 - 24
PY - 2022
SP - 334-355
ST - Technology assisted language intervention (TALI) for children who are
deaf/hard of hearing: Promising impact on pragmatic skills
T3 - Mood, Deborah
Sheldon, Rose
Tabangin, Meredith
Wiley, Susan
Meinzen-Derr, Jareen
TI - Technology assisted language intervention (TALI) for children who are
deaf/hard of hearing: Promising impact on pragmatic skills
ID - 14256
ER -
TY - HEAR
AB - The academic achievement of deaf and hard-of-hearing (DHH) students depends
on the interaction of many factors, including student and family characteristics
and experiences inside and outside school. Several questionnaires have previously
been designed for evaluating the listening skills of deaf English-speaking children
in school environments. This study's objective was to validate an Arabic
questionnaire to evaluate deaf Egyptian Arabic-speaking children's listening
skills. The Arabic questionnaire for listening skills in the school environment was
adapted by translating items from an English questionnaire into Arabic. The
questionnaire was administered to 70 Arabic-speaking Egyptian children 7–12 years,
including 30 children with typical hearing, 30 deaf children fitted with hearing
aids, and ten deaf children with cochlear implants. Typical hearing children
demonstrated the best performance with a non-significant difference between
children who use cochlear implants and hearing aids. The degree of hearing loss and
language therapy duration were the best predictors of deaf Egyptian children's
listening skills. The adapted Arabic questionnaire is a valid and reliable
functional assessment tool that can be used to evaluate and monitor Arabic-speaking
deaf students’ listening skills in the school environment. (PsycInfo Database
AD - Abou-Elsaad, Tamer: taboelsaad@hotmail.com
CY - United Kingdom
DO - 10.1080/14643154.2021.1904545
*Deafness
*Education
*Questionnaires
*School Environment
*Test Validity
Hearing Loss
M1 - 24
PY - 2022
SP - 179-196
ST - Validation of an Arabic listening inventory for the education of deaf
children in Egypt
T3 - Afsah, Omayma
Elawady, Sara
Elshawaf, Wessam
Abou-Elsaad, Tamer
TI - Validation of an Arabic listening inventory for the education of deaf
children in Egypt
ID - 14200
ER -
TY - HEAR
AB - The ability to localize sounds in patients with Unilateral Hearing Loss (UHL)
is usually disrupted due to alteration in the integration of binaural cues.
Nonetheless, some patients are able to compensate deficit using adaptive
strategies. In this study, we explored the neural correlates underlying this
adaptation. Twenty-one patients with UHL were separated into 3 groups using cluster
analysis based on their binaural performance. The resulting clusters were referred
to as better, moderate, and poorer performers cluster (BPC, MPC, and PPC). We
measured the mismatch negativity (MMN) elicited by deviant sounds located at 10°,
20°, and 100° from a standard positioned at 50° ipsilateral to the deaf ear. The
BPC exhibited significant MMN for all 3 deviants, similar to normal hearing (NH)
subjects. In contrast, there was no significant MMN for 10° and 20° deviants for
the PPC and for NH when one ear was plugged and muffed. Scalp distribution was
maximal over central regions in BPC, while PPC showed more frontal MMN
distribution. Thus, the BPC exhibited a contralateral activation pattern, similar
to NH, while the PPC exhibited more symmetrical hemispheric activation. MMN can be
used as a neural marker to reflect spatial adaptation in patients with UHL.
AD - Alzaher, Mariam: Research Center of Brain and Cognition (CerCo/CNRS),
University Hospital of Toulouse (CHU - Purpan), Toulouse, France,
Mariam.alzaher@cnrs.fr
CY - United Kingdom
DO - 10.1093/cercor/bhad033
KW - *Adaptation
*Auditory Stimulation
*Ear (Anatomy)
*Neural Plasticity
*Patients
*Mismatch Negativity
Hearing Loss
M1 - 33
PY - 2023
SP - 7221-7236
ST - Brain plasticity and auditory spatial adaptation in patients with unilateral
hearing loss
T3 - Alzaher, Mariam
Strelnikov, Kuzma
Marx, Mathieu
Barone, Pascal
TI - Brain plasticity and auditory spatial adaptation in patients with unilateral
hearing loss
ID - 14561
ER -
TY - HEAR
AB - There is scarce research on adapting evidence‐based practices, such as
Applied Behavior Analysis (ABA)‐based therapy, for Deaf/Hard of Hearing (DHH)
children diagnosed with autism spectrum disorder (ASD). The current case involved
delivering intensive ABA‐based intervention for improving communication skills to a
5‐year‐old child, Lilly, with dual diagnoses of DHH and ASD. Teaching procedures
were modified to include consideration of deaf cultural norms, incorporation of
American Sign Language (ASL)‐specific instructional procedures, and consultation
with an ASL interpreter within all intervention sessions. Outcome data measured by
the Verbal Behavior Milestones Assessment and Placement Program (VB‐MAPP) reflected
rapid skill acquisition across multiple verbal operants within a 7‐month admission.
Recommendations on how to deliver intensive ABA‐based intervention services to
children with dual diagnoses of DHH and ASD are provided for further research and
discussion. Utilizing modified behavior analytic procedures can provide increased
access to needed services for this population. (PsycInfo Database Record (c) 2023
CY - US
DO - 10.1002/bin.1960
*Communication Skills Training
*Deafness
*Hearing Disorders
Applied Behavior Analysis
PB - John Wiley & Sons
PY - 2023
ST - Considerations for practitioners using applied behavior analysis therapy with
autistic deaf/hard of hearing clients
T3 - Edmier, Kathleen
Kazee, Amanda
Yosick, Rachel
TI - Considerations for practitioners using applied behavior analysis therapy with
autistic deaf/hard of hearing clients
ID - 14193
ER -
TY - HEAR
AB - Between 1 to 2 of every 1,000 children are born deaf or hard of hearing (DHH)
and, of those, 30–50% have additional disabilities, including Autism Spectrum
Disorder (ASD). Most measures assessing ASD characteristics rely on some degree of
behavioral response to sound (e.g., responding to name, listening response), and
may not be appropriate for use with children who are DHH. Further, ASD specific
measures do not provide information on a child’s functional abilities across
developmental domains. We conducted a cross-sectional analysis comparing mean T-
scores on a standardized multidimensional measure, the Behavior Assessment System
for Children, Third Edition, Parent Rating Scale (BASC-3 PRS), across three groups
matched for age and sex: children who are DHH and diagnosed with ASD (DHH + ASD; n
= 16); children who are DHH without ASD (DHH-ASD; n = 16); and children who are
typically hearing with ASD (H + ASD; n = 16). Analyses revealed statistically
significant differences across scales of Attention Problems, Atypicality,
Withdrawal, Behavioral Symptoms Index, Social Skills, Leadership, Functional
Communication, Activities of Daily Living, Adaptive Skills, Autism Probability
Indices, and Developmental Social Disorders. Pairwise comparisons showed DHH + ASD
and H + ASD mean T-scores were statistically similar and distinct from DHH-ASD mean
T-scores on all these scales except for Withdrawal, Leadership, Functional
Communication, and Activities of Daily Living, where pairwise comparisons varied.
The findings add to the literature on ASD and DHH children and call for further
exploration of the BASC-3 as a tool for both evaluation of ASD and the development
of individualized treatment plans in this unique population. (PsycInfo Database
AD - Spellun, Arielle: arielle.spellun@bmc.org
CY - Germany
DO - 10.1007/s10802-023-01115-3
*Behavioral Assessment
*Deafness
*Diagnosis
*Parents
*Rating Scales
Hearing Loss
PB - Springer
PY - 2023
ST - Diagnostic utility of parent ratings on the behavior assessment system for
children-third edition in children who are deaf and hard of hearing and diagnosed
with autism spectrum disorder
T3 - Spellun, Arielle
Herlihy, Megan
Taketa, Emily
Graham, Amber
Fasano-McCarron, Matthew
Hasenbalg, Samantha
Clark, Terrell
Linnea, Kate
Isquith, Peter
Landsman, Rachel
TI - Diagnostic utility of parent ratings on the behavior assessment system for
children-third edition in children who are deaf and hard of hearing and diagnosed
with autism spectrum disorder
ID - 14301
ER -
TY - HEAR
AB - Background Deaf and hard‐of‐hearing (DHH) patients are a priority population
for emergency medicine health services research. DHH patients are at higher risk
than non‐DHH patients of using the emergency department (ED), have longer lengths
of stay in the ED and report poor patient–provider communication. This qualitative
study aimed to describe ED care‐seeking and patient‐centred care perspectives among
DHH patients. Methods This qualitative study is the second phase of a mixed‐methods
study. The goal of this study was to further explain quantitative findings related
to ED outcomes among DHH and non‐DHH patients. We conducted semistructured
interviews with 4 DHH American Sign Language (ASL)‐users and 6 DHH English speakers
from North Central Florida. Interviews were transcribed and analysed using a
descriptive qualitative approach. Results Two themes were developed: (1) DHH
patients engage in a complex decision‐making process to determine ED utilization
and (2) patient‐centred ED care differs between DHH ASL‐users and DHH English
speakers. The first theme describes the social‐behavioural processes through which
DHH patients assess their need to use the ED. The second theme focuses on the
social environment within the ED: patients feeling stereotyped, involvement in the
care process, pain communication, receipt of accommodations and discharge
processes. Conclusions This study underscores the importance of better
understanding, and intervening in, DHH patient ED care‐seeking and care delivery to
improve patient outcomes. Like other studies, this study also finds that DHH
patients are not a monolithic group and language status is an equity‐relevant
indicator. We also discuss recommendations for emergency medicine. Patient or
Public Contribution This study convened a community advisory group made up of four
DHH people to assist in developing research questions, data collection tools and
validation of the analysis and interpretation of data. Community advisory group
members who were interested in co‐authorship are listed in the byline, with others
in the acknowledgements. In addition, several academic‐based co‐authors are also
deaf or hard of hearing. (PsycInfo Database Record (c) 2023 APA, all rights
reserved)
CY - United Kingdom
DO - 10.1111/hex.13842
KW - *Client Attitudes
*Deafness
*Emergency Services
*Health Care Seeking Behavior
*Patient Centered Care
Hearing Loss
PY - 2023
ST - Emergency department patient‐centred care perspectives from deaf and hard‐of‐
hearing patients
T3 - James, Tyler G.
Sullivan, Meagan K.
McKee, Michael M.
Rotoli, Jason
Maruca, David
Stachowiak, Rosemarie
Cheong, JeeWon
Varnes, Julia R.
TI - Emergency department patient‐centred care perspectives from deaf and hard‐of‐
hearing patients
ID - 14659
ER -
TY - HEAR
AB - Children with disabilities are abused, including sexually abused, at higher
rates than their non-disabled counterparts. To ensure access to justice for all
child victims of violence, child protection systems must have adequate protocols
and training to support each child, including those who are hard of hearing or
deaf. One important modification is ensuring that investigative interview
protocols, such as the National Institute of Child Health and Human Development
investigative interview protocol (NICHD), are adapted to provide hard of hearing
children with the interview’s full benefits. The current report presents an
innovative effort to develop a culturally-sensitive translation of the NICHD from
Brazilian Portuguese to Brazilian Sign Language (LIBRAS) and an accompanying
training on the NICHD for translators (NICHD-LIBRAS). The NICHD-LIBRAS was
translated by a three-step process. In Step 1, the Brazilian NICHD was translated
by a certified LIBRAS translator into morphemes. In Step 2, the authors used a
modulation format to detect discrepancies between the original protocol and the
translated language. Finally, in Step 3, the protocol was recorded into a video
format, back-translated by a certified LIBRAS interpreter, and posted on YouTube.
The tool is publicly available for Brazilian professionals and for researchers to
test its efficacy and feasibility. The current brief report aims to encourage
future efforts to adapt investigative interview protocols for children with
disabilities and to advance access to justice for children from diverse contexts.
AD - Aznar-Blefari, Carlos: Rua Sydney Rangel Santos, 238 – Santo Inacio,
Curitiba, Brazil, sdpriolo@gmail.com
CY - Netherlands
DO - 10.1016/j.childyouth.2022.106763
KW - *Deafness
*Psychometrics
*Sign Language
*Training
*Hearing Loss
Human Development
Justice
Sensory Adaptation
Violence
M1 - 145
PY - 2023
SP - 1-6
ST - Increasing access to justice for children: A brief report on the Brazilian
Sign Language version of the NICHD protocol
T3 - Aznar-Blefari, Carlos
Benevides, Ana Rebeca Domingues
Rogenski, Raquel Heli
Pinto, Milena Maria
Priolo-Filho, Sidnei R.
Katz, Carmit
Goldfarb, Deborah
TI - Increasing access to justice for children: A brief report on the Brazilian
Sign Language version of the NICHD protocol
ID - 14453
ER -
TY - HEAR
AB - Hearing loss adversely affects language and literacy development and reading
difficulties of deaf and hard of hearing (d/Dhh) students are well documented by a
large body of research. Effective instructional strategies that employ evidence-
based strategies to support the reading development of d/Dhh students are required.
Therefore, the purpose of this dissertation was to gather perceptions of experts
related to evidence-based literacy practices and Visual Phonics. Two separate but
related studies were conducted. Study 1 used a mixed-method design (survey and
interviews) with Turkish special education faculty. Study 2 used a survey that was
similar to Study 1 and was conducted with American experts whose area of expertise
is reading and deafness. Purposeful sampling was utilized, and experts were
contacted via email. The online surveys were opened for two months, and reminder
emails were sent to increase response rates. Results showed that all five reading
components of the National Reading Panel were found to be important for effective
literacy instruction, and a variety of evidence-based practices based on the
individual needs of students should be used. Focusing on blending and segmenting,
morphological decoding, and teaching common spelling patterns were the most highly
rated practices for phonemic awareness and phonics instruction. For fluency
instruction, modeling fluent reading, repeated readings, and teaching self-
monitoring and self-correction were the top-recommended practices. Additionally,
best vocabulary practices were providing a language-rich environment to support
indirect vocabulary learning, teaching word-learning strategies, and using
multimedia approaches. Finally, the most recommended practices for reading
comprehension instruction were metacognitive strategies, activating background
knowledge, teaching story structure, question answering, and summarization.Turkish
scholars had favorable (agree or strongly agree) attitudes toward Visual Phonics.
They believe that Turkish adaptation of Visual Phonics may help students with
disabilities to prevent or minimize early reading difficulties and, also, using
Visual Phonics is appropriate for the Turkish educational system and across
different student populations. In addition, qualitative findings from in-depth
interviews revealed that Visual Phonics is expected to be effective for Turkish
d/Dhh students and other students with disabilities as well as typically developing
early readers. Interviewees stated that the Turkish educational system lacks
effective evidence-based strategies, and any evidence-based practice, with
adaptations, would be helpful.The present study also found that American experts
believed that Visual Phonics is appropriate to use with d/Deaf and hard of hearing
students, other students with disabilities, English Language Learners, typical
students who are learning to read, children who are at-risk for reading failure,
and elementary-aged students. Participants stated that Visual Phonics improves
phonemic awareness, phonics, and spelling. It is easy to use and engages students.
Participants remarked that teaching tips and strategies for Visual Phonics need to
be based on the individual needs of students, but any fun and effective strategy
for teaching phonemic awareness and phonics such as initial sound, segmenting, and
blending can be used. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
CY - US
KW - *Experience Level
*Phonics
*Reading
*Teaching Methods
*Hearing Loss
Deafness
Literacy
Phonological Awareness
M1 - 84
PY - 2023
SN - 0419-4209(Print)
ST - Perspectives of experts on the evidence-based reading practices and visual
phonics
T3 - Kart, Ayse Nur
TI - Perspectives of experts on the evidence-based reading practices and visual
phonics
ID - 14611
ER -
TY - JOUR
AB - Background: Several studies have assessed the Quality of Life (QoL) in Deaf
and hard-of-hearing (DHH) children and adolescents. The findings from these
studies, however, vary from DHH children reporting lower QoL than their typically
hearing (TH) peers to similar QoL and even higher QoL. These differences have been
attributed to contextual and individual factors such as degree of access to
communication, the participants’ age as well as measurement error. Using written
instead of sign language measures has been shown to underestimate mental health
symptoms in DHH children and adolescents. It is expected that translating generic
QoL measures into sign language will help gain more accurate reports from DHH
children and adolescents, thus eliminating one of the sources for the observed
differences in research conclusions. Hence, the aim of the current study is to
translate the Inventory of Life Quality in Children and Adolescents into Norwegian
Sign Language (ILC-NSL) and to evaluate the psychometric properties of the self-
report of the ILC-NSL and the written Norwegian version (ILC-NOR) for DHH children
and adolescents. The parent report was included for comparison. Associations
between child self-report and parent-report are also provided. Methods: Fifty-six
DHH children completed the ILC-NSL and ILC-NOR in randomized order while their
parents completed the parent-report of the ILC-NOR and a questionnaire on hearing-
and language-related information. Internal consistency was examined using Dillon-
Goldstein’s rho and Cronbach’s alpha, ILC-NSL and ILC-NOR were compared using
intraclass correlation coefficients. Construct validity was examined by partial
least squares structural equation modeling (PLS-SEM). Results: Regarding
reliability, the internal consistency was established as acceptable to good,
whereas the comparison of the ILC-NSL with the ILC-NOR demonstrated closer
correspondence for the adolescent version of the ILC than for the child version.
The construct validity, as evaluated by PLS-SEM, resulted in an acceptable fit for
the proposed one-factor model for both language versions for adolescents as well as
the complete sample. Conclusion: The reliability and validity of the ILC-NSL seem
promising, especially for the adolescent version, even though the validation was
based on a small sample of DHH children and adolescents. (PsycInfo Database Record
AD - Aanondsen, Chris Margaret: Unit for Deaf and Hard-of-Hearing Children and
Adolescents in Central Norway, Department of Child and Adolescent Psychiatry, St.
Olavs Hospital Trondheim University Hospital, Trondheim, Norway,
chris.m.aanondsen@ntnu.no
AU - Aanondsen, Chris Margaret
AU - Jozefiak, Thomas
AU - Heiling, Kerstin
AU - Lydersen, Stian
AU - Rimehaug, Tormod
DO - 10.1186/s40359-021-00590-x
KW - *Construct Validity
*Deafness
*Psychometrics
*Sign Language
*Test Reliability
Inventories
Quality of Life
Self-Report
Test Construction
PY - 2021
ST - Psychometric properties of the Inventory of Life Quality in children and
adolescents in Norwegian Sign Language
T2 - BMC Psychology
TI - Psychometric properties of the Inventory of Life Quality in children and
adolescents in Norwegian Sign Language
VL - 9
ID - 14260
ER -
TY - JOUR
AB - The majority of studies on mental health in deaf and hard-of-hearing (DHH)
children report a higher level of mental health problems. Inconsistencies in
reports of prevalence of mental health problems have been found to be related to a
number of factors such as language skills, cognitive ability, heterogeneous samples
as well as validity problems caused by using written measures designed for
typically hearing children. This study evaluates the psychometric properties of the
self-report version of the Strengths and Difficulties Questionnaire (SDQ) in
Norwegian Sign Language (NSL; SDQ-NSL) and in written Norwegian (SDQ-NOR). Forty-
nine DHH children completed the SDQ-NSL as well as the SDQ-NOR in randomized order
and their parents completed the parent version of the SDQ-NOR and a questionnaire
on hearing and language-related information. Internal consistency was examined
using Dillon–Goldstein’s rho, test–retest reliability using intraclass
correlations, construct validity by confirmatory factor analysis (CFA), and partial
least squares structural equation modeling. Internal consistency and test–retest
reliability were established as acceptable to good. CFA resulted in a best fit for
the proposed five-factor model for both versions, although not all fit indices
reached acceptable levels. The reliability and validity of the SDQ-NSL seem
promising even though the validation was based on a small sample size. (PsycInfo
AD - Aanondsen, Chris Margaret: RKBU Midt-Norge, NTNU, Postboks 8905 MTFS,
Trondheim, Norway, 7491, chris.m.aanondsen@ntnu.no
AU - Aanondsen, Chris Margaret
AU - Jozefiak, Thomas
AU - Heiling, Kerstin
AU - Rimehaug, Tormod
IS - 1
KW - *Mental Health
*Psychometrics
*Self-Report
*Sign Language
Test Validity
Test-Retest Reliability
PY - 2020
SP - 91-104
ST - Validation of the Strengths and Difficulties Self-Report in Norwegian Sign
Language
T2 - Journal of Deaf Studies and Deaf Education
TI - Validation of the Strengths and Difficulties Self-Report in Norwegian Sign
Language
VL - 25
ID - 14590
ER -
TY - THES
AB - The purpose of this study was to compare the sentence perception abilities of
adult late-deafened cochlear implant (CI) users for non-accented General American
English (GAE) spoken by an adult male to the sentence perception for Spanish-
American-Accented English (SpAAE) spoken by an adult male. Although CI technology
has benefited from advances in device design and processing capabilities, the
speech and language assessments used to verify function of and assess conventional
progress with the devices have changed little since CIs were introduced. The
standard speech-testing protocol typically includes recorded tests of monosyllabic
words and sentences spoken by male talkers of GAE. The limited scope of these
speech perception materials does not reflect the varied listening situations,
talker type and speaking modes that CI users encounter on a daily basis, thus
minimizing the ability of clinicians to accurately assess speech recognition
ability, to counsel recipients regarding “real-world” benefit, and to plan
intervention. There is a growing body of research suggesting that stimulus
variability, due to talker characteristics such as age or gender, results in poorer
speech perception scores as compared to standard GAE male talker stimuli. One type
of talker variability that has not been studied in the CI speech perception
literature is perception of non-native speaker accent. Given that the Spanish-
speaking population is the fastest growing language group in the US, particularly
along the coastal regions, it follows that CI users may increasingly find
themselves in communicative situations with individuals who speak SpAAE. To study
the effect of accent on speech perception ability, new recordings of the Hearing in
Noise Test (HINT) sentences spoken by three GAE male talkers and three SpAAE male
talkers were developed. Degree-of-accent ratings of the new recordings, obtained by
three independent raters, suggest that the new SpAAE recordings represent a
moderate Spanish accent. Twenty-one adult post-lingual CI recipients and twenty-two
normal-hearing controls participated in this study. The CI recipients were divided
into two groups based on the onset of deafness: (1) early post-lingual (n = 7), and
(2) late post-lingual (n = 14). A research version of the computerized HINT was
used to assess speech perception ability in quiet and adaptively in noise. Results
of HINT testing of CI users were compared to those of the normal-hearing (NH)-
control group. The NH and CI groups all demonstrated poorer perception of SpAAE vs.
GAE; however, the difference between GAE and SpAAE scores was larger for the CI
groups, suggesting greater difficulty understanding SpAAE for the CI Groups
compared to the NH group. Adaptation, executive functioning and select demographic
factors were considered to account for performance differences between perception
of GAE and SpAAE. There was no evidence of adaptation to SpAAE in either the NH or
CI Groups. Executive functioning, measured using the BRIEF-A, interacted with
perception of GAE for the NH group and with perception of SpAAE for the CI group.
Small, but significant effects of age on SpAAE perception were found with the CI
group. In summary, perception of SpAAE was more challenging for CI users. With the
new materials developed for this study, perception of SpAAE can be assessed in CI
users using the HINT. It is recommended that CI programming audiologists and aural
rehabilitation specialists consider the potential difficulties CI users may
encounter when listening to accented English by adding a test of accented English
to the pre-implant candidacy test battery and to the post-implant monitoring test
battery in addition to neuropsychological tests such as the BRIEF-A. Counseling
regarding speech perception ability in the presence of talker variability is also
indicated. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AU - Adamovich, Stephanie Leigh Wixom
CY - US
*Deafness
*Speech Perception
Ability Level
Sentences
PY - 2010
SN - 0419-4217(Print)
SP - 5408-5408
ST - Adult post-lingually deafened cochlear implant users' perception of Spanish-
American-Accented English
TI - Adult post-lingually deafened cochlear implant users' perception of Spanish-
American-Accented English
VL - 70
ID - 14457
ER -
TY - GEN
AB - Background: Deafness is the most common sensory impairment in human beings,
with significant social and psychological implications. Several questionnaires were
designed to evaluate the social and emotional abilities of English-speaking deaf
children. This study's objective was to create Arabic questionnaires to assess the
social abilities of Arabic-speaking Egyptian deaf children. Methods: Two Arabic
questionnaires targeting social abilities were designed by selecting items from two
English-based questionnaires and translating them into Arabic. The questionnaires
were administered to 140 Egyptian children aged 3–12 years who were arranged into
two age groups. They included 60 children with typical hearing, 60 deaf children
fitted with hearing aids, and 20 children with cochlear implants. Results: Children
with typical hearing showed the best performance with non-significant differences
between cochlear implanted and hearing aided children. The best predictors of the
social abilities of Egyptian deaf children were language age and severity of
hearing loss. Conclusion: The designed Arabic questionnaires are valid and reliable
functional assessment tools that can be used to evaluate and monitor the social
performance of deaf children. (PsycInfo Database Record (c) 2023 APA, all rights
reserved)
AD - Abou-Elsaad, Tamer: Phoniatric Unit, ORL Department, Faculty of Medicine,
Mansoura University, Mansoura, Egypt, 35516, taboelsaad@hotmail.com
AU - Afsah, Omayma
AU - Elawady, Sara
AU - Elshawaf, Wessam
AU - Abou-Elsaad, Tamer
DO - 10.1080/14643154.2021.1905940
*Cochlear Implants
*Deafness
*Questionnaires
*Test Construction
*Test Reliability
*Test Validity
Socioemotional Functioning
M3 - doi:10.1080/14643154.2021.1905940
PY - 2022
SP - 267-287
ST - Development of a functional social assessment tool for Arabic-speaking
Egyptian deaf children
TI - Development of a functional social assessment tool for Arabic-speaking
Egyptian deaf children
ID - 14198
ER -
TY - CHAP
AB - Composing an academic essay requires language proficiency, content knowledge,
and writing skill. Training students to use their knowledge and skills to produce
fluent, coherent, and interesting academic writing is the goal of many first-year
English composition courses at North American universities. Deaf and hard-of-
hearing (DHH) students when composing are faced with challenges similar to hearing
L2 students. But DHH students who have learned a sign language typically come to
the task with less such experience, because sign languages have no common written
form. Mindful of this challenge, instructors in North America have found ingenious
ways to take advantage of students' knowledge of American Sign Language (ASL) to
plan, produce, and revise text. The goal of our study was to investigate the effect
of a dictation-with-translation-paradigm on the process of composing and the
quality of a college essay. In this study, the paradigm would only be used for
production of a first draft. Students could then make whatever revisions they
wished in subsequent drafts, thus preserving authorship of the text. Here, students
signed their drafts to a sign-language interpreter who voiced an English version
into a computer equipped with ASR software. In this study, the main question was
whether students would benefit from dictating a draft in ASL and then seeing a
printed English translation of it almost immediately. Would students find a
dictation-with-translation-paradigm helpful in writing a first draft of a college
essay, and would this paradigm make a difference in the quality of the writing? In
other words, if this paradigm reduced cognitive load, would the writers compose
longer texts and produce more coherent writing? (PsycInfo Database Record (c) 2022
AD - Albertini, John: NTID, RIT, 52 Lomb Memorial Drive, Rochester, NY, US,
jaancr@rit.edu
AU - Albertini, John
AU - Stinson, Michael
AU - Zangana, Argiroula
DO - 10.1093/acprof:oso/9780199827282.003.0008
KW - *Deafness
*Human Channel Capacity
*Teaching Methods
*Technology
*Written Language
College Students
PY - 2014
SN - 978-0-19-982728-2 (Hardcover)
SP - 100-110
ST - Composing academic essays: Using dictation and technology to improve fluency
T2 - Writing development in children with hearing loss, dyslexia, or oral language
problems: Implications for assessment and instruction.
TI - Composing academic essays: Using dictation and technology to improve fluency
ID - 14593
ER -
TY - THES
AB - Members of culturally minoritized groups may experience stress during the
process of acculturation as they navigate between their minoritized culture and the
dominant culture of a society (Suarez-Morales, Dillon, & Szapocznik, 2007).
Acculturative stress represents the effects of the struggles involved in
acculturation, including pressures to retain aspects of one's heritage culture, and
pressures to acquire aspects of the dominant culture (Rodriguez, Myers, Mira,
Flores, & Garcia-Hernandez, 2002; Schwartz & Zamboanga, 2008). To date, no measure
exists for assessing levels of acculturative stress among deaf adults. A previous
study examined levels of acculturative stress among a sample of deaf undergraduate
students using the SAFE-D (Aldalur, Pick, Schooler, & Maxwell-McCaw, 2020), a
modified version of the 24-item Societal Attitudinal Familial and Environmental
Acculturative Stress Scale (SAFE; Mena, Padilla, & Maldonado, 1987) and results
indicated that acculturative stress was a serious concern among the deaf students.
However, several limitations to the SAFE-D were noted as the content was not
developed specific to the acculturative experiences of deaf individuals and results
suggested that a bidirectional model of acculturative stress would more accurately
capture deaf acculturative stress (Aldalur et al., 2020). The goal of the current
project was to develop a structured scale of deaf acculturative stress, the Deaf
Acculturative Stress Inventory (DASI). The DASI was developed through a sequential,
and iterative, scale development procedure including theory specification,
literature review, data collection, item development, expert review, item
refinement, and pilot testing. This goal was accomplished in two parts. Part I
involved conducting a qualitative, in-depth exploration of the acculturative stress
experiences of deaf adults via semi-structured focus group interviews. The
construct of deaf acculturative stress was defined, the psychological impact of
such stress was highlighted, and deaf specific coping resources were identified.
Part II involved item development, expert review, item refinement, and pilot
testing of the initial scale on a sample of deaf adults across the country. The
DASI was developed and evidence for the reliability and validity of the scale was
examined through its association with Deaf and Hearing acculturation and
psychological adjustment. The utility and applications of the current DASI are
discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AU - Aldalur, Aileen
CY - US
KW - *Acculturation
*Deafness
*Stress
*Test Construction
*Test Validity
Inventories
Students
PY - 2021
SN - 0419-4217(Print)
ST - The Deaf Acculturative Stress Inventory (DASI): Development and validation of
an acculturative stress inventory for deaf adults
TI - The Deaf Acculturative Stress Inventory (DASI): Development and validation of
an acculturative stress inventory for deaf adults
VL - 82
ID - 14345
ER -
TY - GEN
AB - Purpose/Objective: Members of minority groups may face stress as they
navigate between their native culture and the dominant culture. No measure exists
for evaluating acculturative stress among deaf individuals in the United States.
The current study examined the psychometric properties of a modified version of the
24-item Social Attitudinal Familial and Environmental Acculturative Stress Scale
(SAFE; Mena, Padilla, & Maldonado, 1987) for use with deaf undergraduate students
(SAFE-D). Research Method/Design: 145 (88 females and 57 males), deaf,
undergraduate students (Median age = 20.0; SD age = 4.9) from a bilingual,
multicultural university were included in the study. Seventy-four percent were
White, 10.4% Hispanic/Latino, 9.7% Black/African American, 0.7% Asian, and 9%
multiracial. The SAFE-D included 23 items. Ten items were modified, 2 items were
deleted, and 1 item was added. Results: The SAFE-D demonstrated high internal
reliability (α = .931). Four factors were identified: Perceived Societal Barriers,
Social Difficulties, Family Marginalization, and Discrimination. Evidence for
construct validity was demonstrated through the association of SAFE-D scores with
Deaf and Hearing acculturation. Conclusions/Implications: Levels of acculturative
stress in the current sample were close to those reported among late immigrant and
English as a Second Language undergraduate students. The 4 factors did not match
those of the original SAFE scale but reflected a bidirectional model of
acculturative stress unique to deaf individuals. These findings suggest that
acculturative stress is a serious concern among deaf undergraduate students and
that the SAFE-D can be used to assess deaf acculturative stress in this population.
AD - Aldalur, Aileen: Department of Psychology, Gallaudet University, 800 Florida
Avenue North East, Washington, DC, US, 20002, aileen.aldalur@gallaudet.edu
AU - Aldalur, Aileen
AU - Pick, Lawrence H.
AU - Schooler, Deborah
AU - Maxwell-McCaw, Deborah
DO - 10.1037/rep0000315
KW - *Acculturation
*College Students
*Deafness
*Stress
*Test Reliability
Environmental Stress
Mainstreaming (Educational)
Minority Groups
Social Environments
Test Construction
M3 - doi:10.1037/rep0000315
PY - 2020
SP - 173-185
ST - Psychometric properties of the SAFE-D: A measure of acculturative stress
among deaf undergraduate students
TI - Psychometric properties of the SAFE-D: A measure of acculturative stress
among deaf undergraduate students
ID - 14676
ER -
TY - THES
AB - Substance abuse and dependence are assumed to occur at the same frequency in
hearing and Deaf communities, although screening instruments for substance use
disorders have not yet been created and validated in American Sign Language (ASL).
The aim of this study was to create and validate a new substance abuse screening
tool in ASL. In order to create a valid and appealing screening tool for Deaf
populations, the researcher created a pool of items, and collected feedback from
nationally-known experts in Deafness and substance abuse. The final item list was
translated into ASL by an Austin team of experts, and a native signer was filmed
signing the items. The video clips were matched with the web page to create the
instrument, which was put onto a laptop computer. The final validation of 131 Deaf
individuals across five sites in the United States indicated a Cronbach's alpha
of .87 for ten items. Convergent validity was established using the Major
Depression section of Module A of the SCID. A significant relationship was found
between major depression and score (r = .305, p = .000). Discriminant validity was
assessed by examining the relationship between age and score and, as hoped, no
significant correlation was found (r = -.079, p = .367). Further evidence of
convergent construct validity was evidenced by the correlation between score and
diagnosis. There is a significant correlation on the DAAD for individuals who have
an alcohol dependence diagnosis (r = .555, p = .000, alpha; = .01) or a substance
dependence diagnosis (r = .569, p = .000, alpha; = .01). Known-groups validity was
evidenced via using ANOVA on the transformed data, with the Eta statistic as the
validity coefficient. Eta was significant at the .05 level (Eta = .626, Eta 2
= .392), indicating a strong association. The result is that a culturally sensitive
screening will be available identify Deaf individuals who have substance dependence
disorders. The instrument may also help researchers who are trying to estimate the
number of Deaf people who have substance dependence disorders or are interested in
screening Deaf individuals for substance dependence disorders for other research
purposes. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AU - Alexander, Tara Lynn
CY - US
KW - *Deafness
*Drug Abuse
*Drug Dependency
*Psychometrics
*Test Validity
Clients
Construct Validity
Screening
PY - 2005
SN - 0419-4209(Print)
SP - 756-756
ST - Substance abuse screening with deaf clients: Development of a culturally
sensitive scale
TI - Substance abuse screening with deaf clients: Development of a culturally
sensitive scale
VL - 66
ID - 14390
ER -
TY - COMP
AB - Hard-of-hearing (HH) individuals typically have difficulties finding their
path in the hearing world and while experiences are similar to their Deaf
counterparts, they often require different solutions to come to terms with their
identity (Collins, 2005; Laszlo, 1994; Leigh, 2009; Luft. 2016; Ross, 2001; Ross,
2005; Yoshinaga-Itano & Wiggin, 2016). Due to the complexities and issues
surrounding HH individuals, the purpose of this study was to examine factors that
may influence psychological well-being in this community. The study used the
Rosenberg Self-Esteem Scale, the Satisfaction with Life Scale, to assess sense of
belonging in self-identified HH people. The study also used the Deaf Acculturation
Scale to examining the connection between deaf-related acculturation styles and
overall psychological well-being. Recruitment efforts resulted in 1 1 1 college
students who self-identified as HH. 49.1 % male and 50.9% female. Ethnicity
consisted of 54% Caucasian/White. 17.4% Asian. 13.8% African American/Black, 11.7%
Hispanic, 11% mixed/multiracial, 1.8% American Indian/Native American. or
Alaskan. .9% Arab/Middle Eastern, and .9% Other. Results indicated that overall
psychological wellbeing of individuals who self-identified as HH is impacted by
feelings of strong connection to a community regardless if it was in a Deaf or
Hearing community. Sense of belonging to any culture took precedence over variables
that include hearing ability and language competency. However. English competency
was positively related to satisfaction with life and American Sign Language (ASL)
was positively related to strength of acculturation to a culture. Strangely there
was a negative relationship between self-esteem and strength of acculturation.
possibly due to the low reliability in self-esteem measure in this sample. Previous
research supports the current findings of ndividuals who self-identify as HH in
this sample to have an adaptive overall psychological well-being and are
biculturally acculturated. It is recommended that future research is conducted on
this unique population. (PsycInfo Database Record (c) 2023 APA, all rights
reserved)
AU - Allen, Alesia Howard
CY - US
ET - 8-B
KW - *Acculturation
*Deafness
*Life Satisfaction
*Well Being
*Belonging
Professional Competence
Self-Esteem
Sign Language
PY - 2020
SN - 0419-4217(Print)
ST - Factors that influence psychological well-being in hard of hearing
individuals
TI - Factors that influence psychological well-being in hard of hearing
individuals
VL - 81
ID - 14323
ER -
TY - JOUR
AB - Since its publication in 2013, the Visual Communication and Sign Language
(VCSL) Checklist has been widely utilized to assess the development of early
American Sign Language skills of deaf children from birth to age 5. However, little
research has been published using the results of VCSL assessments. Notably, no
psychometric analyses have been conducted to verify the validity of the VCSL in a
population whose characteristics are different from those of the small sample of
native signing children from whom the published norms were created. The current
paper, using data from the online version of the VCSL (VCSL:O), addresses this
shortcoming. Ratings of the 114 VCSL items from 562 evaluations were analyzed using
a partial-credit Rasch model. Results indicate that the underlying skill across the
age range comprises an adequate single dimension. Within the items’ age groupings,
however, the dimensionality is not so clear. Item ordering, as well as item fit, is
explored in detail. In addition, the paper reports the benefits of using the
resulting Rasch scale scores, which, unlike the published scoring strategy that
focuses on basal and ceiling performance, makes use of the ratings of partial
credit, or emerging, skills. Strategies for revising the VCSL are recommended.
AD - Allen, Thomas E.: 8201 Garland Avenue, Takoma Park, MD, US, 20912,
teallen52@gmail.com
AU - Allen, Thomas E.
AU - Morere, Donna A.
DO - 10.1093/deafed/enac011
IS - 3
*Psychometrics
*Sign Language
Age Differences
Communication
Deafness
Indigenous Populations
Rating
PY - 2022
SP - 297-309
ST - Psychometric characteristics of the Visual Communication and Sign Language
Checklist
TI - Psychometric characteristics of the Visual Communication and Sign Language
Checklist
VL - 27
ID - 14666
ER -
TY - COMP
AB - This paper describes the construction of an electronic system that can
recognise twelve manual motions made by an interlocutor with one of their hands in
a situation with regulated lighting and background in real time. Hand rotations,
translations, and scale changes in the camera plane are all supported by the
implemented system. The system requires an Analog Devices ADSP BF-533 Ez-Kit Lite
evaluation card. As a last stage in the development process, displaying a letter
associated with a recognized gesture is advised. However, a visual representation
of the suggested algorithm may be found in the visual toolbox of a personal
computer. Individuals who are deaf or hard of hearing will communicate with the
general population thanks to new technology that connects them to computers. This
technology is being used to create new applications. (PsycInfo Database Record (c)
AD - Belay, Assaye: assaye@mtu.edu.et
AU - Alsaffar, Mohammad
AU - Alshammari, Abdullah
AU - Alshammari, Gharbi
AU - Almurayziq, Tariq S.
AU - Aljaloud, Saud
AU - Alshammari, Dhahi
AU - Belay, Assaye
CY - United Kingdom
DO - 10.1155/2021/6972192
KW - *Algorithms
*Computers
*Gestures
*Human Computer Interaction
Cameras
Illumination
Machine Learning
Microcomputers
M3 - doi:10.1155/2021/6972192
PB - Hindawi Limited
PY - 2021
ST - Human-computer interaction using manual hand gestures in real time
TI - Human-computer interaction using manual hand gestures in real time
VL - 2021
ID - 14603
ER -
TY - JOUR
AB - Unilateral auditory deprivation in early childhood can lead to cortical
strengthening of inputs from the stimulated side, yet the impact of this on
bilateral processing when inputs are later restored beyond an early sensitive
period is unknown. To address this, we conducted a longitudinal study with 13
bilaterally profoundly deaf adolescents who received unilateral access to sound via
a cochlear implant (CI) in their right ear in early childhood before receiving
bilateral access to sound a decade later via a second CI in their left ear.
Auditory‐evoked cortical responses to unilateral and bilateral stimulation were
measured repeatedly using electroencephalogram from 1 week to 14 months after
activation of their second CI. Early cortical responses from the newly implanted
ear and bilateral stimulation were atypically lateralized to the left ipsilateral
auditory cortex. Duration of unilateral deafness predicted an unexpectedly stronger
representation of inputs from the newly implanted, compared to the first implanted
ear, in left auditory cortex. Significant initial reductions in responses were
observed, yet a left‐hemisphere bias and unequal weighting of inputs favoring the
long‐term deaf ear did not converge to a balanced state observed in the binaurally
developed system. Bilateral response enhancement was significantly reduced in left
auditory cortex suggesting deficits in ipsilateral response inhibition of new,
dominant, inputs during bilateral processing. These findings paradoxically
demonstrate the adaptive capacity of the adolescent auditory system beyond an early
sensitive period for bilateral input, as well as restrictions on its potential to
fully reverse cortical imbalances driven by long‐term unilateral deafness.
AD - Anderson, Carly A.: Institute of Cognitive Neuroscience, University College
London, 17 Queen Square, London, United Kingdom, WC1N 3AZ, carly.anderson@ucl.ac.uk
AU - Anderson, Carly A.
AU - Cushing, Sharon L.
AU - Papsin, Blake C.
AU - Gordon, Karen A.
DO - 10.1002/hbm.25875
IS - 12
*Deafness
*Electroencephalography
Auditory Stimulation
Neural Plasticity
Adolescent Characteristics
PY - 2022
SP - 3662-3679
ST - Cortical imbalance following delayed restoration of bilateral hearing in deaf
adolescents
T2 - Human Brain Mapping
TI - Cortical imbalance following delayed restoration of bilateral hearing in deaf
adolescents
VL - 43
ID - 14610
ER -
TY - JOUR
AB - It has been suggested that visual language is maladaptive for hearing
restoration with a cochlear implant (CI) due to cross-modal recruitment of auditory
brain regions. Rehabilitative guidelines therefore discourage the use of visual
language. However, neuroscientific understanding of cross-modal plasticity
following cochlear implantation has been restricted due to incompatibility between
established neuroimaging techniques and the surgically implanted electronic and
magnetic components of the CI. As a solution to this problem, here we used
functional near-infrared spectroscopy (fNIRS), a noninvasive optical neuroimaging
method that is fully compatible with a CI and safe for repeated testing. The aim of
this study was to examine cross-modal activation of auditory brain regions by
visual speech from before to after implantation and its relation to CI success.
Using fNIRS, we examined activation of superior temporal cortex to visual speech in
the same profoundly deaf adults both before and 6 mo after implantation. Patients’
ability to understand auditory speech with their CI was also measured following 6
mo of CI use. Contrary to existing theory, the results demonstrate that increased
cross-modal activation of auditory brain regions by visual speech from before to
after implantation is associated with better speech understanding with a CI.
Furthermore, activation of auditory cortex by visual and auditory speech developed
in synchrony after implantation. Together these findings suggest that cross-modal
plasticity by visual speech does not exert previously assumed maladaptive effects
on CI success, but instead provides adaptive benefits to the restoration of hearing
after implantation through an audiovisual mechanism. (PsycINFO Database Record (c)
AD - Anderson, Carly A.: National Institute for Health Research, Nottingham
Biomedical Research Centre, Nottingham, United Kingdom, NG1 5DU,
carly.anderson2@nottingham.ac.uk
AU - Anderson, Carly A.
AU - Wiggins, Ian M.
AU - Kitterick, Pádraig T.
AU - Hartley, Douglas E. H.
DO - 10.1073/pnas.1704785114
IS - 38
KW - *Cochlea
*Speech Perception
*Temporal Lobe
Visual Acuity
PY - 2017
SP - 10256-10261
ST - Adaptive benefit of cross-modal plasticity following cochlear implantation in
deaf adults
T2 - PNAS Proceedings of the National Academy of Sciences of the United States of
America
TI - Adaptive benefit of cross-modal plasticity following cochlear implantation in
deaf adults
VL - 114
ID - 14680
ER -
TY - JOUR
AB - If the brain is deprived of input from one or more senses during development,
functional and structural reorganization of the deprived regions takes place.
However, little is known about how sensory deprivation affects large-scale brain
networks. In the present study, we use data-driven independent component analysis
(ICA) to characterize large-scale brain networks in 15 deaf early signers and 24
hearing non-signers based on resting-state functional MRI data. We found
differences between the groups in independent components representing the left
lateralized control network, the default network, the ventral somatomotor network,
and the attention network. In addition, we showed stronger functional connectivity
for deaf compared to hearing individuals from the middle and superior temporal
cortices to the cingulate cortex, insular cortex, cuneus and precuneus,
supramarginal gyrus, supplementary motor area, and cerebellum crus 1, and stronger
connectivity for hearing non-signers to hippocampus, middle and superior frontal
gyri, pre- and postcentral gyri, and cerebellum crus 8. These results show that
deafness induces large-scale network reorganization, with the middle/superior
temporal cortex as a central node of plasticity. Cross-modal reorganization may be
associated with behavioral adaptations to the environment, including superior
ability in some visual functions such as visual working memory and visual
attention, in deaf signers. (PsycInfo Database Record (c) 2023 APA, all rights
reserved)
AD - Andin, Josefine: Linkopings universitet, IBL, I-huset, Linkoping, Sweden, SE-
581 83, josefine.andin@liu.se
AU - Andin, Josefine
AU - Holmer, Emil
DO - 10.1016/j.neuropsychologia.2021.108139
KW - *Auditory Cortex
*Deafness
*Sign Language
*Biological Neural Networks
*Brain Connectivity
Adaptive Behavior
Cerebellum
Sensory Deprivation
PY - 2022
SP - 1-9
ST - Reorganization of large-scale brain networks in deaf signing adults: The role
of auditory cortex in functional reorganization following deafness
T2 - Neuropsychologia
TI - Reorganization of large-scale brain networks in deaf signing adults: The role
of auditory cortex in functional reorganization following deafness
VL - 166
ID - 14403
ER -
TY - GEN
AB - This Study aims to examine stereotypes of students with physical
disabilities. We assessed the degree to which students without disability (N = 150)
differentiate among two particular disability subgroups (a student in a wheelchair
and a deaf student) an scales reflecting personality traits. Results revealed that
social judgment centers on three distinguishable factors: agreeableness, poor
social adaptability, and determination. Students with physical disabilities are
perceived as mare determined than students without disabilities. Implications of
these stereotypes in higher education and vocational guidance are discussed.
AD - Anegmar, Souad: Universite Lille 3, UFR de Psychologie, BP 60149, Villeneuve
d’Ascq, France, 59653, Cedex, souad.anegmar@univ-lille3.fr
AU - Anegmar, Souad
AU - Desombre, Caroline
AU - Delelis, Gérald
AU - Durand-Delvigne, Annick
KW - *Deafness
*Disabilities
*Higher Education
*Physical Disorders
*Stereotyped Attitudes
Social Mobility
Students
PB - Institut National d'Etude du Travail et d'Orientation Professionnelle INETOP
PY - 2015
SP - 47-64
ST - Stéréotypes de l’étudiant en situation de handicap physique. Regards des
étudiants valides sur deux situations de handicap: Le handicap moteur et la
surdité. [Stereotypes of students with physical disabilities. Perceptions by
students without disability on two types of disabilities: Mobility impairment and
deafness.]
TI - Stéréotypes de l’étudiant en situation de handicap physique. Regards des
étudiants valides sur deux situations de handicap: Le handicap moteur et la
surdité. [Stereotypes of students with physical disabilities. Perceptions by
students without disability on two types of disabilities: Mobility impairment and
deafness.]
ID - 14211
ER -
TY - THES
AB - Second language learners of American Sign Language (ASL) have an unusual
preference for translating "forward" into their second language (Nicodemus &
Emmorey 2013), in contrast to spoken language bilinguals' preference for
translating "backward" into their first language (Seleskovich, 1976). The typical
bilingual preference for backward lexical translation is modeled by Kroll and
Stewart (1994) who showed that forward translation uses slower conceptual mediation
and backward translation uses faster lexical mediation, but this asymmetry alone
fails to explain signed language bilinguals' forward preference. Prior attempts to
explain these conflicting patterns for signing vs. non-signing bilinguals based on
the prevalence of iconicity in signed languages are inconclusive (Bosworth &
Emmorey 2010, Thompson et al. 2009, 2010). However, these failed to distinguish
between language-external (transparency and imageability) and language-internal
(iconicity) motivated form-meaning mappings. This dissertation investigates whether
language-external and language-internal motivated mappings between form and meaning
differentially impact conceptual and lexical activation during translation. Study 1
revisits translation recognition experiments (Talamas et al. 1999, Sunderman &
Kroll, 2006) in which participants judge lexical items from two languages and
decide if they are equivalent. Results show incorrect translation distractors that
are related in both form and meaning to the correct translation inhibit recognition
in both novices and experts; however, they parallel semantic distractors for
novices, but phonological distractors for experts. Further, language-external
conceptual imageability affects novices and experts in a similar manner for
unrelated distractors, but not for iconic distractors. Study 2 investigates the
interaction of proficiency, imageability, and iconicity during production in
forward and backward translation. While both imageability and iconicity facilitate
forward translation for novices, they do not facilitate backward translation.
Experts, on the other hand, show no facilitation for either measure in forward
translation, but do benefit from iconicity in backward translation. In sum, this
dissertation provides evidence that language external motivations facilitate
conceptual access for novice learners of signed languages and language internal
motivations grow in importance with proficiency. This dynamic explains the unusual
preference of spoken/signed bilinguals for forward translation at lower levels of
proficiency and provides support for a cognitive usage-based model of the bimodal
bilingual lexicon. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
AU - Anible, Benjamin
CY - US
KW - *Decision Making
*Language
*Motivation
Bilingualism
PY - 2017
SN - 0419-4209(Print)
ST - Iconicity effects in translation direction: Bimodal bilingual lexical
processing
TI - Iconicity effects in translation direction: Bimodal bilingual lexical
processing
VL - 78
ID - 14404
ER -
TY - JOUR
AB - Investigated the attitudes of parents towards their disabled children. An
Urdu version of Rohner's Parental Acceptance-Rejection Questionnaire was
administered to 100 parents (50 fathers and 50 mothers) belonging to the lower
middle class from 2 small towns in Pakistan. Of these, 80 parents (40 mothers and
40 fathers) had children with various types of disabilities: deaf, blind,
physically disabled and mentally retarded (n=20 each); while 20 parents (10 mothers
and 10 fathers) had non-disabled children. The questionnaire was administered to
the respondents orally due to their low level of literacy. Results indicated that
the parents showed greater acceptance for their disabled children, as compared to
non-disabled children, when the disability was manifest (when the children were
deaf, blind or physically handicapped). When the disability was not manifest, as in
case of mentally retarded children, there is no difference between the non-disabled
and the disabled children. While gender of the child was not important, the gender
of the parent emerged as a significant variable; the fathers showing greater
acceptance and the mothers showing relatively greater rejection towards the
disabled child. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - Ansari, Zafar Afaq: International Islamic U, Dept of Psychology, 53100
Gombak, Malaysia, zafaq@yahoo.com
AU - Ansari, Zafar Afaq
IS - 1
KW - *Disabled (Attitudes Toward)
*Human Sex Differences
*Offspring
*Parent Child Relations
*Parental Attitudes
Blindness
Deafness
Parents
Intellectual Development Disorder
PY - 2002
SN - 1527-7143(Print)
SP - 121-128
ST - Parental acceptance-rejection of disabled children in non-urban Pakistan
T2 - North American Journal of Psychology
TI - Parental acceptance-rejection of disabled children in non-urban Pakistan
VL - 4
ID - 14379
ER -
TY - JOUR
AB - Objectives: to validate the content of signs, symptoms and diseases/health
problems expressed in LIBRAS for people with deafness Method: methodological
development study, which involved 36 people with deafness and three LIBRAS
specialists. The study was conducted in three stages: investigation of the signs,
symptoms and diseases/health problems, referred to by people with deafness,
reported in a questionnaire; video recordings of how people with deafness express,
through LIBRA, the signs, symptoms and diseases/health problems; and validation of
the contents of the recordings of the expressions by LIBRAS specialists. Data were
processed in a spreadsheet and analyzed using univariate tables, with absolute
frequencies and percentages. The validation results were analyzed using the Content
Validity Index (CVI). Results: 33 expressions in LIBRAS, of signs, symptoms and
diseases/health problems were evaluated, and 28 expressions obtained a satisfactory
CVI (1.00). Conclusions: the signs, symptoms and diseases/health problems expressed
in LIBRAS presented validity, in the study region, for health professionals,
especially nurses, for use in the clinical anamnesis of the nursing consultation
for people with deafness. (PsycInfo Database Record (c) 2023 APA, all rights
reserved)
AD - Aragão, Jamilly da Silva: Rua Manoel Alves de Oliveira, 159, Bl. 13B, Apto.
204 Bairro, Catole, Campina Grande, Brazil, CEP: 58410-575,
jamilly_aragao@hotmail.com
AU - Aragão, Jamilly da Silva
AU - França, Inacia Sátiro Xavier de
AU - Coura, Alexsandro Silva
AU - de Sousa, Francisco Stélio
AU - Batista, Joana D'arc Lyra
AU - Magalhães, Isabella Medeiros de Oliveira
DO - 10.1590/0104-1169.0325.2644
IS - 6
KW - *Content Validity
*Deafness
*Health Impairments
Nursing
Symptoms
PY - 2015
SP - 1014-1023
ST - A content validity study of signs, symptoms and diseases/health problems
expressed in LIBRAS
T2 - Revista Latino-Americana de Enfermagem
TI - A content validity study of signs, symptoms and diseases/health problems
expressed in LIBRAS
VL - 23
ID - 14261
ER -
TY - CHAP
AB - In this paper, we present the adaptation of the Perceived Stress Scale (PSS)
of Cohen (Cohen, Kamarck and Mermelstein, 1983) to the Mexican sign language to
assess perceived stress in the prelocutive profoundly deaf population. Adaptation
is performed using an adapted version for the general population and Landero
Mexican Gonzalez (2008). The adapted version of deaf people in Mexico has been
called PSS-ASM and consists of two formats, a video in Mexican sign language and
other writing where they appear only response options on a Likert scale. It was
applied simultaneously to a sample of 38 prelocutive profoundly deaf people using
sign language to communicate. The PSS-ASM fit is true to the original version about
content is concerned. However, unlike the listener population, in this sample
perceived stress is divided into two factors, one factor expression of stress and
other stress management. The sample reported a media higher in the control factor,
is also a significative but negative correlation between the factors, that is,
greater control of stress, reduced expression of stressful stimuli are perceived in
the persons of the sample. The perceived stress in deaf people of the sample is
characterized by a greater perceived control of stressful stimuli but with a lower
expression of the same, no differences were found with the results reported in
samples of listeners in terms of increased perception stress. (PsycInfo Database
AD - Aranda, Benito Estrada: bestrada@fap.uanl.mx
AU - Aranda, Benito Estrada
AU - Ramírez, Mónica González
AU - Hernández, René Landero
CY - Hauppauge, NY, US
KW - *Deafness
*Stress
*Test Validity
*Stress and Coping Measures
*Perceived Stress
Sign Language
PB - Nova Biomedical Books
PY - 2011
SN - 978-1-61761-924-3 (Hardcover); 978-1-61122-100-8 (PDF)
SP - 77-96
ST - Perceived stress in prelocutive profoundly deaf people
T2 - Mental health and some sociocultural issues in deaf people.
T3 - Disability and the disabled-issues, laws and programs.
TI - Perceived stress in prelocutive profoundly deaf people
ID - 14581
ER -
TY - GEN
AB - This is an interrelationship study on the acculturation experiences of 166
Asian and Asian American deaf and hard of hearing individuals from across the
United States. Two levels of acculturation (to Asian hearing culture and to
American Deaf culture) were subjected to bivariate correlations to determine how
they related to acceptance of deafness. A t-test and one-way ANOVAs determined if
work-related variables made a difference on the level of acceptance of deafness.
Multiple stepwise regression procedures determined if education and family hearing
statuses predicted acceptance of deafness. The Suinn-Lew Asian Self-Identity
Acculturation Scale or SL-ASIA (Suinn, Rickard-Figueroa, Lew, & Vigil, 1987) and
the Asian Values Scale or AVS (Kim, Atkinson, & Yang, 1999) were adapted to measure
acculturation to Asian hearing culture. The Deaf Cultural Identity Scale or DCIS
(Gordon, 1997) and the Deaf Acculturation Scale or DAS (Maxwell-McCaw & Zea, 2001)
were adapted to measure acculturation to American Deaf culture. The Acceptance of
Deafness Scale or the ADS measured acceptance of deafness. A demographic
questionnaire was developed to collect participant-related and other demographic
variables. After statistical analyses, the following significant findings were
obtained: (1) The less acculturated participants are to the behavioral aspects of
Asian hearing culture, as measured by the SL-ASIA, the higher the level of
acceptance of deafness; (2) The more acculturated participants are to American Deaf
culture, as measured by the DAS Deaf identity subscale, the higher the level of
acceptance of deafness; (3) The less acculturated participants are to American Deaf
culture, as measured by the DAS hearing identity and preference subscales, and the
DCIS marginal identity subscale, the higher the level of acceptance of deafness;
(4) The age and the highest education level of the participants predict acceptance
of deafness; and (5) The fathers' hearing status predict acceptance of deafness.
AU - Arboleda, Roch Jand I.
KW - *Acculturation
*Deafness
*Hearing Disorders
*Social Acceptance
Life Experiences
PY - 2008
SN - 0419-4209(Print)
SP - 3292-3292
ST - Acculturation and acceptance of deafness among Asian and Asian American deaf
and hard of hearing people in the United States
TI - Acculturation and acceptance of deafness among Asian and Asian American deaf
and hard of hearing people in the United States
ID - 14467
ER -
TY - JOUR
AB - There are several tools for assessing oral language acquisition which can be
adapted quite easily to deaf students, but there are few tools to assess the extent
of acquisition of the Spanish sign language (LSE). In this regard, the need for
more specific assessments about the extent of acquisition of the LSE is increasing.
The aim of this paper was to design and validate an assessment tool of
communicative skills in LSE that will allow us to know the level of competence of
deaf students in different linguistic aspects, in order to identify potential
difficulties in the acquisition of this language and to account the learning
process of the LSE. The inventory serves to evaluate in a discriminative manner
basic language skills of LSE. It would therefore be useful for the early ages of
the school years or the beginning of the acquisition of this language. Our results
show that the inventory is sensible to variables that have traditionally been
correlated with the improvement of linguistic aspects. The variables that are more
related to the development of language skills in LSE are the type of education and
academic level. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
AD - Ardura, Aránzazu: aranzazu.ardura@uam.es
AU - Ardura, Aránzazu
AU - Huertas, Juan Antonio
AU - Nieto, Carmen
DO - 10.1016/j.rlfa.2015.02.002
IS - 1
KW - *Communication Skills
*Deafness
*Sign Language
Test Construction
PY - 2016
SP - 3-14
ST - Inventario para una evaluación global de las principales competencias
lingüísticas de la lengua de signos española. [Inventory for global assessment to
main linguistic skills of Spanish Sign Language.]
T2 - Revista de Logopedia, Foniatría y Audiología
TI - Inventario para una evaluación global de las principales competencias
lingüísticas de la lengua de signos española. [Inventory for global assessment to
main linguistic skills of Spanish Sign Language.]
VL - 36
ID - 14604
ER -
TY - MUSIC
AB - Mice produce many ultrasonic vocalizations (USVs) in the 30 – 100 kHz range
including pup isolation calls and adult male songs. These USVs are often used as
behavioral readouts of internal states, to measure effects of social and
pharmacological manipulations, and for behavioral phenotyping of mouse models for
neuropsychiatric and neurodegenerative disorders; however, little is known about
the biophysical and neurophysiological mechanisms of USV production in rodents.
This lack of knowledge restricts the interpretation of data from vocalization-
related experiments on mouse models of communication disorders and vocal medical
conditions. Meanwhile, there has been increased interest in the social
communication aspect of neural disorders such as autism, in addition to the common
disorders involving motor control of the larynx: stroke, Parkinson's disease,
laryngeal tremor, and spasmodic dysphonia. Therefore, it is timely and critical to
begin assessing the neural substrate of vocal production in order to better
understand the neuro-laryngeal deficits underlying communication problems.
Additionally, mouse models may generate new insight into the molecular basis of
vocal learning. Traditionally, songbirds have been used as a model for speech
learning in humans; however, the model is strongly limited by a lack of techniques
for manipulating avian genetics. Accordingly, there has long been strong interest
in finding a mammalian model for vocal learning studies. The characteristic
features of accepted vocal learning species include programming of phonation by
forebrain motor areas, a direct cortical projection to brainstem vocal motoneurons,
and dependence on auditory feedback to develop and maintain vocalizations.
Unfortunately, these features have not been observed in non-human primates or in
birds that do not learn songs. Thus, in addition to elucidating vocal brain
pathways it is also critical to determine the extent of any vocal learning
capabilities present in the mouse USV system. It is generally assumed that mice
lack a forebrain system for vocal modification and that their USVs are innate;
however, these basic assumptions have not been experimentally tested. I
investigated the mouse song system to determine if male mouse song behavior and the
supporting brain circuits resemble those of known vocal learning species. By
visualizing activity-dependent immediate early gene expression as a marker of
global activity patterns, I discovered that the song system includes motor cortex
and striatal regions active during singing. Retrograde and anterograde tracing with
pseudorabies virus and biodextran amines, respectively, revealed that the motor
cortical region projects directly to the brainstem vocal motor nucleus ambiguus.
Chemical lesions in this region showed that it is not critical for producing innate
templates of song syllables, but is required for producing more stereotyped
acoustic features of syllables. To test for the basic components of adaptive
learning I recorded the songs of mechanically and genetically deaf mice and found
that male mice depend on auditory feedback to develop and maintain normal
ultrasonic songs. Moreover, male mice that display natural strain specific song
features may use auditory experience to copy the pitch of another strain when
housed together and stimulated to compete sexually. I conclude that male mice have
neuroanatomical and behavioral features thought to be unique to humans and song
learning birds, suggesting that mice are capable of adaptive modification of the
spectral features of their songs. (PsycINFO Database Record (c) 2019 APA, all
rights reserved)
AU - Arriaga, Gustavo
CY - US
KW - *Animal Vocalizations
*Learning
*Motor Cortex
*Neural Pathways
*Ultrasound
Birds
Mice
Music
Adaptive Learning
PY - 2012
SN - 0419-4217(Print)
SP - 3859-3859
ST - Of mice, birds, and men: The mouse ultrasonic song system and vocal behavior
TI - Of mice, birds, and men: The mouse ultrasonic song system and vocal behavior
VL - 72
ID - 14521
ER -
TY - JOUR
AB - Emotion regulation and life orientation are very important in daily life. The
present study aimed to investigate the efficacy of emotion management strategies
program in life orientation and cognitive emotion regulation in female deaf
students. The participants were 34 female deaf students aged between 15 and 19
years selected by random cluster sampling. First, two schools were randomly
selected from deaf schools in Kohkiloye and Boyer Ahmad, Iran (Shaghayegh and
Nastaran Deaf Schools). The participants were then selected from these schools and
randomly assigned to experimental and control groups, each comprising 17 students.
The experimental group received the emotion management strategies program for eight
sessions, and each session lasted 50 min, while the control group was on the
waiting list. The data were collected by the Life Orientation Test (LOT) and the
Cognitive Emotion Regulation Questionnaire (CERQ). The findings demonstrated that
the intervention significantly influenced life orientation and cognitive emotion
regulation in deaf students (p < 0.001). The eta square value showed that 68% of
the change in life orientation, 51% of the change in non-adaptive strategies, and
53% of the adaptive strategies change were due to the intervention. The findings
highlight the importance of emotion management strategies for positive orientation
and emotion regulation in deaf students. This study suggests that emotion
management strategies are essential for deaf students because such strategies
foster positive attitudes. (PsycInfo Database Record (c) 2023 APA, all rights
reserved)
AD - Ashori, Mohammad: m.ashori@edu.ui.ac.ir
AU - Ashori, Mohammad
AU - Najafi, Fatemeh
DO - 10.1007/s10826-021-01912-8
IS - 3
KW - *Deafness
*Emotional Regulation
*Students
Cognition
Intervention
PY - 2021
SP - 723-732
ST - Emotion management: Life orientation and emotion regulation in female deaf
students
T2 - Journal of Child and Family Studies
TI - Emotion management: Life orientation and emotion regulation in female deaf
students
VL - 30
ID - 14504
ER -
TY - JOUR
AB - Few instruments have been translated and validated for people who use
American Sign Language (ASL) as their preferred language. This study examined the
reliability and validity of a new ASL version of the widely used Multidimensional
Health Locus of Control (MHLC) scales. Deaf individuals (N = 311) were shown the
ASL version via videotape, and their responses were recorded. Confirmatory factor
analysis supported the four-factor structure of the MHLC. Scale reliabilities
(Cronbach’s alphas) ranged from 0.60 to 0.93. There were no apparent gender or
ethnic differences. These results provide support for the new ASL version of the
MHLC scales. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
AD - Malcarne, Vanessa L.: SDSU/UCSD Joint Doctoral Program in Clinical
Psychology, 6363 Alvarado Court, Suite 103, San Diego, CA, US, 92120-4913,
malcarne@sciences.sdsu.edu
AU - Athale, Ninad
AU - Aldridge, Arianna
AU - Malcarne, Vanessa L.
AU - Nakaji, Melanie
AU - Samady, Waheeda
AU - Sadler, Georgia Robins
DO - 10.1177/1359105309360427
IS - 7
KW - *Health Attitudes
*Psychometrics
*Sign Language
*Test Reliability
*Test Validity
Factor Analysis
Factor Structure
Health Locus of Control
PY - 2010
SP - 1064-1074
ST - Validity of the multidimensional health locus of control scales in american
sign language
T2 - Journal of Health Psychology
TI - Validity of the multidimensional health locus of control scales in american
sign language
VL - 15
ID - 14416
ER -
TY - JOUR
AB - To provide accurate diagnostic screening of deaf people who use signed
communication, cognitive tests must be devised in signed languages with normative
deaf samples. This article describes the development of the first screening test
for the detection of cognitive impairment and dementia in deaf signers. The British
Sign Language Cognitive Screening Test uses standardized video administration to
screen cognition using signed, rather than spoken or written, instructions and a
large norm-referenced sample of 226 deaf older people. Percentiles are provided for
clinical comparison. The tests showed good reliability, content validity, and
correlation with age, intellectual ability, and education. Clinical discrimination
was shown between the normative sample and 14 deaf patients with dementia. This
innovative testing approach transforms the ability to detect dementia in deaf
people, avoids the difficulties of using an interpreter, and enables culturally and
linguistically sensitive assessment of deaf signers, with international potential
for adaptation into other signed languages. (PsycInfo Database Record (c) 2023 APA,
AD - Atkinson, Joanna: Deafness, Language and Cognition Research Centre,
University College London, 49 Gordon Square, London, United Kingdom, WC1H 0PD,
joanna.atkinson@ucl.ac.uk
AU - Atkinson, Joanna
AU - Denmark, Tanya
AU - Marshall, Jane
AU - Mummery, Cath
AU - Woll, Bencie
DO - 10.1093/arclin/acv042
IS - 7
KW - *Deafness
*Psychometrics
*Sign Language
*Test Reliability
Screening Tests
Test Construction
Test Validity
PY - 2015
SP - 694-711
ST - Detecting cognitive impairment and dementia in deaf people: The British Sign
Language Cognitive Screening Test
T2 - Archives of Clinical Neuropsychology
TI - Detecting cognitive impairment and dementia in deaf people: The British Sign
Language Cognitive Screening Test
VL - 30
ID - 14322
ER -
TY - JOUR
AB - Purpose: The purpose of this methodological study was to assess the validity
and reliability of Turkish version of the “Edmonton Frail Scale” (EFS). Method: 130
individuals aged 65 and over residing at the Izmir Narlıdere Nursing Home between
September 2011—April 2012 who agreed to participate in the study constituted the
sample for the research. Individuals with communication problems (deafness,
blindness or language barriers) and problems with manual dexterity were not
included in the study. The EFS is composed of 11 items, with a minimum score of
zero and a maximum score of 17. Initially, the scale was translated into Turkish
and then back translated in order to ensure language equivalence. Six experts were
consulted with regard to content validity and agreement among the experts was
assessed using Kendall's W. When testing the reliability of the EFS, the scale was
re-administered to 30 participants two-three weeks after the initial administration
in order to determine its consistency over time and agreement between the first and
second administration was analysed using the kappa statistic. Pearson's Moment
Correlation Coefficient and Cronbach's Alpha were also used to establish
reliability. Findings: The overall Cronbach's alpha value for the scale was 0.75.
An “item analysis” calculated item-total correlation coefficients of between 0.12-
0.65 for scale items, and the item-total correlation for item six was found to be
less than 0.20. This item solicits the number of medications used by the subject,
and since the number of medications used is significant in the determination of
frailty it was not removed from the scale. The scale was found to be highly
consistent over time (Kappa (κ) = Min: 0.95, Max: 1.00) Conclusion: EFS indicators
were found to be sufficiently reliable and valid for the Turkish population.
Accordingly, it is recommended that this scale be used in determining the frailty
of older individuals. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
AU - Aygör, Hülya Eskiizmirli
AU - Fadıloğlu, Çiçek
AU - Şahin, Sevnaz
AU - Aykar, Fisun Şenuzun
AU - Akçiçek, Fehmi
DO - 10.1016/j.archger.2018.02.003
KW - *Geriatric Assessment
*Health Impairments
*Psychometrics
*Rating Scales
Test Reliability
Test Validity
PY - 2018
SP - 133-137
ST - Validation of Edmonton Frail Scale into elderly Turkish population
T2 - Archives of Gerontology and Geriatrics
TI - Validation of Edmonton Frail Scale into elderly Turkish population
VL - 76
ID - 14281
ER -
TY - JOUR
AB - Objective: The objective of this study was to evaluate the development of
functional auditory skills, language, and adaptive behavior in deaf children with
cochlear implants (CI) who also have additional disabilities (AD). Design: A two-
group, pre-test versus post-test design was used. Study sample: Comparisons were
made between 23 children with CIs and ADs, and an age-matched comparison group of
23 children with CIs without ADs (No-AD). Assessments were obtained pre-CI and
within 12 months post-CI. Results: All but two deaf children with ADs improved in
auditory skills using the IT-MAIS. Most deaf children in the AD group made progress
in receptive but not expressive language using the preschool language scale, but
their language quotients were lower than the No-AD group. Five of eight children
with ADs made progress in daily living skills and socialization skills; two made
progress in motor skills. Children with ADs who did not make progress in language,
did show progress in adaptive behavior. Conclusions: Children with deafness and ADs
made progress in functional auditory skills, receptive language, and adaptive
behavior. Expanded assessment that includes adaptive functioning and multi-center
collaboration is recommended to best determine benefits of implantation in areas of
expected growth in this clinical population. (PsycINFO Database Record (c) 2016
AD - Beer, Jessica: Department of Otolaryngology–Head & Neck Surgery, Indiana
University, School of Medicine, Riley Research 044, 699 Riley Hospital Drive,
Indianapolis, IN, US, 46202, jesbeer@indiana.edu
AU - Beer, Jessica
AU - Harris, Michael S.
AU - Kronenberger, William G.
AU - Holt, Rachael Frush
AU - Pisoni, David B.
DO - 10.3109/14992027.2012.664291
IS - 6
*Auditory Perception
*Cochlear Implants
Disabilities
PY - 2012
SP - 491-498
ST - Auditory skills, language development, and adaptive behavior of children with
cochlear implants and additional disabilities
T2 - International Journal of Audiology
TI - Auditory skills, language development, and adaptive behavior of children with
cochlear implants and additional disabilities
VL - 51
ID - 14339
ER -
TY - PRESS
AB - Background: The PHQ-9 and the GAD-7 assess depression and anxiety
respectively. There are standardised, reliability-tested versions in BSL (British
Sign Language) that are used with Deaf users of the IAPT service. The aim of this
study is to determine their appropriate clinical cut-offs when used with Deaf
people who sign and to examine the operating characteristics for PHQ-9 BSL and GAD-
7 BSL with a clinical Deaf population. Methods: Two datasets were compared: (i)
dataset (n = 502) from a specialist IAPT service for Deaf people; and (ii) dataset
(n = 85) from our existing study of Deaf people who self-reported having no mental
health difficulties. Parameter estimates, with the precision of AUC value,
sensitivity, specificity, positive predicted value (ppv) and negative predicted
value (npv), were carried out to provide the details of the clinical cut-offs.
Three statistical choices were included: Maximising (Youden: maximising sensitivity
+ specificity), Equalising (Sensitivity = Specificity) and Prioritising treatment
(False Negative twice as bad as False Positive). Standard measures (as defined by
IAPT) were applied to examine caseness, recovery, reliable change and reliable
recovery for the first dataset. Results: The clinical cut-offs for PHQ-9 BSL and
GAD-7 BSL are 8 and 6 respectively. This compares with the original English version
cut-offs in the hearing population of 10 and 8 respectively. The three different
statistical choices for calculating clinical cut-offs all showed a lower clinical
cut-off for the Deaf population with respect to the PHQ-9 BSL and GAD-7 BSL with
the exception of the Maximising criteria when used with the PHQ-9 BSL. Applying the
new clinical cut-offs, the percentage of Deaf BSL IAPT service users showing
reliable recovery is 54.0 % compared to 63.7 % using the cut-off scores used for
English speaking hearing people. These compare favourably with national IAPT data
for the general population. Conclusions: The correct clinical cut-offs for the PHQ-
9 BSL and GAD-7 BSL enable meaningful measures of clinical effectiveness and
facilitate appropriate access to treatment when required. (PsycInfo Database Record
AD - Rogers, Katherine D.: Social Research with Deaf People Group, Division of
Nursing, Midwifery and Social Work, School of Health Sciences, University of
Manchester, Manchester Academic Health Science Centre, Jean MacFarlane Building,
Oxford Road, Manchester, United Kingdom, M13 9PL, katherine.rogers@manchester.ac.uk
AU - Belk, Rachel A.
AU - Pilling, Mark
AU - Rogers, Katherine D.
AU - Lovell, Karina
AU - Young, Alys
CY - United Kingdom
DO - 10.1186/s12888-016-1078-0
KW - *Anxiety
*Major Depression
*Psychological Assessment
*Psychometrics
*Sign Language
Deafness
Test Reliability
Test Validity
M3 - doi:10.1186/s12888-016-1078-0
PB - BioMed Central Limited
PY - 2016
SN - 1471-244X(Electronic)
ST - The theoretical and practical determination of clinical cut-offs for the
British Sign Language versions of PHQ-9 and GAD-7
TI - The theoretical and practical determination of clinical cut-offs for the
British Sign Language versions of PHQ-9 and GAD-7
ID - 14282
ER -
TY - THES
AB - Deaf-hearing interpreter teams are new to the field of interpreting, and
little research exists as to the issues that arise for such teams. The purposes of
this qualitative phenomenological study were 3-fold and included (a) exploring the
experiences of Deaf interpreters and the hearing interpreters with whom they work,
(b) understanding whether Deaf and hearing interpreters felt satisfied with the
training they received in regard to working as a team, and (c) discovering gaps
that could be addressed through training that would lead to the establishment of
more qualified teams. The three research questions were designed to address
interpreters’ experiences within teams, to encourage reflection upon preparation
and on training for teamwork, and to elicit recommendations to enhance training and
practice. Experiential learning theory and the demand-control schema formed the
framework for this study. Interviews were held with 12 interpreters in groups of 2.
Six Deaf interpreters were interviewed by a Deaf interpreter, and 6 hearing
interpreters were interviewed by a hearing interpreter. Deaf interviews were
translated from ASL into English for a written transcription. A combination of open
and a priori coding supported interpretive analysis of the data. Findings included
the need for curriculum development for Deaf interpreters and Deaf-hearing
interpreter teams, understanding the roles of the team members, and for training on
how to work effectively as a team. Salient themes included ethics, the
effectiveness of the interpretation, and mentoring. This study contributed to
positive social change by increasing the understanding of Deaf-hearing interpreter
team members’ needs. Enhanced preparation and training opportunities will lead to
improved interpretations and the effective services to clients of these teams.
AU - Bentley-Sassaman, Jessica
CY - US
KW - *Clinical Methods Training
*Experience Level
*Learning Theory
*Mentor
*Interpreters
Teams
PY - 2011
SN - 0419-4209(Print)
SP - 508-508
ST - Experiences and training needs of deaf and hearing interpreter teams
TI - Experiences and training needs of deaf and hearing interpreter teams
VL - 72
ID - 14280
ER -
TY - JOUR
AB - Reviews the test, Differential Ability Scales (2nd ed.) by C. D. Elliott
(2007). The reviewer feels as though there are many outstanding strengths of the
DAS-II. First, there are various abilities measured that complement other tests'
results. The second greatest strength is the level of detail and comprehensiveness
of the manuals. Third, the DAS-II can be used for both clinical and research
purposes and has very strong psychometric properties. Fourth, a Spanish translation
of the nonverbal subtests was developed, and recommendations on which tests can be
used through various modes of communication for the deaf and hard-of-hearing are
provided. Fifth, a review panel examined all of the items to judge whether they
seemed biased against people from any culture. Its only weaknesses are that there
are some spelling errors and inconsistencies (e.g., factor models) in the manuals.
Also, studies are needed to determine the appropriateness of the U.S. norms for
application in Canada given that the distribution of scores from other cognitive
tests tends to be different between Canada and the United States. Overall, the
reviewer believes that the DAS-II yields a wealth of information. The test is
complex, and as such, users must have formal training in cognitive assessment and
experience assessing children prior to evaluation with the DAS-II. (PsycInfo
AU - Beran, Tanya N.
DO - 10.1177/0829573507302967
IS - 1
KW - *Cognitive Assessment
*Rating Scales
*Test Interpretation
Test Reliability
Test Validity
PY - 2007
SP - 128-132
ST - Review of Differential Ability Scales (2nd ed.)
T2 - Canadian Journal of School Psychology
TI - Review of Differential Ability Scales (2nd ed.)
VL - 22
ID - 14254
ER -
TY - JOUR
AB - Reviews the film, Fences directed by Denzel Washington (2016). The film is a
movie adaptation of August Wilson’s Pulitzer Prize-winning play by the same name.
It was directed by Denzel Washington who also stars in the movie, playing Troy
Maxson, a waste collector in 1950s Pittsburgh. Troy is like Willie Loman in Death
of a Salesman and George Aaronow in Glengarry Glen Ross; a nondescript individual
whose life is a series of dreary and tragic setbacks; committed to work and family,
but so singed by his past mistakes and limited skills that he is doomed to lose the
little he does treasure. Troy’s prior life of crime is not the only baggage he is
carrying. He is despondent that after prison, despite his talent, he was unable to
make it on a professional baseball team. He sees racism everywhere he looks and
blames his current situation on a rigged system, where he cannot get a break.
Throughout the movie, Troy employs intimidation tactics to exert control over his
family. To this end, Troy alienates his family by building an emotional fence
forcing his ideologies on the family while keeping the rest of society outside his
little world. This barrier makes him blind and deaf to their emotional needs, as
well as to the emerging opportunities in society. His defenses keep the fence door
shut to growth and resilience. The movie also tells a story of marriage and
infidelity. This movie would be excellent in courses that are trying to analyze the
effects of racism on the individual and the family. Students, posed with the
question of how society and the individual must respond to the debilitating effects
of discrimination and racial injustices faced by the “Troys” of our nation, will
undoubtedly find themselves discussing a wide range of family dynamics, cultural
stereotypes, and social policies. (PsycINFO Database Record (c) 2017 APA, all
rights reserved)
AU - Berg-Cross, Linda
AU - Akinkuotu, Sade
DO - 10.1037/a0040782
IS - 12
KW - *Defense Mechanisms
*Emotional Responses
*Family Relations
*Racism
*Sociocultural Factors
Discrimination
Social Justice
Stereotyped Attitudes
PY - 2017
ST - Interior and exterior fences: A psychological portrait of despair, societal
injustice, and family dynamics
TI - Interior and exterior fences: A psychological portrait of despair, societal
injustice, and family dynamics
VL - 62
ID - 14397
ER -
TY - THES
AB - Recent work has identified that there is a specialized neural mechanism
functionally linked to processing salient social cues in the form of dialogue and
eye-to-eye contact. Social communicative processes in the brain are tightly related
to language processing because they play a functional role in the development of
language skills as well as preparing the individual to interactive communication.
Indeed, the neural sites recruited to process social cues overlap with the
canonical language areas. We argue that social communicative mechanisms related to
language processes in the human brain might be modality-independent. We use a fNIRS
hyperscanning paradigm exploring the neural activations in response to two types of
social communicative processes: mutual engagement and interactive communication, in
a group of DeafBlind participants using Pro-Tactile American Sign Language (PTASL).
As a control group, we also test the same task in a group of Deaf sighted ASL
native signers. We found evidence that producing language in the interactive
communication task, recruited the canonical language production areas regardless of
whether participants were using PTASL or ASL. Furthermore, we found evidence of
embodied cognition processes when both groups, DeafBlind and Deaf sighted
participants, were perceiving language in the interactive communication task.
Together, these findings are indicative of a functionally preserved language
production network and the extraordinary adaptation of the human brain in order to
perform the same language reception functions irrespective of sensory differences.
This study is novel for the question and the population being investigated, and it
is important because it presents a unique understanding of the extent of the
brain's plasticity. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AU - Berger, Lauren
CY - US
KW - *Communication
*Deafness
*Deaf Blind
*Linguistics
*Sign Language
Ability
Neural Plasticity
Psychological Engagement
PY - 2021
SN - 0419-4217(Print)
ST - The role of sensory experience and communication modality in the neural
mechanisms supporting social communicative processes: A fNIRS hyperscanning study
TI - The role of sensory experience and communication modality in the neural
mechanisms supporting social communicative processes: A fNIRS hyperscanning study
VL - 82
ID - 14579
ER -
TY - JOUR
AB - Bilateral cochlear implants (BI-CIs) or a CI for single-sided deafness (SSD-
CI; one normally functioning acoustic ear) can partially restore spatial-hearing
abilities, including sound localization and speech understanding in noise. For
these populations, however, interaural place-of-stimulation mismatch can occur and
thus diminish binaural sensitivity that relies on interaurally frequency-matched
neurons. This study examined whether plasticity—reorganization of central neural
pathways over time—can compensate for peripheral interaural place mismatch. We
hypothesized differential plasticity across two systems: none for binaural
processing but adaptation for pitch perception toward frequencies delivered by the
specific electrodes. Interaural place mismatch was evaluated in 19 BI-CI and 23
SSD-CI human subjects (both sexes) using binaural processing (interaural-time-
difference discrimination with simultaneous bilateral stimulation), pitch
perception (pitch ranking for single electrodes or acoustic tones with sequential
bilateral stimulation), and physical electrode-location estimates from computed-
tomography (CT) scans. On average, CT scans revealed relatively little BI-CI
interaural place mismatch (26° insertion-angle mismatch) but a relatively large
SSD-CI mismatch, particularly at low frequencies (166° for an electrode tuned to
300 Hz, decreasing to 14° at 7000 Hz). For BI-CI subjects, the three metrics were
in agreement because there was little mismatch. For SSD-CI subjects, binaural and
CT measurements were in agreement, suggesting little binaural-system plasticity
induced by mismatch. The pitch measurements disagreed with binaural and CT
measurements, suggesting place-pitch plasticity or a procedural bias. These results
suggest that reducing interaural place mismatch and potentially improving binaural
processing by reprogramming the CI frequency allocation would be better done using
CT-scan than pitch information. (PsycInfo Database Record (c) 2022 APA, all rights
reserved)
AD - Bernstein, Joshua G. W.: National Military Audiology and Speech Pathology
Center, Walter Reed National Military Medical Center, Bethesda, MD, US, 20889,
joshua.g.bernstein.civ@mail.mil
AU - Bernstein, Joshua G. W.
AU - Jensen, Kenneth K.
AU - Stakhovskaya, Olga A.
AU - Noble, Jack H.
AU - Hoa, Michael
AU - Kim, H. Jeffery
AU - Shih, Robert
AU - Kolberg, Elizabeth
AU - Cleary, Miranda
AU - Goupell, Matthew J.
DO - 10.1523/JNEUROSCI.0359-21.2021
IS - 49
KW - *Brain Stem
*Cochlear Implants
*Pitch Perception
*Tomography
Electrodes
Pitch (Frequency)
PY - 2021
SP - 10161-10178
ST - Interaural place-of-stimulation mismatch estimates using CT scans and
binaural perception, but not pitch, are consistent in cochlear-implant users
T2 - The Journal of Neuroscience
TI - Interaural place-of-stimulation mismatch estimates using CT scans and
binaural perception, but not pitch, are consistent in cochlear-implant users
VL - 41
ID - 14285
ER -
TY - JOUR
AB - We examined sensory-processing disorder (SPD) in children with cochlear
implants and explored the relationship between SPD and duration of hearing loss or
duration of cochlear implant use. Caregivers of 30 children completed the Sensory
Profile Questionnaire (SPQ). Seventy percent of the children showed "at-risk" or
"different" behaviors in one or more of five categories of the SPQ: auditory,
visual, vestibular, tactile, and oral processing. No noteworthy relationships
surfaced between duration of deafness or duration of cochlear implant use and the
atypical behaviors identified. To validate these findings further, postrotary
nystagmus (PRN) testing and Miller's Assessment for Preschoolers (MAP) were
administered to a subset of children. PRN was atypical in all 6 children tested.
MAP findings revealed atypical sensory processing in 4 of the 6 children. Findings
suggested that children with cochlear implants may be at risk for SPD. The findings
are discussed in light of clinician and teacher referral for occupational therapy
evaluations. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - Bharadwaj, Sneha V.: University of Texas at Dallas, Callier Center for
Communication Disorders, 811 Synergy Park Boulevard, Richardson, TX, US, 75080,
snehab@utdallas.edu
AU - Bharadwaj, Sneha V.
AU - Daniel, Linda L.
AU - Matzke, Patricia L.
DO - 10.5014/ajot.63.2.208
IS - 2
*Deafness
*Occupational Therapy
Sensory System Disorders
PY - 2009
SP - 208-213
ST - Sensory-processing disorder in children with cochlear implants
T2 - American Journal of Occupational Therapy
TI - Sensory-processing disorder in children with cochlear implants
VL - 63
ID - 14388
ER -
TY - JOUR
AB - Reviews the book, Advances in teaching sign language interpreters by Cynthia
B. Roy (2005). The author has brought together ten contributions which offer fresh
ideas and detailed descriptions of learning activities provided by influential
educators involved in sign language interpreter training essentially in the United
States, but also one from Australia and three from Europe. Unfortunately, there is
no preface to introduce the collection, so its genesis and the intent of the editor
remain unclear. Nor is there a postscript. Bibliographic references are added to
each paper rather than in a single list at the end. However, an analytical index of
key words is provided. The volume begins with reporting on changes made in 2003 to
the curriculum of the American Sign Language Program at Northeastern University in
Massachusetts. The second contribution discusses the teaching of observational
skills. The third paper endorses the importance of mastering translation as the key
to good interpretation. Next, explores the question of referring expressions, which
are omnipresent in sign language. The last feature dominates more than half of the
paper. Four main types are outlined: body shift, eye gaze, pointing of the index
finger to the source of the utterance, name or description. (PsycINFO Database
AU - Bidoli, Cynthia Jane Kellett
DO - 10.1075/intp.9.1.10kel
IS - 1
KW - *Code Switching
*Sign Language
*Teaching
*Training
Interpreters
PY - 2007
SP - 130-132
ST - Review of Advances in teaching sign language interpreters
T2 - Interpreting
TI - Review of Advances in teaching sign language interpreters
VL - 9
ID - 14400
ER -
TY - JOUR
AB - HIV/AIDS knowledge and health-related attitudes and behaviors among deaf and
hearing adolescents in southern Brazil are described. Forty-two deaf students
attending a special nonresidential public school for the deaf and 50 hearing
students attending a regular public school, ages 15-21 years, answered a computer-
assisted questionnaire. (There was simultaneous video translation of questions to
Brazilian Sign Language.) A branched decision-tree structure was used to determine
level of sexual experience and hearing status. Deaf participants scored lower on
HIV/AIDS knowledge, demonstrating a need to improve school-based instruction and
develop campaigns tailored to this group's requirements. Though the hearing
students reported more sexual activity than the deaf students, no other significant
differences were found in health-related attitudes and behaviors. Two findings of
concern are the high rate of sexual abuse reported by deaf participants and the
large number of deaf adolescents reporting having a friend with AIDS. (PsycInfo
AU - Bisol, Cláudia Alquati
AU - Sperb, Tania Mara
AU - Brewer, Toye H.
AU - Kato, Sérgio Kakuta
AU - Shor-Posner, Gail
DO - 10.1353/aad.0.0055
IS - 4
KW - *AIDS
*Deafness
*Health Attitudes
*Health Knowledge
*HIV
Adolescent Attitudes
AIDS (Attitudes Toward)
Health Behavior
Student Attitudes
PY - 2008
SP - 349-356
ST - HIV/AIDS knowledge and health-related attitudes and behaviors among deaf and
hearing adolescents in southern Brazil
T2 - American Annals of the Deaf
TI - HIV/AIDS knowledge and health-related attitudes and behaviors among deaf and
hearing adolescents in southern Brazil
VL - 153
ID - 14273
ER -
TY - JOUR
AB - Negative attitudes toward people with high body weight have been documented
in pre-professional health students, prompting concern that such feelings may
manifest as poor patient care in professional practice. This study assessed weight
bias in university students in the non-physician health professions. A convenience
sample of 206 students completed an online survey composed of a validated 14- item
scale (1-5 lowest to highest weight bias) and questions regarding personal
experiences of weight bias. Respondents were grouped by discipline within graduate
and undergraduate levels. Weight bias was present in a majority of respondents.
Overall, the percentage of responses Indicative of weight bias was 92.7%. The mean
total score was 3.65. ± 0.52, and the rating exceeded 3 for all 14 scale
descriptors of high-weight people. In graduate students, discipline had a
significant main effect on total score (p = 0.01), with lower scores in dietetics
(3.17 ± 0.46) vs audiology/sign language/speech language pathology (3.84 ± 0.41)
and physician assistant students (3.78 ± 0.51; p < 0.05). These findings show that
weight bias is prevalent in health professions students at a mountain west
university. Well-controlled studies that track students into professional practice
would help determine whether bias-reduction interventions in college improve
provider behaviors and clinical outcomes. (PsycINFO Database Record (c) 2017 APA,
AD - Blanton, Cynthia: Dietetic Programs, Idaho State University, Pocatello, ID,
US, 83209-8117, blancynt@isu.edu
AU - Blanton, Cynthia
AU - Brooks, Jennifer K.
AU - McKnight, Laura
IS - 3
KW - *Clinical Practice
*Medical Students
*Professional Development
*Weight Gain
College Students
PY - 2016
SP - 212-218
ST - Weight bias in university health professions students
T2 - Journal of Allied Health
TI - Weight bias in university health professions students
VL - 45
ID - 14226
ER -
TY - JOUR
AB - The principles that guide large-scale cortical reorganization remain unclear.
In the blind, several visual regions preserve their task specificity; ventral
visual areas, for example, become engaged in auditory and tactile object-
recognition tasks. It remains open whether task-specific reorganization is unique
to the visual cortex or, alternatively, whether this kind of plasticity is a
general principle applying to other cortical areas. Auditory areas can become
recruited for visual and tactile input in the deaf. Although nonhuman data suggest
that this reorganization might be task specific, human evidence has been lacking.
Here we enrolled 15 deaf and 15 hearing adults into an functional MRI experiment
during which they discriminated between temporally complex sequences of stimuli
(rhythms). Both deaf and hearing subjects performed the task visually, in the
central visual field. In addition, hearing subjects performed the same task in the
auditory modality. We found that the visual task robustly activated the auditory
cortex in deaf subjects, peaking in the posterior–lateral part of high-level
auditory areas. This activation pattern was strikingly similar to the pattern found
in hearing subjects performing the auditory version of the task. Although
performing the visual task in deaf subjects induced an increase in functional
connectivity between the auditory cortex and the dorsal visual cortex, no such
effect was found in hearing subjects. We conclude that in deaf humans the high-
level auditory cortex switches its input modality from sound to vision but
preserves its task-specific activation pattern independent of input modality. Task-
specific reorganization thus might be a general principle that guides cortical
plasticity in the brain. (PsycInfo Database Record (c) 2023 APA, all rights
reserved)
AD - Szwed, Marcin: Department of Psychology, Jagiellonian University, Krakow,
Poland, 30-060, mfszwed@gmail.com
AU - Bola, Łukasz
AU - Zimmermann, Maria
AU - Mostowski, Piotr
AU - Jednoróg, Katarzyna
AU - Marchewka, Artur
AU - Rutkowski, Paweł
AU - Szwed, Marcin
DO - 10.1073/pnas.1609000114
IS - 4
*Deafness
*Visual Discrimination
Neural Plasticity
Functional Magnetic Resonance Imaging
PY - 2017
SP - E600-E609
ST - Task-specific reorganization of the auditory cortex in deaf humans
T2 - PNAS Proceedings of the National Academy of Sciences of the United States of
America
TI - Task-specific reorganization of the auditory cortex in deaf humans
VL - 114
ID - 14307
ER -
TY - JOUR
AB - Autonomy describes cognition or behavior that is self-directed, according to
personal interests, and free from external influence. This construct is of
importance to students who are deaf because it has been shown to be positively
related to their post-school transition outcomes, and this population faces unique
challenges in this area. To conduct research with this construct, it is necessary
to use measures that are valid and reliable for the population of interest.
Therefore, a set of exploratory and confirmatory factor analyses validated the
unidimensionality of a shortened form of the ARC Self-Determination Scale’s
autonomy dimension. A three-factor solution, including a social skills dimension,
was measurement-invariant across many groups of students, including those with
learning disabilities, emotional disturbances, speech and language impairments, and
other health impairments. Although the shortened form of this scale was not
unidimensional, as hypothesized, the generalizability of its measurement properties
may prove useful. Discussion highlights the differences between these three
dimensions and Wehmeyer's theory of self-determination. (PsycINFO Database Record
AD - Bond, Mark: mark_bond_005@utexas.edu
AU - Bond, Mark
AU - Garberoglio, Carrie-Lou
AU - Schoffstall, Sarah
AU - Caemmerer, Jackie
AU - Cawthon, Stephanie
DO - 10.1080/10627197.2017.1403896
IS - 1
KW - *Educational Programs
*Psychometrics
*Special Education
*Test Reliability
*Test Validity
Measurement Invariance
PY - 2018
SP - 69-84
ST - Validating a shortened form of the ARC for special populations
T2 - Educational Assessment
TI - Validating a shortened form of the ARC for special populations
VL - 23
ID - 14619
ER -
TY - MUSIC
AB - Self-esteem is an important predictor of mental health and psychological
functioning. Deaf children have limited ability to listen to music and to dance.
These activities are important elements of modern adolescents’ life. Their
inability to participate increases the sense of exclusion in young deaf people and
negatively affects their self-esteem. This study aims to verify whether the level
of deaf children’s self-esteem will change after participating in experimental
dance lessons with vibrational headphones. The experiment involved 28 deaf children
aged 9–13 years old who attend special schools for deaf children in Poland.
Children from the experimental (E) group participated in two dance lessons each
week for a period of four months. To allow for the reception of acoustic vibrations
of music, vibrational headphones were used, which reinforce the so–called bone
conduction of music. To measure the level of self-esteem, a Polish adaptation of
the Rosenberg Self-Esteem Scale was administered. The results of two way ANOVA
showed a significant interaction (p d = 0.87) and the decrease in self-esteem of
the control (d = −1.13) group were found. This study shows that participating in
dance lessons with the use of vibrational headphones may support positive self-
esteem among deaf children. (PsycInfo Database Record (c) 2022 APA, all rights
reserved)
AD - Borowiec, Joanna: University School of Physical Education in Poznan,
Department of Various Sports and Camp Organisation, 61-871, Krolowej Jadwigi Street
27/39, Poznan, Poland, jborowiec@awf.poznan.pl
AU - Borowiec, Joanna
AU - Hökelmann, Anita
AU - Osiński, Wiesław
CY - Netherlands
DO - 10.1016/j.aip.2019.03.004
KW - *Dance
*Dance Therapy
*Deafness
*Self-Esteem
*Special Education
Adolescent Psychology
Music
Physical Education
Vibration
M3 - doi:10.1016/j.aip.2019.03.004
PY - 2019
SP - 34-38
ST - The level of self-esteem of deaf children: Can participating in dance lessons
with vibrational headphones improve it?
TI - The level of self-esteem of deaf children: Can participating in dance lessons
with vibrational headphones improve it?
VL - 64
ID - 14530
ER -
TY - JOUR
AB - The present study aimed to identify morphological correlates of environment-
induced changes at excitatory synapses of the primary auditory cortex (A1). We used
the Golgi-Cox stain technique to compare pyramidal cells dendritic properties of
Sprague-Dawley rats exposed to different environmental manipulations. Sholl
analysis, dendritic length measures, and spine density counts were used to monitor
the effects of sensory deafness and an auditory version of environmental enrichment
(EE). We found that deafness decreased apical dendritic length leaving basal
dendritic length unchanged, whereas EE selectively increased basal dendritic length
without changing apical dendritic length. On the contrary, deafness decreased while
EE increased spine density in both basal and apical dendrites of A1 Layer 2/3
(LII/III) neurons. To determine whether stress contributed to the observed
morphological changes in A1 , we studied neural morphology in a restraint-induced
model that lacked behaviorally relevant acoustic cues. We found that stress
selectively decreased apical dendritic length in the auditory but not in the visual
primary cortex. Similar to the acoustic manipulation, stress-induced changes in
dendritic length possessed a layerspecific pattern displaying LII/III neurons from
stressed animals with normal apical dendrites but shorter basal dendrites, while
infragranular neurons (Layers V and VI) displayed shorter apical dendrites but
normal basal dendrites. The same treatment did not induce similar changes in the
visual cortex, demonstrating that the auditory cortex is an exquisitely sensitive
target of neocortical plasticity, and that prolonged exposure to different acoustic
as well as emotional environmental manipulation may produce specific changes in
dendritic shape and spine density. (PsycINFO Database Record (c) 2016 APA, all
rights reserved)
AD - Atzori, Marco: University of Texas at Dallas, School for Behavioral and Brain
Sciences, GR41, Richardson, TX, US, 75080, marco.atzori@utdallas.edu
AU - Bose, Mitali
AU - Muñoz-llancao, Pablo
AU - Roychowdhury, Swagata
AU - Nichols, Justin A.
AU - Jakkamsetti, Vikram
AU - Porter, Benjamin
AU - Byrapureddy, Rajasekhar
AU - Salgado, Humberto
AU - Kilgard, Michael P.
AU - Aboitiz, Francisco
AU - Dagnino-Subiabre, Alexies
AU - Atzori, Marco
DO - 10.1002/syn.20710
IS - 2
*Dendrites
*Morphology
*Synapses
Rats
PY - 2010
SP - 97-110
ST - Effect of the environment on the dendritic morphology of the rat auditory
cortex
T2 - Synapse
TI - Effect of the environment on the dendritic morphology of the rat auditory
cortex
VL - 64
ID - 14449
ER -
TY - JOUR
AB - In this paper, we present a new sign language machine translation approach
based on regression method. The aim of this work is to improve the translation
quality and accuracy of existing regularized regression methods. Our approach
represents a methodological foundation for small-scale corpus domains such as the
Sign Language Machine Translation field. Our method is based on the Elastic net
regularization using linear combination of the L1 and L2 penalties of the lasso and
ridge methods. We show that using both the de-bruijn graph with the Latent Semantic
Analysis technique in the decoding process improves the translation results. The
system is experimented on American Sign Language parallel corpora containing 300
sentences and assessed by BLEU, METEOR, NIST and F1-MESURE machine translation
evaluation metrics. We obtained good experimental results compared to classical
phrase based approach i.e MOSES framework. Also our approach improved the
translation results compared to LASSO and RIDGE regression approaches. (PsycInfo
AD - Boulares, Mehrez: Research Laboratory of Technologies of Information and
Communication & Electrical Engineering (LaTICE), University of Tunis, Tunis,
Tunisia, mehrez.boulares@gmail.com
AU - Boulares, Mehrez
AU - Jemni, Mohamed
DO - 10.1007/s10462-016-9460-3
IS - 2
KW - *Algorithms
*Language
*Machine Learning
*Machine Translation
Semantics
PY - 2016
SP - 145-166
ST - Learning sign language machine translation based on elastic net
regularization and latent semantic analysis
T2 - Artificial Intelligence Review
TI - Learning sign language machine translation based on elastic net
regularization and latent semantic analysis
VL - 46
ID - 14316
ER -
TY - JOUR
AB - This article examines the impact of teaching strategies on the linguistic
competence of students in a school for deaf pupils in Bali, Indonesia. In
particular, the article examines the effect of the use of a signed version of
Indonesian on the linguistic participation of students in their native communities.
The school's teaching strategies are based on Western models transferred to
Indonesia via the training of Indonesian teachers in the West and the presence of
Western experts in Indonesia. Indonesian education administrators have implemented
this expertise without questioning its value and appropriateness. Moreover,
proponents of nationalism have imposed the use of the national language,
Indonesian, in education, regardless of the fact that Indonesian is rarely used in
the villages that many deaf students return to. These factors exert a particularly
forceful and disabling, symbolic violence on the school's pupils. (PsycInfo
AU - Branson, Jan
AU - Miller, Don
DO - 10.1353/sls.2004.0021
IS - 1
KW - *Acculturation
*Deafness
*Linguistics
*Special Education
Teaching Methods
PY - 2004
SP - 6-38
ST - The Cultural Construction of Linguistic Incompetence through Schooling: Deaf
Education and the Transformation of the Linguistic Environment in Bali, Indonesia
T2 - Sign Language Studies
TI - The Cultural Construction of Linguistic Incompetence through Schooling: Deaf
Education and the Transformation of the Linguistic Environment in Bali, Indonesia
VL - 5
ID - 14634
ER -
TY - GEN
AB - No assessment tools are available to measure shame and guilt in children who
are deaf or hard of hearing (DHH), while these self-conscious emotions might play a
role in the frequently noted social and behavioral problems in this group.
Therefore, the aim of this study was to validate the Brief Shame and Guilt
Questionnaire (BSGQ) in DHH children. In addition, we examined associations of
shame and guilt with social anxiety, self-esteem, delinquency, and psychopathic
behaviors. A sum of 225 hearing (Mage = 11.62 years) and 108 DHH (Mage = 11.82
years) participants completed the self-report BSGQ. Multigroup confirmatory factor
analysis confirmed the two-factor structure (i.e., shame and guilt) of the BSGQ in
the DHH group. Measurement invariance was established across both groups. However,
the DHH group reported lower levels of self-conscious emotions in comparison with
the hearing group. The BSGQ showed good concurrent validity, where shame was
associated with higher levels of social anxiety and lower levels of self-esteem,
and guilt was associated with lower levels of delinquency and psychopathic behavior
in both groups. Future research should investigate the potential behavioral
consequences of lower reported levels of self-conscious emotions in DHH youth.
AD - Broekhof, Evelien: Leiden University, PO Box 9555, Leiden, Netherlands, 2300
RB, e.broekhof@fsw.leidenuniv.nl
AU - Broekhof, Evelien
AU - Kouwenberg, Maartje
AU - Oosterveld, Paul
AU - Frijns, Johan H. M.
AU - Rieffe, Carolien
DO - 10.1177/1073191117725169
KW - *Emotions
*Hearing Disorders
*Questionnaires
*Shame
*Hearing Loss
Concurrent Validity
Deafness
Guilt
Social Anxiety
Test Validity
M3 - doi:10.1177/1073191117725169
PY - 2020
SP - 194-205
ST - Use of the Brief Shame and Guilt Questionnaire in deaf and hard of hearing
children and adolescents
TI - Use of the Brief Shame and Guilt Questionnaire in deaf and hard of hearing
children and adolescents
ID - 14311
ER -
TY - JOUR
AB - Cochlear implantation (CI) is increasingly being used in the auditory
rehabilitation of deaf patients. Here, we investigated whether the auditory
rehabilitation can be influenced by the psychological burden caused by mental
conditions. Our sample included 47 patients who underwent implantation. All
patients were monitored before and 6 months after CI. Auditory performance was
assessed using the Oldenburg Inventory (OI) and Freiburg monosyllable (FB MS)
speech discrimination test. The health-related quality of life was measured with
Nijmegen Cochlear implantation Questionnaire (NCIQ) whereas tinnitus-related
distress wasmeasured with the German version of Tinnitus Questionnaire (TQ). We
additionally assessed the general perceived quality of life, the perceived stress,
coping abilities, anxiety levels and the depressive symptoms. Finally, a structured
interview to detect mental conditions (CIDI) was performed before and after
surgery. We found that CI led to an overall improvement in auditory performance as
well as the anxiety and depression, quality of life, tinnitus distress and coping
strategies. CIDI revealed that 81%of patients in our sample had affective, anxiety,
and/or somatoform disorders before or after CI. The affective disorders included
dysthymia and depression, while anxiety disorders included agoraphobias and
unspecified phobias. We also diagnosed cases of somatoform pain disorders and
unrecognizable figure somatoform disorders. We found a positive correlation between
the auditory performance and the decrease of anxiety and depression, tinnitus-
related distress and perceived stress. There was no association between the
presence of a mental condition itself and the outcome of auditory rehabilitation.
We conclude that the CI candidates exhibit high rates of psychological disorders,
and there is a particularly strong association between somatoform disorders and
tinnitus. The presence of mental disorders remained unaffected by CI but the degree
of psychological burden decreased significantly post-CI. The implants benefitted
patients in a number of psychosocial areas, improving the symptoms of depression
and anxiety, tinnitus, and their quality of life and coping strategies. The
prevalence of mental disorders in patients who are candidates for CI suggests the
need for a comprehensive psychological and psychosomatic management of their
treatment. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
AD - Szczepek, Agnieszka J.: agnes.szczepek@charite.de
AU - Brüggemann, Petra
AU - Szczepek, Agnieszka J.
AU - Klee, Katharina
AU - Gräbel, Stefan
AU - Mazurek, Birgit
AU - Olze, Heidi
DO - 10.3389/fnhum.2017.00226
*Rehabilitation
*Tinnitus
Patients
Quality of Life
PY - 2017
ST - In patients undergoing cochlear implantation, psychological burden affects
tinnitus and the overall outcome of auditory rehabilitation
T2 - Frontiers in Human Neuroscience
TI - In patients undergoing cochlear implantation, psychological burden affects
tinnitus and the overall outcome of auditory rehabilitation
VL - 11
ID - 14553
ER -
TY - JOUR
AB - Reviews the book, Toward a deaf translation norm by Christopher Stone (2009).
Stone explores the burgeoning profession of deaf translators/interpreters in the
United Kingdom in an attempt to answer these questions. His focus is on
translators/ interpreters who perform translation/interpreting work presenting
English news footage in British Sign Language (BSL). This is an interesting study
that complements the growing scholarship in the field of sign language
interpreting. However, its application is not limited to that field. While focused
on deaf translators/interpreters, the book addresses the complicated workings of
all kinds of translation/interpreting. The goal of any translator/interpreters is
to convey not only words or concepts, but ideas and passion that are present in the
source language. To do this, they must strive to be more culturally competent.
Stone demonstrates that, at least within this sample, the end product is different
and implies that this difference leads to a different understanding of the target-
language product. Scholars, students, trainers and practitioners will want to add
this book to their libraries and its findings to their professional toolboxes.
AU - Brunson, Jeremy L.
DO - 10.1075/intp.13.2.09bru
IS - 2
KW - *Deafness
*Linguistics
*Sign Language
Interpreters
PY - 2011
SP - 272-274
ST - Review of Toward a deaf translation norm
T2 - Interpreting
TI - Review of Toward a deaf translation norm
VL - 13
ID - 14205
ER -
TY - JOUR
Brain & Development (see record 2019-25088-008). In the original article, there was
an error regarding the references. The authors omitted to cite Eylers et al. (AJNR
Am J Neuroradiol 2016;37:447–54) who reported normal aging effects using
quantitative MR imaging. The correct and final version is as follows (page 91, 3rd
line): Based on Eylers et al. our T2-sequence at 3 T was adapted to these
requirements. We found qualitatively consistent results in comparable regions. The
authors also wish to acknowledge Prof. Dr. X.-Q. Ding for her contribution to this
scientific study.] Objective: To examine age-related changes in T₂ relaxation times
during infancy and childhood in order to assess T₂ values obtained from routine MRI
as a biomarker. Methods: From our pool of clinical pediatric MRI examinations at 3T
all patients with normal conventional MRI scans were retrospectively selected.
Depending on their clinical findings the identified 99 patients (0–199 months) were
divided into 43 healthy controls and 56 diseased children with various clinical
abnormalities (developmental delay, epilepsy, prematurity, and deafness). T₂ maps
based on routinely performed triple echo turbo spin echo sequences were created. T₂
values were measured in 22 brain regions to determine age-related changes. We also
investigated whether such changes differ between healthy and diseased children.
Results: Age significantly reduced T₂ relaxation times across all regions (p <
0.05), but health status had no impact. With increasing age, T₂ values decreased
continuously, with declines faster over the first 10 months and slower thereafter.
Early rapid and later slow decline was similar in healthy and diseased groups.
Conclusions: Using T₂ maps based on clinical MRI data we could determine age-
related T₂ relaxation times in 22 brain regions during infancy and childhood. Our
data have relevance for future investigator independent T₂ relaxation time
measurements in determining whether T₂ values are within the normal range or should
be considered as potentially pathologic. (PsycINFO Database Record (c) 2019 APA,
AD - Bültmann, Eva: Institute of Diagnostic and Interventional Neuroradiology,
Hannover Medical School, Carl-Neuberg-Strasse 1, Hannover, Germany, D-30625,
bueltmann.eva@mh-hannover.de
AU - Bültmann, Eva
AU - Spineli, Loukia M.
AU - Hartmann, Hans
AU - Lanfermann, Heinrich
DO - 10.1016/j.braindev.2017.07.011
IS - 2
KW - *Cerebral Atrophy
*Clinical Psychology
Pediatrics
PY - 2018
SP - 85-93
ST - Measuring in vivo cerebral maturation using age-related T₂ relaxation times
at 3 T
T2 - Brain & Development
TI - Measuring in vivo cerebral maturation using age-related T₂ relaxation times
at 3 T
VL - 40
ID - 14327
ER -
TY - JOUR
AB - Reports an error in "Measuring In Vivo Cerebral Maturation Using Age-Related
T₂ Relaxation Times at 3 T" by E. Bültmann, L. M. Spineli, H. Hartmann and H.
Lanfermann (Brain & Development, 2018[Feb], Vol 40[2], 85-93). In the original
article, there was an error regarding the references. The authors omitted to cite
Eylers et al. (AJNR Am J Neuroradiol 2016;37:447–54) who reported normal aging
effects using quantitative MR imaging. The correct and final version is as follows
(page 91, 3rd line): Based on Eylers et al. our T2-sequence at 3 T was adapted to
these requirements. We found qualitatively consistent results in comparable
regions. The authors also wish to acknowledge Prof. Dr. X.-Q. Ding for her
contribution to this scientific study. (The following abstract of the original
article appeared in record 2017-58543-005). Objective: To examine age-related
changes in T₂ relaxation times during infancy and childhood in order to assess T₂
values obtained from routine MRI as a biomarker. Methods: From our pool of clinical
pediatric MRI examinations at 3T all patients with normal conventional MRI scans
were retrospectively selected. Depending on their clinical findings the identified
99 patients (0–199 months) were divided into 43 healthy controls and 56 diseased
children with various clinical abnormalities (developmental delay, epilepsy,
prematurity, and deafness). T₂ maps based on routinely performed triple echo turbo
spin echo sequences were created. T₂ values were measured in 22 brain regions to
determine age-related changes. We also investigated whether such changes differ
between healthy and diseased children. Results: Age significantly reduced T₂
relaxation times across all regions (p < 0.05), but health status had no impact.
With increasing age, T₂ values decreased continuously, with declines faster over
the first 10 months and slower thereafter. Early rapid and later slow decline was
similar in healthy and diseased groups. Conclusions: Using T₂ maps based on
clinical MRI data we could determine age-related T₂ relaxation times in 22 brain
regions during infancy and childhood. Our data have relevance for future
investigator independent T₂ relaxation time measurements in determining whether T₂
values are within the normal range or should be considered as potentially
pathologic. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
AD - Bültmann, Eva: Institute of Diagnostic and Interventional Neuroradiology,
Hannover Medical School, Carl-Neuberg-Strasse 1, Hannover, Germany, D-30625,
bueltmann.eva@mh-hannover.de
AU - Bültmann, Eva
AU - Spineli, Loukia M.
AU - Hartmann, Hans
AU - Lanfermann, Heinrich
DO - 10.1016/j.braindev.2019.01.001
IS - 6
KW - *Cerebral Atrophy
*Clinical Psychology
Pediatrics
PY - 2019
SP - 566-566
ST - Corrigendum to "Measuring in vivo cerebral maturation using age-related T₂
relaxation times at 3T"
T2 - Brain & Development
TI - Corrigendum to "Measuring in vivo cerebral maturation using age-related T₂
relaxation times at 3T"
VL - 41
ID - 14235
ER -
TY - JOUR
AB - Sign language speakers are at a disadvantage in terms of health literacy due
to the lack of health education materials in sign languages. Deaf and hard of
hearing (DHH) individuals are excluded from health literacy research due to the
lack of measurement tools in their language of excellent fluency. This study aims
to provide the literature with a tool that allows the measurement of health
literacy among DHH individuals. The Turkish Health Literacy Scale (THLS)-32 was
translated into Turkish Sign Language (TSL). After the THLS-32 was translated into
TSL in video format, it was tested for validity and reliability. The translated
version of the scale was administered to participants from a DHH association in
Turkey who are fluent in TSL. Subsequently, a study was conducted with 207 DHH
individuals. The study group was assessed in terms of their mean index scores and
evaluated to have “limited health literacy” according to the THLS-32
classification. We conclude that the THLS-32 in TSL is suitable to measure health
literacy in DHH individuals and to assess the impact of the health education
system. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - Çepni, Selden: Isik University, Istanbul, Turkey, selden.cepni@isikun.edu.tr
AU - Bulun, Mehtap Ataseven
AU - Çepni, Selden
AU - Ermez, Yusuf
IS - 4
KW - *Foreign Language Translation
*Health Education
*Psychometrics
*Sign Language
*Test Reliability
*Test Validity
Health Literacy
PY - 2022
SP - 443-452
ST - Turkish sign language adaptation of the Turkish Health Literacy Scale-32
TI - Turkish sign language adaptation of the Turkish Health Literacy Scale-32
VL - 27
ID - 14474
ER -
TY - JOUR
AB - Assessment is essential for designing individualized educational plans (lEPs)
for children. In order to contribute effectively to this process, assessments must
be appropriate for the group, show neither floor nor ceiling effects, and help
teachers formulate specific aims. Different attempts to develop such assessments
for the writing of deaf primary school children have shown floor effects. This
paper reports the validation of an analytic instrument aimed at assessing deaf
primary school children's writing and at contributing to the design of lEPs.
Participants (N = 167) were deaf children in the age range 6 yr., 6 mo to 13 yr. 11
mo., who were attending special schools or mainstream schools with units for the
deaf; orally educated deaf children fully integrated in mainstream schools were not
included. The writing samples were elicited by means of a story picture sequence.
The dimensions of analysis included 16 items related to aspects of grammar and
story development. A single and reliable scale was formed by these items,
generating one score with a normal distribution. High inter-judge reliability, high
test-retest correlation and a high correlation with reading comprehension were
observed. We conclude that the assessment is a useful, reliable and valid
instrument for analysis of deaf children's writing. (PsycInfo Database Record (c)
AD - Burman, Diana: Department of Education, University of Oxford, Oxford, United
Kingdom, diana.burman@edstud.ox.ac.uk
AU - Burman, Diana
AU - Evans, Deborah
AU - Nunes, Terezinha
AU - Bell, Daniel
DO - 10.1002/dei.238
IS - 2
KW - *Deafness
*Individual Education Programs
*Test Validity
*Writing Skills
Grammar
Primary School Students
Storytelling
PY - 2008
SP - 93-110
ST - Assessing deaf children's writing in primary school: Grammar and story
development
T2 - Deafness & Education International
TI - Assessing deaf children's writing in primary school: Grammar and story
development
VL - 10
ID - 14573
ER -
TY - THES
AB - The mammalian middle ear contains the eardrum and the three auditory
ossicles, and forms an impedance match between sound in air and pressure waves in
the fluid of the inner ear. Without this intermediate system, with its unsurpassed
efficiency and dynamic range, we would be practically deaf. Physics-based modeling
of this extremely complex mechanical system is necessary to help our basic
understanding of the functioning of hearing. Highly realistic models will make it
possible to predict the outcome of surgical interventions and to optimize design of
ossicle prostheses and active middle ear implants. To obtain such models and with
realistic output, basic input data is still missing. In this dissertation I
developed and used two new optical techniques to obtain two essential sets of data:
accurate three-dimensional morphology of the middle ear structures, and elasticity
parameters of the eardrum. The first technique is a new method for optical
tomography of macroscopic biomedical objects, which makes it possible to measure
the three-dimensional geometry of the middle ear ossicles and soft tissues which
are connecting and suspending them. I made a new and high-resolution version of
this orthogonal-plane fluorescence optical sectioning method, to obtain micrometer
resolution in macroscopic specimens. The result is thus a complete 3-D model of the
middle (and inner) ear of gerbil in unprecedented quality. On top of high-
resolution morphological models of the middle ear structures, I applied the
technique in other fields of research as well. The second device works according to
a new optical profilometry technique which allows to measure shape and deformations
of the eardrum and other membranes or objects. The approach is called projection
moiré profilometry, and creates moiré interference fringes which contain the height
information. I developed a setup which uses liquid crystal panels for grid
projection and optical demodulation. Hence no moving parts are present and the
setup is entirely digitally controlled. This measurement method is developed to
determine the elasticity parameters of the eardrum in-situ. Other surface shapes
however can also be measured. (PsycINFO Database Record (c) 2016 APA, all rights
reserved)
AU - Buytaert, Jan
CY - US
KW - *Labyrinth (Anatomy)
*Medical Sciences
*Middle Ear
*Tomography
*Topography
Vestibular Apparatus
PY - 2011
SN - 0419-4217(Print)
SP - 4110-4110
ST - New optical tomographic & topographic techniques for biomedical applications
TI - New optical tomographic & topographic techniques for biomedical applications
VL - 71
ID - 14335
ER -
TY - COMP
AB - Reviews the book, Essentials of Communication Sciences and Disorders by Paul
T. Fogle. This book is a shorter version of the extensive 920 pages Foundations of
Communication Sciences and Disorders by the same author. Both have been written for
students beginning their study of Speech and Language Therapy, however, I feel it
could have a wider audience appeal including trainee teachers of the deaf and
audiologists. The organization of the book is very accessible with learning
objectives at the beginning of each chapter. Key terms are highlighted with
definitions included in the margins. These terms are listed in the glossary at the
end of the book. A chapter outline prepares the reader for the main areas of
learning for that chapter. Application Questions occur through the chapter to make
the reader think about putting theory into practice. There are side boxes with
additional in depth information. At the end of each chapter there are study
questions covering knowledge/comprehension; application and analysis. The personal
stories and case studies throughout the book bring theory into real life. There is
a useful list of references at the end of each chapter. The book contains current
up to date research (2012) cited throughout the book and in the references.
AU - Cameron, Maria
CY - United Kingdom
ET - 2
KW - *Communication
*Comprehension
*Educational Objectives
Language Disorders
PB - Maney Publishing
PY - 2013
SP - 127-127
ST - Review of Essentials of communication sciences and disorders
TI - Review of Essentials of communication sciences and disorders
VL - 15
ID - 14606
ER -
TY - JOUR
AB - Objectives: To study the changes in behavioural and cortical responses over
time in a child with single-sided deafness fitted with a cochlear implant (CI).
Methods: Cortical auditory evoked potentials (CAEPs) in noise (+5 dB signal-to-
noise ratio) were recorded and auditory skills were assessed using tests of sound
localization, spatial speech perception in noise, and self-ratings of auditory
abilities (Listening inventory for education, LIFE and Speech, spatial and
qualities of hearing questionnaire, SSQ parental version). Measures were obtained
prior to and after a CI fitting, including one, six, and 12 months after the CI
switch on. Results: Spatial speech recognition improved over time. At 12 months
post-CI, word recognition scores were similar to those of normal hearing children.
Signal-to-noise ratios for sentences decreased (i.e. improved) over time post-CI.
Sound localization markedly improved at 12 months post-CI compared to baseline.
Self-perception of difficulty scores decreased over time. Parental ratings of
hearing abilities improved compared to baseline for all subscales. There were
changes in the P1–N1–P2 complex at 12 months post-CI, which were clearer frontally
across stimuli. Further research is needed to understand the significance of such
changes after CI fitting for single-sided deafness. Conclusion: Although the
changes observed could reflect maturational changes, the clinically significant
improvement in recognition of speech in noise and improved questionnaire results
suggest that the CI was beneficial, consistent with the feedback from the
participant. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - Cañete, Oscar M.: School of Psychology, University of Auckland, Building 721,
Tamaki Campus, 261 Morrin Road, Glen Innes, Private Bag 92019, Auckland, New
Zealand, ocan093@aucklanduni.ac.nz
AU - Cañete, Oscar M.
AU - Purdy, Suzanne C.
AU - Neeff, Michel
AU - Brown, Colin R. S.
AU - Thorne, Peter R.
DO - 10.1080/14670100.2017.1373499
IS - 6
*Deafness
*Evoked Potentials
Auditory Localization
Speech Perception
PY - 2017
SP - 335-346
ST - Cortical auditory evoked potential (CAEP) and behavioural measures of
auditory function in a child with a single-sided deafness
T2 - Cochlear Implants International
TI - Cortical auditory evoked potential (CAEP) and behavioural measures of
auditory function in a child with a single-sided deafness
VL - 18
ID - 14406
ER -
TY - JOUR
AB - This study reports longitudinal data on linguistic development of a bilingual
child with Down syndrome, exposed to Italian Sign Language and Spoken Italian. The
data for Spoken Italian were obtained through the parent questionnaire "Il Primo
Vocabolario del bambino", the Italian version of the MacArthur-Bates CDI whereas
the data for Italian Sign Language were obtained through the version for deaf
children of the same instrument. The lexical comprehension, production and
morphosyntactic ability were assessed from 20 to 35 months of age. The child
understood a similar amount of words and signs, in every phase of the assessment,
and the proportion of meanings understood in both modalities was very high. In
lexical production, we observed an early equipotentiality of signs and words but
signs exceeded words. In particular, first meanings were expressed by signs and
then the corresponding words emerged. Finally, the child produced her utterances in
a bimodal code, using both signs and words in the same sentence. In conclusion,
results suggest that using a Sign Language does not hinder speech development in
this type of child, on the contrary it seems to facilitate it. (PsycInfo Database
AD - Caselli, Maria Cristina: Istituto di Scienze e Tecnologie della Cognizione
CNR, Via Nomentana 56, Roma, Italy, 00161, cristma.caselli@istc.cnr.it
AU - Caselli, Maria Cristina
AU - Lucioli, Tommaso
AU - Recchia, Martina
IS - 1-2
KW - *Down's Syndrome
*Sign Language
Bilingualism
Linguistics
Vocabulary
PY - 2010
SP - 27-60
ST - Lo sviluppo lessicale di una bambina con sindrome di Down: Parole e segni.
[The lexical development of a little girl with Down syndrome: Words and signs.]
T2 - Rivista Di Psicolinguistica Applicata
TI - Lo sviluppo lessicale di una bambina con sindrome di Down: Parole e segni.
[The lexical development of a little girl with Down syndrome: Words and signs.]
VL - 10
ID - 14201
ER -
TY - JOUR
AB - Vocabulary is a critical early marker of language development. The MacArthur
Bates Communicative Development Inventory has been adapted to dozens of languages,
and provides a bird’s-eye view of children’s early vocabularies which can be
informative for both research and clinical purposes. We present an update to the
American Sign Language Communicative Development Inventory (the ASL-CDI 2.0,
https://www.aslcdi.org), a normed assessment of early ASL vocabulary that can be
widely administered online by individuals with no formal training in sign language
linguistics. The ASL-CDI 2.0 includes receptive and expressive vocabulary, and a
Gestures and Phrases section; it also introduces an online interface that presents
ASL signs as videos. We validated the ASL-CDI 2.0 with expressive and receptive in-
person tasks administered to a subset of participants. The norming sample presented
here consists of 120 deaf children (ages 9 to 73 months) with deaf parents. We
present an analysis of the measurement properties of the ASL-CDI 2.0. Vocabulary
increases with age, as expected. We see an early noun bias that shifts with age,
and a lag between receptive and expressive vocabulary. We present these findings
with indications for how the ASL-CDI 2.0 may be used in a range of clinical and
research settings (PsycInfo Database Record (c) 2021 APA, all rights reserved)
AD - Caselli, Naomi K.: Wheelock College of Education and Human Development,
Boston University, 2 Silber Way, 3rd Floor, Boston, MA, US, 02215, nkc@bu.edu
AU - Caselli, Naomi K.
AU - Lieberman, Amy M.
AU - Pyers, Jennie E.
DO - 10.3758/s13428-020-01376-6
IS - 5
KW - *Psychometrics
*Sign Language
*Test Construction
*Test Forms
*Vocabulary
Inventories
PY - 2020
SP - 2071-2084
ST - The ASL-CDI 2.0: An updated, normed adaptation of the MacArthur Bates
Communicative Development Inventory for American Sign Language
T2 - Behavior Research Methods
TI - The ASL-CDI 2.0: An updated, normed adaptation of the MacArthur Bates
Communicative Development Inventory for American Sign Language
VL - 52
ID - 14646
ER -
TY - JOUR
AB - When do item adaptations veer from their intent and, instead of increasing
access, modify the construct being measured? This study analyzed early elementary
student achievement data from a statewide field test containing both standard and
adapted science items. Four student groups were included in this analysis: English
language learners, students with learning disabilities, students who are deaf or
hard of hearing, and a control group of non–individualized education program native
English speakers. This study included a qualitative evaluation of the items by
experts with backgrounds in working with students with disabilities. Small sample
sizes and restricted numbers of items available made generalizations of the results
difficult, but findings suggest unexpected focal group differences in performance
on the adapted items. The authors suggest that attention needs to be paid to whom
items are adapted for, and steps need to be taken during item development to ensure
that changes have the intended effect. (PsycINFO Database Record (c) 2016 APA, all
rights reserved)
AD - Cawthon, Stephanie: University of Texas at Austin, 1 University Station,
Austin, TX, US, 78712, stephanie.cawthon@austin.utexas.edu
AU - Cawthon, Stephanie
AU - Leppo, Rachel
AU - Carr, Therese
AU - Kopriva, Rebecca
DO - 10.1080/10627197.2013.789294
IS - 2
*Adaptation
Measurement
PY - 2013
SP - 73-98
ST - Toward accessible assessments: The promises and limitations of test item
adaptations for students with disabilities and English language learners
T2 - Educational Assessment
TI - Toward accessible assessments: The promises and limitations of test item
adaptations for students with disabilities and English language learners
VL - 18
ID - 14300
ER -
TY - MULTI
AB - Deaf people are known to have significantly poorer reading comprehension
skills when compared to their hearing counterparts. This poses significant threats
to text-based psychological assessments. The plethora of text-based self-report
measures available provides ample opportunity to translate/adapt existing tools
from text to sign language. This paper systematically reviewed the challenges and
facilitators faced in previous translations/adaptations with the view to inform
recommendations for future practice. This paper reports the results of a Preferred
Reporting Items for Systematic Reviews and Meta-Analyses-informed systematic review
of 30 studies that had translated or discussed the translation of a written self-
report measure into sign language following screening against inclusion/exclusion
criteria. A systematic search (powered by EbscoHost Research Database and using
search terms and Boolean operators), was performed in The Allied and Complementary
Medicine Database (AMED), Cinahl, Medline, APA PsycInfo, and APA PsycArticles. The
Quality Assessment with Diverse Studies tool was used for quality appraisal of the
included papers. Challenges/facilitators to effective translation/adaptation were
grouped under linguistic, procedural, and cultural. Examples of specific
linguistic, procedural, cultural challenges, and facilitators are discussed in the
context of previous research and study limitations. Translating/adapting text-based
self-report measures to sign language is a linguistically and procedurally
demanding endeavor that requires a deep bicultural/bilingual understanding of both
deaf and hearing communities. The present results and recommendations can help
researchers develop suitably accessible translated/adapted self-report
psychological measures and this can have significant implications on healthcare
service planning and delivery. (PsycInfo Database Record (c) 2023 APA, all rights
reserved)
AD - Chatzidamianos, Gerasimos: Department of Psychology, Manchester Metropolitan
University, Brooks Building, 53 Bonsall Street, Manchester, United Kingdom, M15
6GX, g.chatzidamianos@mmu.ac.uk
AU - Chatzidamianos, Gerasimos
AU - Burns, Danielle
AU - Andriopoulou, Panoraia
AU - Archer, Dawn
AU - du Feu, Margaret
CY - US
DO - 10.1037/pas0001061
KW - *Deafness
*Self-Report
*Sign Language
Linguistics
Multiculturalism
M3 - doi:10.1037/pas0001061
PY - 2021
SP - 1100-1124
ST - The challenges and facilitators to successful translation and adaptation of
written self-report psychological measures into sign languages: A systematic review
TI - The challenges and facilitators to successful translation and adaptation of
written self-report psychological measures into sign languages: A systematic review
ID - 14681
ER -
TY - COMP
AB - Human hearing is an important sense, which complements the other senses, and
is essential for children to begin to acquire basic concepts of the world; however,
in severe cases of disability, children become marginalized from these benefits. An
example of this is with music, a deaf individual is to be able to perceive it. With
this in mind, we developed a novel medical expert system based on virtual reality,
called Toc‐Tum mini‐games, applying basic concepts of music in an accessible way to
the deaf culture. The intelligent proposed system is validated in two different
tests: (a) with the target audience to evaluate the interest in the game and (b)
with professionals knowledgeable in the field of music or who have had contact with
the deaf, evaluate the impact of the game teaching music to the deaf. The tests
with the target audience showed that the methods of interaction allowed the
children to understand most of the stages and that they were animated during the
test days. Regarding the professionals, they were interested in the possibility of
using the proposed system in question, even if some modifications in the design had
to be made. The results showed that the Toc‐Tum mini‐games is an intelligent tool
capable of introducing music in a playful and manageable way using a virtual
environment. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - de Albuquerque, Victor Hugo C.: Fundacao Edson Queiroz‐Universidade de
Fortaleza, Av. Washington Soares, 1321 ‐ Edson Queiroz, Fortaleza, Brazil, 60811
905, victor.albuquerque@unifor.br
AU - Chaves, Edilson M.
AU - Braga, Paulo Bruno de A.
AU - Montenegro, Yuri Fontenelle L.
AU - Rodrigues, Vitória B.
AU - Munguba, Marilene C.
AU - de Albuquerque, Victor Hugo C.
CY - United Kingdom
DO - 10.1111/exsy.12470
ET - 1
KW - *Deafness
*Educational Audiovisual Aids
*Expert Systems
*Games
*Virtual Reality
Computer Games
M3 - doi:10.1111/exsy.12470
PY - 2021
ST - Toc‐Tum mini‐games: An educational game accessible for deaf culture based on
virtual reality
TI - Toc‐Tum mini‐games: An educational game accessible for deaf culture based on
virtual reality
VL - 38
ID - 14328
ER -
TY - JOUR
AB - Few work participation scales have been normed on employees with hearing
impairment. This creates an employment disparity against them. We developed a 57
item Job Demands for Hearing Impaired Employees (JDHIE) scale, providing
preliminarily internal validity evidence. Respondents were 85 South African adults
with hearing impairment from a variety of occupational settings (female = 45.9%;
deaf = 42.4%). Exploratory Factor Analysis (EFA) findings yielded a three-factor
scale for communication, environmental, and time demands. The reliability of scores
from the communication, environmental and time demands were high, providing the
preliminarily evidence for further validation studies of this instrument. (PsycInfo
AD - Brouwers, Marissa: marissa.brouwers@nwu.ac.za
AU - Chelius, Strauss
AU - Brouwers, Marissa
AU - Jonker, Bouwer J.
DO - 10.1080/14330237.2021.1978178
PY - 2021
ST - The job demands scale for hearing-impaired employees: Development and
preliminary analysis of internal validity
T2 - Journal of Psychology in Africa
TI - The job demands scale for hearing-impaired employees: Development and
preliminary analysis of internal validity
ID - 14330
ER -
TY - JOUR
AB - Objectives: To develop and validate the Dental Activities Test (DAT), a
clinical tool for measuring dentally related function in cognitively impaired older
adults. Design: Cross‐sectional study design. Setting: Three assisted living
residences in North Carolina. Participants: Assisted living residents with normal
to impaired cognition aged 50 and older; not blind, deaf, or severely physically
disabled; and English speaking (N = 90). Measurements: Items for the DAT were
developed based on focus group discussions, literature review, and clinical
relevance. Cronbach alpha, interrater reliability, and test–retest reliability were
examined, and construct validity was assessed in relation to correlations with
cognitive and functional assessments. Correlations between the DAT and oral health
measures were also analyzed to evaluate the concurrent validity of the DAT.
Results: The DAT has excellent internal consistency reliability (Cronbach alpha
0.90), test‐retest reliability (correlation coefficient (r) = 0.84), and interrater
reliability (r = 0.90). In terms of construct validity, higher DAT scores were
significantly associated with better cognitive function, as well as better activity
of daily living and instrumental activity of daily living function. Finally, the
DAT was significantly associated with oral hygiene and gingival health. Conclusion:
The DAT is a reliable and valid instrument to measure dentally‐related function in
older adults with cognitive impairment. (PsycInfo Database Record (c) 2020 APA, all
rights reserved)
AD - Chen, Xi: Department of Preventive and Community Dentistry, University of
Iowa, 329 Dental Science Building North, Iowa City, IA, US, 52242, xi-chen-
6@uiowa.edu
AU - Chen, Xi
AU - Zimmerman, Sheryl
AU - Potter, Guy G.
AU - Sloane, Philip D.
AU - Cohen, Lauren W.
AU - Reed, David
DO - 10.1111/jgs.14772
IS - 3
KW - *Cognitive Impairment
*Measurement
*Self-Care Skills
*Test Construction
*Oral Health
Test Reliability
Test Validity
Self-Care
PY - 2017
SP - 580-585
ST - Assessment of dentally related function in individuals with cognitive
impairment: The Dental Activities Test
T2 - Journal of the American Geriatrics Society
TI - Assessment of dentally related function in individuals with cognitive
impairment: The Dental Activities Test
VL - 65
ID - 14241
ER -
TY - GEN
AB - This study explores how students’ social support are related to their
engagement, by administering the Chinese Version of Zimet’s Multidimensional Scale
of Perceived Social Support (MSPSS-C) and the Student Engagement Scale to 225 deaf
or hard-of-hearing (D/HH) school students in mainland China. Results show that,
among all participants, those with higher levels of social support scored higher on
student engagement, whereas those with lower levels of social support had lower
scores. The contributions, limitations, and implications of the present research
are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - Deng, Meng: Faculty of Education, Beijing Normal University, 19 Xinjiekouwai
Street, Beijing, China, 100000, mdeng@bnu.edu.cn
AU - Cheng, Sanyin
AU - Deng, Meng
AU - Yang, Yuqin
DO - 10.1177/1525740120950638
KW - *Cognitive Style
*Deafness
*Social Support
*Special Needs
*Student Engagement
Hearing Loss
M3 - doi:10.1177/1525740120950638
PY - 2021
SP - 15-22
ST - Social support and student engagement among deaf or hard-of-hearing students
TI - Social support and student engagement among deaf or hard-of-hearing students
ID - 14488
ER -
TY - JOUR
AB - This study investigated the technical adequacy of curriculum-based measures
of written expression (CBM-W) in terms of writing prompts and scoring methods for
deaf and hard-of-hearing students. Twenty-two students at the secondary school-
level completed 3-min essays within two weeks, which were scored for nine existing
and alternative curriculum- based measurement (CBM) scoring methods. The technical
features of the nine scoring methods were examined for interrater reliability,
alternate-form reliability, and criterion-related validity. The existing CBM
scoring method—number of correct minus incorrect word sequences—yielded the highest
reliability and validity coefficients. The findings from this study support the use
of the CBM-W as a reliable and valid tool for assessing general writing proficiency
with secondary students who are deaf or hard of hearing. The CBM alternative
scoring methods that may serve as additional indicators of written expression
include correct subject–verb agreements, correct clauses, and correct morphemes.
AD - Cheng, Shu-Fen: Department of Special Education, Chung Yuan Christian
University, 200 Jung- Bei Road, Chung-Li City, Taiwan, 32023, chen0562@cycu.edu.tw
AU - Cheng, Shu-Fen
AU - Rose, Susan
DO - 10.1093/deafed/enp013
IS - 4
*Deafness
*Writing Skills
High School Students
PY - 2009
SP - 503-515
ST - Investigating the technical adequacy of curriculum-based measurement in
written expression for students who are deaf or hard of hearing
TI - Investigating the technical adequacy of curriculum-based measurement in
written expression for students who are deaf or hard of hearing
VL - 14
ID - 14549
ER -
TY - JOUR
AB - An exploratory teaching approach was inspired by the communicative
experiences of d/Deaf students in tertiary education. ‘Theory of Mind’ has been
used by some to describe the capacity to appreciate that views of others may be
different from our own, a concept that could provide a different way for students
and educators to understand the barriers identified. An adapted assessment
highlighted challenges faced and a communication group provided opportunities for
extending personal understandings of social settings. Emerging ideas to inform
practice and potential implications for inclusion have relevance for other
contexts. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
AD - Chilton, Helen: helen.chilton@manchester.ac.uk
AU - Chilton, Helen
AU - Beazley, Sarah
DO - 10.1080/09687599.2013.816623
IS - 2
KW - *Deafness
*Teaching Methods
*Theory of Mind
Education
PY - 2014
SP - 184-197
ST - Theory of mind: Are there wider implications from working with d/Deaf people?
T2 - Disability & Society
TI - Theory of mind: Are there wider implications from working with d/Deaf people?
VL - 29
ID - 14438
ER -
TY - JOUR
AB - The primary goal of this study was to examine the feasibility of using the
Adult Attachment Interview (AAI) with 50 culturally Deaf adults. Modifications to
the standard protocol included using a visual-spatial language (American Sign
Language) rather than a spoken language (English), as well as coding and procedural
variations from the standardized protocol. Results suggested that the adapted AAI
interview and coding processes provided an effective assessment of the state of
mind regarding the attachment of Deaf individuals. The expectation that Deaf
participants would be less coherent in their AAI transcripts and therefore less
likely than hearing individuals to be classified as Autonomous was not supported.
The distribution of the classifications of this Deaf sample was not different from
existing normative distributions. Moreover, there was no evidence that early
separation from parents associated with attendance at a residential school for the
Deaf resulted in attachment formations with residential counselors or teachers at
the school. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - Chovaz McKinnon, Cathy: 190 Wortley Road, Suite 100A, London, ON, Canada, N6C
4Y7, cipsych@rogers.com
AU - Chovaz McKinnon, Cathy
AU - Moran, Greg
AU - Pederson, David
DO - 10.1093/deafed/enh043
IS - 4
KW - *Attachment Behavior
*Deafness
*Sign Language
Visuospatial Ability
PY - 2004
SP - 366-386
ST - Attachment representations of deaf adults
TI - Attachment representations of deaf adults
VL - 9
ID - 14432
ER -
TY - JOUR
AB - Objective: Administration of performance validity tests (PVT) during
neuropsychological assessments is standard practice, with the Test of Memory
Malingering (TOMM) being a commonly used measure. The TOMM has been well validated
in hearing populations with various medical and psychiatric backgrounds. A major
gap in the literature is the use of the TOMM amongst culturally Deaf individuals
who use American Sign Language (ASL) as their first and preferred language. The
purpose of this study was to explore the use of the TOMM with this population to
determine if there may be differences related to the use of semantic knowledge and
recall using signs rather than spoken phonemes. Method: This study recruited 30
culturally Deaf, community-dwelling adults, who self-reported that they were not
involved in litigation ordisability claims. In addition to the TOMM, participants
were screened for cognitive ability using non-verbal components of the Wechsler
Abbreviated Scale of Intelligence, Second Edition (WASI-II) and the Mini Mental
State Examination: ASL Version (MMSE:ASL). Results: Nonverbal intelligence for this
sample was within the average range of ability. No participants scored lower than
the standard cut-off score for Trial 2 or the Retention Trial on the TOMM ( 44 <
raw score to indicate invalid responding). Trial 1 performances ranged from 44 to
50, Trial 2 performances ranged from 49 to 50, and Retention performances ranged
from 49 to 50. Conclusion: These results support the use of the same standard cut-
off scores established for hearing individuals in culturally Deaf individuals who
use ASL. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - Chovaz, Cathy J.: Psychology Department, King’s University College at Western
University, 266 Epworth Avenue, London, ON, Canada, N6A 2M3, cathy.chovaz@uwo.ca
AU - Chovaz, Cathy J.
AU - Rennison, V. Lynn Ashton
AU - Chorostecki, Dominica O.
DO - 10.1080/13854046.2019.1696408
IS - 3
KW - *Deafness
*Malingering
*Memory
*Sign Language
*Test Validity
Neuropsychological Assessment
Recall (Learning)
Semantics
PY - 2021
SP - 597-614
ST - The validity of the Test of Memory Malingering (TOMM) with Deaf individuals
T2 - The Clinical Neuropsychologist
TI - The validity of the Test of Memory Malingering (TOMM) with Deaf individuals
VL - 35
ID - 14635
ER -
TY - GEN
AB - A growing body of research about translation between written and signed
languages, specifically as performed by Deaf translators, has raised questions
about the Deaf individuals who perform this work. What, if any, unique perspectives
do Deaf bilinguals bring to the work of translation? How have the personal and
professional experiences of Deaf individuals influenced their development as
translators? How do their experiences within a dominant English-speaking society
impact the linguistic decisions made by Deaf translators? To address these and
other questions, I investigated four key societal elements - social, educational,
political, and cultural - in relation to the work of Deaf translators. Drawing on
Mertova and Webster's (2009) construct of criticalevent narratives, I conducted a
series of in-depth, semi-structured interviews with six Deaf translators to collect
seminal moments in their lives as they relate to their work as translators. I
employed Braun and Clarke's (2006) phase-step method of thematic analysis to
examine the video recorded interviews for patterns and shared themes among the
participants. Applying frameworks of social constructionism, feminism, and Deaf
Studies to the critical events that emerged in the data, I found that the
identities of the Deaf translators were constructed and shaped by their experiences
in societal systems. This qualitative study provides, for the first time, a rich
description of individuals who, over time, constructed their identities as Deaf
individuals performing translation work. The results position translation by Deaf
bilinguals within the field of Translation Studies, with the larger aim of better
understanding the identity of Deaf translators. Critically, the study brings Deaf
voices into the conversation about translation. (PsycInfo Database Record (c) 2022
AU - Cole, Janis I.
KW - *Bilingualism
*Constructivism
*Deafness
*Experiences (Events)
*Feminism
Linguistics
Society
Written Language
PY - 2020
SN - 0419-4209(Print)
ST - Storied realities: an examination of the lived experiences of deaf
translators
TI - Storied realities: an examination of the lived experiences of deaf
translators
ID - 14540
ER -
TY - THES
AB - Currently, there are no available standardized and objective personality
assessment measures validated for use with deaf adults. This exploratory study
investigated the validity of using the Minnesota Multiphasic Personality Inventory-
Second Edition (MMPI-2) with a deaf population sample. The abbreviated version of
the MMPI-2 was administered to 89 non-clinical deaf adults (40 males, 49 females).
Participants ranged in age from 18-50 years and were recruited from various deaf
community events, an international deaf conference, and a liberal arts college for
the deaf. Group means of 3 test validity scales (L, F, K) and 10 clinical scales
(Hs, D, Hy, Pd, Mf, Pa, Pt, Sc, Ma, Si) were compared with the MMPI-2 normative
sample. Significant scale elevations were found on numerous validity and clinical
scales for non-clinical deaf males and females, despite meeting the minimum reading
level requirement. The findings suggest that the written English version of the
MMPI-2 is not a valid measure for use with deaf adults. It is recommended that the
MMPI-2 not be used with deaf adults, regardless of their level of education and
reading ability, until further research is conducted. The development of an
American Sign Language version of the MMPI-2 (in conjunction with test construct
validity studies), and the collection of normative and criterion data for the
general deaf population are areas in which further research is needed. (PsycInfo
AU - Cole, Kristen Anne
CY - US
KW - *Deafness
*Personality Measures
Test Validity
PY - 2003
SN - 0419-4217(Print)
SP - 957-957
ST - Using the MMPI-2 with deaf individuals: A test of the test
TI - Using the MMPI-2 with deaf individuals: A test of the test
VL - 64
ID - 14602
ER -
TY - PRESS
AB - Identifying and assessing depression is essential to ensuring access to
appropriate treatment and services. Unfortunately, limited literature exists on
identifying and assessing depression in prelingually deaf people. In a literature
review, the authors critically examined relevant published studies. The earliest
reported information on depression in deaf people was found in historical studies
that descriptively evaluated specialist psychiatric services for deaf people. These
studies did not accurately reflect the prevalence of depression; reasons for this
are discussed. Issues regarding assessment of depression in deaf people, such as
communication, use of interpreters, and use of standardized assessments, are
examined. Studies that have attempted to overcome these challenges are reviewed,
including studies using modified versions of written questionnaires designed for
hearing people and studies in which standardized questionnaires were translated and
administered in sign. Advantages and disadvantages of different methods are
highlighted; recommendations for future research are made. (PsycInfo Database
AU - Connolly, Claire M.
AU - Rose, John
AU - Austen, Sally
CY - US
DO - 10.1353/aad.2006.0013
KW - *Deafness
*History
*Major Depression
Mental Health Services
M3 - doi:10.1353/aad.2006.0013
PY - 2006
SP - 49-60
ST - Identifying and assessing depression in prelingually deaf people: A
literature review
TI - Identifying and assessing depression in prelingually deaf people: A
literature review
ID - 14472
ER -
TY - JOUR
AB - This study investigated mental health problems in 54 deaf adolescents between
11 and 18 years of age residing in the states of New South Wales and Tasmania in
Australia. Mental health problems were assessed using the Strengths and
Difficulties Questionnaire (SDQ; Goodman, 1997). The SDQ Self Report was translated
into Australian Sign Language (Auslan; Johnston, 1989) using a rigorous iterative
process of translation and back-translation. Both the written and Auslan Self
Report versions of the instrument were administered to establish test–retest
reliability and internal consistency of the signed version. Parent and teacher
reports were also obtained. Results showed acceptable levels of reliability and
internal consistency for the Auslan version of the self-report commensurate with
those obtained for the written version on a normative hearing sample. Modest
correlations were found between some of the syndrome scales in the two versions.
Modest to strong correlations emerged between parent and teacher reports, parent
and child written versions, and for some of the syndrome scales between teacher and
child self-reports and between the parent and Auslan Self Report version. The
prevalence rates yielded by the different respondents differed with parents
reporting higher prevalence than teachers or children. Differences also emerged
between the rates identified using the different versions of the Child Self Report.
The implications of these findings are discussed. (PsycInfo Database Record (c)
AD - Cornes, Andrew J.: Bigger Picture Therapy, PO Box 367, Liverpool, United
Kingdom, L16 8WY, andrewjcornes@gmail.com
AU - Cornes, Andrew J.
AU - Brown, P. Margaret
DO - 10.1179/1557069X12Y.0000000009
IS - 3
KW - *Deafness
*Mental Health
*Psychometrics
*Test Reliability
*Test Validity
Questionnaires
PY - 2012
SP - 161-175
ST - Mental health of Australian deaf adolescents: An investigation using an
Auslan version of the Strengths and Difficulties Questionnaire
TI - Mental health of Australian deaf adolescents: An investigation using an
Auslan version of the Strengths and Difficulties Questionnaire
VL - 14
ID - 14613
ER -
TY - JOUR
AB - Objective: There are no empirically validated measures of psychopathology
that can be easily understood by signing deaf children and little reliable data on
the prevalence of psychiatric disturbance in this population. The aim was to meet
this need by developing an Australian Sign Language (Auslan) version of a widely
used measure (the Youth Self-Report; YSR) which could be administered in an
interactive CD-ROM format, to assess its reliability, and to compare the prevalence
of clinically significant psychopathology in deaf adolescents when using the Auslan
questionnaire versus the standard written version. This would also allow examining
the validity of written questionnaires in this population. Method: Twenty-nine male
and 25 female adolescents with severe or profound hearing loss from public and
private schools in the Australian States of Tasmania (n = 11) and New South Wales
(n = 43) agreed to participate and completed the written and the interactive Auslan
versions of the YSR. Parallel forms were completed by parents (Child Behaviour
Checklist) and teachers (Teacher's Report Form). Results: The Auslan version showed
comparable reliability to that reported for the standard YSR: internal consistency
(α) ranging from 0.77 to 0.97 and test-retest agreement (r) from 0.49 to 0.78. The
interactive Auslan version yielded a prevalence of clinically significant emotional
and behavioural problems in deaf adolescents of 42.6% compared with 21.4% when
using the standard English version. Prevalence for the wider Australian adolescent
population (18.9%) was similar to that obtained among deaf adolescents when using
the standard YSR (21.4%). However, it was higher among deaf adolescents (42.6%)
when using the Auslan version (OR = 3.2, 95% CI = 1.83-5.58). According to the
Auslan version, the syndromes Withdrawn/Depressed (OR = 6.5, 95% CI = 2.96-14.25),
Somatic Complaints (OR = 4.8, 95% CI = 2.53-9.22), Social Problems (OR = 8.3, 95%
CI = 4.16-16.47) and Thought Problems (OR = 5.7, 95% CI = 2.50-12.80) were much
more prevalent among deaf adolescents than in the wider adolescent population,
while Attention Problems (OR = 1.1, 95% CI = 0.39-3.17) and Rule-Breaking Behaviour
(OR = 1.5, 95% CI = 0.73-3.17) were not. Conclusions: An interactive Auslan version
of the YSR is reliable, better accepted and yields higher rates of disturbance than
the standard written questionnaire. Clinicians should be aware that using written
instruments to assess psychopathology in deaf adolescents may produce invalid
results or may underestimate the level of disturbance, particularly emotional
problems. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - Cornes, Andy: Behaviour & Education Support Team (BEST), Child & Adolescent
Mental Health Service (CAMHS), Alder Hey Hospital, Royal Liverpool Children's NHS
Trust, St. Theresa's Catholic Junior School, Utting Avenue East, Liverpool, United
Kingdom, L11 1DD, andrew.cornes@liverpool.gov.uk
AU - Cornes, Andy
AU - Rohan, Meg J.
AU - Napier, Jemina
AU - Rey, Joseph M.
DO - 10.1111/j.1440-1614.2006.01866.x
IS - 8
KW - *Deafness
*Questionnaires
*Sign Language
*Test Reliability
Epidemiology
Psychopathology
Self-Report
PY - 2006
SP - 665-673
ST - Reading the signs: Impact of signed versus written questionnaires on the
prevalence of psychopathology among deaf adolescents
T2 - Australian and New Zealand Journal of Psychiatry
TI - Reading the signs: Impact of signed versus written questionnaires on the
prevalence of psychopathology among deaf adolescents
VL - 40
ID - 14648
ER -
TY - JOUR
AB - The purpose of this communication is to report on the occurrence of stutter-
like behavior in Flemish Sign Language users. A questionnaire was sent to 38
Flemish Sign Language interpreters and 28 employees of special needs schools
adapted to deaf and partially deaf pupils inquiring whether they had ever observed
dysfluencies in the manual communication of the deaf and partially deaf. Of the 13
individuals who responded, nine indicated to have perceived such behavior. The
characteristics of the observed dysfluencies are summarized and implications are
AD - Cosyns, Marjan: Ghent University Hospital, De Pintelaan 185-2P1, Gent,
Belgium, B-9000, marjan.cosyns@ugent.be
AU - Cosyns, Marjan
AU - Van Herreweghe, Annemieke
AU - Christiaens, Griet
AU - Van Borsel, John
DO - 10.3109/02699200903090015
IS - 10
KW - *Deafness
*Sign Language
Stuttering
PY - 2009
SP - 742-750
ST - Stutter-like dysfluencies in Flemish Sign Language users
T2 - Clinical Linguistics & Phonetics
TI - Stutter-like dysfluencies in Flemish Sign Language users
VL - 23
ID - 14399
ER -
TY - JOUR
AB - The purpose of the current study was to investigate the reliability and
validity of the Adapted Coping Operations Preference Enquiry (COPE) Scale with deaf
college students. The Adapted COPE identifies 15 strategies for managing stressors.
117 deaf college students from Gallaudet University, between the ages of 18 and 25,
participated in the present study. When used with this sample, the majority of the
Adapted COPE subscales evidenced high or moderate internal consistency reliability,
except for the Mental Disengagement and Active Coping subscales. To investigate
structural validity, principle component analysis was conducted utilizing quartimax
rotation. Initial analyses retained 17 factors and failed to replicate the intended
subscale structure of the measure. Post-hoc t-tests indicated that responses to the
Original COPE by hearing participants and the Adapted COPE by deaf participants
were largely similar, except for the Substance Use subscale, with significantly
higher mean scores in the deaf sample. This suggests that the psychometric analyses
of the original COPE scale indicate a need for additional restructuring of the
measure. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - Leigh, Irene W.: Department of Psychology, Gallaudet University, 800 Florida
Ave N.E, Washington, DC, US, 20002, Irene.leigh@gallaudet.edu
AU - Craig, Kelly Wolf
AU - Crisologo, Anna
AU - Anderson, Melissa
AU - Sutton, Nadine
AU - Leigh, Irene W.
IS - 3
KW - *Coping Behavior
*Deafness
*Test Reliability
*Test Validity
College Students
PY - 2011
SN - 0899-9228(Print)
SP - 116-133
ST - Reliability and validity of the Adapted COPE Scale with deaf college students
T2 - Journal of the American Deafness and Rehabilitation Association
TI - Reliability and validity of the Adapted COPE Scale with deaf college students
VL - 44
ID - 14357
ER -
TY - JOUR
AB - Intelligibility of spoken languages is a widely discussed construct; however,
intelligibility, as it pertains to signed languages, has rarely been considered.
This study provides an initial investigation of the construct of intelligibility in
American Sign Language (ASL) and evaluates potential measures for self-report and
expert ratings of sign intelligibility that examined the frequency of
understanding, amount of understanding, and ease of understanding. Participants
were 66 college students (42 Deaf, 24 hearing) who had self-rated ASL skills
ranging from poor to excellent. Participants rated their own intelligibility in ASL
and then provided a signed language sample through a picture description task.
Language samples were reviewed by an expert rater and measures of intelligibility
were completed. Results indicated that expert ratings of sign intelligibility
across all measures were significantly and positively correlated. Understanding of
the signer was predicted by the amount of understanding, frequency of
understanding, and ASL production skills, while understanding the picture being
described was predicted by ease of understanding and ASL grammar skills. Self- and
expert ratings of sign intelligibility using the ASL version of the Intelligibility
in Context Scale were not significantly different. Self-report of sign
intelligibility for viewers of different familiarity using the ICS-ASL was found
not to be feasible due to many participants not being in contact with ASL users in
the relationships defined by the measure. In conclusion, this preliminary
investigation suggests that sign intelligibility is a construct worthy of further
investigation. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - Crowe, Kathryn: Center for Education Research Partnerships, National
Technical Institute for the Deaf, 52 Lomb Memorial Drive, Rochester, NY, US, 14623,
kcrowe@csu.edu.au
AU - Crowe, Kathryn
AU - Marschark, Marc
AU - McLeod, Sharynne
DO - 10.1080/02699206.2019.1600169
IS - 10-11
KW - *College Students
*Deafness
*Experimentation
*Self-Report
*Sign Language
Grammar
Rating
Self-Evaluation
PY - 2019
SP - 991-1008
ST - Measuring intelligibility in signed languages
T2 - Clinical Linguistics & Phonetics
TI - Measuring intelligibility in signed languages
VL - 33
ID - 14468
ER -
TY - JOUR
AB - The public behavioral health care system in the United States consists of a
huge network that falls under the purview of the Substance Abuse and Mental Health
Services Administration (SAMHSA) under the U.S. Department of Health and Human
Services. The results of this study raise immediate concerns about the prevalence
of mental health and substance use problems among a large number of deaf Maryland
residents. The issue of specific substance use such as opioids points to a need for
increased service providers and programs able to work with dually-diagnosed deaf
consumers. Clinicians who regularly work with deaf consumers in Maryland are part
of a small close-knit group who know one another and often refer clients to each
other. Since over 200 providers of deaf services were identified in the dataset,
there are questions about the degree of cultural sensitivity and linguistic
adequacy of the service providers. A next step may be to survey providers of deaf
services to evaluate the levels of expertise and linguistic fluency among
clinicians. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AU - Crowe, Teresa
IS - 1
KW - *Deafness
*Drug Usage
*Human Services
*Linguistics
*Behavioral Health Services
Clinicians
Opiates
PY - 2019
SN - 0899-9228(Print)
SP - 22-35
ST - Deaf adult consumers of public behavioral health services in Maryland:
January 1, 2016 – January 1, 2018
TI - Deaf adult consumers of public behavioral health services in Maryland:
January 1, 2016 – January 1, 2018
VL - 53
ID - 14286
ER -
TY - JOUR
AB - Overall, research studies of self-esteem and deafness yield inconsistent
findings. Some studies indicate a higher incidence of low self-esteem among deaf
individuals than among hearing individuals (Y. Bat-Chava, 1994; R. T. Mulcahy,
1998; H. S. Schlesinger, 2000). Other findings suggest that one must examine this
complex phenomenon more closely to understand how deafness influences self-concept
and self-esteem (Bat-Chava, 2000; R. G. Emerton, 1998; S. B. Foster, 1998; I. M.
Munoz-Baell and M. T. Ruiz, 2000; J. B. Stone, 1998). This study (N = 152; aged 18-
49 yrs) asked whether self-esteem scores are significantly different among deaf
college students compared across groups based on gender and parents' hearing status
and signing ability. The construct of self-esteem was measured by the Rosenberg
Self-Esteem Scale, administered using an American Sign Language-translated
videotape. Results revealed that gender, age, and the interaction of parent by
gender were nonsignificant. However, respondents who had at least one deaf parent
and signed scored significantly higher than those with hearing parents who could
not sign and those with hearing parents who could sign. Overall, self-esteem scores
for all respondents were high. Implications for further study are discussed.
AD - Crowe, Teresa V.: Dept of Social Work, Gallaudet U, 800 Florida Avenue, NE,
Washington, DC, US, 20002, Teresa.Crowe@gallaudet.edu
AU - Crowe, Teresa V.
DO - 10.1093/deafed/eng003
IS - 2
*Deafness
*Self-Esteem
Auditory Perception
Communication Skills
Parental Characteristics
Sex
Sign Language
PY - 2003
SP - 199-206
ST - Self-esteem scores among deaf college students: An examination of gender and
parents' hearing status and signing ability
TI - Self-esteem scores among deaf college students: An examination of gender and
parents' hearing status and signing ability
VL - 8
ID - 14375
ER -
TY - JOUR
AB - Background Between 90% and 95% of deaf children are born to hearing parents
who often need support with how to adapt their communication. Parent–child
interaction (PCI) is an important predictor of deaf children's future language
development. It is therefore necessary for professionals to assess parents’
strengths and needs to identify areas for intervention. Qualified teachers of the
deaf (QToDs), speech and language therapists (SLTs), psychologists, and national
deaf child and adolescent mental health (NDCAMHS) professionals regularly support
families with deaf children. With no current evidence‐based tool available to
assist with the assessment of PCI in deafness, it is important to gather
information on current professional practice as this may differ from known
practices within research. Aims To survey the practices of UK‐based professionals
in the assessment of PCI where the deaf infant is aged 0–3 years. Professionals
were QToDs, SLTs, psychologists or psychiatrists and professionals working at
NDCAMHS services. Methods & Procedures After a pilot phase, an 85‐item survey was
distributed electronically through a range of professional and social media
networks. Survey items were based on a systematic review of PCI with deaf infants.
Survey questions were focused on parent behaviours that were assessed, methods of
assessment, goal planning and service provision. Analysis was conducted using
descriptive and inferential statistics. Outcomes & Results A total of 190
professionals from across the UK completed part 1 of the survey; this decreased to
148 in part 4. Respondents were primarily female, hearing, used spoken English and
had 16 years or more experience. Results indicate that PCI is routinely assessed by
a large proportion of professionals and there is a substantial overlap in which
parent behaviours are assessed. Some parent behaviours are assessed that do not
feature in the research. Methods of assessment are informal and predominantly
consist of observation and note making, with professionals using their own skills
and experience to analyse interaction. Goal setting practices were largely similar
between professionals, with many jointly deciding goals with parents. Conclusions &
Implications This survey highlights the range of parent behaviours assessed by UK
professionals in PCI with deaf children aged 0–3. This survey provides valuable
information about and for professionals who assess PCI and set intervention goals
with parents. Information from research and professional practice is important to
consider in the design of a future PCI assessment. Implications are included for
future research in this area. What This Paper Adds What is already known on this
subject Parental involvement is one of the greatest predictors of deaf children's
language outcomes. With many deaf children born to hearing parents, parents often
need guidance with how to facilitate effective communication. A recent systematic
review identified the range of parent behaviours and methods used to analyse PCI in
international research studies, but little evidence or guidance exists on how
professionals assess this phenomenon in practice. What this study adds This is the
first survey to generate large, valuable practice‐based evidence for the assessment
of parents’ communication behaviours as they interact with their deaf infants aged
0–3. The survey recruited a range of multidisciplinary professionals working on
interaction within this field: SLTs, qualified teachers of the deaf, psychologists
or psychiatrists, and professionals working within deaf child and adolescent mental
health services. The study reports on which behaviours these professionals assess
and how, and includes information on the goal setting behaviours of practitioners.
Most respondents were highly experienced; the survey, therefore, reveals expert
practice within the field. What are… (PsycInfo Database Record (c) 2023 APA, all
rights reserved)
AU - Curtin, Martina
AU - Morgan, Gary
AU - Cruice, Madeline
AU - Herman, Rosalind
DO - 10.1111/1460-6984.12849
PY - 2023
ST - Assessing parent interaction with deaf infants: A quantitative survey of uk
professional practice
T2 - International Journal of Language & Communication Disorders
TI - Assessing parent interaction with deaf infants: A quantitative survey of uk
professional practice
ID - 14382
ER -
TY - JOUR
AB - Two experiments evaluated an operant procedure for establishing stimulus
control using auditory and electrical stimuli as a baseline for measuring the
electrical current threshold of electrodes implanted in the cochlea. Twenty-one
prelingually deaf children, users of cochlear implants, learned a Go/No Go auditory
discrimination task (i.e., pressing a button in the presence of the stimulus but
not in its absence). When the simple discrimination baseline became stable, the
electrical current was manipulated in descending and ascending series according to
an adapted staircase method. Thresholds were determined for three electrodes, one
in each location in the cochlea (basal, medial, and apical). Stimulus control was
maintained within a certain range of decreasing electrical current but was
eventually disrupted. Increasing the current recovered stimulus control, thus
allowing the determination of a range of electrical currents that could be defined
as the threshold. The present study demonstrated the feasibility of the operant
procedure combined with a psychophysical method for threshold assessment, thus
contributing to the routine fitting and maintenance of cochlear implants within the
limitations of a hospital setting. (PsycInfo Database Record (c) 2023 APA, all
rights reserved)
AD - de Souza, Deisy G.: Rua Marechal Deodoro, 1645, Apto 11, SP, Sao Carlos,
Brazil, 13560-200, ddgs@ufscar.br
AU - da Silva, Wagner R.
AU - de Souza, Deisy G.
AU - Bevilacqua, Maria Cecília
AU - Lopes Jr, Jair
DO - 10.3922/j.psns.2011.1.011
IS - 1
KW - *Auditory Thresholds
*Cochlear Implants
*Deafness
Electrodes
PY - 2011
SP - 89-102
ST - Operant measurement of auditory threshold in prelingually deaf users of
cochlear implants: II
T2 - Psychology & Neuroscience
TI - Operant measurement of auditory threshold in prelingually deaf users of
cochlear implants: II
VL - 4
ID - 14651
ER -
TY - THES
AB - Many children with disabilities (i.e., deaf/hard of hearing; DHH) experience
language delays (Sarant, Holt, Dowell, Rickards, & Blamey, 2009). Parents of
children who are DHH can mediate their children's language delays with responsive
communication (Guralnick, 2011; Pressman, Pipp-Siegel, & Yoshinaga-Itano, 1999;
Warren & Brady, 2007). This study is a partial replication of the Parent-
Implemented Communication Strategies (PiCS) Project (Meadan, Angell, Stoner, &
Daczewitz, 2014). The PiCS project was implemented with 11 parents and their
children with various disabilities (e.g., Down syndrome, Autism Spectrum Disorder).
These parents were trained and coached to use naturalistic teaching strategies
(i.e., environmental arrangement, modeling, mand-model, and time delay) with
fidelity and parents reported positively regarding social validity. In the current
study, one parent and his child who is DHH participated. A single-case design
across teaching strategies was used to evaluate the functional relation between the
PiCS protocols and the parent's use of naturalistic teaching strategies. Parents of
children with low-incidence disabilities (i.e., DHH) may experience difficulty
locating services within their region (Jackson, Traub, & Turnbull; Proctor,
Niemeyer, & Compton, 2005). Offering services through distance technologies (i.e.,
videoconferencing, cloud-based file sharing). Earlier implementation of the PiCS
project included coaching through videoconferencing (i.e., SkypeTM) and file
sharing (DropboxTM) to transmit videos the parents took. The current study
delivered training and coaching via SkypeTM and used CamtasiaTM to record video
from the screen. The dependent variables were the parent's quality and frequency of
use of teaching strategies. The video data were coded using an event-recording
system and displayed visually in a single-case multiple-baseline design across
strategies for analysis. Intervention effect was evaluated through adjacent
condition analysis and Tau-U non-overlapping data analysis (Parker, Vannest, Davis,
& Sauber, 2011). The secondary outcome of child language and communication was
evaluated using observational data, the MacArthur Bates Communication Developmental
Inventories (CDI; Fenson, Dale, Reznick, Pethick, & Reilly, 1993), and the Cottage
Acquisition Scales for Listening, Language, and Speech (Wilkes, 1999). Social
validity was evaluated through pre- and postintervention surveys and interviews.
The parent's interview responses were analyzed with qualitative analysis. The
outcomes of this study include the effectiveness of the PiCS intervention protocols
and the feasibility of training and coaching using distance technologies. The
results of analysis show that the parent learned to implement the teaching
strategies with fidelity and that the goals, procedures, and outcomes of the PiCS
intervention are acceptable. Recommendations for future research and for
practitioners are discussed. (PsycInfo Database Record (c) 2022 APA, all rights
reserved)
AU - Daczewitz, Marc E.
CY - US
*Down's Syndrome
*Fathers
*Intervention
*Parent Child Communication
Language
PY - 2016
SN - 0419-4209(Print)
ST - Delivering the parent-implemented communication strategies (PICS)
intervention using distance training and coaching with a father and his child who
is hard of hearing
TI - Delivering the parent-implemented communication strategies (PICS)
intervention using distance training and coaching with a father and his child who
is hard of hearing
VL - 77
ID - 14605
ER -
TY - JOUR
AB - Purpose: Cochlear implants (CIs) transmit a degraded version of the acoustic
input to the listener. This impacts the perception of harmonic pitch, resulting in
deficits in the perception of voice features critical to speech prosody. Such
deficits may relate to changes in how children with CIs (CCIs) learn to produce
vocal emotions. The purpose of this study was to investigate happy and sad
emotional speech productions by school-age CCIs, compared to productions by
children with normal hearing (NH), postlingually deaf adults with CIs, and adults
with NH. Method: All individuals recorded the same emotion neutral sentences in a
happy manner and a sad manner. These recordings were then used as stimuli in an
emotion recognition task performed by child and adult listeners with NH. Their
performance was taken as a measure of how well the 4 groups of talkers communicated
the 2 emotions. Results: Results showed high variability in the identifiability of
emotions produced by CCIs, relative to other groups. Some CCIs produced highly
identifiable emotions, while others showed deficits. The postlingually deaf adults
with CIs produced highly identifiable emotions and relatively small intersubject
variability. Age at implantation was found to be a significant predictor of
performance by CCIs. In addition, the NH listeners’ age predicted how well they
could identify the emotions produced by CCIs. Thus, older NH child listeners were
better able to identify the CCIs’ intended emotions than younger NH child
listeners. In contrast to the deficits in their emotion productions, CCIs produced
highly intelligible words in the sentences carrying the emotions. Conclusions:
These results confirm previous findings showing deficits in CCIs’ productions of
prosodic cues and indicate that early auditory experience plays an important role
in vocal emotion productions by individuals with CIs. (PsycInfo Database Record (c)
AD - Chatterjee, Monita: monita.chatterjee@boystown.org
AU - Damm, Sara A.
AU - Sis, Jenni L.
AU - Kulkarni, Aditya M.
AU - Chatterjee, Monita
DO - 10.1044/2019_JSLHR-S-18-0497
IS - 10
*Emotions
*Listening (Interpersonal)
*Peers
*Speech Perception
Deafness
Prosody
Sentences
PY - 2019
SP - 3728-3740
ST - How vocal emotions produced by children with cochlear implants are perceived
by their hearing peers
T2 - Journal of Speech, Language, and Hearing Research
TI - How vocal emotions produced by children with cochlear implants are perceived
by their hearing peers
VL - 62
ID - 14250
ER -
TY - THES
AB - This study examined how the variables of deafness and family environment
affect the quality of the sibling relationship. Specifically, the author explored
how the presence or absence of deafness in a sibling interacted with the family
environment, and impacted the quality of the sibling relationship. Research on the
impact of deafness on families and sibling relationships has shown mixed results.
Many different variables have been included in past research, such as age and sex
of siblings, birth order, and family size. However, relatively few researchers have
focused on the dynamics of the family environment and how that influences the
sibling relationship. The current study comprised 60 teenaged participants; half
had a deaf sibling, and half had a hearing sibling. Participants completed the
Sibling Relationship Questionnaire, the Family Adaptability and Cohesion Evaluation
Scales-IV, and a demographic questionnaire via the Internet. A multivariate
analysis of variance was conducted to explore the impact of the independent
variables (i.e., presence or absence of deafness and positive or negative family
environment) on the dependent variable of quality of the sibling relationship (as
measured by intimacy, affection, nurturance by the sibling, companionship,
competition, antagonism, and quarreling). The type of family environment was
statistically significant, as was the interaction between family type and presence
or absence of deafness. The presence or absence of deafness was not statistically
significant in itself, but was impacted by the family environment. The interaction
effects in this study indicated that families with positive family environments
experienced more positive sibling relationships compared to families with negative
family environments. However, in a few cases, families with negative environments
actually saw an increase in sibling relationship quality in the deaf-hearing group
specifically. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AU - Dardeen, Kelly Renee
CY - US
KW - *Deafness
*Dyads
*Sibling Relations
Siblings
PY - 2009
SN - 0419-4217(Print)
SP - 4480-4480
ST - Perceptions of sibling relationship quality: Differences between deaf-hearing
dyads and hearing-hearing dyads
TI - Perceptions of sibling relationship quality: Differences between deaf-hearing
dyads and hearing-hearing dyads
VL - 69
ID - 14428
ER -
TY - JOUR
AB - Purpose: This study reports validity evidence for an English translation of
the LittlEARS Early Speech Production Questionnaire (LEESPQ). The LEESPQ was
designed to support early spoken language outcome monitoring in young children who
are deaf/hard of hearing. Methods: Data from 90 children with normal hearing, ages
0–18 months, are reported. Parents completed the LEESPQ in addition to a concurrent
measure of spoken language development, the Receptive-Expressive Emergent Language
Test–Third Edition. Normal hearing status and development were confirmed. Results:
Traditional scale analyses, in addition to item parameters, are reported. The
LEESPQ was highly correlated with the Receptive-Expressive Emergent Language Test–
Third Edition (r = .92) and age (r = .90) and had high internal consistency (Ω =
0.92). Common factor analysis revealed 2 underlying factors conceptually mapping
onto items measuring vocal and symbolic development. A latent traits model was the
best fit to the data, and item difficulty broadly conformed to theoretical
expectations. Conclusions: The present work demonstrates that the LEESPQ accurately
captures early spoken language development in a typically developing group of young
children. The LEESPQ holds promise as a clinically feasible, spoken language
outcome monitoring tool. Future work to identify differences in performance
characteristics between typically developing children and clinical populations is
warranted. (PsycInfo Database Record (c) 2021 APA, all rights reserved)
AD - Daub, Olivia: odaub@uwo.ca
AU - Daub, Olivia
AU - Cardy, Janis Oram
AU - Johnson, Andrew M.
AU - Bagatto, Marlene P.
DO - 10.1044/2019_JSLHR-L-18-0411
IS - 10
KW - *Early Childhood Development
*Speech Development
*Test Construction
*Test Validity
Parents
Psychometrics
Questionnaires
Common Factors
PY - 2019
SP - 3667-3678
ST - Validity evidence for the LittlEARS Early Speech Production Questionnaire: An
English-speaking, Canadian sample
TI - Validity evidence for the LittlEARS Early Speech Production Questionnaire: An
English-speaking, Canadian sample
VL - 62
ID - 14249
ER -
TY - JOUR
AB - Objective: This paper outlines the process of implementation of a dialectical
behavioral therapy (DBT) informed treatment for Australian Deaf mental health
consumers. Method: The pilot project team members adapted DBT materials for the
Australian Deaf population. Feedback was obtained from the pilot participants and
modifications made during the pilot. Participant progress and therapeutic alliance
were monitored using culturally valid tools. Results: The DBT informed therapy
approach was well received by this target group, with the observation and self
report of improved interpersonal skills and emotional regulation. Conclusions:
While labor intensive, the process of developing a DBT informed treatment program
for Australian Deaf mental health consumers appears to be beneficial for this
group. Culturally valid, objective measures of skill attainment need to be
developed and further studies comparing different adapted therapeutic approaches
would be useful. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - Dark, Frances: Deafness and Mental Health State-wide Consultation Service, PO
Box 6623, Upper Mt Gravatt, QLD, Australia, 4122, Frances_Dark@health.qld.gov.au
AU - Davidson, Fiona
AU - Cave, Mark
AU - Reedman, Rebecca
AU - Briffa, Dianne
AU - Dark, Frances
DO - 10.1177/1039856212458981
IS - 5
KW - *Deafness
*Informed Consent
*Mental Disorders
*Patients
Dialectical Behavior Therapy
PY - 2012
SP - 425-428
ST - Dialectical behavioral therapy informed treatment with deaf mental health
consumers: An Australian pilot program
T2 - Australasian Psychiatry
TI - Dialectical behavioral therapy informed treatment with deaf mental health
consumers: An Australian pilot program
VL - 20
ID - 14402
ER -
TY - JOUR
AB - This study reports the development of The Hearing Parents’ Perceptions of
Health Professionals’ Advice Questionnaire (HPP/HPQ). This questionnaire was
designed to investigate the impact of the advice and information that parents
receive from health professionals during the time when their child’s hearing loss
is identified and how parents, in turn, make initial decisions about services and
interventions for their deaf child. Once developed, the HPP/HPQ was partially
validated on 2 separate samples. Analysis of data from both samples supported a 14-
item questionnaire, with all items loading onto a single composite factor. The
implications of how this tool can be used to both help improve health
professionals’ services and gain an understanding of how the relationship between
hearing parents and health professionals might influence developmental outcomes in
deaf children are discussed. (PsycInfo Database Record (c) 2023 APA, all rights
reserved)
AD - Day, Lori A.: Gallaudet University, 800 Florida Avenue NE, HMB W321A,
Washington, DC, US, 20002, lori.day@gallaudet.edu
AU - Day, Lori A.
AU - Brice, Patrick
IS - 1
KW - *Deafness
*Parental Attitudes
*Questionnaires
*Test Construction
Parents
Test Reliability
Test Validity
Health Personnel
PY - 2013
SP - 123-137
ST - Development and initial validation of a questionnaire to measure hearing
parents’ perceptions of health care professionals’ advice
TI - Development and initial validation of a questionnaire to measure hearing
parents’ perceptions of health care professionals’ advice
VL - 18
ID - 14631
ER -
TY - GEN
AB - The present study had two main aims: (1) to determine whether deaf children
show higher rates of key behaviors of ADHD (inattentive, hyperactive, and impulsive
behaviors) and of Conduct Disorder—CD—(disruptive, aggressive, or antisocial
behaviors) than hearing children, also examining whether the frequency of these
behaviors in deaf children varied based on cochlear implant (CI) use, type of
school (regular vs. specific for deaf) and level of receptive vocabulary; and (2)
to determine whether any behavioral differences between deaf and hearing children
could be explained by deficits in inhibitory control. We measured behaviors
associated with ADHD and CD in 34 deaf and hearing children aged 9–10 years old,
using the revised Spanish version of the Conners scale. We then assessed inhibitory
control ability using a computerized Stroop task and a short version of the
Attention Network Test for children. To obtain a measure of the level of receptive
vocabulary of the deaf children we used a Spanish version of the Carolina Picture
Vocabulary Test for Deaf and hearing-impaired children. Deaf children showed
significantly higher rates of behaviors associated with ADHD and CD, and over 85%
of cases detected with high risk of ADHD-inattentive type in the entire present
sample were deaf children. Further, in the group of deaf children a negative
correlation was found between receptive vocabulary and frequency of disruptive,
aggressive, or antisocial behaviors associated with CD. However, inhibitory control
scores did not differ between deaf and hearing children. Our results suggested that
the ADHD-related behaviors seen in deaf children were not associated with a deficit
in inhibitory control, at least in the interference suppression subcomponent. An
alternative explanation could be that these behaviors are reflecting an adaptive
strategy that permits deaf children to access information from their environment
which is not available to them via audition. (PsycInfo Database Record (c) 2023
AD - Daza González, María Teresa: tdaza@ual.es
AU - Daza González, María Teresa
AU - Phillips-Silver, Jessica
AU - López Liria, Remedios
AU - Gioiosa Maurno, Nahuel
AU - Fernández García, Laura
AU - Ruiz-Castañeda, Pamela
DO - 10.3389/fpsyg.2021.629032
KW - *Attention
*Attention Deficit Disorder with Hyperactivity
*Deafness
*Impulsiveness
*Behavioral Inhibition
Adaptive Behavior
Antisocial Behavior
Cognitive Control
M3 - doi:10.3389/fpsyg.2021.629032
PY - 2021
ST - Inattention, impulsivity, and hyperactivity in deaf children are not due to
deficits in inhibitory control, but may reflect an adaptive strategy
TI - Inattention, impulsivity, and hyperactivity in deaf children are not due to
deficits in inhibitory control, but may reflect an adaptive strategy
ID - 14337
ER -
TY - COMP
AB - The main aim of this study was to examine the relationship between language
skills (vocabulary knowledge and phonological awareness), nonverbal cognitive
processes (attention, memory and executive functions) and reading comprehension in
deaf children. Participants were thirty prelingually deaf children (10.7 ± 1.6
years old; 18 boys, 12 girls), who were classified as either good readers or poor
readers by their scores on two reading comprehension tasks. The children were
administered a rhyme judgment task and seven computerized neuropsychological tasks
specifically designed and adapted for deaf children to evaluate vocabulary
knowledge, attention, memory and executive functions in deaf children. A
correlational approach was also used to assess the association between variables.
Although the two groups did not show differences in phonological awareness, good
readers showed better vocabulary and performed significantly better than poor
readers on attention, memory and executive functions measures. Significant
correlations were found between better scores in reading comprehension and better
scores on tasks of vocabulary and non-verbal cognitive processes. The results
suggest that in deaf children, vocabulary knowledge and nonverbal cognitive
processes such as selective attention, visuo-spatial memory, abstract reasoning and
sequential processing may be especially relevant for the development of reading
comprehension. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - Daza, María Teresa: Department of Psychology, University of Almeria, Ctra.
Sacramento s/n, Almeria, Spain, 04120, tdaza@ual.es
AU - Daza, María Teresa
AU - Phillips-Silver, Jessica
AU - del Mar Ruiz-Cuadra, María
AU - López-López, Francisco
CY - Netherlands
DO - 10.1016/j.ridd.2014.08.030
ET - 12
KW - *Deafness
Attention
Cognitive Processes
Reading Comprehension
Vocabulary
M3 - doi:10.1016/j.ridd.2014.08.030
PY - 2014
SP - 3526-3533
ST - Language skills and nonverbal cognitive processes associated with reading
comprehension in deaf children
TI - Language skills and nonverbal cognitive processes associated with reading
comprehension in deaf children
VL - 35
ID - 14679
ER -
TY - COMP
AB - Review of the book, "Emotions in humans and artifacts" (see record 2003-
06128-000) edited by R. Trappl, P. Petta and S. Payr. For several decades
artificial intelligence research was deaf to the theories and results of studies
about the strict interrelation between 'rationality' and 'emotion': to emulate the
behaviour of humans it was sufficient to consider their logical reasoning modes and
to translate them into models. This was itself not an easy task. Methods developed
in AI and HCI corresponded (and still correspond in the majority) to this attitude;
for example the prevailing attention to logic, the neat distinction between
'reactive' and 'deliberative' behaviour, the time-consuming searching and planning
algorithms, the focusing of usability measures on time and error rates, and
stereotype-based user modelling and adaptation. Interest in emotions and affective
computing is relatively new, but has been growing quickly over the last few years.
Awareness of the demonstrated role of emotions in driving human behaviour led
computer scientists to look with increasing interest at studies from psychologists
and neurophysiologists, and to promoting opportunities for encounter and
interchange with them. This book contributes to such a trend; and even the most
'rationalist' of AI and HCI researchers should have some curiosity about this
domain, to verify whether the methods they have developed so far apply to this,
more complex, situation. On the other hand, psychologists of various kinds who read
this book (cognitive, experimental, psycho-linguists etc) might be induced to
reflect on how much of their theories about the role of emotions in human-human
interaction also applies to interaction with technology. This is not a handbook,
but a volume aimed at describing experiences and comparing viewpoints. (PsycINFO
AU - de Rosis, Fiorella
CY - Netherlands
DO - 10.1075/is.5.2.08ros
ET - 2
KW - *Artificial Intelligence
*Computers
*Emotional Responses
*Emotions
Human Computer Interaction
M3 - doi:10.1075/is.5.2.08ros
PB - John Benjamins
PY - 2004
SP - 303-311
ST - Review of Emotions in humans and artifacts
TI - Review of Emotions in humans and artifacts
VL - 5
ID - 14295
ER -
TY - JOUR
AB - Filipinos are the fastest growing Asian subgroup in America. Among
immigrants, higher acculturation (adaptation to host society) predicts disability
outcomes and may relate to disability prevalence among older Filipinos. We
conducted a secondary analysis of the 2006 American Community Survey using a
representative sample of older Filipinos (2,113 males; 3,078 females) to measure
functional limitations, limitations in activities of daily living,
blindness/deafness and memory/learning problems. Filipino males who were Americans
by birth/naturalization had higher odds of blindness/deafness (OR 2.94; 95 % CI =
1.69, 5.12) than non-citizens. Males who spoke English at home had higher odds of
blindness/deafness (OR 1.82; 95 % CI = 1.05, 3.17) and memory/learning problems (OR
2.28; 95 % CI = 1.25, 4.15), while females had higher odds of memory/learning
problems (OR 1.75; 95 % CI = 1.13, 2.73). Acculturation is associated with greater
odds of disabilities for Filipino men. Males may be more sensitive to
acculturation-effects than females due to culturally prescribed roles and gender-
specific experiences at the time of immigration. (PsycINFO Database Record (c) 2016
AD - De Souza, Leanne R.: Institute of Medical Sciences, University of Toronto,
Toronto, ON, Canada, leanne.desouza@utoronto.ca
AU - De Souza, Leanne R.
AU - Fuller-Thomson, Esme
DO - 10.1007/s10903-012-9708-1
IS - 3
KW - *Ability Level
*Acculturation
*Activities of Daily Living
*Disabilities
*Immigration
Pacific Islanders
PY - 2013
SP - 462-471
ST - Acculturation and disability rates among Filipino-Americans
T2 - Journal of Immigrant and Minority Health
TI - Acculturation and disability rates among Filipino-Americans
VL - 15
ID - 14278
ER -
TY - THES
AB - Objective. Culturally sensitive measures are important for accurately
assessing cognitive functioning and rate of decline. Currently, most measures used
to assess dementia have a strong English linguistic and cultural component, which
may impact test results and lead to misdiagnosis in individuals for whom English is
not their primary language. As the elderly population and incidence of dementia
continues to rise, there is an inherent need to validate a measure and develop
cultural norms for the deaf population. Therefore, the current study investigated
the use of the Mattis Dementia Rating Scale (DRS-2) in culturally Deaf senior
citizens. Method. 54 prelingually deaf senior citizens were given the Reading
Comprehension subtest from the Peabody Individual Achievement Test, Revised (PIAT-
R), the Mattis Dementia Rating Scale, Second Edition (DRS 2), and Mini Mental State
Exam (MMSE). Hypotheses included whether the DRS, MMSE, and PIAT-R would correlate.
Results. Significant correlations were found between the DRS and MMSE (r = .771, p
M = 5,77, SD = 3.28). Chronbachs alpha indicated an overall weak level of internal
consistency (alpha = .2745) questioning whether the DRS was measuring the intended
cognitive domains. ANOVA and Bonferoni post-hoc analysis revealed significant
differences between DRS total score and levels of education. Conclusion. Level of
education, reading comprehension and cultural factors have significant impacts on
culturally Deaf individuals' performance on the DRS. These results will provide
useful information to medical and psychological professions evaluating cognitive
functioning in the deaf elderly population. (PsycInfo Database Record (c) 2023 APA,
AU - Dean, Pamela M.
CY - US
KW - *Citizenship
*Cognitive Ability
*Deafness
*Dementia
*Psychometrics
College Students
Linguistics
Rating Scales
PY - 2009
SN - 0419-4217(Print)
SP - 2570-2570
ST - Use of the Mattis Dementia Rating Scale with deaf senior citizens
TI - Use of the Mattis Dementia Rating Scale with deaf senior citizens
VL - 70
ID - 14213
ER -
TY - THES
AB - Gallaudet University is proposed to be the home to the world's first Ph.D. in
Sign Language Education program situated in the emerging discipline of sign
language pedagogy. There is a need for qualified sign language instructors and
leaders at all levels of education. Gallaudet University's New Program Review
requires a proposal to pass through series of stages. This study focused on the
viability component of the overall feasibility study in Stage 2. The purpose of the
study is to analyze the viability of the proposal by looking into the value, need
and interest for the proposed program. The main research questions that guided this
study are: "do current and past graduates of a sign language master degree program
value and see a professional need for a Ph.D. in Sign Language Education program at
Gallaudet University?" and "are current and past graduates of a sign language
master degree program interested in pursuing a Ph.D. in Sign Language Education at
Gallaudet University?". A quantitative approach utilizing the survey methodology
was developed and administered to 280 prospective students. The survey collected
data from 114 participants who completed the survey in its entirety. The sample
group consisted of 24 current graduates and 90 past graduates of the Master in Sign
Language Education program. This study is important in terms of setting the stage
for elevating the long-awaited discipline of sign language pedagogy in line with
other world language disciplines. A major finding revealed by this study has shown
that current and past graduates of a sign language master degree program value and
see a professional need for a Ph.D. in Sign Language Education. An overwhelming
majority of the respondents indicated that such program should be implemented at
Gallaudet University. Overall the prospective students are interested in pursuing a
Ph.D. in Sign Language Education at Gallaudet University, especially within 10
years. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
AU - DeHaan, Kenneth J.
CY - US
KW - *Graduate Education
*Postgraduate Students
*Sign Language
College Graduates
PY - 2021
SN - 0419-4209(Print)
ST - Ph.D. in sign language education at Gallaudet University: A viability study
TI - Ph.D. in sign language education at Gallaudet University: A viability study
VL - 82
ID - 14257
ER -
TY - JOUR
AB - The goals of the present study were: (1) to explore the effects of two
interventions (B: stress management and C: work style) among sign language
interpreters (SLIs), using a single-case cross-over design; and (2) to document the
feasibility of using such a repeated measures design in exploring work intervention
impact. Seven participants reporting persistent pain during the baseline
measurements were followed up every week using a questionnaire (psychological
stress, musculoskeletal symptoms) and direct measurements (electromyography and
goniometry) throughout the entire study. Interviews with the participants,
management and union representatives, and questionnaires to the teachers and deaf
students were used to assess feasibility. After the first baseline was established
for all participants, three of them received intervention B followed by a second
baseline and intervention C. The four other participants first received
intervention C, followed by the second baseline and intervention B. Both
interventions demonstrated a potential to reduce pain. For three of the four
participants showing a reduction in pain, it was accompanied by a reduction in
either the perceived stress or mechanical exposure, or both. It cannot be concluded
that one intervention is better than the other. However, the fact that some
individuals respond to one intervention or the other reveals that implementing both
interventions would have the best chance for success in preventing disability among
workers reporting persistent pain. Performing such a repeated measures design on a
weekly basis was challenging for the participants, especially for instrumented
measures. This type of design might however prove to be useful when exploring new
interventions, especially if direct measurements are not of interest. (PsycINFO
AD - Delisle, Alain: Robert-Sauve Occupational Health and Safety Research
Institute (IRSST), 505 Boul. De Maisonneuve Ouest, Montreal, PQ, Canada, H3A 3C2,
delisle.alain@irsst.qc.ca
AU - Delisle, Alain
AU - Durand, Marie-José
AU - Imbeau, Daniel
AU - Larivière, Christian
DO - 10.1016/j.ergon.2006.10.011
IS - 2
KW - *Intervention
*Occupational Safety
*Pain
*Stress Management
*Treatment Outcomes
Sign Language
Interpreters
PY - 2007
SP - 111-123
ST - The effects of two interventions on persistent pain: A multiple single-case
study among sign language interpreters
T2 - International Journal of Industrial Ergonomics
TI - The effects of two interventions on persistent pain: A multiple single-case
study among sign language interpreters
VL - 37
ID - 14287
ER -
TY - JOUR
AB - Objective: Most existing tests of memory and verbal learning in adults were
created for spoken languages, and are unsuitable for assessing deaf people who rely
on signed languages. In response to this need for sign language measures, the
British Sign Language Verbal Learning and Memory Test (BSL-VLMT) was developed. It
follows the format of the English language Hopkins Verbal Learning Test Revised,
using standardized video-presentation with novel stimuli and instructions wholly in
British Sign Language, and no English language requirement. Method: Data were
collected from 223 cognitively healthy deaf signers aged 50–89 and 12 deaf patients
diagnosed with dementia. Normative data percentiles were derived for clinical use,
and receiver-operating characteristic curves computed to explore the clinical
potential and diagnostic sensitivity and specificity. Results: The test showed good
discrimination between the normative and clinical samples, providing preliminary
evidence of clinical utility for identifying learning and memory impairment in
older deaf signers with neurodegeneration. Conclusions: This innovative video
testing approach transforms the ability to accurately detect memory impairments in
deaf people and avoids the problems of using interpreters, with international
potential for adapting similar tests into other signed languages. (PsycInfo
AD - Atkinson, Joanna: Language and Cognition Research Centre, University College
London, 49 Gordon Square, London, United Kingdom, WC1H 0PD,
joanna.atkinson@ucl.ac.uk
AU - Denmark, Tanya
AU - Marshall, Jane
AU - Mummery, Cath
AU - Roy, Penny
AU - Woll, Bencie
AU - Atkinson, Joanna
IS - 8
KW - *Deafness
*Memory Disorders
*Sign Language
*Verbal Learning
*Verbal Memory
Test Construction
Mild Cognitive Impairment
PY - 2016
SP - 855-867
ST - Detecting memory impairment in deaf people: A new test of verbal learning and
memory in British Sign Language
TI - Detecting memory impairment in deaf people: A new test of verbal learning and
memory in British Sign Language
VL - 31
ID - 14608
ER -
TY - JOUR
AB - Learning a second language is very difficult, especially, for the disabled;
the disability may be a barrier to learn and to utilize information written in text
form. We present the SignMT, Thai sign to Thai machine translation system, which is
able to translate from Thai sign language into Thai text. In the translation
process, SignMT takes into account the differences between Thai and Thai sign
language in terms of both syntax and semantic to ensure the accuracy of
translation. SignMT was designed to be not only an automatic interpreter but also a
language learning tool. It provides meaning of each word in both text and image
forms which is easy to understand by the deaf. The grammar information and the
order of the sentence are presented in order to help the deaf in learning Thai,
their second language. With SignMT, deaf students are less dependent on a teacher,
have more freedom to experiment with their own language, and improve their
knowledge and learning skill. In our experiment, SignMT was implemented to
translate sentences/phrases which were collected from different sources including
textbooks, cartoons, bedtime story, and newspapers. SignMT was tested and evaluated
in terms of the translation accuracy and user satisfaction. The evaluation results
show that the translation accuracy is acceptable, and it satisfies the users’
needs. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
AD - Naruedomkul, Kanlaya: scknr@mahidol.ac.th
AU - Ditcharoen, Nadh
AU - Naruedomkul, Kanlaya
AU - Cercone, Nick
DO - 10.1016/j.compedu.2009.12.009
IS - 1
KW - *Disabilities
*English as Second Language
Language
PY - 2010
SP - 118-130
ST - SignMT: An alternative language learning tool
T2 - Computers & Education
TI - SignMT: An alternative language learning tool
VL - 55
ID - 14444
ER -
TY - JOUR
AB - Languages are socially constructed systems of expression, generated
interactively in social networks, which can be assimilated by the individual brain
as it develops. Languages co-evolved with culture, reflecting the changing
complexity of human culture as it acquired the properties of a distributed
cognitive system. Two key preconditions set the stage for the evolution of such
cultures: a very general ability to rehearse and refine skills (evident early in
hominin evolution in tool making), and the emergence of material culture as an
external (to the brain) memory record that could retain and accumulate knowledge
across generations. The ability to practice and rehearse skill provided immediate
survival-related benefits in that it expanded the physical powers of early
hominins, but the same adaptation also provided the imaginative substrate for a
system of “mimetic” expression, such as found in ritual and pantomime, and in
proto-words, which performed an expressive function somewhat like the home signs of
deaf non-signers. The hominid brain continued to adapt to the increasing importance
and complexity of culture as human interactions with material culture became more
complex; above all, this entailed a gradual expansion in the integrative systems of
the brain, especially those involved in the metacognitive supervision of self-
performances. This supported a style of embodied mimetic imagination that improved
the coordination of shared activities such as fire tending, but also in rituals and
reciprocal mimetic games. The time-depth of this mimetic adaptation, and its role
in both the construction and acquisition of languages, explains the importance of
mimetic expression in the media, religion, and politics. Spoken language evolved
out of voco-mimesis, and emerged long after the more basic abilities needed to
refine skill and share intentions, probably coinciding with the common ancestor of
sapient humans. Self-monitoring and self-supervised practice were necessary
preconditions for lexical invention, and as these abilities evolved further,
communicative skills extended to more abstract and complex aspects of the
communication environments—that is, the “cognitive ecologies”—being generated by
human groups. The hominin brain adapted continuously to the need to assimilate
language and its many cognitive byproducts by expanding many of its higher
integrative systems, a process that seems to have accelerated and peaked in the
past half million years. (PsycInfo Database Record (c) 2020 APA, all rights
reserved)
AD - Donald, Merlin: Psychology Department, Queen’s University, Kingston, ON,
Canada, K7L 3N6, donaldm@queensu.ca
AU - Donald, Merlin
DO - 10.3758/s13423-016-1102-x
IS - 1
KW - *Brain
*Language
*Preconditioning
*Theory of Evolution
Cognitive Neuroscience
PY - 2017
SP - 204-208
ST - Key cognitive preconditions for the evolution of language
T2 - Psychonomic Bulletin & Review
TI - Key cognitive preconditions for the evolution of language
VL - 24
ID - 14632
ER -
TY - THES
AB - Children of all walks of life may experience trauma, and/or socio-emotional
challenges, and may display behavioral symptoms that lead their caregivers to seek
mental health services. Deaf and hard-of-hearing children experience these
difficulties at an alarmingly higher rate than the general hearing population.
While a practitioner should exist for every child who needs play therapy, there are
not enough mental health professionals who are trained in both play therapy and
working with deaf and hard-of-hearing clients. A considerable amount of research
exists covering the efficacy of play therapy training models; however, research is
not robust when looking at the best training methods applicable for practitioners
who may encounter a deaf or hard-of-hearing client. The purpose of the current
qualitative study was to explore lived play therapy training, including supervision
experiences of mental health professionals who have used play therapy with deaf
and/or hard-of-hearing clients. Questions explored the lived experiences and
perceptions of both pre-service and mental health professionals regarding their
play therapy training experiences related to people who are deaf, as well as what
they perceived to be the effectiveness of their training. Several salient themes
emerged to include access to play therapy trainings and supervision, the value of
kinesthetic practice, the importance of process oriented supervision, depth
provided by intensive workshops, and participants' difficulties adapting play
therapy for deaf and hard-of-hearing clients. (PsycInfo Database Record (c) 2023
AU - Dowtin, La Trice Leigh
CY - US
KW - *Deafness
*Life Experiences
*Mental Health Personnel
*Play Therapy
Clients
PY - 2018
SN - 0419-4217(Print)
ST - The therapeutic power of play: Play therapy training experiences of mental
health professionals with deaf clients
TI - The therapeutic power of play: Play therapy training experiences of mental
health professionals with deaf clients
VL - 79
ID - 14543
ER -
TY - GEN
AB - A considerable amount of research exists covering the efficacy of play
therapy training models; however, research is not robust when looking at the best
training methods applicable for practitioners who may encounter a deaf or hard-of-
hearing client. The purpose of the current qualitative study was to explore lived
play therapy training experiences, including supervision experiences of mental
health professionals who have used play therapy with deaf and/or hard-of-hearing
clients. Questions explored the lived experiences and perceptions of both
preservice and mental health professionals regarding their play therapy training
experiences related to people who are deaf as well as what they perceived to be the
effectiveness of their training. Several salient themes emerged to include access
to play therapy training and supervision, the value of kinesthetic practice, the
importance of process-oriented supervision, depth provided by intensive workshops,
and participants’ difficulties adapting play therapy for deaf and hard-of-hearing
clients. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
AD - Dowtin, LaTrice L.: LDowtin@PlayfulLeighPsyched.com
AU - Dowtin, LaTrice L.
AU - Day, Lori A.
DO - 10.1037/pla0000105
KW - *Deafness
*Mental Health Personnel
*Play Therapy
*Training
*Treatment Barriers
Clinicians
Models
Sociocultural Factors
Test Construction
M3 - doi:10.1037/pla0000105
PB - Educational Publishing Foundation
PY - 2019
SP - 195-206
ST - Signs and barriers: Play therapy training experiences of deaf and hearing
clinicians
TI - Signs and barriers: Play therapy training experiences of deaf and hearing
clinicians
ID - 14662
ER -
TY - JOUR
AB - Purpose: The recognition of the Brazilian Sign Language (Libras) as the
official language of the Brazilian deaf, in 2002, reaffirms the linguistic and
cultural particularities of the deaf population. Therefore, there is a lack of a
validated instrument for assessing the Quality of Life of deaf people using Libras.
With authorization from the World Health Organization (WHO), a version of the
WHOQOL-Bref in Libras was developed, called WHOQOL-Bref/Libras. However, its
psychometric properties have not been examined as yet. Therefore, the purpose of
this work is to perform the psychometric validation of the WHOQOL-Bref/Libras.
Methods: WHOQOL-Bref/Libras and a sociodemographic questionnaire were applied to
311 deaf people from the five Brazilian regions. To assess temporal stability, the
questionnaire was readministered to 52 deaf people, over an interval of 2 weeks.
Results: WHOQOL-Bref/Libras demonstrated satisfactory psychometric values for
reliability, discriminant and construct validity, temporal stability, and internal
consistency. Cronbach’s alpha coefficient showed satisfactory values for each of
the WHOQOL-Bref domains: Physical health (0.641), Psychological (0.705),
Environment (0.710), and Overall-Bref domains (0.873). The WHOQOL-Bref/Libras is
the appropriate option to assess the quality of life of deaf people who communicate
through Libras. Conclusion: WHOQOL-Bref/Libras had a satisfactory psychometric
performance; therefore, it is a valid option that will provide autonomous
participation for the deaf in quality of life investigations. (PsycInfo Database
AD - Duarte, Soraya B. R.: sorayaduarte@ifg.edu.br
AU - Duarte, Soraya B. R.
AU - Chaveiro, Neuma
AU - de Freitas, Adriana R.
AU - Barbosa, Maria Alves
AU - Camey, Suzi
AU - Fleck, Marcelo P.
AU - Porto, Celmo C.
AU - Rodrigues, Cássio L.
AU - Rodríguez-Martín, Dolors
DO - 10.1007/s11136-020-02611-5
IS - 1
KW - *Deafness
*Psychometrics
*Quality of Life
*Sign Language
*Test Validity
Questionnaires
PY - 2021
SP - 303-313
ST - Validation of the WHOQOL-bref instrument in Brazilian sign language (Libras)
T2 - Quality of Life Research: An International Journal of Quality of Life Aspects
of Treatment, Care & Rehabilitation
TI - Validation of the WHOQOL-bref instrument in Brazilian sign language (Libras)
VL - 30
ID - 14477
ER -
TY - COMP
AB - Designed for a literate, hearing clientele, traditional CALL tools do not
necessarily meet the needs of deaf people, and are not adapted to their learning
styles, especially in the area of literacy. Current developments lead us to believe
that, in order for deaf people to subscribe to literacy campaigns and to ensure
that such measures are efficient, two conditions must be met: Quebec Sign Language
must be the language of instruction (Dubuisson et al., 1997) and the participation
of deaf people must be felt at every stage of the development of course material.
Research has shown that in architecture, for example, the participation of the
target clientele in the design process of the product can lead to the emergence of
significant solutions (Vezeau et al., 1999). In light of the quantity of Web
systems and products that are hardly used or difficult to use, Rubin (1994) reminds
us of the need to consider the user, and not only the machine or the system, in the
development process. The main goal of our research is to establish design
parameters (developmental process, type of software, and content) for CALL software
aimed at deaf adults. Only the data relating to the developmental process will be
presented here. We will analyze and discuss the responses obtained through
interviews with deaf members of the development team, audiotapes (on which an
interpreter recorded the words of the team members), and videotapes of meetings.
The interpretation of this data will give way to a qualitative assessment of the
efficiency of the approach in the development of material adapted to the needs of
the target population. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - Dubuisson, Colette: Groupe de recherche sur la LSQ et le bilinguisme sourd,
Universite du Quebec a Montreal, C.P. 8888, Succ. Centre-Ville, Montreal, PQ,
Canada, H3C 3P8, colettedubuisson@aol.com
AU - Dubuisson, Colette
AU - Bastien, Michel
AU - Berthiaume, Rachel
AU - Parisot, Anne-Marie
AU - Villeneuve, Suzanne
CY - United Kingdom
DO - 10.1017/S0958344004000825
ET - 2
*Deafness
*Literacy
*Sign Language
*Computer Assisted Language Learning
Learning Strategies
M3 - doi:10.1017/S0958344004000825
PB - Cambridge University Press
PY - 2004
SP - 360-376
ST - Création d' logiciel d'alphabétisation bilingue pour les Sourds "Lefrançais
sur le bout des doigts": Évaluation de l'outil et de la démarche de développement.
[Creating software for bilingual alphabetization for the deaf "French at your
finger tips": Evaluating its utility and development.]
TI - Création d' logiciel d'alphabétisation bilingue pour les Sourds "Lefrançais
sur le bout des doigts": Évaluation de l'outil et de la démarche de développement.
[Creating software for bilingual alphabetization for the deaf "French at your
finger tips": Evaluating its utility and development.]
VL - 16
ID - 14436
ER -
TY - GEN
AB - Hearing loss is an invisible condition that affects communication and social
interaction. For many individuals, sudden or gradual loss of their hearing, either
partial or total, constitutes a dramatic event that demands specific adjustments.
Although a few studies have explored personal variables associated with the
adaptation process in the presence of a hearing loss, to our knowledge, no study
has explored resilience in adults with acquired deafness. Our main purpose was to
gain a better understanding of resilience in the context of a postlingual hearing
loss. We measured resilience in 35 adults with acquired deafness using the Connor-
Davidson Resilience Scale (CD-RISC). Participants, aged 20 to 84 years, filled out
the CD-RISC and a sociodemographic questionnaire electronically via a secure
website. We gathered information on the degree of hearing loss, hearing device use,
education, and living arrangements. We then examined potential predictors of
resilience score, using a regression model. Degree of hearing loss and living
arrangements were both associated with resilience. Our results suggest that
resilience is an evolutionary process influenced by external factors. On a clinical
level, our results reinforce the importance of personal and environmental factors
in adults with acquired deafness and the importance of taking resilience capacities
into account. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - Duchesne, Louise: Département d’Orthophonie, Université du Québec à Trois-
Rivières, 3351, boul. des Forges, C.P. 500, Trois-Rivières, PQ, Canada, G9A 5H7,
louise.duchesne@uqtr.ca
AU - Duchesne, Louise
AU - Martin, Stéphanie
AU - Michallet, Bernard
KW - *Deafness
*Oral Communication
Social Interaction
PB - Canadian Assn of Speech Language Pathologists and Audiologists
PY - 2017
SP - 157-173
ST - La résilience chez les adultes ayant une surdité acquise: Une étude
exploratoire. [Resilience in adults with acquired deafness: An exploratory study.]
TI - La résilience chez les adultes ayant une surdité acquise: Une étude
exploratoire. [Resilience in adults with acquired deafness: An exploratory study.]
ID - 14222
ER -
TY - JOUR
AB - Objectives: (1) To describe auditory performance and subjective benefits in
adults with congenital or prelingual deafness who received a cochlear implant (CI)
during adolescence or adulthood, and (2) to examine the benefits as experienced by
these CI users. Methods: Twenty-one adults aged 23–65 years participated in the
study. All had a congenital or prelingual deafness (onset before age 3). They
received a CI between the age of 16 and 61 years (mean age: 31). Speech recognition
scores before and after implantation were computed and a questionnaire on
subjective benefits (French adaptation of the Adult Cochlear Implant Questionnaire,
designed by Zwolan and collaborators (1996, Self-report of CI use and satisfaction
by prelingually deafened adults. Ear and Hearing, 17(3): 198–210) was administered.
Semi-structured interviews were subsequently conducted with a subsample of seven
participants. Results: Speech recognition scores after implantation ranged from 0
to 95%. Despite large inter-individual variability, most participants expressed
high levels satisfaction and overall usefulness. Correlational analyses showed that
speech recognition performance was moderately associated with subjective benefits.
Data from the interviews revealed that the underlying sources of satisfaction with
the implant are related to the discovery and enjoyment of environmental sounds,
easier lip-reading, and improvement of self-confidence during communicative
interactions. Discussion/conclusion: CI benefits are mostly subjective in this
particular population: descriptive and qualitative approaches allow us to obtain a
nuanced portrait of their experience and provide us with important elements that
are not easily measurable with tests and scores. (PsycInfo Database Record (c) 2022
AD - Duchesne, Louise: Departement d'Orthophonie, Universite du Quebec a Trois-
Rivieres, 3351, boulevard des Forges, C.P. 500, Trois-Rivieres, PQ, Canada, G9A
5H7, louise.duchesne@uqtr.ca
AU - Duchesne, Louise
AU - Millette, Isabelle
AU - Bhérer, Maurice
AU - Gobeil, Suzie
DO - 10.1080/14670100.2017.1290925
IS - 3
KW - *Aphasia
*Cochlear Implants
*Congenital Disorders
Linguistics
Satisfaction
PY - 2017
SP - 143-152
ST - Auditory performance and subjective benefits in adults with congenital or
prelinguistic deafness who receive cochlear implants during adulthood
TI - Auditory performance and subjective benefits in adults with congenital or
prelinguistic deafness who receive cochlear implants during adulthood
VL - 18
ID - 14509
ER -
TY - CHAP
AB - From phenomenological and qualitative research to single-case design, design
studies, and randomized controlled trials, to evidence-based and classroom-
validated practices, the panoply of options raises many questions. What are the
roles of qualitative and quantitative research? How does research relate to funding
options? What should the relationship between researchers and practitioners be, and
what does this mean I should do in my classroom on Monday morning? This chapter
looks at the path from ideation to application through the lens of studies of deaf
children so that (1) researchers can understand the rightful purpose of the studies
they are designing and (2) education practitioners can participate in the process
as well as understand the rightful place of the research they are reading.
AU - Easterbrooks, Susan R.
KW - *Deafness
*Methodology
*Special Education
Funding
Quantitative Methods
Qualitative Methods
PY - 2017
SN - 978-0-19-045565-1 (Hardcover)
SP - 1-34
ST - Conceptualization, development, and application of research in deaf
education: From phenomenon to implementation
T2 - Research in deaf education: Contexts, challenges, and considerations.
TI - Conceptualization, development, and application of research in deaf
education: From phenomenon to implementation
ID - 14425
ER -
TY - JOUR
AB - The auditory brainstem implant (ABI) is an auditory sensory device that is
surgically placed on the cochlear nucleus of the brainstem for individuals who are
deaf but unable to benefit from a cochlear implant (CI) due to anatomical
abnormalities of the cochlea and/or eighth nerve, specific disease processes, or
temporal bone fractures. In the United States, the Food and Drug Administration has
authorized a Phase I clinical trial to determine safety and feasibility of the ABI
in up to 10 eligible young children who are deaf and either derived no benefit from
the CI or were anatomically unable to receive a CI. In this paper, we describe the
study protocol and the children who have enrolled in the study thus far. In
addition, we report the scores on speech perception, speech production, and
language (spoken and signed) for five children with 1–3 years of assessment post-
ABI activation. To date, the results indicate that spoken communication skills are
slow to develop and that visual communication remains essential for post-ABI
intervention. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
AD - Eisenberg, Laurie S.: Caruso Family Center for Childhood Communication, 806
W. Adams Blvd., Los Angeles, CA, US, 90007, laurie.eisenberg@med.usc.edu
AU - Eisenberg, Laurie S.
AU - Ganguly, Dianne Hammes
AU - Martinez, Amy S.
AU - Fisher, Laurel M.
AU - Winter, Margaret E.
AU - Glater, Jamie L.
AU - Schrader, Debra K.
AU - Loggins, Janice
AU - Wilkinson, Eric P.
DO - 10.1093/deafed/eny010
IS - 3
*Auditory Perception
*Brain Stem
*Neurosurgery
Speech Development
Speech Perception
PY - 2018
SP - 249-260
ST - Early communication development of children with auditory brainstem implants
TI - Early communication development of children with auditory brainstem implants
VL - 23
ID - 14664
ER -
TY - THES
AB - Treating prelingual deafness with cochlear implants paves the way for spoken
language development. Previous studies have shown that providing the intervention
at six to 11 months is better than at 12-17 months. However, interventions at even
earlier ages have not been researched to the same extent, for example by comparing
five to eight months with nine to 11 months. That is why we retrospectively
assessed the surgical risks, and analyzed the longitudinal spoken language tests,
of 103 children who received their first cochlear implant between five and 30
months of age. This research particularly focused on surgery before 12 months of
age (Paper I). Apart from language development, we expected that early implants
would provide access to the interaural time differences that are crucial for
localizing low frequency sounds. We were interested to examine this in combination
with novel sound processing strategies with stimulation patterns that convey the
fine structure of sounds. Therefore, in addition to the retrospective analysis, we
studied the relationships between stimulation strategies, lateralization of
interaural time differences and horizontal sound localization in 30 children (Paper
II). Then we decided to develop a method to objectively assess sound localization
latency to complement localization accuracy. A method that assesses latency needed
to be validated in adults with normal hearing, and in hampered conditions, so that
the relationship between accuracy and latency could be clarified. In our study, the
gaze patterns from the localization recordings were modelled by optimizing a
sigmoid function (Paper III). Furthermore, we addressed the lack of studies on the
normal development of sound localization latency of gaze responses in infancy and
early childhood (Paper IV).Our study of spoken language development showed the
benefit of cochlear implantation before nine months of age, compared to nine to 11
months of age, without increased surgical risks. This finding was strongest when it
came to the age at which the child's language could be understood (Paper I). When
our group of 30 subjects underwent tests for interaural time differences, 10 were
able to discriminate within the range of naturally occurring differences.
Interestingly, the choice of stimulation strategy was a prerequisite for
lateralizing natural interaural time differences. However, no relationships between
this ability to lateralize and the ability to localize low frequency sounds were
found (Paper II). The localization setup meant that detailed investigations of gaze
behavior could be carried out. Eight normal hearing adults demonstrated a mean
sound localization latency of 280 ± 40 milliseconds (ms), with distinct
prolongation with unilateral earplugging. It is interesting to observe the
similarity in latency, dynamic behavior, and overlap of anatomical structures
between the acoustic middle ear reflex and sound localization latency (Paper III).
In addition, normal hearing infants showed diminished sound localization latency,
from 1000 ms at six months of age down to 500 ms at three years of age (Paper IV).
Latency in children with early cochlear implants still needs to be studied.The
findings in this thesis have important clinical implications for counseling parents
and they provide valuable data to guide clinical choices about the age when
cochlear implants are provided and processor programming takes place. The fast,
objective and non-invasive method of sound localization latency assessment may
further enhance the clinical processes of diagnosing and monitoring interventions
in children with hearing impairment. (PsycInfo Database Record (c) 2023 APA, all
rights reserved)
AU - Eklöf, Martin
CY - US
KW - *Age Differences
*Auditory Localization
*Cochlear Implants
*Deafness
Intervention
Measurement
PY - 2021
SN - 0419-4217(Print)
ST - Effects of age and stimulation strategies on cochlear implantation and a
clinically feasible method for sound localization latency
TI - Effects of age and stimulation strategies on cochlear implantation and a
clinically feasible method for sound localization latency
VL - 82
ID - 14625
ER -
TY - JOUR
AB - This paper proposes a new system to translate an Arabic Sign Language (ArSL).
The system consists of two sub-systems: the first, Speech to ArSL translation
Subsystem. This sub-system is mainly based on the speech recognition engine. The
second is ArSL to speech translation subsystem to translate the images of signs
into speech, mainly based on GTTS library. This system will be easily used by both
groups (the hearing disabled and normal persons) who want to learn ArSL and will
support more communication between them. Among the advantages of this system is
that it is expandable by adding new signs to the database and can be accessed
online at: https://sr.gravita-demo.com/. The proposed system was evaluated using
several methods. The findings show that the system can translate ArSL with a
recognition rate of 99%. An experimental approach was used to evaluate the
effectiveness of the proposed system. Results show that the proposed system was
effective and the ability of Arab deaf students to learn improved significantly. In
addition, the system's performance evaluation questionnaire revealed that system
users preferred this approach to ArSL learning and teaching and acquired new
concepts, which predicts a promising future for this system in academic
environments. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
AD - Elbourhamy, Doaa M.: doaa.elborhami@spe.kfs.edu.eg
AU - Elbourhamy, Doaa M.
AU - Mohammdi, Hosnia M.
DO - 10.1080/10494820.2021.1920431
PY - 2021
ST - An intelligent system to help deaf students learn arabic sign language
T2 - Interactive Learning Environments
TI - An intelligent system to help deaf students learn arabic sign language
ID - 14554
ER -
TY - GEN
AB - NHS Direct is a telephone triage service used by the UK public to contact a
nurse for any kind of health problem. NHS Direct Online (NHSDO) extends NHS Direct,
allowing the telephone to be replaced by the Internet, and introducing new
opportunities for informing patients about their health. One NHSDO service under
development is the Clinical Enquiry Service (CES), which uses Web chat as the
communication medium. To identify the opportunities and possible risks of such a
service by exploring its safety, feasibility, and patient perceptions about using
Web chat to contact a nurse. During a six-day pilot performed in an inner-city
general practice in Coventry, non-urgent patients attending their GP were asked to
test the service. After filling out three Web forms, patients used a simple Web
chat application to communicate with trained NHS Direct triage nurses, who
responded with appropriate triage advice. All patients were seen by their GP
immediately after using the Web chat service. Safety was explored by comparing the
nurse triage end point with the GP's recommended end point. In order to check the
feasibility of the service, we measured the duration of the chat session. Patient
perceptions were measured before and after using the service through a modified
Telemedicine Perception Questionnaire (TMPQ) instrument. All patients were observed
by a researcher who captured any comments and, if necessary, to assisted with the
process. A total of 25 patients (mean age 48 years; 57% female) agreed to
participate in the study. An exact match between the nurse and the GP end point was
found in 45% (10/22) of cases. In two cases, the CES nurse proposed a less urgent
end point than the GP. The median duration of Web chat sessions was 30 minutes,
twice the median for NHS Direct telephone calls for 360 patients with similar
presenting problems. There was a significant improvement in patients' perception of
CES after using the service (mean pretest TMPQ score 44/60, post-test 49/60;
p=0.008 (2-tailed)). Patients volunteered several potential advantages of CES, such
as the ability to re-read the answers from the nurse. Patients consider CES a
useful addition to regular care, but not a replacement for it. Based on this pilot,
we can conclude that CES was sufficiently safe to continue piloting, but in order
to make further judgments about safety, more tests with urgent cases should be
performed. The Web chat sessions as conducted were too long and therefore too
expensive to be sustainable in the NHS. However, the positive reaction from
patients and the potential of CES for specific patient groups (the deaf, shy, or
socially isolated) encourage us to continue with piloting such innovative
communication methods with the public. (PsycInfo Database Record (c) 2020 APA, all
rights reserved)
AD - Eminovic, Nina: Academic Medical Centre, Dept. of Medical Informatics,
Meibergdreef 15, room J2-255, Amsterdam, Netherlands, 1105 AZ,
n.eminovic@amc.uva.nl
AU - Eminovic, Nina
AU - Wyatt, Jeremy C.
AU - Tarpey, Aideen M.
AU - Murray, Gerard
AU - Ingrams, Grant J.
CY - Canada
DO - 10.2196/jmir.6.2.e17
KW - *Community Services
*Health Care Services
*Nurses
*Program Evaluation
*Telemedicine
Internet
Telephone Systems
M3 - doi:10.2196/jmir.6.2.e17
PB - Gunther Eysenbach
PY - 2004
ST - First evaluation of the NHS Direct Online Clinical Enquiry Service: A Nurse-
led Web Chat Triage Service for the Public
TI - First evaluation of the NHS Direct Online Clinical Enquiry Service: A Nurse-
led Web Chat Triage Service for the Public
VL - 6
ID - 14545
ER -
TY - CHAP
AB - Recent neuroimaging and electrophysiological studies reveal how the reading
system successfully adapts when phonological codes are relatively coarse-grained
due to reduced auditory input during development. New evidence suggests that the
optimal end-state for the reading system may differ for deaf versus hearing adults
and indicates that certain neural patterns that are maladaptive for hearing readers
may be beneficial for deaf readers. This chapter focuses on deaf adults who are
signers and have achieved reading success. Although the left-hemisphere-dominant
reading circuit is largely similar in both deaf and hearing individuals, skilled
deaf readers exhibit a more bilateral neural response to written words and
sentences than their hearing peers, as measured by event-related potentials and
functional magnetic resonance imaging. Skilled deaf readers may also rely more on
neural regions involved in semantic processing than hearing readers do. Overall,
emerging evidence indicates that the neural markers for reading skill may differ
for deaf and hearing adults. (PsycInfo Database Record (c) 2022 APA, all rights
reserved)
AU - Emmorey, Karen
KW - *Deafness
*Evoked Potentials
*Neurobiology
*Reading
*Functional Magnetic Resonance Imaging
Sentences
Word Recognition
PY - 2020
SN - 9780190054045 (Hardcover)
SP - 347-359
ST - The neurobiology of reading differs for deaf and hearing adults
T2 - The Oxford handbook of deaf studies in learning and cognition.
TI - The neurobiology of reading differs for deaf and hearing adults
ID - 14422
ER -
TY - JOUR
AB - The Deaf community members of this community-campus partnership identified
the lack of health information in American Sign Language (ASL) as a significant
barrier to increasing the Deaf community’s health knowledge. Studies have shown
that the delivery of health messages in ASL increased Deaf study participants’
cancer knowledge. Once health messages are available on the Internet, strategies
are needed to attract viewers to the website and to make repeat visits in order to
promote widespread knowledge gains. This feasibility study used the entertainment-
education strategy of coupling cancer information with jokes in ASL to increase the
appeal and impact of the health messages. ASL-delivered cancer control messages
coupled with Deaf-friendly jokes were shown to 62 Deaf participants. Participants
completed knowledge questionnaires before, immediately after, and 1 week after
viewing the paired videos. Participants’ health knowledge statistically
significantly increased after viewing the paired videos and the gain was retained 1
week later. Participants also reported sharing the newly acquired information with
others. Statistically significant results were demonstrated across nearly all
measures, including a sustained increase in cancer-information-seeking behavior and
intent to improve health habits. Most participants reported that they would be
motivated to return to such a website and refer others to it, provided that it was
regularly updated with new jokes. (PsycInfo Database Record (c) 2023 APA, all
rights reserved)
AD - Sadler, Georgia Robins: UC San Diego Moores Cancer Center, 0850, 3855 Health
Sciences Drive, La Jolla, CA, US, 92093-0850, gsadler@ucsd.edu
AU - Engelberg, Moshe
AU - Nakaji, Melanie C.
AU - Harry, Kadie M.
AU - Wang, Regina M.
AU - Kennedy, Adrienne
AU - Pan, Tonya M.
AU - Sanchez, Teresa
DO - 10.1007/s13187-017-1305-5
IS - 2
KW - *Deafness
*Health Education
*Humor
*Neoplasms
*Health Disparities
Information Dissemination
PY - 2019
SP - 323-328
ST - Promotion of healthy humor cancer education messages for the deaf community
T2 - Journal of Cancer Education
TI - Promotion of healthy humor cancer education messages for the deaf community
VL - 34
ID - 14373
ER -
TY - JOUR
AB - Signed languages continue to be a key element of deaf education programs that
incorporate a bilingual approach to teaching and learning. In order to monitor the
success of bilingual deaf education programs, and in particular to monitor the
progress of children acquiring signed language, it is essential to develop an
assessment tool of signed language skills. Although researchers have developed some
checklists and experimental tests related to American Sign Language (ASL)
assessment, at this time a standardized measure of ASL does not exist. There have
been tests developed in other signed languages, for example, British Sign Language,
that can serve as models in this area. The purpose of this study was to adapt the
Assessing British Sign Language Development: Receptive Skills Test for use in ASL
in order to begin the process of developing a standardized measure of ASL skills.
The results suggest that collaboration between researchers in different signed
languages can provide a valuable contribution toward filling the gap in the area of
signed language assessment. (PsycInfo Database Record (c) 2022 APA, all rights
reserved)
AD - Enns, Charlotte J.: Faculty of Education, University of Manitoba, Winnipeg,
MB, Canada, R3T 2N2, ennscj@cc.umanitoba.ca
AU - Enns, Charlotte J.
AU - Herman, Rosalind C.
DO - 10.1093/deafed/enr004
IS - 3
KW - *Deafness
*Sign Language
*Special Education
*Teaching
Bilingualism
Psychometrics
PY - 2011
SP - 362-374
ST - Adapting the Assessing British Sign Language Development: Receptive Skills
Test into American Sign Language
TI - Adapting the Assessing British Sign Language Development: Receptive Skills
Test into American Sign Language
VL - 16
ID - 14644
ER -
TY - JOUR
AB - Learning to read and write is a challenge for most deaf children due to their
limited experiences with, and access to, spoken language. In the case of deaf
students who have difficulty processing visual print, literacy becomes an even
greater challenge. The study piloted an intervention procedure that incorporated
the principles of automaticity, repetition, functional vocabulary, and a positive
teacher-student relationship as recommended in programs for struggling readers and
adapted them to the needs of two deaf high school students with dyslexia in an
American Sign Language-English bilingual program. The findings reveal gains in
reading ability on the formal measures, though not more than would be expected over
a 6-month period simply due to development. The real improvements were noted in the
students' attitudes toward literacy, improved social interaction, and increased
self-confidence. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
AU - Enns, Charlotte
AU - Lafond, Lori Dustan
DO - 10.1353/aad.2007.0011
IS - 1
KW - *Deafness
*Dyslexia
*Reading Ability
*Reading Education
Bilingual Education
Sign Language
PY - 2007
SP - 63-72
ST - Reading against all odds: A pilot study of two deaf students with dyslexia
TI - Reading against all odds: A pilot study of two deaf students with dyslexia
VL - 152
ID - 14459
ER -
TY - JOUR
AB - The paper discusses problems related to the use of standard assessment-
procedures when evaluating Attention Deficit Hyperacitivy Disorder and autism
spectrum disorders among deaf children. Deaf children as a group perform poorer
than hearing children on tests of attention, working memory, cognitive flexibility,
self-regulation, impulse control and theory of mind. This is likely due to the
children’s adaptation to the loss of a sense, but also to more restricted access to
an environment that supports cognitive and social development. Implications for
clinical practice are discussed. (PsycInfo Database Record (c) 2023 APA, all rights
reserved)
AD - Erdal-Aase, Ragna: ragna.e.aa@gmail.com
AU - Erdal-Aase, Ragna
IS - 8
KW - *Attention Deficit Disorder with Hyperactivity
*Autism Spectrum Disorders
*Deafness
Theory of Mind
PY - 2014
SN - 0332-6470(Print)
SP - 610-615
ST - Når standard utredning ikke er godt nok: Utredning av ADHD og
autismespekterforstyrrelse hos døve barn. [When standard assessment procedures are
not good enough. Assessment of ADHD and autism spectrum disorder among deaf
children.]
T2 - Tidsskrift for Norsk Psykologforening
TI - Når standard utredning ikke er godt nok: Utredning av ADHD og
autismespekterforstyrrelse hos døve barn. [When standard assessment procedures are
not good enough. Assessment of ADHD and autism spectrum disorder among deaf
children.]
VL - 51
ID - 14324
ER -
TY - JOUR
AB - Reviews the book, The Signs of a Savant: Language Against the Odds by Neil
Smith, Ianthi Tsimpli, Gary Morgan, and Bencie Woll (see record 2011-04973-000).The
Signs of a Savant, by linguists and cognitive psychologists, is about a man,
Christopher, who has a performance IQ on the Wechsler Adult Intelligence Scale of
52 but who “is a linguistic wonder: with varying degrees of fluency, he can read,
write, speak, understand, and translate more than twenty languages” (p. 1). The
book, however, is not about autism but about the acquisition of sign language. To
really decide on the quality of what Christopher reveals, you will have to read the
book, and it is an interesting and at times amazing story. But when research
questions become more important than the everyday concerns for a person’s welfare,
right to privacy, and natural support and friendship, there is the real danger that
the research will become simply an amusing curiosity. These authors have learned a
lot about Christopher, a man whose life is dominated by his love of words,
especially foreign ones but whose interpersonal relationships and communication are
very limited. The reviewer is not at all convinced that the authors have learned
much about the human mind. (PsycInfo Database Record (c) 2022 APA, all rights
reserved)
AU - Evans, Ian M.
DO - 10.1037/a0026390
IS - 50
*Language
*Linguistics
*Savants
Sign Language
PY - 2011
ST - Lost in translation
TI - Lost in translation
VL - 56
ID - 14481
ER -
TY - JOUR
AB - Acquiring writing skills involves the manipulation of phonological coding. In
the case of deafness, the problem of oral implication is under question. How do
deaf students acquire writing skills? By sending SMS, deaf teenagers and adults
manipulate writing every day. This study aims to understand the behavior of
adolescents who are severely and profoundly deaf, in relation with the written
language. It focuses on the writing skills developed within contexts with various
constraints of production. It presents an analysis of teenagers' SMS, blogs, note
taking and written school work. Results show that adolescents realize lexical
manipulations that are varied and adapted to the specificities of the context of
production, be it for "personal" writing (SMS and note taking) or for "social"
writing (written school work and blogs). They control their production better
within a "visible" context, than within the "personal" context. Moreover, their SMS
and note taking contain more abbreviations than their academic writings and blogs.
This study presents an accurate analysis of the types of lexical processing (common
and adapted abbreviations; orthographic and phonological transformations and
substitutions). (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - Fabre, M.: Centre de Recherche en Psychologie de la Connaissance, du Langage
et de l'emotion, Aix-Marseille Universite, 29, Avenue Schuman, Aix-en-Provence,
France, 13621, Cedex 1, marion.fabre@univ-amu.fr
AU - Fabre, M.
AU - Barbier, M. L.
AU - Arciszewski, T.
AU - Tsao, R.
IS - 3[118]
KW - *Deafness
*Lexical Access
*Note Taking
*Phonology
Human Information Storage
PY - 2012
SN - 0999-792X(Print)
SP - 322-332
ST - Les adolescents sourds et la production écrite en contextes variés: SMS,
prises de notes, écrits scolaires et blogs. [The deaf teenagers and written
production in various contexts: SMS, note taking, academic writing and blogs.]
T2 - A.N.A.E. Approche Neuropsychologique des Apprentissages chez l'Enfant
TI - Les adolescents sourds et la production écrite en contextes variés: SMS,
prises de notes, écrits scolaires et blogs. [The deaf teenagers and written
production in various contexts: SMS, note taking, academic writing and blogs.]
VL - 24
ID - 14462
ER -
TY - JOUR
AB - Students with low vision, including those with multiple disabilities, are
entitled to a comprehensive educational program that includes services from
professionals in the field of visual impairment. This program should encompass a
range of specialists and services that enable the students to complete current and
future tasks in school, at home, in the workplace, and in the community. In
particular, students with low vision require appropriate assessment, instruction,
and adaptations to facilitate visual efficiency. Because this study encompassed an
entire academic year, it was expected that the reading performance of all the
students would improve to one degree or another. Our results have been so
convincing that teachers of students with visual impairments in the Division of
Outreach Services for the South Carolina School for the Deaf and the Blind
routinely recommend low vision clinics, as opposed to just providing large-print
materials, for students with low vision. Furthermore, this pilot project has been
so successful that the South Carolina Department of Education has agreed to fund
the project to provide low vision examinations and low vision devices and training
in their use by teachers of students with visual impairments to 20 students each
academic year for another five years. (PsycInfo Database Record (c) 2022 APA, all
rights reserved)
AD - Farmer, Jeanie: South Carolina School for the Deaf and Blind, 101 Executive
Center Drive, Suite 120, Columbia, SC, US, 29210, jfarmer@scsdb.org
AU - Farmer, Jeanie
AU - Morse, Stephen E.
DO - 10.1177/0145482X0710101206
IS - 12
KW - *Blindness
*Educational Programs
*Reading Skills
*Special Education
*Vision
Visual Field
PY - 2007
SP - 763-768
ST - Project magnify: Increasing reading skills in students with low vision
T2 - Journal of Visual Impairment & Blindness
TI - Project magnify: Increasing reading skills in students with low vision
VL - 101
ID - 14541
ER -
TY - JOUR
AB - Facilitated communication (FC) belongs to augmentative and alternative
methods of communication. Currently, FC is very rarely and unofficially used with
people suffering from verbal/communicative disorders or neurodevelopmental
disorders such as intellectual deficiency or autism spectrum disorder (ASD). FC
consists of physical support exerted by a facilitator at the
hand/wrist/forearm/elbow of a patient/participant, aimed at helping him/her to
point at pictures/words, and sometimes to type letters/words on a keyboard. Given
most of (but not all) validation studies using control procedures failed to confirm
that ASD participants themselves were authoring the messages via FC, this method
has been massively disputed and rejected. However, firm and definitive conclusions
for/against the validity of FC requires more robust demonstrations, particularly
when considering the motor participation of both protagonists. We present here a
case report investigating the motor contribution of both protagonists during a
typing process using the non-invasive technique of accelerometry. A 17-year-old boy
diagnosed with congenital deafness, ASD, and developmental delay, and his
facilitator, were equipped with small accelerometers fixed on their index finger,
aimed at transforming index acceleration along the three spatial axes into electric
signals. Typing on a PC keyboard was performed under three support conditions: hand
support, forearm support, elbow support, plus a solo-typing condition.
Accelerometric signals and video data were recorded during four FC sessions. We
measured and compared the typing speed, the number/percentage of acceleration peaks
produced by the participant or by the facilitator first, and those of “signal under
detection threshold” in the facilitator, the time offset between acceleration peaks
of both protagonists, and the difference of the amount of acceleration between
them, across the different support conditions. Results indicate that in the hand
support, most of the time, acceleration motions of the participant's index finger
preceded those of the facilitator's index finger. Then, the more distal the
physical support (i.e., farer from the participant's hand), the slower the speed of
typing, the higher the percentage of “signal under detection threshold” in the
facilitator, the bigger the motor contribution from the participant. Altogether, in
all the support conditions, the participant's authorship or, at least, co-
authorship on the messages seems warranted. Finally, accelerometry seems relevant
to objectivize authorship or co-authorship in FC and delineate various forms of FC.
AD - Gepner, Bruno: Bruno.gepner@univ-amu.fr
AU - Faure, Patrick
AU - Legou, Thierry
AU - Gepner, Bruno
DO - 10.3389/fpsyt.2020.543385
Motor Coordination
PY - 2021
ST - Evidence of authorship on messages in facilitated communication: A case
report using accelerometry
T2 - Frontiers in Psychiatry
TI - Evidence of authorship on messages in facilitated communication: A case
report using accelerometry
VL - 11
ID - 14624
ER -
TY - JOUR
AB - The relationship between thought/language and sign language is discussed in a
study about the resolution of mathematical problems, involving deaf subjects aged
between 18 and 30, public school students from the initial grades of the
Educational Program for Young Adults and Adults in the Distrito Federal (federal
capital of Brazil). The study was developed in three phases: evaluation of the
subjects' mathematical competencies, regarding the logic of the numerical system
and its notation; research about the expressions that best translated "greater than
n" and "fewer than n" in LIBRAS (Brazilian Sign Language) in situations where sets
were compared; investigation of mathematical problem solving in two different
situations: the subject's resolution of the problems with and without intervention.
The results suggest that deaf people's difficulties in relation to mathematical
problems are connected to the process of schooling due to its emphasis on the
acquisition of solving procedures to the detriment of conceptual acquisition. Yet,
the misusage of LIBRAS as a tool that favors the organization of semiotic meanings
and knowledge acquisition jeopardizing the construction of deaf people's knowledge
in this area. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - Fávero, Maria Helena: SQN 205, Bioco L, Apto. 506, Brasilia, Brazil, 70843-
120, faveromh@umb.br
AU - Fávero, Maria Helena
AU - Pimenta, Meireluce Leite
DO - 10.1590/S0102-79722006000200008
IS - 2
KW - *Deafness
*Language
*Mathematical Ability
*Problem Solving
*Sign Language
Cognitions
PY - 2006
SP - 225-236
ST - Pensamento e linguagem: A língua de sinais na resolução de problemas.
[Language and thought: The signals language in the problem solving.]
T2 - Psicologia: Reflexão e Crítica
TI - Pensamento e linguagem: A língua de sinais na resolução de problemas.
[Language and thought: The signals language in the problem solving.]
VL - 19
ID - 14303
ER -
TY - JOUR
AB - Purpose: There is consensus that Quality of Life (QOL) should be obtained
through self-reports from people with intellectual Disability (ID). Thus far, there
have been no attempts to collect self-reported QOL from people who are deaf and
have ID.Methods: Based on an established short measure for QOL (EUROHIS-QOL), an
adapted easy-to-understand sign language interview was developed and applied in a
population (n = 61) with severe-to-profound hearing loss and mild-to-profound ID.
Self-reports were conducted at two time points (t1 and t2), 6 months apart. The
Stark QOL, an established picture-based questionnaire, was also obtained at t2 and
three Proxy ratings of QOL (from caregivers) were conducted for each participant at
t1.Results: Self-reported QOL was successfully administered at both time points for
44 individuals with mild and moderate ID (IQ reference age between 3.3 and 11.8
years).The self-reports showed sufficient test–retest reliability and significant
correlations with the Stark QOL. As anticipated, self-reported QOL was higher than
proxy-reported QOL. Test–retest reliability and internal consistency were good for
self-reported QOL.Conclusion: Reliable and valid self-reports of QOL can be
obtained from deaf adults with mild-moderate ID using standard inventories adapted
to the linguistic and cognitive level of these individuals. (PsycInfo Database
AD - Fellinger, Johannes: johannes.fellinger@jku.at
AU - Fellinger, Johannes
AU - Dall, Magdalena
AU - Gerich, Joachim
AU - Fellinger, Maria
AU - Schossleitner, Katharina
AU - Barbaresi, William Joseph
AU - Holzinger, Daniel
DO - 10.1007/s00127-020-01957-y
IS - 10
KW - *Deafness
*Quality of Life
*Self-Report
*Sign Language
*Intellectual Development Disorder
Caregivers
Intelligence Quotient
Test Construction
PY - 2021
SP - 1881-1890
ST - Is it feasible to assess self-reported quality of life in individuals who are
deaf and have intellectual disabilities?
T2 - Social Psychiatry and Psychiatric Epidemiology: The International Journal for
Research in Social and Genetic Epidemiology and Mental Health Services
TI - Is it feasible to assess self-reported quality of life in individuals who are
deaf and have intellectual disabilities?
VL - 56
ID - 14360
ER -
TY - CHAP
AB - This chapter examines the results of a large cross-sectional research program
examining mental health, language development, and cognitive abilities of a
representative sample of deaf (hearing loss at least 40 dB) 99 1st-9th graders in
Upper Austria. German versions of the Strengths and Difficulties Questionnaire,
Inventory of Life Quality in Children and Adolescents, and the German version of
the Wechsler Intelligence Scales were among the measures used. Prevalence of mental
health disorders was found to be about twice as high in deaf children as in the
general pediatric population, with prevalence increasing to four times as likely in
children who have problems making themselves understood in the family. Practical
experiences are described, and findings are linked to practical recommendations, to
improve resilience to mental health disorders in deaf children. (PsycInfo Database
AD - Fellinger, Johannes: Neurological Institute for Language and Senses-Health
Center for the Deaf, Hospital of St. John of God, Linz, Austria,
johannes.fellinger@bblinz.at
DO - 10.1007/978-1-4419-7796-0_7
KW - *Deafness
*Mental Disorders
Cognitive Ability
Mental Health
PB - Springer Science + Business Media
PY - 2011
SN - 978-1-4419-7795-3 (Hardcover); 978-1-4419-7796-0 (PDF)
SP - 169-205
ST - Enhancing resilience to mental health disorders in deaf school children
T2 - Resilience in deaf children: Adaptation through emerging adulthood.
TI - Enhancing resilience to mental health disorders in deaf school children
ID - 14269
ER -
TY - COMP
AB - Background: Structured assessment of quality of life and mental distress in
deaf people is difficult for various reasons. This paper describes the development
and reliability of an interactive computer-based assessment package for measuring
quality of life and psychological distress in the deaf population. Methods: The
Brief version of the WHO Quality of Life (WHO-QOL) Questionnaire, the 12-item
General Health Questionnaire (GHQ-12) and the Brief Symptom Inventory (BSI) had
been translated into sign-language and videotaped. A total of 236 members of the
deaf community in Upper Austria participated by responding to a programme
consisting of self-administered written and videotaped test-items presented to them
on a notebook computer. The reliability of the various assessments was established
on this large community sample. Results: When reliability of the versions for the
deaf was compared with that of written versions of the same measures in general
population samples, it was found to be somewhat lower, although still in an
acceptable range, for the WHO-QOL and the GHQ-12. For the BSI, the reliability was
even higher than that of the general population. Conclusions: For deaf individuals
whose preferred communication is sign language, quality of life and mental distress
can be effectively and reliably assessed with the use of carefully translated and
adapted common instruments. (PsycInfo Database Record (c) 2023 APA, all rights
reserved)
AD - Fellinger, Johannes: Health Centre for the Deaf, Hospital St. John of God,
Bischofstr. 11, Linz, Austria, 4021, johannes.fellinger@bblinz.at
AU - Dobner, Ulrike
AU - Gerich, Joachim
AU - Lehner, Roland
AU - Lenz, Gerhard
AU - Goldberg, David
CY - Germany
DO - 10.1007/s00127-005-0862-9
ET - 3
KW - *Computers
*Deafness
*Distress
*Quality of Life
Program Development
Health Related Quality of Life
M3 - doi:10.1007/s00127-005-0862-9
PB - Springer
PY - 2005
SP - 245-250
ST - An innovative and reliable way of measuring health-related quality of life
and mental distress in the deaf community
TI - An innovative and reliable way of measuring health-related quality of life
and mental distress in the deaf community
VL - 40
ID - 14656
ER -
TY - THES
AB - Nikolaraizi, Verkiri and Easterbrooks (2013) documented how deaf learners can
benefit from the use of visual supports in the classroom. Technology provides the
tools to create a robust visual learning environment (Smith & Okolo, 2010). For
teachers to facilitate learning in a technology rich environment, they themselves
must be comfortable with the tools and understand how to effectively integrate
their use into curricular delivery. This project examines the design,
implementation and evaluation of a professional development program that was
created to educate deaf education teachers about the use of the educational
software, Clicker6. The Clicker6 Professional Development program was designed
specifically to integrate the use of technology with the newly adapted bilingual
curricular approach to teaching English Language Arts (ELA). The Clicker6
Professional Development Program consists of four teacher improvement goals: (1) to
build competency in the use of the Clicker6 software; (2) to promote understanding
of the connection among Clicker6 software, literacy content and pedagogy; (3) to
provide time to create instructional classroom materials in Clicker6 directly
aligned to teachers' curriculum goal; (4) to support teachers' continuing training
as they implement Clicker6 in the classroom. Following teacher participation in the
program, an investigation was conducted to understand and characterize the impact
of the program on teacher learning. Specifically, this effort focused on three key
questions: (1) What impact did the Clicker6 professional development program have
on the teachers' technical ability to operate the software?; (2) How did
participation in the Clicker6 training influence teachers' use of the software in
relation to English Language Arts (ELA) curricular content in the classroom?; and
(3) What were the teachers' perceptions of the Clicker6 professional development
program? Fifteen English language arts (ELA) teachers participated in the Clicker6
professional development program. Four sessions of training were offered during a
single in-service day, and focused upon use of Clicker6 software as a classroom
instructional tool. The program continued the following week with an in-class
support session in which the facilitator offered assistance while the teacher used
the technology in the classroom. Approximately two weeks after the initial
professional development sessions, the teachers met together with the facilitator
for 45 minutes of support follow-up. Data were collected through surveys,
observations, and interviews. Survey data examined changes in Technological
Pedagogical Content Knowledge (TPACK) among teachers before and after their
participation in the professional development. Observation rubrics were used to
assess the teachers' demonstrated ability in the use of the software as a result of
the professional development. Finally, interviews were used to collect qualitative
data regarding teachers' perceptions of the professional development program.
Findings indicated that teachers were positive regarding the Clicker6 professional
development offering. Further, findings suggested an increase in teachers' capacity
to technically operate the Clicker6 software and integrate it into their curriculum
following the training. Recommendations were made in regard to planning and design
of future technology-related professional development with the goal of improving
its effectiveness. These include: (a) provide multiple sections of training based
on teachers' technology competency; (b) schedule sessions over the course of a
school year; (c) provide monthly email communication with tips and tutorials; (d)
schedule teacher-to-teacher observations of the use of Clicker6 in the classroom
setting; (e) expand professional development for other subject areas; (f) add a
session on managing student use of the software; and (g) add a session on technical
trouble shooting. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
AU - Ferrari, Kristen A.
CY - US
KW - *Classroom Behavior
*Learning
Teacher Attitudes
PY - 2018
SN - 0419-4209(Print)
ST - Examining the design and implementation of a professional development program
on the use of writing software in a school for the deaf
TI - Examining the design and implementation of a professional development program
on the use of writing software in a school for the deaf
VL - 78
ID - 14533
ER -
TY - JOUR
AB - Purpose: Literature on children who are deaf or hard of hearing (DHH)
suggests overall increased rates of difficulties in emotional/behavioral and
adaptive functioning. However, limitations of this literature include the failure
to integrate issues unique to the experience of children who are DHH, such as home
and school communication modalities and the consistency of modalities across
settings. Method: This study examined de-identified data from a clinical database.
Data included caregiver ratings of emotional/behavioral and adaptive functioning in
a diverse sample of clinically referred children who are DHH (N = 177). Caregivers
also reported home and school communication modalities (e.g., match, partial match,
different modalities). We examined mean score differences between our sample and
normative samples and compared functioning across subgroups of children with
various home-school communication modality combinations. Results: Consistent with
the literature, we found overall increased rates of emotional/behavioral and
adaptive functioning concerns on parent rating scales. Emotional/behavioral
concerns did not differ among children with spoken language match, sign language
match, or partial match communication modalities combinations. Within adaptive
functioning, communication and functional academics were significantly lower among
children with partial match home-school communication modalities. Adaptive
functioning did not differ between spoken language match and sign language match
groups. Conclusions: Our findings suggest possible benefits to adaptive functioning
among children who are DHH when home and school communication modalities match,
regardless of which modality is used. (PsycInfo Database Record (c) 2022 APA, all
rights reserved)
AD - Fisher, Evelyn L.: University of New Mexico Health Sciences Center,
Albuquerque, NM, US, 87106, elfisher@salud.unm.edu
AU - Fisher, Evelyn L.
AU - Thibodaux, Lia K.
AU - Previ, Danielle
AU - Reesman, Jennifer
DO - 10.1080/21622965.2021.1916495
IS - 4
KW - *Caregivers
*Communication
*Deafness
Pediatrics
PY - 2022
SP - 598-609
ST - Impact of communication modality on caregiver ratings for deaf and hard of
hearing children
T2 - Applied Neuropsychology: Child
TI - Impact of communication modality on caregiver ratings for deaf and hard of
hearing children
VL - 11
ID - 14597
ER -
TY - JOUR
AB - Documents prevalent signs used during the interpreting process, specifically
relating to negation in tactile American Sign Language (TASL). The study focuses on
variations of expression of negation between visual sign language interpreting and
deaf-blind interpreting. Ss of the case study were 2 deaf persons who were native
ASL users, and a deaf-blind person who had learned ASL before becoming blind. Two
interpreters completed a questionnaire providing basic demographic information, and
then were each videotaped interpreting for 30-min segments from ASL to TASL.
Results show that both interpreters made conscious decisions in reformulating the
production of negation so that it was tactually accessible. Even though both
interpretations may have incorporated negation differently, there was still
evidence in both of conscious distinctions when moving between modalities. Two
Appendices are included which detail the 28 interpreted utterances of negation made
during the translations. (PsycInfo Database Record (c) 2023 APA, all rights
reserved)
AU - Frankel, Mindy A.
DO - 10.1353/sls.2002.0004
IS - 2
KW - *Deafness
*Deaf Blind
*Sign Language
*Tactual Perception
Demographic Characteristics
Questionnaires
PY - 2002
SP - 169-181
ST - Deaf-blind interpreting: Interpreters' use of negation in tactile American
Sign Language
TI - Deaf-blind interpreting: Interpreters' use of negation in tactile American
Sign Language
VL - 2
ID - 14434
ER -
TY - THES
AB - This dissertation explores the historical developments and progressions that
led up to the uprisings at Gallaudet University. The uprisings, the 1988 Deaf
President Now and the 2006 Unity for Gallaudet (also known as Better President Now)
protests, were not accidental nor were they even isolated from the overall history
of deaf education, educational and advancement opportunities for people who are
deaf, access to languages (English and American Sign Language), recognition and
validation for the Deaf Community and its culture and language as opposed to
deafness as pathological, and the structure of the university that affirmed or
denied those histories. In other words, the architecture (in more senses than
simply blueprints of buildings) of the curriculum, policies, faculty, staff, and
student body, has been informed by and has informed the larger discourses about
deafness, deaf education, and policy-making process. The uprisings aimed to
challenge those discourses with the goal of achieving humanity for people who are
deaf, educated, and skilled, and with the goal of overthrowing the structure and
its mechanism for (re)producing the discourses. Chapter 1, “Introducing the
Perforator,” introduces and explains the dissertation, its aims, and its underlying
theory. With Michel Foucault's "The Subject and Power" essay as lens, chapter 2,
“Policing and Hooping Deaf Bodies: Controlling and containing all things
quintessentially deaf,” explores the dynamics of power relations between all
stakeholders, including the administration, students, faculty, staff, and the
architecture of the university, and how they feed or take away from the relations,
a sort of a confluence of the web, and how it has come to the relations as they are
set up. With Frantz Fanon's The Wretched of the Earth as lens, chapter 3,
“Historicizing the Rage,” explores the dynamics of the history of Deaf Education
and its effects on the articulation of structuring the institution. It also
explores the resistance to such structuring – in which the rage stemmed in during
the protests. The rage is a way, a means, of, to borrow Homi K Bhabha's term,
(re)enunciating the future writings of the deaf history that would be defined in
more a positive, celebratory tone. With Jacque Derrida's "Plato's Pharmakon" as
lens, chapter 4, “Text & Textuality of Jordan & Fernandes,” explores the highly
fluid representation of I. King Jordan, the first Deaf president of the university
and of Jane K. Fernandes, the succeeding president-designate. They had come to mean
different things for different groups of people. The activists, however, had
perceived them as a part of the larger system that had to be destroyed in order to
create a new system. Despite the attempts Fernandes made to pave way for a new
system, her textuality (meaning in terms of representation) was so overpowering
that the attempts and promises went with the wind. With Foucault's "Truth and
Power" essay as lens, chapter 5, “What Truth? A Look at the (dis)continuity in
discourse and knowledge,” explores the language of the Mission Statement, Statement
of Communication, and the undergraduate general education requirements, and how
they become a web of discourse informed and informing the philosophy and practice
of deaf education, which in turn informs the development of deaf history. With
Minh-ha Trinh's "Not You/Like You: Postcolonial Women and the Interlocking
Questions of Identity and Difference" as lens, chapter 6, “I am. I am not. I am. I
am not: The plucking of the Ox-Eye Daisy of I/i,” explores the complicated politics
of self-identification and identity at the university and in the deaf communities.
This is to continue the discussion of the Unity for Gallaudet protest regarding
what inclusiveness means. (PsycInfo Database Record (c) 2022 APA, all rights
reserved)
AU - Franklin, Paige Elizabeth
CY - US
KW - *Deafness
*Politics
*Self-Concept
Sign Language
PY - 2010
SN - 0419-4209(Print)
SP - 525-525
ST - Perforating tympanic walls: A second look at identity politics in relation to
the 1988 and 2006 protests at Gallaudet University
TI - Perforating tympanic walls: A second look at identity politics in relation to
the 1988 and 2006 protests at Gallaudet University
VL - 71
ID - 14440
ER -
TY - GEN
AB - Deaf children with cochlear implants (CIs) are at risk for psychosocial
adjustment problems, possibly due to delayed speech– language skills. This study
investigated associations between a core component of spoken-language ability—
speech intelligibility—and the psychosocial development of prelingually deaf CI
users. Audio-transcription measures of speech intelligibility and parent reports of
psychosocial behaviors were obtained for two age groups (preschool,
school-age/teen). CI users in both age groups scored more poorly than typically
hearing peers on speech intelligibility and several psychosocial scales. Among
preschool CI users, five scales were correlated with speech intelligibility:
functional communication, attention problems, atypicality, withdrawal, and
adaptability. These scales and four additional scales were correlated with speech
intelligibility among school-age/teen CI users: leadership, activities of daily
living, anxiety, and depression. Results suggest that speech intelligibility may be
an important contributing factor underlying several domains of psychosocial
functioning in children and teens with CIs, particularly involving socialization,
communication, and emotional adjustment. (PsycInfo Database Record (c) 2023 APA,
AD - Freeman, Valerie: Department of Psychological and Brain Sciences, Indiana
University, 1101 E 10th St, Bloomington, IN, US, 47405, vdfreema@iu.edu
AU - Freeman, Valerie
AU - Castellanos, Irina
DO - 10.1093/deafed/enx001
*Deafness
*Psychosocial Factors
*Speech Characteristics
Social Functioning
M3 - doi:10.1093/deafed/enx001
PY - 2017
SP - 278-289
ST - Speech intelligibility and psychosocial functioning in deaf children and
teens with cochlear implants
TI - Speech intelligibility and psychosocial functioning in deaf children and
teens with cochlear implants
ID - 14500
ER -
TY - JOUR
AB - Resilience is an interactive process involving internal skills that should be
promoted, especially in the early stages of development. This study aims to adapt
and implement two themes from the European Curriculum for Resilience Promotion-
RESCUR, namely, ‘Developing Communication Skills’ and ‘Establishing and Maintaining
Healthy Relationships’, for deaf and hard‐of‐hearing (DHH) students. The study
included 37 children and adolescents from three Portuguese regions and its impact
was evaluated through the perspectives of the students, their guardians and their
teachers. Each 90‐minute session was implemented weekly. The sessions followed the
RESCUR curriculum structure with necessary adaptations to the mindfulness
activities, stories, role‐play and worksheets. The mean scores increased from pre‐
to post‐intervention assessment on all instruments, namely, KIDSCREEN‐10
(children/adolescents), KIDSCREEN‐10 (guardians) and CYRM‐28 (teachers). The
implementation of adapted curricula promoting resilience seems to be beneficial to
DHH children, allowing the development of specific resilience‐associated skills,
and thus enhancing health, well‐being and quality of life. (PsycInfo Database
AD - Freitas, Eunice: Faculdade de Motricidade Humana, Lisbon University, Estrada
da Costa, Cruz Quebrada –Dafundo, Portugal, 1495-688, eunicefreitas27@gmail.com
AU - Freitas, Eunice
AU - Simões, Celeste
AU - Mineiro, Ana
AU - Rosa, Pedro J.
AU - Santos, Anabela C.
DO - 10.1111/1467-8578.12450
IS - 1
*Deafness
*Guardianship
*Health Promotion
*Quality of Life
Teachers
PY - 2023
SP - 127-149
ST - The impact of a curriculum for resilience promotion in deaf children and
adolescents
T2 - British Journal of Special Education
TI - The impact of a curriculum for resilience promotion in deaf children and
adolescents
VL - 50
ID - 14563
ER -
TY - CHAP
AB - The first version (of the chapter) appeared in McCallum and began with a
discussion of nonverbal assessment of academic skills, with an overview of academic
skill areas commonly assessed in educational settings. This was followed by a
discussion of the three conditions in which the nonverbal assessment of academic
skills is most likely to occur with high frequency. In the first condition, instead
of an examiner orally giving directions that require a verbal or behavioral
response from the examinee, a respondent (parent, teacher, or other caregiver)
observes and records the presence of naturally occurring academic skill behaviors
(which may or may not be displayed verbally) by an examinee. Adaptive behavior
instruments provide an example of this sort of format. For example respondents can
rate the highest level of mathematical calculation (has no understanding of
numbers; discriminates between "one" and "many" or "a lot"; counts two objects by
saying "one ... two"; mechanically counts to ten; counts ten or more objects; does
simple addition and subtraction; performs division and multiplication). In the
second condition, examinees with disabling conditions that involve severe speech
and physical impairments (such as cerebral palsy) are unable to speak or write
intelligibly due to a variety of neurological, physical, emotional, and/or
cognitive limitations. In order to demonstrate academic skills, these individuals
need various forms of assistive technology (AT) to demonstrate what they know and
can do, that can provide alternative ways of demonstrating expressive language
communication. In the third condition, individuals with some degree of hearing loss
may require test instructions to be read directly from print, which are
administered by means of a nonverbal sign language. In turn, examinee responses are
given either in writing or by nonverbal sign language. Compared to the previous
version of this chapter, this chapter focused with greater detail on this third
condition—i.e., the application of nonverbal assessment issues and practices
involving individuals who are deaf or hard of hearing (HOH). (PsycInfo Database
AD - Frisby, Craig L.: University of Missouri, 5A Hill Hall, Columbia, MO, US,
65211, FrisbyCL@missouri.edu
AU - Frisby, Craig L.
CY - Cham, Switzerland
DO - 10.1007/978-3-319-50604-3_15
*Nonverbal Ability
Academic Settings
PB - Springer International Publishing/Springer Nature
PY - 2017
SN - 978-3-319-50602-9 (Hardcover); 978-3-319-50604-3 (Digital (undefined format))
SP - 251-267
ST - The nonverbal assessment of academic skills
T2 - Handbook of nonverbal assessment, 2nd ed.
TI - The nonverbal assessment of academic skills
ID - 14315
ER -
TY - JOUR
AB - Sensory deprivation can lead to cross-modal cortical changes, whereby sensory
brain regions deprived of input may be recruited to perform atypical function.
Enhanced cross-modal responses to visual stimuli observed in auditory cortex of
postlingually deaf cochlear implant (CI) users are hypothesized to reflect
increased activation of cortical language regions, but it is unclear if this cross-
modal activity is “adaptive” or “mal-adaptive” for speech understanding. To
determine if increased activation of language regions is correlated with better
speech understanding in CI users, we assessed task-related activation and
functional connectivity of auditory and visual cortices to auditory and visual
speech and non-speech stimuli in CI users (n = 14) and normal-hearing listeners (n
= 17) and used functional near-infrared spectroscopy to measure hemodynamic
responses. We used visually presented speech and non-speech to investigate neural
processes related to linguistic content and observed that CI users show beneficial
cross-modal effects. Specifically, an increase in connectivity between the left
auditory and visual cortices—presumed primary sites of cortical language processing
—was positively correlated with CI users’ abilities to understand speech in
background noise. Cross-modal activity in auditory cortex of postlingually deaf CI
users may reflect adaptive activity of a distributed, multimodal speech network,
recruited to enhance speech understanding. (PsycInfo Database Record (c) 2023 APA,
AD - Fullerton, Amanda M.: Department of Linguistics, Faculty of Medicine, Health
and Human Sciences, Macquarie University, Sydney, NSW, Australia, 2109,
amanda.fullerton@hdr.mq.edu.au
AU - Fullerton, Amanda M.
AU - Vickers, Deborah A.
AU - Luke, Robert
AU - Billing, Addison N.
AU - McAlpine, David
AU - Hernandez-Perez, Heivet
AU - Peelle, Jonathan E.
AU - Monaghan, Jessica J. M.
AU - McMahon, Catherine M.
DO - 10.1093/cercor/bhac277
IS - 7
*Cochlear Implants
*Deafness
*Oral Communication
*Sensory Adaptation
*Spectroscopy
Brain Connectivity
PY - 2023
SP - 3350-3371
ST - Cross-modal functional connectivity supports speech understanding in cochlear
implant users
T2 - Cerebral Cortex
TI - Cross-modal functional connectivity supports speech understanding in cochlear
implant users
VL - 33
ID - 14544
ER -
TY - JOUR
AB - Congenitally deaf individuals exhibit enhanced visuospatial abilities
relative to normally hearing individuals. An early example is the increased
sensitivity of deaf signers to stimuli in the visual periphery (Neville and Lawson,
1987a). While these enhancements are robust and extend across a number of visual
and spatial skills, they seem not to extend to other domains which could
potentially build on these enhancements. For example, congenitally deaf children,
in the absence of adequate language exposure and acquisition, do not develop
typical social cognition skills as measured by traditional Theory of Mind tasks.
These delays/deficits occur despite their presumed lifetime use of visuo-perceptual
abilities to infer the intentions and behaviors of others (e.g., Pyers and Senghas,
2009; O’Reilly et al., 2014). In a series of studies, we explore the limits on the
plasticity of visually based socio-cognitive abilities, from perspective taking to
Theory of Mind/False Belief, in rarely studied individuals: deaf adults who have
not acquired a conventional language (Homesigners). We compared Homesigners’
performance to that of two other understudied groups in the same culture: Deaf
signers of an emerging language (Cohort 1 of Nicaraguan Sign Language), and hearing
speakers of Spanish with minimal schooling. We found that homesigners performed
equivalently to both comparison groups with respect to several visual socio-
cognitive abilities: Perspective Taking (Levels 1 and 2), adapted from Masangkay et
al. (1974), and the False Photograph task, adapted from Leslie and Thaiss (1992).
However, a lifetime of visuo-perceptual experiences (observing the behavior and
interactions of others) did not support success on False Belief tasks, even when
linguistic demands were minimized. Participants in the comparison groups
outperformed the Homesigners, but did not universally pass the False Belief tasks.
Our results suggest that while some of the social development achievements of young
typically developing children may be dissociable from their linguistic experiences,
language and/or educational experiences clearly scaffolds the transition into False
Belief understanding. The lack of experience using a shared language cannot be
overcome, even with the benefit of many years of observing others’ behaviors and
the potential neural reorganization and visuospatial enhancements resulting from
deafness. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - Gagne, Deanna L.: deanna.gagne@uconn.edu
AU - Gagne, Deanna L.
AU - Coppola, Marie
DO - 10.3389/fpsyg.2017.00837
KW - *Deafness
*Language
*Theory of Mind
Photographs
PY - 2017
ST - Visible social interactions do not support the development of false belief
understanding in the absence of linguistic input: Evidence from deaf adult
homesigners
T2 - Frontiers in Psychology
TI - Visible social interactions do not support the development of false belief
understanding in the absence of linguistic input: Evidence from deaf adult
homesigners
VL - 8
ID - 14346
ER -
TY - JOUR
AB - Objective: to create and validate an educational video for teaching deaf
students about cardiopulmonary resuscitation. Method: methodological study
consisting in the creation of an educational video, validation of its content by 22
nurses with expertise in cardiorespiratory arrest, and evaluation by 16 deaf
students. For data collection, the following validated instruments were used: the
Instrument for Validation of Educational Content used for the validation by nurses
and the Assistive Technology Assessment Questionnaire for the evaluation by deaf
students. The criterion for validation was concordance higher than 80%, analyzed
through the content validation index and binomial test. Results: the final version
of the video lasted seven minutes and thirty seconds, covered the steps that should
be performed by a lay person to help a victim of cardiorespiratory arrest,
presented animations and the narration in the Brazilian sign language. All the
items obtained agreement among nurses and of among deaf students equal or superior
to 80%. Conclusion: the video was considered to present valid content by the judges
and comprehensible content by deaf students. Thus the video represents an inclusive
technology for health education of deaf people about cardiopulmonary resuscitation.
AD - Galindo-Neto, Nelson Miguel: nelsongalindont@hotmail.com
AU - Galindo-Neto, Nelson Miguel
AU - Alexandre, Ana Carla Silva
AU - Barros, Lívia Moreira
AU - Sá, Guilherme Guarino de Moura
AU - Carvalho, Khelyane Mesquita de
AU - Caetano, Joselany Áfio
DO - 10.1590/1518-8345.2765.3130
KW - *Audiovisual Instruction
*Deafness
*Health Education
*Teaching Methods
CPR
PY - 2019
ST - Creation and validation of an educational video for deaf people about
cardiopulmonary resuscitation
T2 - Revista Latino-Americana de Enfermagem
TI - Creation and validation of an educational video for deaf people about
cardiopulmonary resuscitation
VL - 27
ID - 14460
ER -
TY - JOUR
AB - Research literature and community narratives both emphasize the importance of
self-determination in the lives of deaf youth. This paper describes the
development, initial validation, and potential applications of a translated measure
of self-determination for deaf youth, the SDI:SR ASL Translation (SDI:SR ASL). A
sample of 3,309 young people who completed the SDI:SR, of whom 392 were deaf, was
used in this validation study. Results provide preliminary support for the use of
SDI:SR ASL with deaf youth. Findings also indicate that deaf youth who take the
SDI:SR ASL score more similarly to youth without disabilities taking the SDI:SR
than youth with disabilities. The SDI:SR ASL can be an important tool for
researchers and practitioners to better understand self-determination among deaf
youth and facilitate continued development of self-determination skills. (PsycInfo
AD - Garberoglio, Carrie Lou: College of Education, SZB 5.110, 1912 Speedway,
D4900, Austin, TX, US, 78712, carrielou@utexas.edu
AU - Garberoglio, Carrie Lou
AU - Gerasimova, Daria
AU - Shogren, Karrie A.
AU - Palmer, Jeffrey Levi
AU - Johnson, Paige M.
AU - Ryan, Claire
AU - Pace, Jesse R.
AU - Hicks, Tyler
AU - Millen, Kaitlyn
AU - Higgins, Jennifer
AU - Cawthon, Stephanie W.
IS - 3
KW - *Deafness
*Psychometrics
*Sign Language
*Student Attitudes
Narratives
Self-Determination
Test Validity
PY - 2022
SP - 245-261
ST - The Self-Determination Inventory: Student Report American Sign Language
translation
TI - The Self-Determination Inventory: Student Report American Sign Language
translation
VL - 27
ID - 14512
ER -
TY - GEN
AB - Self-concept and ego development, two intertwined aspects of self-indicating
well-being and social-cognitive maturation, respectively, were examined in a
representative sample of deaf adolescents of normal intelligence (N = 68), using
translated and adapted versions of Harter’s (1988, Manual for the self-perception
profile for adolescents. Denver, CO: University of Denver) multidimensional measure
of self-concept and Loevinger’s (1998, Technical foundations for measuring ego
development. Mahwah, NJ: Lawrence Erlbaum) measure of ego development. Compared to
hearing norm groups, deaf adolescents showed lower levels of self-perceived social
acceptance, close friendships and ego development and higher physical appearance.
Hierarchical multiple regression analyses controlling for sociodemographic
variables showed positive associations of global self-worth with support for
signing during childhood and quality of parent-child communication and of ego
development with attending a regular school. Cluster analysis identified three
social competence profiles: uniformly low competence, uniformly high competence,
and low social acceptance with high physical appearance. Cluster membership was
associated with school type, ego development, and (past) neurological disorder. The
results are discussed in reference to interventions aimed at the well-being of deaf
youth. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - Gent, Tiejo van: Royal Dutch Kentalis, Theerestraat 42, Sint Michielsgestel,
Netherlands, 5271 GD, t.vangent@kentalis.nl
AU - Gent, Tiejo van
AU - Goedhart, Arnold W.
AU - Knoors, Harry E. T.
AU - Westenberg, P. Michiel
AU - Treffers, Philip D. A.
KW - *Adolescent Development
*Deafness
*Ego Development
*Self-Concept
Athletic Performance
Physical Appearance
Self-Perception
Social Acceptance
M3 - doi:10.1093/deafed/ens002
PY - 2012
SP - 333-351
ST - Self-concept and ego development in deaf adolescents: A comparative study
TI - Self-concept and ego development in deaf adolescents: A comparative study
ID - 14225
ER -
TY - ADVS
AB - Several papers report important benefits from cochlear implants for deaf
children with complex needs but these improvements are difficult to assess with
standard tests. The communication strategies of deaf children with complex needs
are comparable to those of very young children without comorbidities because both
are in a preverbal stage of communication. For this reason we propose a new use of
video analysis in deaf children with associated disabilities. The set-up of the
recording is the same as the standard method and 20 communication turns are
evaluated. The adult stays in front of the child at eye level (especially if a
child has a visual impairment). The abilities and progress of the children are
evaluated in the standard four areas: turn-taking, autonomy, awareness and eye
contact. Non-verbal behaviours are examined. When it is possible to evaluate the
category of the eye contact, the most important parameter to take is the adequacy
of the use of this ability. For deaf children with complex needs, it is very
important to add to the standard parameters the analysis of the maternal
communicative style. In conclusion, video analysis can be a useful tool of
evaluation when dealing with deaf children with associated disabilities even if not
applied in its standard form. (PsycInfo Database Record (c) 2023 APA, all rights
reserved)
AD - Ghiselli, Sara: ENT Clinic, Padova University Hospital, Monoblocco Level 6,
Via Giustiniani 2, Padova, Italy, 35100, saraghiselli80@gmail.com
AU - Ghiselli, Sara
AU - Montino, Silvia
CY - United Kingdom
DO - 10.3109/21695717.2016.1168126
KW - *Analysis
*Communication Skills
*Deafness
*Digital Video
*Hearing Disorders
Child Psychology
M3 - doi:10.3109/21695717.2016.1168126
N1 - 2
PY - 2016
ST - Improvement of the video analysis method for the evaluation of communication
skills in deaf children with complex needs
TI - Improvement of the video analysis method for the evaluation of communication
skills in deaf children with complex needs
VL - 14
ID - 14523
ER -
TY - THES
AB - Intellectual Disability (ID) is a condition in which day-to-day cognitive,
intellectual and adaptive functioning is negatively affected including poor
performance in memory tests in human subjects. Patients with comorbid anxiety and
depression demonstrated adverse memory when subject to a verbal learning test.
Abnormal mutation in the human deaf1 gene has been previously reported to be
associated with ID. Previous behavioral studies in mice with a brain specific
conditional neuronal knock outs (NKO) of deaf 1 gene exhibited memory deficit and
anxiety-like behavior. These deaf 1 NKO mice represent a convenient model for the
study of the effects of ID on both in vivo and in vitro memory tests. Earlier
studies in these deaf 1 NKOs have shown increased levels of anxiety in the Elevated
Plus Maze and Open Field - Test along with contextual-memory deficits in Fear-
conditioning experiments. In the intact animal, behavioral phenotyping experiments
in mice such as Fear conditioning including contextual and cued fear conditioning
measures the ability of the animal to learn, remember and associate an aversive
experience to environmental cues. Studies in rodent brain slices involving Long-
term potentiation (LTP) and long-term depression (LTD) have long been associated to
reflect substrates for memory formation and memory loss respectively. While early-
LTP (ELTP) typically lasts between 30-60 minutes, late-LTP (LLTP) lasts for hours;
though there is much disagreement about the time courses. In vitro LTD was first
reported in 1978 and since then has been studied in details. NMDA receptor (NMDAR)
and metabotropic glutamate receptor (mGLUR) activation has been implicated in
induction of both LTP and LTD among others. The CA1 region of the rodent
hippocampus is the most widely explored area for LTP studies especially stratum
radiatum (SR). In addition to the commissural fibers, SR receives Schaffer-
collaterals (SC) and is an integral part of memory formation. Previous studies have
reported that the CA1 region of the hippocampus expresses both NMDAR-LTD and mGluR-
LTD. In the present study, we aim to establish whether these mice might show
altered hippocampal Long-term Potentiation (LTP) and/or Long-term Depression (LTD)
when brain slices from deaf1 NKO mice were subject to electrophysiological studies
and if so, whether pharmacological interventions had any effect on it. Using
electrophysiological techniques, hippocampal slices from DEAF1 KO mice were tested
for possible alterations in LTP when compared to age-matched controls. Both early
and late forms of LTP were examined, since these two types of LTP are medicated
through different biochemical mechanisms. ELTP was unaltered in the NKO animals
compared to their WT littermates. This experiment was followed by investigating
LLTP. The control animals, as expected, exhibited a large LTP. The DEAF1 animals,
in contrast, showed a paradoxical response to LLTP stimulation. Instead of the
increase in response as observed in the control animals, slices from DEAF1 mice
decreased to about 80% of baseline at 30 mins post train. This depression (LTD)
became greater throughout the 3 hours of post-train recording, at the end of which
the responses were approximately 25% of baseline. The mechanisms of this LTD were
then explored with focus on glutamate receptors. Based upon existing knowledge in
the literature, the possible roles of both NMDA receptors and mGlu receptors
(mGluR1 and mGluR5) were explored. Treatment with D-AP5 - a selective NMDAR
antagonist on slices from control animals showed no effect on the baseline evoked
responses, but LLTP was blocked following D - AP5 treatment. In slices from DEAF1
NKO animals, AP5 did not affect the baseline evoked responses, but it reversed the
expected LTD to a robust LLTP. Next, the involvement of mGlu receptors, known to
play a role in LTD, was tested. (PsycInfo Database Record (c) 2023 APA, all rights
reserved)
AU - Ghosh, Aniruddha
CY - US
KW - *Deafness
*Hippocampus
*N-Methyl-D-Aspartate
*Synaptic Plasticity
Mice
PY - 2017
SN - 0419-4217(Print)
ST - Electrophysiological investigation of hippocampal synaptic plasticity in
deaf-1 knockout mice
TI - Electrophysiological investigation of hippocampal synaptic plasticity in
deaf-1 knockout mice
VL - 77
ID - 14215
ER -
TY - THES
AB - There has been little research on how the deaf dream and less still on how
the deaf communicate and experience color in their dreams. This study applied a new
survey consisting of 26 dream content questions as well as demographic data to
assess the communication styles and the experience of color among deaf and hearing
people. The instrument was refined through consultation with professionals who work
with the deaf, and via a back-translation procedure prior to being videotaped by
RID-CSC interpreters for the deaf participants. The instrument was administered to
55 participants ranging in age from 29 to 85, 30 of whom were deaf and 25 of whom
were hearing. The data confirmed that deaf and hearing people tend to communicate
in their dreams the way they do when they are awake. Results could not support the
hypothesis that deaf people who communicate primarily in sign language during their
waking life also use sign language as their primary method of communication during
their dreams. However, similar to findings among blind children, there was a trend
among deaf participants suggesting the earlier a person becomes deaf, the more
likely they are to use sign language as their primary method of communication in
their dreams. The study did not support previous findings which suggested a similar
trend to be true in the experience of color among deaf persons, and deaf and
hearing participants appeared to experience roughly the same amount and quality of
color in their dreams. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AU - Gilliland, Jeffrey Mcknight
CY - US
KW - *Color
*Communication
*Deafness
Sign Language
PY - 2003
SN - 0419-4217(Print)
SP - 2387-2387
ST - Dreams of the deaf and hearing: Do differences exist in communication styles
and the experience of color
TI - Dreams of the deaf and hearing: Do differences exist in communication styles
and the experience of color
VL - 64
ID - 14362
ER -
TY - COMP
AB - The present study explored the influence of iconicity on sign lexical
retrieval and whether it is modulated by the task at hand. Lexical frequency was
also manipulated to have an index of lexical processing during sign production.
Behavioural and electrophysiological measures (ERPs) were collected from 22 Deaf
bimodal bilinguals while performing a picture naming task in Catalan Sign Language
(Llengua de Signes Catalana, LSC) and a word-to-sign translation task (Spanish
written-words to LSC). Iconicity effects were observed in the picture naming task,
but not in the word-to-sign translation task, both behaviourally and at the ERP
level. In contrast, frequency effects were observed in the two tasks, with ERP
effects appearing earlier in the word-to-sign translation than in the picture
naming task. These results support the idea that iconicity in sign language is not
pervasive but modulated by task demands. As discussed, iconicity effects in sign
language would be emphasised when naming pictures because sign lexical
representations in this task are retrieved via semantic-to-phonological links.
Conversely, attenuated iconicity effects when translating words might result from
sign lexical representations being directly accessed from the lexical
representations of the word. (PsycInfo Database Record (c) 2023 APA, all rights
reserved)
AD - Gimeno-Martínez, Marc: Universitat Pompeu Fabra, Ramon Trias Fargas, 25-27,
Barcelona, Spain, 08005, marc.gimenom@upf.edu
AU - Gimeno-Martínez, Marc
AU - Baus, Cristina
CY - Netherlands
KW - *Bilingualism
*Evoked Potentials
*Naming
*Sign Language
*Word Frequency
Deafness
Electroencephalography
Lexical Access
Task Complexity
M3 - doi:10.1016/j.neuropsychologia.2022.108166
PY - 2022
SP - 1-9
ST - Iconicity in sign language production: Task matters
TI - Iconicity in sign language production: Task matters
VL - 167
ID - 14319
ER -
TY - JOUR
AB - This study investigated visual statistical learning (VSL) in 24 deaf signers
and 24 hearing non‐signers. Previous research with hearing individuals suggests
that SL mechanisms support literacy. Our first goal was to assess whether VSL was
associated with reading ability in deaf individuals, and whether this relation was
sustained by a link between VSL and sign language skill. Our second goal was to
test the Auditory Scaffolding Hypothesis, which makes the prediction that deaf
people should be impaired in sequential processing tasks. For the VSL task, we
adopted a modified version of the triplet learning paradigm, with stimuli presented
sequentially across space and time. Results revealed that measures of sign language
skill (sentence comprehension/repetition) did not correlate with VSL scores,
possibly due to the sequential nature of our VSL task. Reading comprehension scores
(PIAT‐R) were a significant predictor of VSL accuracy in hearing but not deaf
people. This finding might be due to the sequential nature of the VSL task and to a
less salient role of the sequential orthography‐to‐phonology mapping in deaf
readers compared to hearing readers. The two groups did not differ in VSL scores.
However, when reading ability was taken into account, VSL scores were higher for
the deaf group than the hearing group. Overall, this evidence is inconsistent with
the Auditory Scaffolding Hypothesis, suggesting that humans can develop efficient
sequencing abilities even in the absence of sound. (PsycInfo Database Record (c)
AD - Giustolisi, Beatrice: Department of Psychology, University of Milan-Bicocca,
Building U6, Room 3029 A, Piazza dell’Ateneo Nuovo, 1, Milan, Italy, 20126,
beatrice.giustolisi@unimib.it
AU - Giustolisi, Beatrice
AU - Emmorey, Karen
DO - 10.1111/cogs.12691
IS - 8
*Deafness
*Learning
*Reading
Sign Language
PY - 2018
SP - 3177-3190
ST - Visual statistical learning with stimuli presented sequentially across space
and time in deaf and hearing adults
T2 - Cognitive Science
TI - Visual statistical learning with stimuli presented sequentially across space
and time in deaf and hearing adults
VL - 42
ID - 14410
ER -
TY - JOUR
AB - The author was the director or co-director of a specialty Deaf psychiatric
inpatient unit for 17 of its 23 years. This program was established as a culturally
affirmative mental health program. The author reflects back on what this has meant
and how the unit staff struggled to create a program that was both culturally and
clinically competent. In Part 1 of this two part article, the lessons learned about
some unique clinical challenges are discussed. These involved the challenges of
working with ASL competent deaf persons and with deaf persons with severe language
dysfluency in their best language, sign. The question of whether some of the deaf
clients have a unique clinical syndrome involving severe language deprivation and
an array of psychosocial deficits and behavioral problems is also discussed. Part
II of the article discusses lessons learned about adaption of best practices in
psychiatric rehabilitation for language and learning challenged deaf persons. In
Part II , the author also reviews the lessons learned about staff and program
development including the need to balance cultural and clinical competence and
respond skillfully to Deaf/hearing cross-cultural conflicts. (PsycInfo Database
AD - Glickman, Neil S.: Advocates, Inc., 3 Vernon Rd., Natick, MA, US, 01760,
neilglickman@rcn.com
AU - Glickman, Neil S.
IS - 1
KW - *Deafness
*Psychiatric Hospitalization
Psychiatric Patients
PY - 2010
SN - 0899-9228(Print)
SP - 225-242
ST - Lessons learned from 23 years of a deaf psychiatric inpatient unit: Part 1
TI - Lessons learned from 23 years of a deaf psychiatric inpatient unit: Part 1
VL - 44
ID - 14551
ER -
TY - CHAP
AB - An earlier version of this chapter was published by JADARA and is reprinted
with permission. Glickman, N. (2010), Lessons learned from 23 years of a Deaf
psychiatric inpatient unit: Part 1. JADARA, 44(1), 255-239; and Glickman, N.
(2001), Lessons learned from 23 years of a Deaf psychiatric inpatient unit: Part 2.
JADARA, 44(2), 82-100. The Deaf Unit at Westborough State Hospital was a specialty
psychiatric inpatient unit for deaf persons established in a state mental hospital
in Massachusetts in January, 1987. The vision that guided the creation of this unit
was that of a "culturally affirmative" treatment program for deaf persons (Glickman
& Zitter, 1989). This meant creating, as much as we could, a Deaf space, with
American Sign Language (ALS) used as the language of treatment, large numbers of
deaf staff at all levels of the organization, and a Deaf sensitivity brought to
everything we did. The unit never relinquished the vision of cultural affirmation
though in practice achieving it was easier said than done. I think most of the
staff would agree that, at our best, we were a well-functioning bicultural,
bilingual program, where cross-cultural conflicts were often handled skillfully. In
the 23 years of its existence, the Westborough Deaf Unit provided psychiatric care
for around 200 deaf people, many of whom were hospitalized numerous times. We
learned a number of important lessons about the problems of deaf psychiatric
clients, about how to adapt assessment and treatment for them, and about the
creation of culturally affirmative and clinically competent treatment environments.
This chapter presents my summary of these lessons. (PsycInfo Database Record (c)
KW - *Accommodation (Disabilities)
*Deafness
*Hospital Programs
*Psychiatric Hospitals
Clients
Competence
Culture (Anthropological)
Medical Personnel
Psychiatry
Sign Language
PY - 2013
SN - 978-0-415-89475-3 (Paperback); 978-0-415-89474-6 (Hardcover); 978-0-203-
81054-5 (PDF)
SP - 37-68
ST - Lessons learned from 23 years of a deaf psychiatric inpatient unit
T2 - Deaf mental health care.
T3 - Counseling and psychotherapy: Investigating practice from scientific,
historical, and cultural perspectives.
TI - Lessons learned from 23 years of a deaf psychiatric inpatient unit
ID - 14546
ER -
TY - CHAP
AB - An earlier version of this chapter was printed in the 2011 Journal of
Interpreting. This revised version is reprinted here with permission. The purpose
of this chapter is to summarize what we know about dysfluency in sign language use
among deaf people and discuss its implications for signed language interpreters and
mental health clinicians. We will focus primarily upon the implications of sign
language dysfluency for clinical assessment. We will begin by reviewing briefly the
four main causes of signed language disorders in more depth. This is followed by a
literature review and illustration of best practices for interpreters working with
language dysfluent consumers in mental health settings including language samples
from patients served by the Alabama Department of Mental Health. As certified Deaf
interpreters (CDIs) are often brought into situations when deaf consumers are very
dysfluent, we also consider the risks and benefits of this practice. Our focus then
switches back to discussing some of the implications of sign language dysfluency
for clinical assessment and, more briefly, treatment. How can clinicians make sense
of what these language problems most likely mean? In particular, what do we know
that helps clinicians distinguish a language problem from a thinking problem?
Finally, we conclude with a discussion of best practice for interpreter-clinician
collaboration. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
AU - Crump, Charlene
KW - *Deafness
*Language Disorders
*Sign Language
*Interpreters
Ability
Clinicians
Cognitive Ability
Collaboration
Mental Health Services
Risk Factors
Treatment
Best Practices
PY - 2013
SN - 978-0-415-89475-3 (Paperback); 978-0-415-89474-6 (Hardcover); 978-0-203-
81054-5 (PDF)
SP - 107-137
ST - Sign language dysfluency in some deaf persons: Implications for interpreters
and clinicians working in mental health settings
T2 - Deaf mental health care.
T3 - Counseling and psychotherapy: Investigating practice from scientific,
historical, and cultural perspectives.
TI - Sign language dysfluency in some deaf persons: Implications for interpreters
and clinicians working in mental health settings
ID - 14547
ER -
TY - JOUR
original version of this article, the description of the task on p. 2, right-hand
column did not include a citation to Gallego, Martín-Aragoneses, López-Higes, and
Pison (2016). In addition, the presentation of the stimuli on p. 6 has been updated
in order to make it clear that “PRE TAR POS” are the abbreviations of each part of
the stimuli. The paper has also been updated in order to clarify that stimuli were
presented on a 15.6-inch ASUS connected to a 18.5″ monitor at a resolution of 1,366
× 768 pixels (p. 7). Finally, the Acknowledgments section was originally
inadvertently included in the article’s Funding statement. All of these corrections
have now been made, and the article is correct both online and in print.] Twenty
participants who were deaf and 20 chronological age-matched participants with
typical hearing (TH) (mean age: 12 years) were asked to judge the correctness of
written sentences with or without a grammatically incongruent word while their eye
movements were registered. TH participants outperformed deaf participants in
grammaticality judgment accuracy. For both groups, First Pass and Total Fixation
Times of target words in correct trials were significantly longer in the
incongruent condition than in the congruent one. However, whereas TH students
showed longer First Pass in the target area than deaf students across congruity
conditions, deaf students made more fixations than their TH controls. Syntactic
skills, vocabulary, and word reading speeds (measured with additional tests) were
significantly lower in deaf students but only syntactic skills were systematically
associated to the time-course of congruity processing. These results suggest that
syntactic skills could have a cascading effect in sentence processing for deaf
readers. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - Gómez-Merino, Nadina: Department of Developmental and Educational Psychology,
University of Valencia, Valencia, Spain, 46010, nadina.gomez@uv.es
AU - Gómez-Merino, Nadina
AU - Fajardo, Inmaculada
AU - Ferrer, Antonio
AU - Arfé, Barbara
IS - 3
KW - *Ability
*Deafness
*Sentences
*Students
*Words (Phonetic Units)
Eye Movements
Grammar
Velocity
Vocabulary
PY - 2020
SP - 351-364
ST - Time-course of grammatical processing in deaf readers: An eye-movement study
TI - Time-course of grammatical processing in deaf readers: An eye-movement study
VL - 25
ID - 14386
ER -
TY - JOUR
AB - Reports an error in "Time-course of grammatical processing in deaf readers:
An eye-movement study" by Nadina Gómez-Merino, Inmaculada Fajardo, Antonio Ferrer
and Barbara Arfé (Journal of Deaf Studies and Deaf Education, 2020[Jul], Vol 25[3],
351-364). In the original version of this article, the description of the task on
p. 2, right-hand column did not include a citation to Gallego, Martín-Aragoneses,
López-Higes, and Pison (2016). In addition, the presentation of the stimuli on p. 6
has been updated in order to make it clear that “PRE TAR POS” are the abbreviations
of each part of the stimuli. The paper has also been updated in order to clarify
that stimuli were presented on a 15.6-inch ASUS connected to a 18.5″ monitor at a
resolution of 1,366 × 768 pixels (p. 7). Finally, the Acknowledgments section was
originally inadvertently included in the article’s Funding statement. All of these
corrections have now been made, and the article is correct both online and in
print. (The following abstract of the original article appeared in record 2020-
40976-008). Twenty participants who were deaf and 20 chronological age-matched
participants with typical hearing (TH) (mean age: 12 years) were asked to judge the
correctness of written sentences with or without a grammatically incongruent word
while their eye movements were registered. TH participants outperformed deaf
participants in grammaticality judgment accuracy. For both groups, First Pass and
Total Fixation Times of target words in correct trials were significantly longer in
the incongruent condition than in the congruent one. However, whereas TH students
showed longer First Pass in the target area than deaf students across congruity
conditions, deaf students made more fixations than their TH controls. Syntactic
skills, vocabulary, and word reading speeds (measured with additional tests) were
significantly lower in deaf students but only syntactic skills were systematically
associated to the time-course of congruity processing. These results suggest that
syntactic skills could have a cascading effect in sentence processing for deaf
readers. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - Gómez-Merino, Nadina: Department of Developmental and Educational Psychology,
University of Valencia, Valencia, Spain, 46010, nadina.gomez@uv.es
AU - Gómez-Merino, Nadina
AU - Fajardo, Inmaculada
AU - Ferrer, Antonio
AU - Arfé, Barbara
IS - 4
KW - *Ability
*Deafness
*Sentences
*Students
*Words (Phonetic Units)
Eye Movements
Grammar
Velocity
Vocabulary
PY - 2021
SP - 565-565
ST - "Time-course of grammatical processing in deaf readers: An eye-movement
study": Corrigendum
TI - "Time-course of grammatical processing in deaf readers: An eye-movement
study": Corrigendum
VL - 26
ID - 14569
ER -
TY - JOUR
AB - Introduction: In this work we present results obtained using a computerized
assessment neuropsychological battery for deaf children who use spoken language or
sign language as their principal means for communication (AWARDNeuropsychological).
Method: In order to examine effects of age, gender, communication mode and use of
cochlear implants on AWARDNeuropsychological battery performance, we analyze the
results obtained by a group of 67 prelingually deaf children divided in three age
groups (3-5, 6-8 and 9-16 years old) in tasks of vocabulary, selective attention,
visuo-spatial skills, visual memory, abstract reasoning, sequential processing and
praxis. Results: When comparing the different age groups, the results showed
significant differences in most of the neuropsychological tasks. In addition, the
communication mode was related significantly to performance on some tasks.
Discussion and conclusion: AWARDNeuropsychological battery could become a useful
tool for cognitive assessment of school-age deaf children who using different
communication mode. Recently this battery has been implemented with adaptive web
technology, allowing easy and quick access to the tool between professionals
working with deaf children. (PsycInfo Database Record (c) 2023 APA, all rights
reserved)
AD - González, María Teresa Daza: Departamento de Neurociencia y Ciencias de la
Salud, Universidad de Almeria, Crta. Sacramento s/n., Almeria, Spain, C.P 04120,
tdaza@ual.es
AU - González, María Teresa Daza
AU - Reyes, Francisco Gabriel Guil
AU - López, Francisco López
AU - Ro-mero, Raquel Salmerón
AU - Giménez, Nayalí García
IS - 2
KW - *Deafness
*Psychometrics
*Test Coaching
Sign Language
PY - 2011
SP - 849-868
ST - Neuropsychological assessment in deaf chiidren: Presentation and preliminary
results obtained with the AWARDNeuropsychological Battery
T2 - Electronic Journal of Research in Educational Psychology
TI - Neuropsychological assessment in deaf chiidren: Presentation and preliminary
results obtained with the AWARDNeuropsychological Battery
VL - 9
ID - 14377
ER -
TY - THES
AB - Cognitive gender effects whereby men outperform women on spatial tasks and
females outperform males on language tasks are consistently reported in the
literature, but poorly understood (Hyde, 2005). A male advantage with mental
rotation measures (d=0.5-0.7) and a female advantage in expressive language
measures (d=0.25-0.4) are noted in hearing samples. Many biological and socio-
cultural bases have been proposed, but none are sufficient to account for these
gender effects. An unexplored area is whether these same gender effects for mental
rotation and expressive language exist for deaf individuals who use signed
language; this is important because signed languages and American Sign Language
(ASL) are visual-spatial languages. Mental rotation is inherent in ASL since a
signer's own perspective must be rotated to that of the viewer; there is a strong
evidence base to show enhancement of mental rotation skills following early and
late sign exposure in deaf and hearing signers (Emmorey & McCullugh, 2009). In the
current study, deaf signing males retained their performance advantage compared to
females on a mental rotation measure (d = 1.11) while also displaying a
substantially larger performance difference than in hearing samples. This may
suggest that there is a significant biological component to the male advantage with
mental rotation tasks since in this sample males benefit more from the practice
afforded by signed language experience. On measures of verbal fluency, deaf signing
females retained their advantage on a signed version of the traditional F-A-S task
(d = .64) while also displaying a larger performance difference than in hearing
samples; however, there was no indication of a gender effect on an ASL equivalent
of the F-A-S (the 5-1-U). Taken together, these results suggest that males may be
able to benefit more from the use of a visual-spatial word search strategy in
completing the ASL-based task, resulting in "neutralized" performance. It is
speculated that the female advantage with language would relate to English-based
lexical search strategies, but this disappears in a visual-spatial language.
AU - Goodman, Evan
CY - US
KW - *Human Sex Differences
*Mental Rotation
*Sign Language
Verbal Fluency
PY - 2016
SN - 0419-4217(Print)
ST - Gender effects in cognition exist in deaf signers: New considerations for an
old question
TI - Gender effects in cognition exist in deaf signers: New considerations for an
old question
VL - 77
ID - 14461
ER -
TY - THES
AB - This study examines American Sign Language and English bilingual education
educators' experiences and perspectives in teaching American Sign Language and
English to deaf students. The researcher utilized Diane Rodriguez's conceptual
framework of curriculum competencies for bilingual special education teachers.
Rodriguez's holistic curriculum has five components: proficiency in the utilization
of two languages in the classroom, assessment for bilingualism, cultural components
of biculturalism, planning and delivery of instruction and professionalism in
bilingual education. These curriculum competency components provided guidance in
the development of the interview questions prompts. With purposeful sampling,
fifty-three educators took the demographic survey through SurveyMonkey. The
researcher screened out the interviewees based on the four criteria.
Phenomenological-narrative interview techniques were used with the ten participants
to gather information from each interviewee's perspectives and experiences within
their teacher preparation programs and their teaching careers. The researcher
transcribed interviewees' signing in ASL and translated in printed English. The
researcher identified 15 themes based on transcribed video dialogues. The findings
showed that the participants had varied experiences and varied perspectives based
on their bilingual teacher preparation programs. (PsycInfo Database Record (c) 2022
AU - Gough, Jenny Margarita
CY - US
KW - *Bilingual Education
*Deafness
*Sign Language
Bilingualism
Teaching
PY - 2015
SN - 0419-4209(Print)
ST - Educators' perspectives on american sign language and english bilingual
education for ec-12 deaf students
TI - Educators' perspectives on american sign language and english bilingual
education for ec-12 deaf students
VL - 76
ID - 14248
ER -
TY - CONF
AB - Purpose: To assess health-related-quality of life (HRQOL) after the end of
war and its associated factors among soldiers with permanent limb disabilities in
Sri Lanka. Methods: A cross-sectional study was conducted among 500 rehabilitated
and socially re-integrated Army soldiers having permanent disability following
traumatic limb injuries during the last year of ethnic conflict of Sri Lanka.
Females, soldiers with no updated data, and soldiers having permanent
deafness/total blindness/total brain or spinal cord injury were excluded. The
sample was randomly selected from updated ‘Disabled Category Registries’. Personal
and injury data were collected through postal questionnaire. HRQOL was assessed
using SF-36 tool validated for Sri Lankan soldiers. Results: SF-36 scores obtained
on HRQOL related to overall physical health (mean = 57.1; SD = 19) and mental
health (mean = 58.8; SD = 17.2) were comparable. HRQOL was best in social
functioning (mean = 73.4; SD = 24) and worst in vitality (mean = 48.4; SD = 15.5).
Factors significantly associated with better HRQOL related to the overall physical
and mental health were aged over 35 years, being married, being assigned duties,
having only upper/lower limbs affected and absence of co-disability. Having duties
assigned demonstrated better QOL in almost all domains. None were associated with
income or education. Conclusions: Physical and mental health components contribute
equally to the HRQOL of rehabilitated soldiers with permanent limb disabilty. Their
poorer HRQOL was determined by certain person- and injury-related factors. These
need to be addressed during re-integration and post-rehabilitation services.
AD - Arambepola, Carukshi: Department of Community Medicine, Faculty of Medicine,
University of Colombo, 25, Kynsey Road, Colombo, Sri Lanka, 00800,
carukshi@commed.cmb.ac.lk
AU - Gowinnage, Samitha Samanmalee
AU - Arambepola, Carukshi
CY - Germany
DA - 2020
DO - 10.1007/s11136-020-02473-x
ET - 8
KW - *Injuries
*Military Personnel
*Trauma
*War
*Health Related Quality of Life
Communities
Conflict
Mental Health
PB - Springer
SP - 2119-2127
ST - Quality of life and its determinants among community re-integrated soldiers
with permanent disabilities following traumatic limb injuries
TI - Quality of life and its determinants among community re-integrated soldiers
with permanent disabilities following traumatic limb injuries
VL - 29
ID - 14435
ER -
TY - THES
AB - Despite advances in hearing aid and cochlear implant technologies, many
children who are deaf or hard of hearing continue to lag behind typically hearing
peers in language and reading abilities. Additionally, there is a high degree of
variability in language outcomes among children with a hearing loss. Evidence
indicates that auditory input provides a foundation not only for speech and
language development but for cognitive functions such as sequence memory and
learning ability. This study investigated a variety of cognitive functions with two
major aims in mind: (1) to verify differences between children who are deaf or hard
of hearing and typically hearing children on variety of cognitive tasks, (2) to
determine if visuospatial sequencing practice would result in improvements on
nontrained tasks measuring phonological memory, sequencing ability, and executive
function. Thirty-two children who were deaf or hard of hearing and 29 children with
typical hearing took part in this study. One pretraining and two post training
sessions assessed cognitive tasks involving visuospatial short-term memory; verbal
short-term memory (nonword repetition); inhibition; and visual sequence learning.
Pretraining assessments revealed significant differences between the groups on
verbal tasks with both auditory and visual stimuli as well as on tasks of
inhibition and visual sequencing. In addition, differences were revealed on visual
tasks with nonverbal stimuli. These findings suggest a general difference or delay
in performance beyond the anticipated verbal delay related to a deficit in hearing
acuity. The training task utilized a touch screen computer monitor that displayed
sequences of circles on a 4 x 4 grid which subjects then replicated. Subjects were
age matched and completed ten days of visuospatial sequencing practice in either an
adaptive or control condition. Two post training assessment sessions revealed
improvement on the nonword repetition task for the adaptive group following the
sequencing practice. These findings suggest that visuospatial sequencing practice
can lead to improvements in language abilities. Possible applications include
utilizing measures of visual sequencing ability to identify deaf or hard of hearing
children who may be at risk for poorer language development and as a component in
predicting successful language development following cochlear implantation.
AU - Gremp, Michelle A.
CY - US
*Deafness
*Training
*Visuospatial Ability
Cochlear Implants
PY - 2011
SN - 0419-4217(Print)
SP - 3747-3747
ST - The effects of visuospatial sequence training with children who are deaf or
hard of hearing
TI - The effects of visuospatial sequence training with children who are deaf or
hard of hearing
VL - 72
ID - 14366
ER -
TY - MUSIC
AB - This paper describes the technical and aesthetic approach utilised for the
development of an interactive audiovisual performance system designed specifically
for use by children with multiple learning difficulties, including deafness and
autism. Sound is transformed in real-time through the implementation of a Fast
Fourier Transform and translated into a moving image. This image is adapted so that
relevant information can be understood and manipulated visually in real-time.
Finally, the image is turned back into sound with only minimal delay. The
translation process is based on research in computer music, neuroscience,
perception and abstract film studies. The system is achieving a significant user
base amongst the deaf and disabled community through projects involving the British
Broadcasting Corporation and the London Philharmonic Orchestra. Alongside
continuing collaboration with the Sonic Arts Network, the system has now been made
freely available to the public, and is being developed as a speech therapy tool.
AD - Grierson, Michael S.: Goldsmiths Department of Computing, Goldsmiths,
University of London, New Cross, London, United Kingdom, SE14 6NW,
m.s.grierson@gold.ac.uk
AU - Grierson, Michael S.
CY - Germany
DO - 10.1515/IJDHD.2011.009
KW - *Aesthetics
*Audiovisual Communications Media
*Deafness
Music
M3 - doi:10.1515/IJDHD.2011.009
PB - Walter de Gruyter
PY - 2011
SP - 37-41
ST - Making music with images: Interactive audiovisual performance systems for the
deaf
TI - Making music with images: Interactive audiovisual performance systems for the
deaf
VL - 10
ID - 14589
ER -
TY - COMP
AB - Athletes who are deaf form a unique cultural group within sport. Many have
competed at of the highest levels of competition from the Deaflympics to
professional sport and the Olympic Games. Although deaf athletes have competed at
these elite, world-class levels, there have been few attempts to recognize and
understand the psychological characteristics of persons who are deaf in the sport
context. Therefore, the purpose of the present research was to translate a commonly
used inventory for measuring psychological coping in sport-the Athletic Coping
Skills Inventory-28 (ACSI-28)-for use with a group of world-class deaf athletes at
the 2007 Winter Deaflympics. In order to achieve this objective the study was
divided into three stages: (a) adaptation and translation of the ASCI-28 for use
with deaf athletes; (b) investigation of the preliminary psychometric properties of
the adapted and translated inventory through pilot testing, and (c) collection of
data from a group of world-class deaf athletes in order to describe the types of
coping skills used in deaf sport and to further extend the initial psychometric
properties of the inventory. Results of the pilot study indicated there was initial
reliability and validity to warrant the use of this new measure-the Deaf Athletic
Coping Skills Inventory (DACSI-36)-in the main study. Subsequent data collection
using the DACSI-36 revealed that deaf athletes in some sports used various coping
skills significantly more often than athletes in other sports. The results are
discussed in light of previous research and implications for future research are
presented. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AU - Grindstaff, Jason S.
CY - US
ET - 10-B
KW - *Athletes
*Coping Behavior
*Deafness
*Psychometrics
Adaptation
Competition
Culture (Anthropological)
Test Reliability
Test Validity
PY - 2008
SN - 0419-4217(Print)
SP - 7019-7019
ST - Development and validation of the Deaf Athletic Coping Skills Inventory
TI - Development and validation of the Deaf Athletic Coping Skills Inventory
VL - 68
ID - 14495
ER -
TY - JOUR
AB - Objective: The aim of this study was to evaluate the potential improvements
of speech perception and sound quality provided by a multiband single channel
noise-reduction algorithm based on the modified Wiener-filter adapted to cochlear
implant sound processing. Design: This study was a longitudinal trial with a
repeated-measures design. Outcome measures were performed on the first day when the
noise reduction feature was provided and after a one month habituation period.
Objective measures included pure-tone thresholds and vocal audiometry assessments.
Speech perception was measured in quiet and in the presence of two types of noise:
a stationary speech shaped noise and a two-talker cocktail noise. Subjective sound
quality was assessed using a ten item questionnaire. Study Sample: Thirteen post-
lingual deaf adults, experienced users of a cochlear implant system, took part in
this study. Results: The noise-reduction algorithm provided a benefit for the
perception of speech presented in a stationary speech shaped noise and an overall
improvement in subjective sound quality ratings. Conclusions: It was shown that a
single channel noise reduction system based on a modified Wiener-filter approach
can improve speech in noise perception performance and subjective sound quality in
cochlear implant patients. (PsycINFO Database Record (c) 2016 APA, all rights
reserved)
AD - Hoen, Michel: 2720 Chemin Saint Bernard, Vallauris, France, 06220,
mhoe@oticonmedical.com
AU - Guevara, Nicolas
AU - Bozorg-Grayeli, Alexis
AU - Bebear, Jean-Pierre
AU - Ardoint, Marine
AU - Saaï, Sonia
AU - Gnansia, Dan
AU - Hoen, Michel
AU - Romanet, Philippe
AU - Lavieille, Jean-Pierre
DO - 10.3109/14992027.2016.1172267
IS - 8
*Cochlear Implants
*Speech Perception
Algorithms
PY - 2016
SP - 431-438
ST - The Voice Track multiband single-channel modified Wiener-filter noise
reduction system for cochlear implants: Patients' outcomes and subjective appraisal
TI - The Voice Track multiband single-channel modified Wiener-filter noise
reduction system for cochlear implants: Patients' outcomes and subjective appraisal
VL - 55
ID - 14208
ER -
TY - COMP
AB - This article discusses the Translation and validation of an online suite of
assessments in American sign language. The Substance Abuse Resources and Disability
Issues (SARDI) Program in the Boonshoft School of Medicine at Wright State
University (WSU) partnered with rehabilitation counseling faculty in the College of
Education and Human Services (CEHS) at WSU and leading experts to propose the
development of an online suite of valid assessment instruments in ASL focusing on
substance abuse, mental health, and a career-related interest inventory. The online
assessments being validated for this project are expected to help remove access
barriers, with the long-term goal being the development web based assessment
instruments in ASL. In addition to cost savings, culturally and linguistically
appropriate assessment instruments will enhance service provision for consumers who
communicate in ASL. The criterion to determine which instruments would be selected
includes brevity, psychometric properties, and current use of instruments utilized
by service providers working with deaf and hard of hearing (DHH) individuals. To
determine the current use of instruments by service providers, the SARDI research
team gathered data regarding the use of vocational rehabilitation assessments from
Rehabilitation Counselors for the Deaf (RCDs) on a national list serve for RCDs.
AD - Guthmann, Deb: Wright State University, 3640 Colonel Glenn Hwy, Dayton, OH,
US, 45435
AU - Guthmann, Deb
AU - Titus, Janet
AU - Embree, Jared
AU - Wilson, Josephine
CY - US
ET - 1
KW - *Deafness
*Sign Language
*Test Validity
*Computerized Assessment
Treatment Barriers
PB - American Deafness and Rehabilitation Association
PY - 2017
SN - 0899-9228(Print)
SP - 12-20
ST - Translation and validation of an online suite of assessments in American sign
language
TI - Translation and validation of an online suite of assessments in American sign
language
VL - 51
ID - 14673
ER -
TY - JOUR
AB - Interactive activation models of lexical access assume that the presentation
of a given word activates not only its lexical representation but also those
corresponding to words similar in form. Current theories are based on data from
oral and written languages, and therefore signed languages represent a special
challenge for existing theories of word recognition and lexical access since they
allow us to question what the genuine fundamentals of human language are and what
might be modality-specific adaptation. The aim of the present study is to determine
the electrophysiological correlates and time course of phonological processing of
Spanish Sign Language (LSE). Ten deaf native LSE signers and ten deaf non-native
but highly proficient LSE signers participated in the experiment. We used the ERP
methodology and form-based priming in the context of a delayed lexical decision
task, manipulating phonological overlap (i.e. related prime-target pairs shared
either handshape or location parameters). Results showed that both parameters under
study modulated brain responses to the stimuli in different time windows.
Phonological priming of location resulted in a higher amplitude of the N400
component (300–500 ms window) for signs but not for non-signs. This effect may be
explained in terms of initial competition among candidates. Moreover, the fact that
a higher amplitude N400 for related pairs was found for signs but not for non-signs
points to an effect at the lexical level. Handshape overlap produced a later effect
(600–800 ms window). In this window, a more negative-going wave for the related
condition than for the unrelated condition was found for non-signs in the native
signers group. The findings are discussed in relation to current models of lexical
access and word recognition. Finally, differences between native and non-native
signers point to a less efficient use of phonological information among the non-
native signers. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
AD - Gutiérrez, Eva: Deafness, Cognition and Language (DCAL) Research Centre,
University College London, 49 Gordon Square, London, United Kingdom, WC1H 0PD,
eva.gutierrez@ucl.ac.uk
AU - Gutiérrez, Eva
AU - Müller, Oliver
AU - Baus, Cristina
AU - Carreiras, Manuel
DO - 10.1016/j.neuropsychologia.2012.02.018
IS - 7
KW - *Electrophysiology
*Lexical Access
*Phonology
*Priming
Sign Language
PY - 2012
SP - 1335-1346
ST - Electrophysiological evidence for phonological priming in Spanish Sign
Language lexical access
TI - Electrophysiological evidence for phonological priming in Spanish Sign
Language lexical access
VL - 50
ID - 14288
ER -
TY - JOUR
AB - Introduction: This article presents some of the more important results from a
study focused on the analysis of self-efficacy in written composition among deaf
and hearing students. This type of self-efficacy is essential to adequate
development of the complex process of writing and the quality of written texts.
Method: A total of 116 students participated in the study: 25 from primary
education and 91 from secondary education; 15 were deaf students and 101 had normal
hearing. We administered an adapted scale on self-efficacy in writing, consisting
often items on a 5 point-scale. This was followed by a comparison of motivational
skills according to educational level and status of "deaf/hearing". Results: In
general terms, it was found that deaf and hearing students in Primary and Secondary
Education had developed a positive perception on their efficacy in writing.
Nonetheless, important clarifications are called for, due to the variability in
answers among the different scale items and among different students. Discussion
and Conclusion: Due to a lack of studies of this type, we must insist on the need
to carry out research that analyzes the affective components of deaf students'
writing and that takes individual and contextual factors into account. (PsycInfo
AD - Gutiérrez-C��ceres, Rafaela: Departamento de Didactica y Organization
Escolar, Universidad de Almeria, Ctra Sacramento, s/n. 04120. La Canada de San
Urbano, Almeria, Spain, rcaceres@ual.es
AU - Gutiérrez-Cáceres, Rafaela
IS - 3
KW - *Deafness
*Self-Efficacy
*Special Education
Elementary School Students
Primary School Students
PY - 2011
SP - 1353-1376
ST - Self-efficacy in written composition among deaf and hearing students in
primary and secondary education
T2 - Electronic Journal of Research in Educational Psychology
TI - Self-efficacy in written composition among deaf and hearing students in
primary and secondary education
VL - 9
ID - 14217
ER -
TY - CHAP
AB - Cued Speech (CS) was developed by Orin Cornett in 1966 and now has been
adapted to more than 40 languages and major dialects. CS is neither a sign language
nor a manually coded system that uses signs from a sign language in spoken language
word order. Instead, it is a mode of communication for visually conveying
traditionally spoken languages at the phonemic level (i.e., the same linguistic
level conveyed via speech to hearing individuals). In CS, the speaker complements
lip gestures of speech with manual cues. A cue is made of two parameters: a hand
shape and a hand location around the mouth. Since fitting young deaf children with
a cochlear implant (CI) has become widespread, we are confronted with new questions
about cued speech (CS.) For example, does CS, which stimulates the visual channel,
cease to be useful or even be contra-indicated for such children either pre- or
after implantation? Given that CIs only give degraded acoustic information, and it
may still be difficult for children to reliably discriminate fine phonetic
differences created by place of articulation and voicing, CS may help a young deaf
child with a CI to perceive these fine phonetic differences. This leads to the
prediction that profoundly deaf children who are CS users would do better in
auditory word identification than those who are not CS users. This, in turn, could
help the development of morphosyntax and of accurate phonological representations
in CS users. Speech production might be another ability where the information
provided by CS and by the CI would converge. Children who receive auditory feedback
through a CI might learn to adjust their oral productions in relation to the
reference points created by CS. In the rest of this chapter we examine whether CS
affords a benefit to children with CIs. The variability of these benefits and the
problems encountered are also discussed. (PsycInfo Database Record (c) 2022 APA,
AD - Hage, Catherine: Laboratoire de Psychologie Expérimentale, Université libre
de Bruxelles, CP 91 50, Avenue F.D. Roosevelt, B-1050 Bruxelles, Belgium and Centre
Comprendre et Parler 101 rue de la Reve 1200, Bruxelles, Belgium, B-1050
AU - Hage, Catherine
AU - Leybaert, Jacqueline
KW - *Cues
*Deafness
*Lips (Face)
*Oral Communication
*Speech Development
Articulation (Speech)
Gestures
PY - 2006
SP - 193-211
ST - The Effect of Cued Speech on the Development of Spoken Language
T2 - Advances in the spoken language development of deaf and hard-of-hearing
children.
TI - The Effect of Cued Speech on the Development of Spoken Language
ID - 14433
ER -
TY - COMP
AB - We tested the utility of two standardized measures of receptive skills in
American Sign Language (ASL) in hearing adults who are novice signers: the ASL
Comprehension Test (ASL-CT; Hauser, P. C., Paludneviciene, R., Riddle, W., Kurz, K.
B., Emmorey, K., & Contreras, J. (2016). American Sign Language Comprehension Test:
A tool for sign language researchers. Journal of Deaf Studies and Deaf Education,
21(1), 64–69. https://doi-org.ez1.periodicos.capes.gov.br/10.1093/deafed/env051)
and the ASL Receptive Skills Test (ASL-RST; Allen, T. E., & Enns, C. (2013). A
psychometric study of the ASL Receptive Skills Test when administered to deaf 3-,
4-, and 5-year-old children. Sign Language Studies, 14(1), 58–79. https://doi-
org.ez1.periodicos.capes.gov.br/10.1353/sls.2015.0006; Enns, C. J., & Herman, R. C.
(2011). Adapting the Assessing British Sign Language Development: Receptive Skills
Test into American Sign Language. Journal of Deaf Studies and Deaf Education,
16(3), 362–374. https://doi-org.ez1.periodicos.capes.gov.br/10.1093/deafed/enr004).
We also administered these tests to hearing nonsigners, with the goal of
identifying items where the correct answer can be readily deduced through iconicity
and/or test-taking skills, even by people with no prior ASL knowledge. We predicted
that removing such items would strengthen the correlation between test score and
ASL experience (as measured by semesters of instruction). We found that this
relationship was stronger for the ASL-CT than the ASL-RST in this population, but
still weaker than previously reported, and not substantially improved by any item
selection strategy that we employed. (PsycInfo Database Record (c) 2023 APA, all
rights reserved)
AD - Hall, Matthew L.: Weiss Hall Room 109, 1701 N. 13th St., Philadelphia, PA,
US, 19122, matthall@temple.edu
AU - Hall, Matthew L.
AU - Reidies, Jess A.
CY - United Kingdom
DO - 10.1093/deafed/enab024
ET - 4
KW - *Comprehension Tests
*Education
*Sign Language
*Test Scores
Deafness
M3 - doi:10.1093/deafed/enab024
PY - 2021
SP - 501-510
ST - Measuring receptive ASL skills in novice signers and nonsigners
TI - Measuring receptive ASL skills in novice signers and nonsigners
VL - 26
ID - 14567
ER -
TY - THES
AB - Profound deafness can have a substantial impact on the quality of life of a
child, affecting functioning in a number of domains. Cochlear implantation offers
intervention for both adults and children with profound sensorineural hearing loss
and has the potential to enhance the quality of their lives. Quality of life
studies for pediatric cochlear implant recipients, however, are scarce, due in part
to the lack of standardized quality of life measures that are reliable and valid
for this population. The primary purpose of this study was to examine the validity
of two quality of life measures for pediatric cochlear implant recipients: The
Child Health Questionnaire (CHQ; Landgraf, Abetz, & Ware, 1996), which is a generic
quality of life measure, and the Cochlear Implant Questionnaire for Parents (CIQ;
Archbold, & Lutman, 1998), which is a measure designed specifically for pediatric
cochlear implant recipients. A scoring strategy for the CIQ was developed. First,
experts were asked to sort the 104 CIQ items into predetermined categories to
create preliminary scales. Second, extensive item analyses were conducted to ensure
both internal reliability and discriminant validity of the scales. Two new versions
of the CIQ emerged: a Total CIQ consisting of 8 scales with a total of 62 items and
a Brief CIQ consisting of 3 scales with a total of 20 items. After the scales were
established, correlational analyses of the CIQ and CHQ with the Vineland Adaptive
Behavior Scales and with each other were conducted to assess construct validity.
There was preliminary evidence that the CIQ and CHQ are valid tools in the
assessment of quality of life of pediatric cochlear implant recipients. In
addition, average CHQ scores for child cochlear implant recipients were compared to
published data from nonclinical normative groups. Differences between the two
groups highlighted the importance of ongoing psychological intervention to assist
these families through the stressful habilitation process that accompanies cochlear
implantation. The revised versions of the CIQ are considered efficient, cost-
effective measures of quality of life for pediatric cochlear implant recipients.
Future research should focus on further establishing the reliability and validity
of these abbreviated measures. (PsycInfo Database Record (c) 2023 APA, all rights
reserved)
AU - Hallman, Janet Lynn
CY - US
*Deafness
*Pediatrics
*Quality of Life
Parents
PY - 2003
SN - 0419-4217(Print)
SP - 4904-4904
ST - The development of a scoring system for the cochlear implant questionnaire
for parents for assessing the quality of life of pediatric cochlear implant
recipients
TI - The development of a scoring system for the cochlear implant questionnaire
for parents for assessing the quality of life of pediatric cochlear implant
recipients
VL - 63
ID - 14556
ER -
TY - JOUR
AB - This paper presents a development of an adaptive e-learning system to measure
deaf student progress and interaction, and to enhance their. Enhancements are based
on several recent technologies, including Bilingual/Bicultural methodologies, and
adaptive learning, multi-agent, and mobile technologies. Bilingual/Bicultural
methodology is the new trends in teaching for deaf students. The main language for
the deaf would be the sign language while the second language is the common
(official) one. Our system is based on a specific set of defined skills. These
skills are usually referred to as Deaf Students Learning Outcomes (DSLO). To
evaluate the Deaf Students Learning Outcomes results, we define an Academic Advisor
Agent. The objective of the Academic Advisor is to monitor the students’
achievements of the learning program and to provide them with advices to better
achieve the program Student Outcomes. Considering the DSLO levels rather than the
course grades level allows the Academic Advisor Agent to: (i) assess the progress
achieved by the deaf student at the end of every period, (ii) identify any learning
obstacles at an early stage, and (iii) continuously propose learning activities and
learning targets that are more fitting to the learner weaknesses. The adaptive e-
learning system is further improved with mobile technology to allow easy
accessibility to the learning materials. (PsycInfo Database Record (c) 2022 APA,
AD - Hammami, Salah: shammami@ksu.edu.sa
AU - Hammami, Salah
AU - Saeed, Fahman
AU - Mathkour, Hassan
AU - Arafah, Mohammed Amer
DO - 10.1016/j.chb.2017.07.006
KW - *Deafness
*Intelligent Agents
*School Learning
*Technology
*Adaptive Learning
Learning Strategies
Student Learning Outcomes
PY - 2019
SP - 536-546
ST - Continuous improvement of deaf student learning outcomes based on an adaptive
learning system and an Academic Advisor Agent
T2 - Computers in Human Behavior
TI - Continuous improvement of deaf student learning outcomes based on an adaptive
learning system and an Academic Advisor Agent
VL - 92
ID - 14199
ER -
TY - JOUR
AB - This article reviews the book Sign language interpreting: Deconstructing the
myth of neutrality by Melanie Metzger (1999). Sign Language Interpreting, as a
professional activity, is a relatively new phenomenon within the wider field of
interpreting and translation. The visual nature of sign language means that, in
order for interpreted interaction to be researched, the gathering of videotaped
evidence is essential, since the only way one can capture and later transcribe in
detail all aspects of the discourse is by using both visual and audio media. The
author begins her account by setting the scene for her research methodology. At
this point Metzger raises the question of what she terms the 'interpreter's
paradox'. She concludes, as other studies have, that interpreters have the power to
influence discourse, a power that comes from the effect their presence has on the
interaction, but she is not convinced that they are sufficiently capable of not
influencing such events. (PsycINFO Database Record (c) 2016 APA, all rights
reserved)
AU - Harrington, Frank J.
DO - 10.1075/intp.6.1.10har
IS - 1
Sign Language
PY - 2004
SP - 109-113
ST - Review of Sign language interpreting: Deconstructing the myth of neutrality
T2 - Interpreting
TI - Review of Sign language interpreting: Deconstructing the myth of neutrality
VL - 6
ID - 14192
ER -
TY - JOUR
AB - This study evaluated the implementation of Acceptance and Commitment Therapy
in Finnish Sign Language in a rehabilitation center for deaf people. Sixteen (16)
clients and nine (9) staff members participated in this pilot study. Staff members
received a brief training in Acceptance and Commitment Therapy (ACT) including 16 h
lectures, 15 h supervision, and studying material. Each staff member treated 1–2
clients during 8–10 sessions. As part of the study, several ACT metaphors and
exercises were translated into Finnish Sign Language. The study indicated that
counselors with limited knowledge of psychological interventions were able to
deliver an ACT intervention using Finnish Sign Language after a relatively brief
training. The intervention was well accepted by both the clients and the
counselors, and showed encouraging effects on clients' wellbeing. The study
highlighted a need of valid assessment methods for clients who use sign language.
This study provides an example how ACT -based interventions could be provided to
minority groups. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - Hassinen, Leena: Tiirantie 10 A 12, Jyvaskyla, Finland, FIN-40400,
leena.hassinen@pp.inet.fi
AU - Hassinen, Leena
AU - Lappalainen, Raimo
DO - 10.1016/j.jcbs.2018.02.005
KW - *Counselor Trainees
*Counselors
*Deafness
*Sign Language
Acceptance and Commitment Therapy
PY - 2018
SP - 74-81
ST - Acceptance and commitment therapy using Finnish sign language: Training
counselors in signed ACT for the deaf – A pilot study
T2 - Journal of Contextual Behavioral Science
TI - Acceptance and commitment therapy using Finnish sign language: Training
counselors in signed ACT for the deaf – A pilot study
VL - 8
ID - 14412
ER -
TY - JOUR
AB - Given the current lack of appropriate assessment tools for measuring deaf
children’s sign language skills, many test developers have used existing tests of
other sign languages as templates to measure the sign language used by deaf people
in their country. This article discusses factors that may influence the adaptation
of assessment tests from one natural sign language to another. Two tests which have
been adapted for several other sign languages are focused upon: the Test for
American Sign Language and the British Sign Language Receptive Skills Test. A brief
description is given of each test as well as insights from ongoing adaptations of
these tests for other sign languages. The problems reported in these adaptations
were found to be grounded in linguistic and cultural differences, which need to be
considered for future test adaptations. Other reported shortcomings of test
adaptation are related to the question of how well psychometric measures transfer
from one instrument to another. (PsycInfo Database Record (c) 2023 APA, all rights
reserved)
AD - Haug, Tobias: Sign Language Interpreter Training Program, University of
Applied Sciences for Special Needs (HfH), Schaffhauserstrasse 239, Zurich,
Switzerland, 8057, tobias.haug@signlang-assessment.info
AU - Haug, Tobias
AU - Mann, Wolfgang
DO - 10.1093/deafed/enm027
IS - 1
KW - *Cross Cultural Differences
*Deafness
*Sign Language
*Testing
Psychometrics
Verbal Tests
PY - 2008
SP - 138-147
ST - Adapting tests of sign language assessment for other sign languages—A review
of linguistic, cultural, and psychometric problems
TI - Adapting tests of sign language assessment for other sign languages—A review
of linguistic, cultural, and psychometric problems
VL - 13
ID - 14313
ER -
TY - JOUR
AB - Administered the Glasgow Hearing Status Inventory (GHSI) and Assessment of
Quality of Life (AQoL) instruments to 148 deafened adults with cochlear implants
(CIs) and to 54 without CIs, (ages 16 70+ yrs), as part of a cross-sectional study.
Standard psychometric procedures were used to examine the GHSI's structure,
resulting in the removal of half of the items. The short version of the GHSI was
labeled the Hearing Participation Scale (LIPS), to avoid confusion with the GHSI.
The LIPS is an 11-item instrument measuring self-esteem, social handicap, and
hearing handicap. Factor analysis suggested that each subscale was unidimensional.
All items loaded on the principal component. Correlation with the GHSI was 0.95,
suggesting that the 2 instruments could be used interchangeably. Both the LIPS and
the GHSI provided evidence of monotonicity when used to predict AQoL scores. They
were equally sensitive at differentiating between implantees and non-implantees.
Although these findings need to be confirmed, the LIPS is ready to be used in
studies of interventions for deafness. At a time when evaluators are being asked
for evidence of program effect, the parsimonious LIPS achieves similar results to
the GHSI but requires half the items. (PsycInfo Database Record (c) 2023 APA, all
rights reserved)
AU - Hawthorne, Graeme
AU - Hogan, Anthony
DO - 10.3109/14992020209056074
IS - 8
*Deafness
*Health
*Quality of Life
*Test Construction
Inventories
Rating Scales
Test Forms
PY - 2002
SP - 535-544
ST - Measuring disability-specific patient benefit in cochlear implant programs:
Developing a short form of the Glasgow Health Status Inventory, the Hearing
Participation Scale
TI - Measuring disability-specific patient benefit in cochlear implant programs:
Developing a short form of the Glasgow Health Status Inventory, the Hearing
Participation Scale
VL - 41
ID - 14550
ER -
TY - JOUR
AB - Previous work investigating the consequence of bilateral deafness on
attentional selection suggests that experience-dependent changes in this population
may result in increased automatic processing of stimulus-driven visual information
(e.g., saliency). However, adaptive behavior also requires observers to prioritize
goal-driven information relevant to the task at hand. In order to investigate
whether auditory deprivation alters the balance between these two components of
attentional selection, we assessed the time-course of overt visual selection in
deaf adults. Twenty early-deaf adults and twenty hearing controls performed an
oculomotor additional singleton paradigm. Participants made a speeded eye-movement
to a unique orientation target, embedded among homogenous non-targets and one
additional unique orientation distractor that was more, equally or less salient
than the target. Saliency was manipulated through color. For deaf participants
proficiency in sign language was assessed. Overall, results showed that fast
initiated saccades were saliency-driven, whereas later initiated saccades were
goal-driven. However, deaf participants were overall slower than hearing controls
at initiating saccades and also less captured by task-irrelevant salient
distractors. The delayed oculomotor behavior of deaf adults was not explained by
any of the linguistic measures acquired. Importantly, a multinomial model applied
to the data revealed a comparable evolution over time of the underlying saliency-
and goal-driven processes between the two groups, confirming the crucial role of
saccadic latencies in determining the outcome of visual selection performance. The
present findings indicate that prioritization of saliency-driven information is not
an unavoidable phenomenon in deafness. Possible neural correlates of the documented
behavioral effect are also discussed. (PsycInfo Database Record (c) 2023 APA, all
rights reserved)
AD - Heimler, Benedetta: Center for Mind Brain Sciences, University of Trento,
Corso Bettini 31, Rovereto, Italy, 38068, Benedetta.Heimler@mail.huji.ac.il
AU - Heimler, Benedetta
AU - van Zoest, Wieske
AU - Baruffaldi, Francesca
AU - Donk, Mieke
AU - Rinaldi, Pasquale
AU - Caselli, Maria Cristina
AU - Pavani, Francesco
DO - 10.1016/j.bandc.2015.03.001
KW - *Deafness
*Eye Movements
*Neural Plasticity
*Visual Attention
*Attentional Capture
Stimulus Parameters
PY - 2015
SP - 12-27
ST - Finding the balance between capture and control: Oculomotor selection in
early deaf adults
T2 - Brain and Cognition
TI - Finding the balance between capture and control: Oculomotor selection in
early deaf adults
VL - 96
ID - 14196
ER -
TY - CHAP
AB - the 1880s, ASL and other signed languages were banned in schools and programs
serving Deaf children across the world, as a result of the Milan Convention. In
response to the ban, in 1906, George W. Veditz employed the groundbreaking
technology of moving picture film to spread his impassioned argument in favor of
the value of Sign Language. But ASL had moved underground and was used only in some
upper grades of Deaf schools and in the Deaf community. In 1965, William Stokoe,
with Deaf colleagues Dorothy Casterline and Carl Croneberg, used linguistic
analysis to make the groundbreaking claim that signed languages were true
languages, with their own grammatical/syntactical rules. So it was, that
Hoffmeister’s conception and development of the ASL Assessment Instrument (ASLAI)
followed a long train of respect for, and advancement in thinking about, signed
languages. We, the ASLAI team composed of mostly deaf researchers, educators, and
linguists, were testing the deployment of the first online adaptation of the ASLAI,
then an almost 30-year old assessment. The ASLAI was previously pen-and-paper
based, but the Boston University researchers had recently been awarded a multiyear
Institute of Educational Sciences grant to move the battery online and expand it
beyond the vocabulary assessments initially offered. Over the next couple of years,
our work on the ASLAI brought us from that cramped little room to schools for the
deaf all over the country, including Riverside, Honolulu, Providence, and
Jacksonville, and even to exotic-to-us places like London, Melbourne, and Zurich.
Most importantly, we were able to learn about how to assess deaf children and use
these skills to build our careers. While some people would argue that the ASLAI is
Dr. Hoffmeister’s greatest legacy, what made it work during the years of building
was the team behind it. Dr. Hoffmeister was unique among hearing scholars of Deaf
Education in that his team was entirely deaf. He sought out and built pipelines for
deaf scholars. The three of us who graduated with doctoral degrees, the two of us
who graduated with master’s and educational specialist degrees, the two
administrative assistants, and the doctoral student who eventually found a
satisfying career outside of academia were all invaluable to the project in
different ways; and we were all deaf signers. Dr. Hoffmeister had a gift for
recognizing the intrinsic talent that each of his deaf scholars brought to the
table. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
AU - Henner, Jonathan
AU - Rosenberg, Patrick
AU - Benedict, Rachel
DO - 10.4324/9780367808686-16-19
KW - *Deafness
*Sign Language
Technology
PY - 2021
SN - 9780367373764 (Hardcover); 978-0-367-40719-3 (Paperback); 978-0-367-80868-6
(Digital (undefined format))
SP - 229-240
ST - The legacy of Robert Hoffmeister: On the importance of supporting deaf
scholars
T2 - Discussing bilingualism in deaf children: Essays in honor of Robert
Hoffmeister.
TI - The legacy of Robert Hoffmeister: On the importance of supporting deaf
scholars
ID - 14276
ER -
TY - JOUR
AB - Purpose: This paper aims to: (1) explore usage and accessibility of sign
language interpreters, (2) appraise the levels of quality of life (QOL) of deaf
adults residing in New Zealand, and (3) consider the impact of access to and usage
of sign language interpreters on QOL. Method: Sixty-eight deaf adults living in New
Zealand participated in this study. Two questionnaires were employed: a 12-item
instrument about access and use of New Zealand sign language interpreters and the
abbreviated version of the World Health Organization Quality of Life questionnaire
(WHOQOL-BREF). Results: The results showed that 39% of this sample felt that they
were unable to adequately access interpreting services. Moreover, this group scored
significantly lower than a comparable hearing sample on all four WHOQOL-BREF
domains. Finally, the findings revealed that access to good quality interpreters
were associated with access to health services, transport issues, engagement in
leisure activities, gaining more information, mobility and living in a healthy
environment. Conclusions: These findings have consequences for policy makers and
agencies interested in ensuring that there is an equitable distribution of
essential services for all groups within New Zealand which inevitably has an impact
on the health of the individual. (PsycInfo Database Record (c) 2023 APA, all rights
reserved)
AD - Henning, Marcus A.: Centre for Medical and Health Sciences Education,
University of Auckland, Private Bag 92019, Auckland, New Zealand, 1142,
m.henning@auckland.ac.nz
AU - Henning, Marcus A.
AU - Krägeloh, Christian U.
AU - Sameshima, Shizue
AU - Shepherd, Daniel
AU - Shepherd, Gregory
AU - Billington, Rex
DO - 10.3109/09638288.2011.579225
IS - 25-26
KW - *Deafness
*Health Care Delivery
*Quality of Life
*Sign Language
Interpreters
PY - 2011
SP - 2559-2566
ST - Access to New Zealand Sign Language interpreters and quality of life for the
deaf: A pilot study
T2 - Disability and Rehabilitation: An International, Multidisciplinary Journal
TI - Access to New Zealand Sign Language interpreters and quality of life for the
deaf: A pilot study
VL - 33
ID - 14671
ER -
TY - JOUR
AB - Following the development and standardization of the British Sign Language
(BSL) Receptive Skills Test (Herman et al., 1999), the test was made widely
available to professionals working with deaf children. Test users were asked to
return completed score-sheets on individual children they had tested in order to
compare a selection of children from the wider population of deaf children with
those from the sample upon whom the test was standardized. The analysis of almost
200 score sheets is presented. Overall, children from the wider population achieved
lower standard scores than those from the standardization sample, with the
exception of native signers, whose scores were equivalent to the native signers'
scores in the original sample. The findings raise important questions about the
adequacy of BSL provision for deaf children in hearing families. Data on tester
ratings and children's reading scores provide an opportunity for a preliminary
investigation of the psychometric properties of the test. Finally, tester feedback
on the test itself, the training offered and the overall contribution of the test
to assessing deaf children's BSL development are reviewed. (PsycInfo Database
AD - Herman, Ros: Department of Language & Communication Science, City University,
Northampton Square, London, United Kingdom, EC1V OHB, r.c.herman@city.ac.uk
AU - Herman, Ros
AU - Roy, Penny
DO - 10.1002/dei.33
IS - 1
KW - *Deafness
*Sign Language
Testing
PY - 2006
SP - 33-47
ST - Evidence from the wider use of the BSL receptive skills test
TI - Evidence from the wider use of the BSL receptive skills test
VL - 8
ID - 14522
ER -
TY - THES
AB - Our methods for educating Deaf adolescent Latino struggling readers need to
change in order to maximize their learning. As with all students, this begins with
identifying student strengths and building on these strengths to help students gain
new and productive skills. We need to find out what motivates these Latino Deaf
readers and what will engage them in reading. Understanding Deaf students' socio-
cultural backgrounds and environments, interests, needs, and values through
ethnographic research would enable such tailoring and could guide teachers and
specialists in redesigning instruction for these students. The main research
question guiding this study is: What can we learn about motivation to read from
Deaf Latino adolescents who are struggling readers? There are four sub-questions
guiding this study: (1) what are the students' backgrounds and language experiences
and how do these affect their attitude towards self, community, and the target
language?; (2) what are the students' self-concepts about their reading ability?;
(3) what are their values with regard to reading?; and (4) what are the students'
experiences, attitudes, and motivations about readers and reading? To answer these
questions, I interviewed four participants who met five criteria. They are
currently in grades 9 to 12, use ASL and are classified as Deaf in their Individual
Education Plan (IEP), attended elementary school for two or more years in the US
educational system, scored basic or below basic on the English proficiency exam of
the California Standard Test, and their IQ scores are normal. This study informs us
that unlike Deaf Anglo students, Deaf Latino students bring with them a pride of
heritage, a positive attitude toward multiple languages, and an adaptable spirit
that allows them to shift their language use according to their needs and context.
Also, they are like Deaf Anglo students in their frustrations and in their narrow
definition of reading as a school activity. Teachers can learn a great deal about
students' perspectives on reading by simply asking them about reading. Their
responses will add valuable knowledge to the research base as well as to teachers'
practical knowledge. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
AU - Herzig, Melissa Pia
CY - US
KW - *Adolescent Attitudes
*Deafness
*Learning
*Student Attitudes
Students
Latinos/Latinas
PY - 2010
SN - 0419-4209(Print)
SP - 2441-2441
ST - Understanding the motivation of deaf adolescent Latino struggling readers
TI - Understanding the motivation of deaf adolescent Latino struggling readers
VL - 70
ID - 14246
ER -
TY - GEN
AB - Could a chimpanzee raised from infancy by a human family bridge the gap
between species--and change the way we think about the boundaries between the
animal and human worlds? Here is the account of an experiment intended to answer
just those questions, and the biography of the chimp who was chosen to see it
through. Dubbed Project Nim, the experiment was the brainchild of Herbert S.
Terrace, a psychologist at Columbia University. His goal was to teach a chimpanzee
American Sign Language in order to refute Noam Chomsky's assertion that language is
an exclusively human trait. Nim Chimpsky, the baby chimp at the center of this
ambitious, potentially groundbreaking study, was "adopted" by one of Dr. Terrace's
graduate students and brought home to live with her and her large family in their
elegant brownstone on the Upper West Side of Manhattan. At first Nim's progress in
learning ASL and adapting to his new environment exceeded all expectations. His
charm, mischievous sense of humor, and keen, sometimes shrewdly manipulative
understanding of human nature endeared him to everyone he met, and even led to
guest appearances on Sesame Street, where he was meant to model good behavior for
toddlers. But no one had thought through the long-term consequences of raising a
chimp in the human world, and when funding for the study ran out, Nim's problems
began. Over the next two decades, exiled from the people he loved, Nim was rotated
in and out of various facilities. It would be a long time before this chimp who had
been brought up to identify with his human caretakers had another opportunity to
blow out the candles on a cake celebrating his birthday. No matter where he was
sent, however, Nim's hard-earned ability to converse with humans would prove to be
his salvation, protecting him from the fate of many of his peers. Drawing on
interviews with the people who lived with Nim, diapered him, dressed him, taught
him, and loved him, Elizabeth Hess weaves a tale of an extraordinary and
charismatic creature. His story will move and entertain at the same time that it
challenges us to ask what it means to be human, and what we owe to the animals who
so enrich our lives. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AU - Hess, Elizabeth
KW - *Animal Ethology
*Animal Social Behavior
*Chimpanzees
*Interspecies Interaction
*Sign Language
Animal Learning
PB - Bantam Books
PY - 2008
SN - 0-553-80383-2 (Hardcover); 0-553-90470-1 (PDF); 978-0-553-80383-9
(Hardcover); 978-0-553-90470-3 (PDF)
SP - xii, 369-xii, 369
ST - Nim Chimpsky: The chimp who would be human
T2 - Nim Chimpsky: The chimp who would be human.
TI - Nim Chimpsky: The chimp who would be human
ID - 14484
ER -
TY - CHAP
AB - The overarching purpose of Guidelines for Accessible Assessment Project
(GAAP) was to inform large-scale assessment practice across the country.
Specifically, GAAP took on the unprecedented task of working with a bilingual team
to develop and research guidelines for providing computer-embedded American Sign
Language (ASL) support of assessment content for deaf students who communicate in
ASL. To complete this task, a number of critical decisions related to team
composition, process for collaborating as a ASL-English team, and research design
had to made: Who should be included in developing policies related to assessment
items in ASL? What are the characteristics of team members? What strategies
maximize collaboration between English-speaking hearing team members and ASL-
speaking deaf and hearing team members? What is required to effectively represent
assessment items in ASL? What research methodologies should be employed to provide
evidence that ASL versions of test items provide students with high quality access?
What factors need to be considered to appropriately sample, recruit and collect
data from students from a highly variable minority population? How should study
data be analyzed and reported? In what languages and formats should information
about translating English test items into ASL be documented and shared? This
chapter describes insights, promising practices, and lessons the bilingual project
team learned over the course of a 2-year, highly collaborative research and
development project. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
AU - Higgins, Jennifer
AU - Famulare, Lisa
AU - Kurz, Christopher
AU - Reis, Jeanne
AU - Moers, Lori
KW - *Educational Measurement
*Experimentation
*Sign Language
Special Education
PY - 2017
SN - 978-0-19-045565-1 (Hardcover)
SP - 161-179
ST - Research and development of guidelines for ASL translation of education
assessments
T2 - Research in deaf education: Contexts, challenges, and considerations.
TI - Research and development of guidelines for ASL translation of education
assessments
ID - 14426
ER -
TY - JOUR
AB - Conducting assessment with individuals with physical disability, visual
impairment or blindness, and hearing impairment or deafness poses significant
challenges for the neuropsychologist. Although standards for psychological testing
have been devised to address assessment of persons with disabilities, little
research has been conducted to validate neuropsychological test accommodation and
modification practices that deviate from standard test administration or to develop
test parameters and interpretive guidelines specifically for persons with different
physical or sensory disabilities. This paper reviews issues pertaining to
neuropsychological test selection and administration, common accommodation and
modification practices, test development and validation, and disability-related
factors that influence interpretation of test results. Systematic research is
needed to develop methodological parameters for testing and to ensure reliable and
valid neuropsychological assessment practices for individuals with physical or
sensory disabilities. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - Hill-Briggs, Felicia: Department of Medicine, 2024 E. Monument Street,
Baltimore, MD, US, 21205, fbriggsh@jhmi.edu
AU - Hill-Briggs, Felicia
AU - Dial, Jack G.
AU - Joyce, Arthur
DO - 10.1016/j.acn.2007.01.013
IS - 3
KW - *Blindness
*Deafness
*Disabilities
Accommodation (Disabilities)
Test Administration
Test Construction
Test Norms
PY - 2007
SP - 389-404
ST - Neuropsychological assessment of persons with physical disability, visual
impairment or blindness, and hearing impairment or deafness
TI - Neuropsychological assessment of persons with physical disability, visual
impairment or blindness, and hearing impairment or deafness
VL - 22
ID - 14542
ER -
TY - JOUR
AB - The German version of the Strengths and Difficulties Questionnaire (SDQ) was
used in a study to examine its usefulness in diagnosing socioemotional problems of
deaf and hard of hearing children. The SDQ parent version was completed by 213
mothers and 213 fathers. The factor structure and reliability were tested, and the
prevalence rate of socioemotional problems determined and compared to the German
standardization sample. The statistical data were uniformly satisfactory; thus, the
SDQ can serve as a valid yet economical screening procedure to identify endangered
children at an early age, and to refer them to more exact diagnosis and subsequent
advice and therapy. This is very important, as the prevalence of socioemotional
problems in the sample of deaf and hard of hearing children was clearly greater for
almost all scores, a result that is nearly identical with findings from many other
recent studies. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AU - Hintermair, Manfred
DO - 10.1353/aad.2007.0028
IS - 3
KW - *Deafness
*Epidemiology
*Factor Structure
*Test Reliability
*Test Validity
Diagnosis
Fathers
Mothers
PY - 2007
SP - 320-330
ST - Prevalence of socioemotional problems in deaf and hard of hearing children in
Germany
TI - Prevalence of socioemotional problems in deaf and hard of hearing children in
Germany
VL - 152
ID - 14320
ER -
TY - GEN
AB - Objective: Hearing loss in the deaf and hard of hearing (DHH) is associated
with an elevated risk of problems in socio-emotional development. Early assessment
is necessary to start timely interventions. The present study tested two parent
questionnaires that allow evaluation of the socio-emotional development of toddlers
from a competence perspective. Method: 128 parents with DHH toddlers aged 18 to 36
months were asked to evaluate the development of their children and their own
educational competences using two preliminary German adaptations of internationally
well-known social-emotional assessment measures. Results: In addition to a series
of results within the normal range, the data also reveal some specific problems in
the socio-emotional development of children with hearing loss. DHH toddlers in
particular show more problems developing empathic competences and maintaining
relations with peers. DHH toddlers with additional handicaps have a higher risk of
developing socio-emotional problems. Parental responsivity proves to be important
regarding the development of socio-emotional competences in toddlers. Conclusions:
The presented data strongly confirm results available from deaf research regarding
the development and promotion of DHH children. The two questionnaires used in this
study provide the opportunity to evaluate socio-emotional competences in DHH
toddlers and to start appropriate interventions very early. (PsycINFO Database
AD - Hintermair, Manfred: Institut fur Sonderpadagogik, Padagogische Hochschule
Heidelberg, Keplerstr. 87, Heidelberg, Germany, 69120, hintermair@ph-heidelberg.de
AU - Hintermair, Manfred
AU - Sarimski, Klaus
AU - Lang, Markus
DO - 10.1024/1422-4917/a000468
KW - *Competence
*Emotional Development
*Empathy
*Psychosocial Development
Parents
M3 - doi:10.1024/1422-4917/a000468
PB - Verlag Hans Huber
PY - 2017
SP - 128-140
ST - Sozial-emotionale Kompetenzen hörgeschädigter Kleinkinder: Ergebnisse aus
einer Studie mit zwei neueren Fragebogeninventaren für das 2. und 3. Lebensjahr.
[Social-emotional competences in deaf and hard-of-hearing toddlers—Results from an
empirical study with two current parent questionnaires.]
TI - Sozial-emotionale Kompetenzen hörgeschädigter Kleinkinder: Ergebnisse aus
einer Studie mit zwei neueren Fragebogeninventaren für das 2. und 3. Lebensjahr.
[Social-emotional competences in deaf and hard-of-hearing toddlers—Results from an
empirical study with two current parent questionnaires.]
ID - 14293
ER -
TY - THES
AB - The purpose of this study was to investigate the ASL/English bilingual
strategy of translanguaging while reading two texts in English, one without
explicit instruction and one with explicit instruction to translate the text into
ASL. Translanguaging was defined as a communication and pedagogical technique that
utilizes the purposeful, concurrent use of two languages and results in a deeper
understanding of the content matter as well as the two languages in use. Two
research questions guided the study. 1) When asked to read English passages, what
observable acts and strategies can be identified as bilingual Deaf readers
translate two passages from English to ASL? 2) When asked to reflect on their early
learning of literacy, to employ ASL translation during a reading and engage in a
think-a-loud protocol after reading, what insights do bilingual Deaf readers
provide regarding their own metacognitive and metalinguistic processes? Cummin's
Language Interdependence and Language Threshold Theories and the Social-Cultural
Constructivist's perspective of the reading process was used interpret the results.
Using a purposeful, convenience sampling, five Deaf adult ASL/English bilingual
readers who ranged in ages from 25 to 40 were selected who had a 10th grade reading
level as measured by the Stanford Achievement Test, 10th edition and no lower than
a level 3 on the American Sign Language Proficiency Interview (ASLPI). A
descriptive, qualitative narrative inquiry approach was utilized using videotaped
observations of participants' reading the two English texts, interviews about their
language and literacy learning histories, and use of a think-aloud protocol to
examine readers' metacognitive and metalinguistic awareness during the translation
process. Signed videotapes were translated into English text for analyses and
strategies were identified. Findings of Deaf adults using the strategy of
translanguaging were described in three categories. Category I was use of the two
languages and metalinguistic strategies. Category II was use of the two languages
and metacognitive skills and Category III was observation skills where participants
observed their parents and teachers modeling the act of reading. Implications for
future research and practice were provided. (PsycInfo Database Record (c) 2022 APA,
AU - Hoffman, Dana L.
CY - US
KW - *Bilingualism
*Sign Language
Deafness
Phenomenology
Reading
Teaching
PY - 2015
SN - 0419-4209(Print)
ST - Investigating phenomenological translanguaging among deaf adult bilinguals
engaging in reading tasks
TI - Investigating phenomenological translanguaging among deaf adult bilinguals
engaging in reading tasks
VL - 76
ID - 14347
ER -
TY - THES
AB - Severe to profound hearing loss is associated with measurable deficits in
health-related quality of life (HRQoL), reflecting its concomitant effects on oral
language, social and emotional functioning, and academic performance. HRQoL is a
multidimensional construct that encompasses four core domains: 1) disease severity
and physical symptoms, 2) functional status, 3) emotional/cognitive functioning,
and 4) social skills (Aaronson, 1989; Palermo et al., 2008). However, studies of
cochlear implantation (CI) have focused on clinical measures of efficacy related to
language and communication (e.g., auditory, speech, language skills), and have not
captured the implant's effects on daily functioning. HRQoL measures provide a
unique assessment of the effects of a CI on a broad range of outcomes, from the
child and family's perspective. To date, there are no CI-specific HRQoL measures
for young children (ages 6-12) and their parents (Morettin et al., 2013). This
study developed the first HRQoL instruments for children with CIs and their
parents, which were created using the FDA measurement process. Phase I included a
literature review and focus groups with key stakeholders (e.g., implant surgeons,
audiologists; n=30) to identify relevant content and create a conceptual framework.
We also conducted open-ended interviews with children with CIs and their parents
recruited from two CI centers to understand the impact of childhood deafness on
daily functioning (n=21 dyads recruited from The University of Miami and Children's
Hospital of Philadelphia). Interviews were transcribed and coded using content
analysis, leading to initial draft instruments. The child-report version utilizes a
multimodal approach (i.e., pictorial representations, audio recording of items,
written text) to maximize understanding. Both measures are administered digitally.
In Phase II, a new set of child-parent dyads (n=20) took part in cognitive testing
of the instruments to ensure clarity, ease of use, and comprehensiveness. Based on
this feedback, the instruments were finalized. The finalized child-report measure
contains 33 items across eight domains: Noisy Environments, Academic Functioning,
Child Acceptance, Oral Communication, Social Functioning, Fatigue, Emotional
Functioning, and Device Management. The finalized parent-proxy measure includes 42
items and nine scales: the same eight as the child version, plus Behavior Problems.
Correlations between child and parent reports on each scale ranged from r=.08-.48.
In addition, a nine-item Parenting Stress Module was created to assess common
stressors. Following a psychometric validation, these CI-specific measures will
enable us to track long-term outcomes, identify specific targets for intervention,
assess the efficacy of interventions (e.g., auditory-verbal therapy, social skills)
to improve implant use, and provide patient-centered clinical information to
improve care. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AU - Hoffman, Michael Farrell
CY - US
*Deafness
*Psychometrics
Quality of Life
PY - 2019
SN - 0419-4217(Print)
ST - Health-related quality of life instruments for deaf children with cochlear
Implants: Development of child and parent-proxy measures
TI - Health-related quality of life instruments for deaf children with cochlear
Implants: Development of child and parent-proxy measures
VL - 80
ID - 14358
ER -
TY - CHAP
AB - Based on the assumption that the formal diversity of gestures indicates their
potential information content, we developed a method that focuses on the analysis
of physiological and kinetic aspects of hand gestures. A form-based transcription
with the Hamburg Notation System for Sign Languages (HamNoSys, Prillwitz et al.
1989) constitutes the basis for the calculation of a measure of the formal
diversity of hand gestures. We validated our method in a study with healthy
persons, who retold the same short video clips first verbally and then without
speaking. The silent condition was expected to elicit higher formal diversity of
hand gestures since they have to transmit information without support from language
(Goldin-Meadow et al. 1996). Results were in line with our expectations. We
conclude that the determination of the formal diversity of hand gestures is an
adequate method for gesture analysis which is especially suitable for analysing the
gestures of persons with language disorders. (PsycInfo Database Record (c) 2022
AU - Hogrefe, Katharina
AU - Ziegler, Wolfram
AU - Goldenberg, Georg
CY - Amsterdam, Netherlands
DO - 10.1075/gs.4.07hog
KW - *Diversity
*Gestures
*Sign Language
Language Disorders
PB - John Benjamins Publishing Company
PY - 2011
SP - 75-88
ST - Measuring the formal diversity of hand gestures by their hamming distance
T2 - Integrating gestures: The interdisciplinary nature of gesture.
T3 - Gesture studies.
TI - Measuring the formal diversity of hand gestures by their hamming distance
ID - 14562
ER -
TY - CHAP
AB - As we say in Dutch, meten is weten ( measuring is knowing ). This is a
twentieth--century claim that might well be true for physical objects and events
but is certainly less sure for living systems such as languages and their users. In
that respect, the MacArthur Communicative Development Inventory (MCDI) has proven
itself to be a useful tool for assessing early vocabulary growth in many spoken
languages, however, it needs to be refined for use with children learning a sign
language. In this chapter I explain how the MCDI has been adapted for use in Sign
Language of the Netherlands (SLN), with applications to the diagnostic process as
well as the selection and categorization of lexical items in research. In the
process of applying this instrument of early language assessment, it became clear
that important theoretical issues were involved. (PsycInfo Database Record (c) 2023
AD - Hoiting, Nini: Royal Effatha Guyot Group Department of Diagnostics &
Innovation, Rijksstraatweg 63, Haren, Netherlands, 9752 AC
AU - Hoiting, Nini
KW - *Deafness
*Sign Language
Vocabulary
PY - 2006
SP - 161-188
ST - Deaf Children Are Verb Attenders: Early Sign Vocabulary Development in Dutch
Toddlers
T2 - Advances in the sign language development of deaf children.
TI - Deaf Children Are Verb Attenders: Early Sign Vocabulary Development in Dutch
Toddlers
ID - 14239
ER -
TY - THES
AB - Childhood maltreatment is a critical public health issue with long-lasting
effects on physical and psychological health outcomes. In the United States, the
definition of childhood maltreatment includes physical abuse, emotional (or
psychological) abuse, sexual abuse, and neglect that occurs in childhood and is
perpetuated by a parent or a caregiver. The current literature on childhood
maltreatment among deaf people is limited (Anderson et al., 2016; Schenkel et al.,
2014; Schild & Dalenberg, 2012). In the existing literature, there is evidence of
higher rates of childhood maltreatment in this population as well as unique forms
of trauma related to deaf people's communication and language experiences. For
these reasons, there is a need for a reliable, valid, and accessible measure to
screen for childhood maltreatment experiences among deaf people. To address this
need, this study translated a widely used childhood maltreatment measure, the
Childhood Trauma Questionnaire-Short Form (CTQ-SF), into American Sign Language
(ASL) for use with deaf signing people. We translated the instructions, items, and
response options of the CTQ-SF from English text to ASL video using a team of
bilingual Deaf interpreters (DIs); evaluated the translation to ensure the
measure's clarity and validity utilizing deaf and deafblind community stakeholders;
and created a bilingual, ASL-English survey (CTQ-ASL) for use in a pilot study with
signing deaf adults across the United States (n = 133). Results from the pilot
study provided evidence for validity and reliability of the CTQ-ASL as a screening
tool for childhood maltreatment, including language neglect, in this population. A
six-factor model was identified via a principal components analysis, with the same
five constructs as the CTQ-SF and the addition of a unique sixth factor, Language
Neglect. Internal consistency was good-to-excellent (Cronbach's α = .93–.82) for
the CTQ-ASL subscales. The use of a bilingual survey provided access to the content
of the CTQ-ASL in both English and ASL, which was beneficial for a population at
high risk for language deprivation. There continues to be the need for further
research with more representative clinical and nonclinical samples to gain a better
understanding of the actual prevalence rates of childhood maltreatment in Deaf
signing communities. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AU - Holcomb, Tara
CY - US
KW - *Bilingualism
*Child Abuse
*Deafness
*Test Validity
*Trauma
Questionnaires
Sign Language
PY - 2023
SN - 0419-4209(Print)
ST - Utilizing the childhood trauma questionnaire with deaf adults: Translation
and validation of an ASL-English bilingual survey
TI - Utilizing the childhood trauma questionnaire with deaf adults: Translation
and validation of an ASL-English bilingual survey
VL - 84
ID - 14219
ER -
TY - JOUR
AB - Imitation and language processing are closely connected. According to the
Ease of Language Understanding (ELU) model (Rönnberg et al., 2013) pre-existing
mental representation of lexical items facilitates language understanding. Thus,
imitation of manual gestures is likely to be enhanced by experience of sign
language. We tested this by eliciting imitation of manual gestures from deaf and
hard-of-hearing (DHH) signing and hearing non-signing children at a similar level
of language and cognitive development. We predicted that the DHH signing children
would be better at imitating gestures lexicalized in their own sign language
(Swedish Sign Language, SSL) than unfamiliar British Sign Language (BSL) signs, and
that both groups would be better at imitating lexical signs (SSL and BSL) than non-
signs. We also predicted that the hearing non-signing children would perform worse
than DHH signing children with all types of gestures the first time (T1) we
elicited imitation, but that the performance gap between groups would be reduced
when imitation was elicited a second time (T2). Finally, we predicted that
imitation performance on both occasions would be associated with linguistic skills,
especially in the manual modality. A split-plot repeated measures ANOVA
demonstrated that DHH signers imitated manual gestures with greater precision than
non-signing children when imitation was elicited the second but not the first time.
Manual gestures were easier to imitate for both groups when they were lexicalized
than when they were not; but there was no difference in performance between
familiar and unfamiliar gestures. For both groups, language skills at T1 predicted
imitation at T2. Specifically, for DHH children, word reading skills, comprehension
and phonological awareness of sign language predicted imitation at T2. For the
hearing participants, language comprehension predicted imitation at T2, even after
the effects of working memory capacity and motor skills were taken into account.
These results demonstrate that experience of sign language enhances the ability to
imitate manual gestures once representations have been established, and suggest
that the inherent motor patterns of lexical manual gestures are better suited for
representation than those of non-signs. This set of findings prompts a
developmental version of the ELU model, D-ELU. (PsycInfo Database Record (c) 2022
AD - Holmer, Emil: emil.holmer@liu.se
AU - Holmer, Emil
AU - Heimann, Mikael
AU - Rudner, Mary
DO - 10.3389/fpsyg.2016.00107
*Gestures
*Imitation (Learning)
Sign Language
PY - 2016
ST - Imitation, sign language skill and the Developmental Ease of Language
Understanding (D-ELU) model
TI - Imitation, sign language skill and the Developmental Ease of Language
Understanding (D-ELU) model
VL - 7
ID - 14368
ER -
TY - JOUR
AB - The authors addressed the question of how babies exposed to two languages
simultaneously acquire the meanings of words across their two languages. In
particular, the authors examined whether babies know that they are acquiring
different lexicons right from the start, or whether early bilingual exposure causes
them to be semantically confused. The authors propose a collection of research
methods that, taken together, can answer these questions, which have hitherto
received scant attention. Six hearing babies (aged 7 mo to 2 yrs 2 mo) were
videotaped for 1 hr on average 7 times over 1 yr; 3 babies were acquiring French
and English, and 3 French and sign language. Results show that the babies (1)
acquired their 2 languages on the same timetable as monolinguals and (2) produced
translation equivalents in their very first lexicons. Further, their early
words/signs in each language (3) were constrained along kind boundaries, (4) showed
fundamentally similar semantic organization across their dual lexicons, and (5)
reflected the meanings of their favorite things first. The authors discuss why
attributions that young bilinguals are delayed and confused have prevailed and show
that they are neither at this point in development. (PsycINFO Database Record (c)
AD - Petitto, Laura Ann: Dartmouth College, Departments of Psychological & Brain
Sciences & Education, Silsby Hall, Hanover, NH, US, 03755, Laura-
Ann.Petitto@Dartmouth.Edu
AU - Holowka, Siobhan
AU - Brosseau-Lapré, Françoise
AU - Petitto, Laura Ann
DO - 10.1111/0023-8333.00184
IS - 2
KW - *Bilingualism
*Semantic Memory
*Word Meaning
Sign Language
PY - 2002
SP - 205-262
ST - Semantic and conceptual knowledge underlying bilingual babies' first signs
and words
T2 - Language Learning
TI - Semantic and conceptual knowledge underlying bilingual babies' first signs
and words
VL - 52
ID - 14621
ER -
TY - JOUR
AB - Reports an error in "Assessment of autism spectrum disorder in deaf adults
with intellectual disability: Feasibility and psychometric properties of an adapted
version of the autism diagnostic observation schedule (ados-2)" by D. Holzinger, C.
Weber, S. Bölte, J. Fellinger and J. Hofer (Journal of Autism and Developmental
Disorders, Advanced Online Publication, Jul 28, 2021, np). A corrected version of
Table 1 and the corresponding text passage under “Participants and Study Setting”
are provided. (The following abstract of the original article appeared in record
2021-71194-001). This study describes the adaptation of the autism diagnostic
observation schedule (ADOS-2) to assess autism spectrum disorder (ASD) in adults
with intellectual disability (ID) and hearing loss who communicate primarily
visually. This adapted ADOS-2 was applied to residents of specialized therapeutic
living communities (n = 56). The internal consistency of the adapted ADOS-2 was
excellent for the Social Affect of modules 2 and 3 and acceptable for Restricted
and Repetitive Behaviors subscale of module 2, but poor for module 3. Interrater
reliability was comparable to standard ADOS-2 modules 1–3. Results suggest that
autism symptoms of deaf adults with ID can be reliably identified by an adapted
ADOS-2, provided adequate expertise in deafness, ID, ASD and proficiency in signed
language by the administrator. (PsycInfo Database Record (c) 2023 APA, all rights
reserved)
AD - Hofer, J.: Institut fur Sinnes- und Sprachneurologie, Konventhospital
Barmherzige Bruder, Seilerstatte 2, Linz, Austria, 4021, johannes.hofer@bblinz.at
AU - Holzinger, D.
AU - Weber, C.
AU - Bölte, S.
AU - Fellinger, J.
AU - Hofer, J.
DO - 10.1007/s10803-021-05245-9
IS - 7
*Deafness
*Psychometrics
*Sensory System Disorders
Adaptive Behavior
Diagnosis
Sensory Adaptation
PY - 2022
SP - 3228-3229
ST - "Assessment of autism spectrum disorder in deaf adults with intellectual
disability: Feasibility and psychometric properties of an adapted version of the
Autism Diagnostic Observation Schedule (ADOS-2)": Correction
T2 - Journal of Autism and Developmental Disorders
TI - "Assessment of autism spectrum disorder in deaf adults with intellectual
disability: Feasibility and psychometric properties of an adapted version of the
Autism Diagnostic Observation Schedule (ADOS-2)": Correction
VL - 52
ID - 14585
ER -
TY - JOUR
AB - Reviews the book, The Origins of Speech by P. F. MacNeilage (2008). The
author of this book offers an engaging account of how humans develop and have
evolved the capacity for not just language but specifically speech. The foundations
of the many arguments offered by the author are evolutionary and, when it comes to
speech, the historical and contemporary views are largely rooted in modern
linguistic theory. The book begins by presenting the problem of speech and language
within the context of Lashley's serial order problem. The author then sets out the
aim of the book by invoking the four principal questions that scientists who study
communication addresses. The central chapters of the book introduce the reader to
the neurological adaptations that must have been necessary for the evolution of
modern speech. The later chapters of the book are perhaps the most heuristically
and theoretically interesting because the author takes on several historical and
contemporary issues of language evolution. Lastly, another interesting point of
discussion by MacNeilage in the context of language origins is the neurological
literature on brain regions involved in language processing in deaf compared to
hearing individuals. Overall, this is a well–written, informative book on the
development and evolution of speech. (PsycINFO Database Record (c) 2016 APA, all
rights reserved)
AU - Hopkins, William D.
DO - 10.1080/1357650X.2010.492200
IS - 6
KW - *Brain
*Language
Oral Communication
PY - 2010
SP - 663-666
ST - How lip smacking became speech?
T2 - Laterality: Asymmetries of Body, Brain and Cognition
TI - How lip smacking became speech?
VL - 15
ID - 14516
ER -
TY - MUSIC
AB - Cochlear implants (CIs) electrically stimulate the auditory nerve providing
children who are deaf with access to speech and music. Because of device
limitations, it was hypothesized that children using CIs develop abnormal
perception of musical cues. Perception of pitch and rhythm as well as memory for
music was measured by the children’s version of the Montreal Battery of Evaluation
of Amusia (MBEA) in 23 unilateral CI users and 22 age-matched children with normal
hearing. Children with CIs were less accurate than their normal hearing peers (p p
p < 0.01). Because the children implanted at older ages also had better low
frequency hearing prior to cochlear implantation and were able to use this hearing
by wearing hearing aids. Access to early acoustical hearing in the lower frequency
ranges appears to establish a base for music perception, which can be accessed with
later electrical CI hearing. (PsycInfo Database Record (c) 2023 APA, all rights
reserved)
AD - Gordon, Karen A.: Archie’s Cochlear Implant Laboratory, Hospital for Sick
Children, Room 6D08, 555 University Avenue, Toronto, ON, Canada, M5G 1X8,
karen.gordon@utoronto.ca
AU - Hopyan, Talar
AU - Peretz, Isabelle
AU - Chan, Lisa P.
AU - Papsin, Blake C.
AU - Gordon, Karen A.
CY - Switzerland
DO - 10.3389/fpsyg.2012.00425
KW - *Acoustics
*Auditory Acuity
*Cochlear Implants
*Deafness
*Music Perception
Hearing Disorders
M3 - doi:10.3389/fpsyg.2012.00425
PY - 2012
ST - Children using cochlear implants capitalize on acoustical hearing for music
perception
TI - Children using cochlear implants capitalize on acoustical hearing for music
perception
VL - 3
ID - 14361
ER -
TY - GEN
AB - Recent research has highlighted the importance of cognitive factors to
functional outcome among adults with schizophrenia. This study aimed to replicate
and extend this work by examining the relationship between neurocognition and
functional outcome among deaf adults with schizophrenia compared to their hearing
counterparts. Sixty-five people with schizophrenia were assessed using measures of
memory, attention, visual processing, facial-affect processing, and theory of mind.
Neurocognitive variables were used to predict the dependent variable, functional
outcome, which was operationalized by a measure that assessed adaptive behaviors
that influence community living (e.g., response to stress and anxiety, ability to
manage money). Descriptive analyses indicated that deaf and hearing subjects
exhibit similar deficits in neurocognition and social cognition. However, hearing
status appeared to moderate certain relationships between neurocognitive factors
and functional outcome. For example, verbal memory was the strongest predictor of
functional outcome for hearing subjects while linguistic ability was the strongest
predictor for deaf subjects. The results suggest that neurocognition exerted an
effect on functional outcome indirectly through its influence on social cognition.
The patterns of mediation varied when the samples were broken down by hearing
status and analyzed separately. Namely, the ability to infer another person's
intentions (i.e., theory of mind) served as a potent mediator of neurocognition and
outcome for hearing subjects only. In contrast, facial-affect processing was a
significant mediator of the relationship between neurocognition and outcome for
both deaf and hearing subjects. More research is necessary to determine the ways in
which theory of mind plays a role in the functioning of different subgroups of
people with schizophrenia. The data from this dissertation research indicates that
the development of cognitive rehabilitation strategies should include not only
interventions targeting specific neurocognitive abilities, but should include an
emphasis on social-cognitive domains, including facial-affect processing and theory
of mind. Further, deaf and hearing subjects may benefit from interventions that
address different aspects of social cognition. As treatment interventions for
schizophrenia evolve, cognitive rehabilitation should be part of an intensive,
structured, and comprehensive rehabilitation program. (PsycInfo Database Record (c)
AU - Horton, Heather K.
KW - *Cognition
*Deafness
*Schizophrenia
*Social Cognition
*Verbal Memory
Neurocognition
PY - 2005
SN - 0419-4209(Print)
SP - 1163-1163
ST - Schizophrenia, deafness, and functional outcome: The role of neurocognition
and social cognition
TI - Schizophrenia, deafness, and functional outcome: The role of neurocognition
and social cognition
ID - 14414
ER -
TY - JOUR
AB - The provision of accommodations for students with disabilities is mandated by
amendments to the Individuals with Disabilities Education Act (IDEA; 1997) and the
No Child Left Behind Act (NCLB; 2002); and as states are moving to adapt their
assessment practices to include all students, it is essential that appropriate
accommodations be determined. Implementing the appropriate accommodations serves to
maximize the student's performance, while also providing fair access to the general
curriculum and statewide assessment measures. This study attempted to describe the
use of accommodations among students with deafblindness, both in the general
curriculum and during statewide assessments, to illustrate how policy affects
practice. The three major findings to emerge were that (a) students were provided
accommodations that were not specifically tailored to their needs; (b) self-
determination among students with deaf-blindness was not actively observed in the
classroom; and (c) there was a lack of congruence among accommodations used in
class, during assessment, and among those documented on the IEP or 504 Plan.
AD - Kearns, Jacqueline Farmer: 1 Quality St., Ste. 722, Lexington, KY, US, 40507
AU - Horvath, Leah S.
AU - Kampfer-Bohach, Stephanie
AU - Kearns, Jacqueline Farmer
DO - 10.1177/10442073050160030501
IS - 3
KW - *Deaf Blind
*Measurement
*Policy Making
*Special Education
*Disability Laws
Curriculum
Disabilities
Students
PY - 2005
SP - 177-187
ST - The use of accommodations among students with deafblindness in large-scale
assessment systems
T2 - Journal of Disability Policy Studies
TI - The use of accommodations among students with deafblindness in large-scale
assessment systems
VL - 16
ID - 14557
ER -
TY - MUSIC
AB - Naturally occurring sounds are routinely periodic. The ability to phase-lock
to such periodicity facilitates pitch perception and interaural time differences
(ITDs) determination in binaural localization. We examined whether deficient pitch
processing in individuals with congenital amusia (tone deafness) is accompanied by
impaired ability to lateralize musical pitch at auditory periphery and memorize the
location of pitch at the working memory level. If common mechanisms subserve
processing of temporal-fine-structure based pitch and ITDs, then deficient
processing of one feature should impair performance on the other. Thus, we measured
ITD discrimination thresholds using an adaptive-tracking procedure for lateralizing
musical tone pairs separated by different semitone intervals. A music individuals
exhibited normal ITD thresholds comparable to those of matched controls, which were
not affected by concurrent pitch changes. For working memory tasks, the amusic
group performed significantly worse than matched controls in probed pitch recall,
irrespective of the complexity level of concurrent variations along the ITD
dimension of the melodic sequence. Interestingly, despite normal peripheral ITD
thresholds, amusic individuals performed worse than controls in recalling probed
locations of tones within a sequence of musical notes originating from different
ITD-simulated locations. Findings suggest that individuals with congenital amusia
are unimpaired in temporal fine-structure encoding to determine the location of
musical pitch based on binaural ITD information at the auditory periphery. However,
working memory for a sequence of sounds' ITD-dependent spatial location is here
shown to be impaired and dissociated from the pitch feature of sounds at the
working memory level. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
AD - Hsieh, I-Hui: ihuihsieh@gmail.com
AU - Hsieh, I. Hui
AU - Chen, Ssc-Chen
AU - Liu, Jia-Wei
CY - US
DO - 10.1371/journal.pone.0204397
KW - *Congenital Disorders
*Perceptual Localization
*Short Term Memory
*Musical Pitch
*Amusia
Pitch Perception
Time
M3 - doi:10.1371/journal.pone.0204397
PB - Public Library of Science
PY - 2018
ST - Binaural localization of musical pitch using interaural time differences in
congenital amusia
TI - Binaural localization of musical pitch using interaural time differences in
congenital amusia
VL - 13
ID - 14247
ER -
TY - THES
AB - This dissertation explores the hypothesis that language processing proceeds
in "windows" that correspond to representational units, where sensory signals are
integrated according to time-scales that correspond to the rate of the input. To
investigate universal mechanisms, a comparison of signed and spoken languages is
necessary. Underlying the seemingly effortless process of language comprehension is
the perceiver's knowledge about the rate at which linguistic form and meaning
unfold in time and the ability to adapt to variations in the input. The vast body
of work in this area has focused on speech perception, where the goal is to
determine how linguistic information is recovered from acoustic signals. Testing
some of these theories in the visual processing of American Sign Language (ASL)
provides a unique opportunity to better understand how sign languages are processed
and which aspects of speech perception models are in fact about language perception
across modalities. The first part of the dissertation presents three psychophysical
experiments investigating temporal integration windows in sign language perception
by testing the intelligibility of locally time-reversed sentences. The findings
demonstrate the contribution of modality for the time-scales of these windows,
where signing is successively integrated over longer durations (∼ 250–300 ms) than
in speech (∼ 50–60 ms), while also pointing to modality-independent mechanisms,
where integration occurs in durations that correspond to the size of linguistic
units. The second part of the dissertation focuses on production rates in sentences
taken from natural conversations of English, Korean, and ASL. Data from word, sign,
morpheme, and syllable rates suggest that while the rate of words and signs can
vary from language to language, the relationship between the rate of syllables and
morphemes is relatively consistent among these typologically diverse languages. The
results from rates in ASL also complement the findings in perception experiments by
confirming that time-scales at which phonological units fluctuate in production
match the temporal integration windows in perception. These results are consistent
with the hypothesis that there are modality-independent time pressures for language
processing, and discussions provide a synthesis of converging findings from other
domains of research and propose ideas for future investigations. (PsycINFO Database
AU - Hwang, So-One K.
CY - US
KW - *Insight
*Sensory Integration
*Sign Language
Speech Perception
PY - 2012
SN - 0419-4209(Print)
SP - 2128-2128
ST - Windows into sensory integration and rates in language processing: Insights
from signed and spoken languages
TI - Windows into sensory integration and rates in language processing: Insights
from signed and spoken languages
VL - 73
ID - 14489
ER -
TY - CHAP
AB - From the moment deaf children are first identified, language development is a
primary educational goal, and meaningful assessment of language skills is the
cornerstone upon which initial placement and subsequent educational programming
rests. In this connection, language assessment should be tailored to respond to
specific diagnostic questions and to meet individual language and learning needs.
However, few tests can be used reliably with this population; thus early
interventionists, educators, and clinicians need to proceed cautiously when
planning for, conducting, and interpreting findings of language assessments of deaf
children. This chapter discusses some of the important issues surrounding the
language assessment of deaf children, including issues that influence the selection
of approaches and measures, assessment procedures, and interpretation of findings.
Language assessment typically focuses on aspects of semantic, syntactic, or
pragmatic development, and both formal (or standardized or "product-oriented") and
informal (or "process-oriented") approaches and measures contribute to the language
assessment process within and across these domains. Formal measures include
instruments developed for and normed on typically hearing children and adapted for
use with deaf children, as well as the comparatively smaller number of instruments
designed specifically for use with children with hearing losses. In contrast,
informal assessment is based on the assumption that language performance should be
viewed in context and evaluated over time against the child's own baseline.
Overall, the aspect of language under investigation should be assessed using a
variety of formal and informal approaches, and findings should be integrated both
within and across domains. (PsycInfo Database Record (c) 2022 APA, all rights
reserved)
AU - Jamieson, Janet R.
AU - Simmons, Noreen R.
KW - *Deafness
*Educational Diagnosis
Educational Programs
Pragmatics
Semantics
PY - 2011
SN - 0-19-975098-X (Hardcover); 978-0-19-975098-6 (Hardcover)
SP - 290-305
ST - Formal and informal approaches to the language assessment of deaf children
T2 - The Oxford handbook of deaf studies, language, and education, Vol. 1, 2nd ed.
TI - Formal and informal approaches to the language assessment of deaf children
ID - 14507
ER -
TY - GEN
AB - The purpose of this quality improvement pilot was to evaluate the
effectiveness of an online learning module for (a) changing speech-language
pathologists’ perceptions about outcome monitoring and assessment protocols for
children who are deaf or hard of hearing and (b) supporting speech-language
pathologists’ understanding of evidence-based protocols to be implemented in their
community-based program. Using principles of integrated knowledge translation and
the Ottawa Model of Research Use, an online learning module was designed to support
the implementation of evidence-based assessment protocols for these children in a
large publicly funded program in Ontario, Canada. A pre–post study was then
conducted with 56 speech-language pathologists (56/73 who were invited, 77%
response rate) who took a pre-module survey, completed the online learning module,
and then immediately took a post-module survey. After completing the learning
module, speech-language pathologists reported improved perceptions about outcome
monitoring, good understanding of the procedures to be implemented, and intentions
to implement the new procedures into practice. Implementation materials were rated
as highly valuable. Online learning modules can be used to effectively translate
evidence-based assessment procedures to speech-language pathologists. Developing
interventions using theory and in collaboration with stakeholders can support the
implementation of these types of procedures into practice. (PsycInfo Database
AD - Jane Cunningham, Barbara: School of Communication Sciences and Disorders,
Western University, Elborn College, Room 2516, 1201 Western Road, London, ON,
Canada, N6G 1H1, bj.cunningham@uwo.ca
AU - Jane Cunningham, Barbara
AU - Daub, Olivia M.
AU - Oram Cardy, Janis
CY - Canada
KW - *Deafness
*Oral Communication
*Computer Assisted Language Learning
*Electronic Learning
*Hearing Loss
Curriculum Development
Distance Education
Evidence Based Practice
Health Education
Online Therapy
Telemedicine
Electronic Health Services
PB - Canadian Assn of Speech Language Pathologists and Audiologists
PY - 2021
SP - 41-58
ST - Implementing evidence-based assessment practices for the monitoring of spoken
language outcomes in children who are deaf or hard of hearing in a large community
program
TI - Implementing evidence-based assessment practices for the monitoring of spoken
language outcomes in children who are deaf or hard of hearing in a large community
program
VL - 45
ID - 14218
ER -
TY - JOUR
AB - Presents a diagnostic intervention model as a guide for designing and
conducting interventions to foster harmonious interactions between deaf-blind
children and their educators in various settings and explicates its theoretical and
empirical foundations. The interventions focus on improving the insights and skills
of educators with regard to recognizing the signals of individual deaf-blind
children and evaluating the adequacy of their own interactive behaviors, attuning
their behaviors to those of the children, and adapting the interactional context to
promote the occurrence of particular behaviors. The intervention protocol involves
the steps of determination of the question, clarification of the question,
interaction analysis, implementation of the intervention, and evaluation. (PsycInfo
AD - Janssen, Marleen J.: Dept of Research Development Support, Viataal,
Theerestraat 42, Sint-Michielsgestel, Netherlands, 5271 GD, marleen.janssen@wxs.nl
AU - Janssen, Marleen J.
AU - Riksen-Walraven, J. Marianne
AU - Van Dijk, Jan P. M.
IS - 4
KW - *Deaf Blind
*Models
*Special Education
*Special Education Teachers
*Teacher Student Interaction
Diagnosis
Theories
PY - 2003
SP - 197-214
ST - Toward a diagnostic intervention model for fostering harmonious interactions
between deaf-blind children and their educators
TI - Toward a diagnostic intervention model for fostering harmonious interactions
between deaf-blind children and their educators
VL - 97
ID - 14667
ER -
TY - JOUR
AB - Information in sign language (SL) is transmitted in large part by the
movement, positioning, and shape of the hands as well as body language and facial
emotions. Systems that recognize sign language can help with the problem that sign
language is not widely used despite the large number of individuals who need to use
it, and they can give hearing-impaired and deaf people a more practical way of
life, employment, and education. Despite the fact that facial features are treated
to be fundamental for humans to comprehend sign language, few earlier research work
have inspected their cognitive importance for automatic SL recognition systems. To
address this problem, this paper comes up with a novel manual and non-manual
gesture recognition framework (MNM-VGG16) for the deaf and mute people. The
framework employs a convolutional neural network, renowned as VGG-16 net, for
implementing a trained model on an amply used video dataset by employing a
component that learns the Multimodal Spatial Representation (MSR) of various
modalities. The Multimodal Temporal Representation (MTR) component shapes temporal
corrections from independent and dependent pathways to analyze the cooperation of
different modalities. A cooperative optimization scheme, summarized by the
employment of multi-scale perception component, is applied to make the finest of
various modalities sources for sign language recognition. To validate the
efficiency of MNM-VGG16, we carried out experiments on three large-scale sign
language benchmarks: CSL Split II, SIGNUM, and RWTH-PHOENIX-Weather 2014.
Experimental results prove that the suggested framework reaches new state-of-the-
art achievement on all three benchmarks, and this attainment is noted by the
reduction of the word error rate (WER) on test set by 14.2%, 13.7%, and 11.2%,
respectively. In this paper, we offer the MNM-VGG16 hybrid method, which recognizes
SL words by combining manual and non-manual features. This method demonstrates the
significance of jointly modeling various body parts for SL recognition. (PsycInfo
AD - Jebali, Maher: maher.jbeli@gmail.com
AU - Jebali, Maher
AU - Dakhli, Abdesselem
AU - Bakari, Wided
DO - 10.1007/s12559-023-10182-z
KW - *Cognitive Development
*Gestures
*Sign Language
*Deep Neural Networks
*Convolutional Neural Networks
Recurrent Neural Networks
PY - 2023
ST - Deep learning-based sign language recognition system for cognitive
development
T2 - Cognitive Computation
TI - Deep learning-based sign language recognition system for cognitive
development
ID - 14661
ER -
TY - JOUR
AB - The assessment of sign language proficiency is essential for evaluating the
outcomes of sign bilingual education. This paper reports an attempt to assess the
sign language proficiency of children in a self-described sign bilingual program in
Sydney by adapting a British Sign Language (BSL) test to Australian Sign Language
(Auslan). The test appears to measure basic Auslan skills in young children and, in
particular, appears to identify native-like signers. However, two qualifications
need to be made regarding how standardized norms are established (and thus their
interpretation) and the make-up and population size of this study. Namely, the
original BSL test is not normed on native signers alone; and the number of subjects
in the study is extremely small and varied. These factors limit the generalizations
that can be made from the data. Further testing with a larger population of signers
is essential before results could be confidently interpreted. However, due to the
small number of potential subjects in Australia, such data may never become
available. Despite these observations and qualifications, it does appear from this
study that the sign bilingual program under investigation faces important
challenges in ensuring that all children achieve early native-like proficiency in
the community signed language. (PsycINFO Database Record (c) 2016 APA, all rights
reserved)
AD - Johnston, Trevor: Renwick College, Royal Institute for Deaf & Blind Children
& University of Newcastle, Private Bag 29, Parramatta, NSW, Australia, 2124,
trevor.johnston@newcastie.edu.au
AU - Johnston, Trevor
DO - 10.1002/dei.168
IS - 2
*Bilingualism
*Sign Language
Native Language
PY - 2004
SP - 57-81
ST - The assessment and achievement of proficiency in a native sign language
within a sign bilingual program: The pilot Auslan receptive skills test
TI - The assessment and achievement of proficiency in a native sign language
within a sign bilingual program: The pilot Auslan receptive skills test
VL - 6
ID - 14297
ER -
TY - GEN
AB - The present study examined domestic violence and perceived social support in
a clinical sample of Deaf and Hard of Hearing women. Forty-six adult Deaf and Hard
of Hearing females receiving outpatient mental health services completed a modified
version of the Conflict Tactics Scale and the Interpersonal Support Evaluation
List. Results showed that nearly three-quarters (71.7%) of the sample related
experiencing psychologically abusive behaviors, and over one-half (56.5%) reported
a history of physical violence from a partner. In addition, participants reported
experiences of domestic abuse directly related to their deafness. Level of
perceived social support did not differ for participants with a history of domestic
violence victimization compared to those with no such history. Findings underscore
the need for increased awareness of Deaf and Hard of Hearing women as a population
at high risk, and warranting further investigative attention, with regard to
domestic violence. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - Levi-Minzi, Micòl: Center for Psychological Studies, Nova Southeastern
University, Fort Lauderdale, FL, US, leviminz@nova.edu
AU - Johnston-McCabe, Paula
AU - Levi-Minzi, Micòl
AU - Van Hasselt, Vincent B.
AU - Vanderbeek, August
DO - 10.1007/s10896-010-9342-4
KW - *Battered Females
*Deafness
*Domestic Violence
*Social Support
*Hearing Loss
Intimate Partner Violence
M3 - doi:10.1007/s10896-010-9342-4
PB - Springer
PY - 2011
SP - 63-69
ST - Domestic violence and social support in a clinical sample of deaf and hard of
hearing women
TI - Domestic violence and social support in a clinical sample of deaf and hard of
hearing women
ID - 14441
ER -
TY - PRESS
AB - The production of facial expressions is an important skill that allows
children to share and adapt emotions during social interactions. While deaf
children are reported to show delays in their social and emotion understanding, the
way in which they produce facial expressions of emotions has been relatively
unexplored. The present study investigated the production of facial expressions of
emotions by young congenitally deaf children. Six facial expressions of emotions
produced by 5 congenitally deaf children and 5 hearing children (control group)
were filmed across three tasks: 1) voluntarily posed expression of emotion 2)
responding to social stories 3) intentionally mimicking expressions of emotion. The
recorded videos were analysed using a software based of the Facial Action Coding
System (FACS), and then judged by adult raters using two different scales:
according to the emotion elicited (i.e. accuracy) and the intensity of the emotion
produced. The results of both measurement scales showed that all children (deaf and
hearing) were able to produce socially recognisable prototypical configuration of
facial expressions. However, the deaf children were rated by adults as expressing
their emotions with greater intensity compared to the hearing children. The results
suggest deaf children may show more exaggerated facial expressions of emotion,
possibly to avoid any ambiguity in communication. (PsycInfo Database Record (c)
AD - Jones, A. C.: Department of Psychology, Sport and Geography, University of
Hertfordshire, School of Life and Medical Sciences, Hatfield, HRT, United Kingdom,
AL10 9AB, aj18abj@herts.ac.uk
AU - Jones, A. C.
AU - Gutierrez, R.
AU - Ludlow, A. K.
CY - Netherlands
DO - 10.1016/j.jcomdis.2021.106113
KW - *Deafness
*Emotions
*Facial Expressions
*Measurement
Emotional Adjustment
Social Adjustment
Social Interaction
M3 - doi:10.1016/j.jcomdis.2021.106113
PY - 2021
ST - Emotion production of facial expressions: A comparison of deaf and hearing
children
TI - Emotion production of facial expressions: A comparison of deaf and hearing
children
ID - 14417
ER -
TY - JOUR
AB - Background: Few health-related questionnaires have been translated into
American Sign Language (ASL), precluding Deaf adults from full participation in
health-related research. Objectives: To translate self-report measures (written
English) into sign language and to evaluate the equivalence of the ASL versions to
the original English versions of the measures. Methods: A descriptive-comparative
design with a derived etic (outsider) perspective was used to evaluate equivalency
between the English version of the Self-Rated Abilities for Health Practices
(SRAHP) and an ASL version. Both versions were administered to 24 bilingual
(English and ASL) adults. Analysis included correlation between total scores and
comparison of internal consistency of both versions; psychometric properties of the
signed SRAHP were computed for 105 Deaf adults who participated in a study of the
Deaf Heart Health Intervention (DHHI). Results: The correlation between total
scores on ASL and English versions was .92, item-to-total correlations ranged
from .08 to .80 on the English version and from .33 to .80 on the ASL version.
Cronbach's alpha was .91 for the English version and .90 for the ASL version. Mean
scores on the ASL version were significantly lower for the all-Deaf DHHI sample (n
= 105) than for the bilingual subjects (n = 24) although internal consistency
remained high (Cronbach's alpha of .93 and item-to-total correlation of .38-.74)
for the new ASL version. Discussion: The use of an adapted translation model
resulted in a sound ASL version of a health-related measure. Results support use of
the derived etic strategy for translating measures from their original language
into new languages. The approach is also appropriate for changing modalities from
written form to other modalities, such as the visual-manual modality of ASL.
AU - Jones, Elaine G.
AU - Mallinson, R. Kevin
AU - Phillips, Linda
AU - Kang, Youngmi
DO - 10.1097/00006199-200603000-00002
IS - 2
KW - *Deafness
*Health Behavior
*Measurement
*Sign Language
Cross Cultural Communication
PY - 2006
SP - 75-81
ST - Challenges in Language, Culture, and Modality: Translating English Measures
Into American Sign Language
T2 - Nursing Research
TI - Challenges in Language, Culture, and Modality: Translating English Measures
Into American Sign Language
VL - 55
ID - 14536
ER -
TY - JOUR
AB - The purpose of this quasi-experimental, pre-post-test study was to test the
effectiveness of the Deaf Heart Health Intervention (DHHI) in increasing self-
efficacy for health-related behaviors among culturally deaf adults. The DHHI
targets modifiable risk factors for cardiovascular disease. A sample of 84
participants completed time-1 and time-2 data collection. The sign language version
of the Self-Rated Abilities Scale for Health Practices (SRAHP) was used to measure
self-efficacy for nutrition, psychological well-being/stress management, physical
activity/exercise, and responsible health practices. Total self-efficacy scores
were significantly higher in the intervention group than in the comparison group at
time-2, controlling for scores at baseline (F [1, 81] = 26.02, p < .001). Results
support the development of interventions specifically tailored for culturally deaf
adults to increase their self-efficacy for health behaviors. (PsycInfo Database
AD - Jones, Elaine G.: University of Arizona, College of Nursing, 1305 N. Martin,
Room 411, Tucson, AZ, US, 85721-0203
AU - Jones, Elaine G.
AU - Renger, Ralph
AU - Kang, Youngmi
DO - 10.1002/nur.20196
IS - 2
KW - *Deafness
*Health Behavior
*Intervention
Self-Efficacy
PY - 2007
SP - 185-192
ST - Self-efficacy for health-related behaviors among deaf adults
T2 - Research in Nursing & Health
TI - Self-efficacy for health-related behaviors among deaf adults
VL - 30
ID - 14576
ER -
TY - MUSIC
AB - The relationship between deficits in musical pitch recognition and auditory
processing abilities in individuals age 15 - 60 was examined. Thirty-five (35) tune
deaf adults were identified by screening a large random population using The
Distorted Tunes Test (DTT). Thirty-four (34) normal controls, matched for age,
gender, education, and hearing status were included as a normal control group for
comparison. This investigation consisted of two phases. During Phase 1, 864
medically normal individuals were screened at random to identify those who scored
poorly on the DTT, a measure of musical pitch recognition ability. These
individuals were given a full audiologic examination, and those with hearing loss
or other confounding audiologic factors were excluded from further testing. Sixty-
nine participants who qualified in Phase 1 volunteered to take part in Phase 2,
which consisted of a series of auditory and temporal processing tests. Tests
included an adaptive difference limen frequency test, pitch and duration pattern
recognition tests, and a temporal resolution test. Additionally, a battery of
phonological processing tests was administered to assess the subjects' abilities to
manipulate, discriminate, and segment speech sounds. Fourteen (14) different tests
of phonological processing were administered to these two groups. Additionally,
tests of short-term and long-term memory were administered. Results show no
difference between tune-deaf individuals and normal controls in auditory short-term
memory and visual long-term memory. However, tune deaf participants as a group
displayed poorer frequency discrimination for pure tones, poorer auditory pattern
discrimination, and gap detection. A significant difference was found between the
groups in phonological awareness, (the ability to discriminate and manipulate
phonemes in syllables and words), and phonemic awareness (the ability to segment
words into individual phonemes, count individual segments in words or sentences,
and manipulate phonemic segments in words). Notably, a fraction of tune-deaf
individuals demonstrated normal abilities on one or two of the following measures:
(a) frequency discrimination for pure tones, (b) pattern discrimination, or (c)
phonological processing. Findings indicate that tune deafness is a heterogenous
condition, and that some cases of this disorder are not associated with deficits in
pure tone frequency discrimination. They also indicate that deficits in musical
pitch perception frequently co-exist with deficits in phonological and speech sound
processing. This supports the view that the neural structures and functions that
are used in the auditory perception of music are also used in perception of speech.
AU - Jones, Jennifer Louise
CY - US
*Deafness
*Music Perception
Long Term Memory
Speech Perception
Musical Pitch
PY - 2008
SN - 0419-4217(Print)
SP - 5902-5902
ST - The relationship between deficits in musical pitch recognition and auditory
processing abilities
TI - The relationship between deficits in musical pitch recognition and auditory
processing abilities
VL - 68
ID - 14202
ER -
TY - GEN
AB - This article analyzes the results of a pilot study of the application of a
proposed questionnaire on social perception of deafness in the primary and
secondary education setting. The first part of the article discusses the rationale
for evaluating the integration of deaf girls and boys in mainstream schools and the
suitability of the questionnaire for this purpose. The second part describes the
process of drafting the items covering aspects such as the quality of
communication, social perceptions of deafness from the point of view of the hearing
person, deaf students’ self-esteem and the degree of social integration they can
attain. The third part analyzes the results obtained when the questionnaire was
first applied to an experimental sample. Based on these results, we propose a new
version of the questionnaire to be used in subsequent studies, with the possibility
of relating data to independent variables (social integration and principle
communication modalities, social characteristics of the population, etc.) in order
to improve decision making in mainstream school programs. (PsycInfo Database Record
AD - Juárez Sánchez, Adoración: ajuarez@colegiotresolivos.org
AU - Juárez Sánchez, Adoración
AU - Padilla Góngora, David
AU - del Carmen Martínez Cortés, M.
AU - López Liria, Remedios
DO - 10.1016/S0214-4603(10)70159-5
KW - *Deafness
*Evaluation
*Questionnaires
*School Environment
*Social Perception
Elementary Schools
Secondary Education
Test Construction
M3 - doi:10.1016/S0214-4603(10)70159-5
PY - 2010
SP - 120-129
ST - Percepción social de la sordera en el entorno escolar: Proceso de elaboración
de un cuestionario de evaluación. [Social perception of deafness in the educational
environment: Designing an evaluation questionnaire.]
TI - Percepción social de la sordera en el entorno escolar: Proceso de elaboración
de un cuestionario de evaluación. [Social perception of deafness in the educational
environment: Designing an evaluation questionnaire.]
ID - 14371
ER -
TY - JOUR
AB - This study investigates children’s vocabulary knowledge in Finnish Sign
Language (FinSL), specifically their understanding of different form-meaning
mappings by using a multilayered assessment format originally developed for British
Sign Language (BSL). The web-based BSL vocabulary test by Mann (2009) was adapted
for FinSL following the steps outlined by Mann, Roy and Morgan (2016) and piloted
with a small group of deaf and hearing native signers (N = 24). Findings showed a
hierarchy of difficulty between the tasks, which is concordant with results
reported previously for BSL and American Sign Language (ASL). Additionally, the
reported psychometric properties of the FinSL vocabulary test strengthen previous
claims made for BSL and ASL that the underlying construct is appropriate for use
with signed languages. Results also add new insights into the adaptation process of
tests from one signed language to another and show this process to be a reliable
and valid way to develop assessment tools in lesser-researched signed languages
such as FinSL. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
AD - Kanto, Laura: Department of Language and Communication studies, University of
Jyvaskyla, Jyvaskyla, Finland, 40014, laura.kanto@jyu.fi
AU - Kanto, Laura
AU - Syrjälä, Henna
AU - Mann, Wolfgang
IS - 1
KW - *Deafness
*Psychometrics
*Sign Language
*Vocabulary
PY - 2021
SP - 147-158
ST - Assessing vocabulary in deaf and hearing children using Finnish Sign Language
TI - Assessing vocabulary in deaf and hearing children using Finnish Sign Language
VL - 26
ID - 14336
ER -
TY - THES
AB - Spatial cognition has been shown to be enhanced in early-exposed, deaf
signers of signed languages, possibly because signed languages are spatial in
nature. However, spatial cognition is generally considered malleable across the
lifespan. This raises the question of how age of language exposure impacts the
brain's neural systems when processing a signed language (typically impacted by the
age of language exposure )-a language that occurs in space and involves spatial
cognition (typically presumed not impacted by age of exposure). We ask whether the
age of signed language exposure impacts the neural activity related to aspects of
spatial working memory required in the processing of signed language. Using a
working memory n-back task while participants were recorded with functional Near
Infrared Spectroscopy (fNIRS) brain recording, we tested three groups of hearing,
adult signers based on their age of exposure and proficiency in American Sign
Language (ASL): Native signers (adults who had earlyexposure to ASL); Proficient
signers (adults with high signing skills irrespective of age of signed language
exposure), and New signers (adults learning signed language for the first time). As
expected, we found that all three groups showed equal behavioral performance (as
measured by accuracy) across all n-back conditions. However, only Native,
earlyexposed signers, showed significantly greater brain activity in left
dorsolateral prefrontal cortex, a key brain site for spatial working memory
especially with n-back tests, across all n-back conditions and right ventrolateral
prefrontal cortex for I-back when compared with Proficient and New signers. Taken
together, these results show that early exposure to a visuospatial language impacts
the way the brain processes spatial information-a finding that suggests that
spatial cognition may be vulnerable to sensitive periods in development. The work
also carries important Educational Neuroscience implications for transformative
translation in the possibility that early exposure to a signed language may be used
as a way to improve spatial cognition abilities in the general population.
AU - Kartheiser, Geo
CY - US
KW - *Prefrontal Cortex
*Short Term Memory
*Sign Language
*Spatial Memory
*Spatial Perception
Neural Plasticity
Exposure
PY - 2020
SN - 0419-4217(Print)
ST - The neuroplasticity of spatial working memory in signed language processing
TI - The neuroplasticity of spatial working memory in signed language processing
VL - 81
ID - 14351
ER -
TY - THES
AB - The purpose of this study was to determine the overall workplace ecology and
the level of job and career satisfaction of superintendents at day and residential
schools for the deaf in the United States. The study also investigated the factors
that affected the workplace ecology and the concerns of the superintendents.
Seventy Superintendents/Chief Administrators at day and residential schools for the
deaf in the United States during the school year of 2012-13 were invited to
participate in the first part of this study. With a response rate of 59 percent,
forty-one superintendents took the adapted and validated survey instrument, SPEAR
(Superintendents' Professional Expectations and Advancement Review) in which they
were asked about their opinions, skills, perceptions on a range of career concerns,
and future interests with 60 questions. The overall finding was that
superintendents were proud and satisfied with their own accomplishments, but
greatly concerned about the prospect of finding talented leaders to take their
places. The study indicated that the demographic variables, such as age, gender,
hearing level, salary level, years of experience, levels of education, and school
size did not have any significant impact by itself on the job and career
satisfaction of the superintendents. For the second part of this study, ten
superintendents were selected from the group of 41 respondents for a personal
interview with 12 questions to gain a deeper understanding of how they coped with
the demanding challenges that they faced on a daily basis and how the workplace
ecology of their school had impacted the effectiveness of their job functions. Most
superintendents responded that the current workplace ecology of their schools had
given them energy and inspiration which have fostered improvement and creativity.
AU - Keller, Martin P., Jr.
CY - US
KW - *Job Satisfaction
*School Superintendents
*Working Conditions
Deafness
PY - 2016
SN - 0419-4209(Print)
ST - Investigating workplace ecology for superintendents at schools for the deaf
in the United States
TI - Investigating workplace ecology for superintendents at schools for the deaf
in the United States
VL - 77
ID - 14411
ER -
TY - JOUR
AB - This study explores how intertextuality influences the narrative practices of
young deaf children in two classrooms. Specifically, the study examines how
variations in what texts are made available to juxtapose and variations in how
texts are juxtaposed influence the narratives young deaf children produce. A major
premise underlying these two purposes is that intertextual links are socially
constructed by teachers and children. Data from each classroom was collected using
ethnographic methods including participant observation 2.5 days per week in each
classroom for six months, collection of classroom artifacts (e.g., student writing
and drawing) and video recordings of select storytelling and story writing events.
Data analysis involved transcribing the video recorded events, identifying
potential instances of intertextuality in the transcripts and student written
products, and coding for intertextual substance (the range of texts referenced) and
intertextual process (how intertextual connections were constructed). Findings
revealed two models of narrative practice in the classrooms: an individual model
with a focus on a narrow range of narrative forms and structures aligned with
formal curriculum and required assessments and a narrow range of potential
intertextual connections; and, a shared model of narrative practice that involved a
broader range of potential intertextual connections, social play, a focus on
author-audience relationships (where the audience were classroom peers) often
eschewing formal narrative structures and forms, and the use of multiple
modalities/sign systems. In one of the classrooms the individual model prevailed,
while the shared model prevailed in the other. The findings suggest that over time
deaf children, like hearing children, engage in, adopt, and adapt different
classroom narrative practices dependent on the classroom social contexts of their
production. The findings have implications for reconceptualizing narrative
development and the assessment of spoken and written narratives. (PsycInfo Database
AD - Kim, Minjeong: minjeong_kim@uml.edu
AU - Kim, Minjeong
IS - 4
KW - *Classrooms
*Deafness
*Ethnography
Narratives
PY - 2012
SP - 404-426
ST - Intertextuality and narrative practices of young deaf students in classroom
contexts: A microethnographic study
T2 - Reading Research Quarterly
TI - Intertextuality and narrative practices of young deaf students in classroom
contexts: A microethnographic study
VL - 47
ID - 14513
ER -
TY - JOUR
AB - Auditory masking occurs when one sound is perceptually altered by the
presence of another sound. Auditory masking in the frequency domain is known as
simultaneous masking and in the time domain is known as temporal masking or non-
simultaneous masking. This works presents a sound coding strategy that incorporates
a temporal masking model to select the most relevant channels for stimulation in a
cochlear implant (CI). A previous version of the strategy, termed psychoacoustic
advanced combination encoder (PACE), only used a simultaneous masking model for the
same purpose, for this reason the new strategy has been termed temporal-PACE
(TPACE). We hypothesized that a sound coding strategy that focuses on stimulating
the auditory nerve with pulses that are as masked as possible can improve speech
intelligibility for CI users. The temporal masking model used within TPACE
attenuates the simultaneous masking thresholds estimated by PACE over time. The
attenuation is designed to fall exponentially with a strength determined by a
single parameter, the temporal masking half-life T½. This parameter gives the time
interval at which the simultaneous masking threshold is halved. The study group
consisted of 24 postlingually deaf subjects with a minimum of six months experience
after CI activation. A crossover design was used to compare four variants of the
new temporal masking strategy TPACE (T½ ranging between 0.4 and 1.1 ms) with
respect to the clinical MP3000 strategy, a commercial implementation of the PACE
strategy, in two prospective, within-subject, repeated-measure experiments. The
outcome measure was speech intelligibility in noise at 15 to 5 dB SNR. In two
consecutive experiments, the TPACE with T½ of 0.5 ms obtained a speech performance
increase of 11% and 10% with respect to the MP3000 (T½ = 0 ms), respectively. The
improved speech test scores correlated with the clinical performance of the
subjects: CI users with above-average outcome in their routine speech tests showed
higher benefit with TPACE. It seems that the consideration of short-acting temporal
masking can improve speech intelligibility in CI users. The half-live with the
highest average speech perception benefit (0.5 ms) corresponds to time scales that
are typical for neuronal refractory behavior. (PsycInfo Database Record (c) 2021
AD - Kludt, Eugen: kludt.eugen@mh-hannover.de
AU - Kludt, Eugen
AU - Nogueira, Waldo
AU - Lenarz, Thomas
AU - Buechner, Andreas
DO - 10.1371/journal.pone.0244433
IS - 1
KW - *Auditory Masking
*Cochlear Implants
*Temporal Frequency
Oral Communication
PY - 2021
ST - A sound coding strategy based on a temporal masking model for cochlear
implants
T2 - PLoS ONE
TI - A sound coding strategy based on a temporal masking model for cochlear
implants
VL - 16
ID - 14616
ER -
TY - JOUR
AB - Secondary research or archival research is the analysis of data collected by
another person or agency. It offers several advantages, including reduced cost, a
less time-consuming research process, and access to larger populations and thus
greater generalizability. At the same time, it offers several limitations,
including the fact that the original design of the study may not be adaptable to
the purposes of the archival researcher. This paper describes an attempt to
replicate the Kluwin and Stinson (1993) longitudinal study of the effects of
mainstreaming deaf high school students by using the National Educational
Longitudinal Study data set. The authors report several limitations to the
secondary analysis of this kind of public data, including the need for better
definitions of handicapping conditions in these large-scale studies, the inclusion
of larger numbers of low-incidence handicaps, and the need for variables of use to
researchers in specific handicaps. (PsycInfo Database Record (c) 2022 APA, all
rights reserved)
AU - Kluwin, Thomas N.
AU - Morris, Connie S.
DO - 10.1353/aad.2006.0028
IS - 2
KW - *Deafness
*Experimentation
*Mainstreaming
Special Education
PY - 2006
SP - 121-128
ST - Lost in a Giant Database: The Potentials and Pitfalls of Secondary Analysis
for Deaf Education
TI - Lost in a Giant Database: The Potentials and Pitfalls of Secondary Analysis
for Deaf Education
VL - 151
ID - 14359
ER -
TY - CHAP
AB - In this chapter the communicative foundations for language development in
general and those for deaf children in particular are explored. Special attention
is paid to the importance of access to language, availability of language (in terms
of quantity and quality of language contacts and language users). Individual
processing capacities, and time course (in terms of windows of opportunity).
Subsequently, implications for the choices parents have in communicating with their
young deaf child will be outlined and ways will be discussed how these choices may
be informed at an individual level (psychoeducation, assessment) and how they may
be monitored (process and outcomes) and, if necessary, adapted. In this respect the
chapter builds upon the need for flexibility in language policy in deaf education
as advocated in Knoors and Marschark (2012). (PsycInfo Database Record (c) 2022
AU - Knoors, Harry
KW - *Communications Media
*Deafness
Psychoeducation
PY - 2016
SN - 978-0-19-024141-4 (Hardcover)
SP - 19-31
ST - Foundations for language development in deaf children and the consequences
for communication choices
T2 - The Oxford handbook of deaf studies in language.
TI - Foundations for language development in deaf children and the consequences
for communication choices
ID - 14538
ER -
TY - JOUR
AB - Reports an error in "Language planning for the 21st century: Revisiting
bilingual language policy for deaf children" by Harry Knoors and Marc Marschark
(Journal of Deaf Studies and Deaf Education, 2012[Nov], Vol 17[3], 291-305). The
Acknowledgments should have thanked Corrie Tijsseling for translating an earlier
version of this manuscript from Dutch to English and Jennifer Adams for sharing
information relating to bilingual education. (The following abstract of the
original article appeared in record 2012-17217-001). For over 25 years in some
countries and more recently in others, bilingual education involving sign language
and the written/spoken vernacular has been considered an essential educational
intervention for deaf children. With the recent growth in universal newborn hearing
screening and technological advances such as digital hearing aids and cochlear
implants, however, more deaf children than ever before have the potential for
acquiring spoken language. As a result, the question arises as to the role of sign
language and bilingual education for deaf children, particularly those who are very
young. On the basis of recent research and fully recognizing the historical
sensitivity of this issue, we suggest that language planning and language policy
should be revisited in an effort to ensure that they are appropriate for the
increasingly diverse population of deaf children. (PsycInfo Database Record (c)
AU - Knoors, Harry
IS - 4
*Deafness
*Policy Making
Sign Language
PY - 2012
SP - 535-535
ST - "Language planning for the 21st century: Revisiting bilingual language policy
for deaf children": Erratum
TI - "Language planning for the 21st century: Revisiting bilingual language policy
VL - 17
ID - 14419
ER -
TY - JOUR
original article, there was an error in the title of a reference. The correct
reference is present in the erratum.] [Correction Notice: An Erratum for this
article was reported in Vol 17(4) of Journal of Deaf Studies and Deaf Education
(see record 2012-34524-010). The Acknowledgments should have thanked Corrie
Tijsseling for translating an earlier version of this manuscript from Dutch to
English and Jennifer Adams for sharing information relating to bilingual
education.] For over 25 years in some countries and more recently in others,
bilingual education involving sign language and the written/spoken vernacular has
been considered an essential educational intervention for deaf children. With the
recent growth in universal newborn hearing screening and technological advances
such as digital hearing aids and cochlear implants, however, more deaf children
than ever before have the potential for acquiring spoken language. As a result, the
question arises as to the role of sign language and bilingual education for deaf
children, particularly those who are very young. On the basis of recent research
and fully recognizing the historical sensitivity of this issue, we suggest that
language planning and language policy should be revisited in an effort to ensure
that they are appropriate for the increasingly diverse population of deaf children.
AD - Knoors, Harry: Royal Dutch Kentalis, Petrus Dondersplein 1, Sint-
Michielsgestel, Netherlands, 5271 AA, h.knoors@kentalis.nl
AU - Knoors, Harry
IS - 3
*Deafness
*Policy Making
Sign Language
PY - 2012
SP - 291-305
ST - Language planning for the 21st century: Revisiting bilingual language policy
for deaf children
TI - Language planning for the 21st century: Revisiting bilingual language policy
for deaf children
VL - 17
ID - 14224
ER -
TY - JOUR
AB - Reports an error in "Language planning for the 21st century: Revisiting
bilingual language policy for deaf children" by Harry Knoors and Marc Marschark
(Journal of Deaf Studies and Deaf Education, 2012[Nov], Vol 17[3], 291-305). In the
original article, there was an error in the title of a reference. The correct
reference is present in the erratum. (The following abstract of the original
article appeared in record 2012-17217-001). [Correction Notice: An Erratum for this
article was reported in Vol 17(4) of Journal of Deaf Studies and Deaf Education
(see record 2012-34524-010). The Acknowledgments should have thanked Corrie
Tijsseling for translating an earlier version of this manuscript from Dutch to
English and Jennifer Adams for sharing information relating to bilingual
education.] For over 25 years in some countries and more recently in others,
bilingual education involving sign language and the written/spoken vernacular has
been considered an essential educational intervention for deaf children. With the
recent growth in universal newborn hearing screening and technological advances
such as digital hearing aids and cochlear implants, however, more deaf children
than ever before have the potential for acquiring spoken language. As a result, the
question arises as to the role of sign language and bilingual education for deaf
children, particularly those who are very young. On the basis of recent research
and fully recognizing the historical sensitivity of this issue, we suggest that
language planning and language policy should be revisited in an effort to ensure
that they are appropriate for the increasingly diverse population of deaf children.
AD - Knoors, Harry: Royal Dutch Kentalis, Petrus Dondersplein 1, Sint-
Michielsgestel, Netherlands, 5271 AA, h.knoors@kentalis.nl
AU - Knoors, Harry
IS - 4
*Deafness
*Policy Making
Sign Language
PY - 2013
SP - 563-563
ST - "Language planning for the 21st century: Revisiting bilingual language policy
TI - "Language planning for the 21st century: Revisiting bilingual language policy
VL - 18
ID - 14291
ER -
TY - CHAP
AB - Previous work in deaf populations on phonological coding and working memory,
two skills thought to play an important role in the acquisition of written language
skills, have focused primarily on signers or did not clearly identify the subjects'
native language and communication mode. In the present study, the authors examined
the effect of sensory experience, early language experience, and communication mode
on the phonological awareness skills and serial recall of linguistic items in deaf
and hearing individuals of different communicative and linguistic backgrounds:
hearing nonsigning controls, hearing users of ASL, deaf users of ASL, deaf oral
users of English, and deaf users of cued speech. Since many current measures of
phonological awareness skills are inappropriate for deaf populations on account of
the verbal demands in the stimuli or response, the authors devised a nonverbal
phonological measure that addresses this limitation. The Phoneme Detection Test
revealed that deaf cuers and oral users, but not deaf signers, performed as well as
their hearing peers when detecting phonemes not transparent in the orthography. The
second focus of the study examined short-term memory skills and found that in
response to the traditional digit span as well as an experimental visual version,
digit-span performance was similar across the three deaf groups, yet deaf subjects'
retrieval was lower than that of hearing subjects. The authors’ results support the
claim that lexical items processed in the visual-spatial modality sire not as well
retained as information processed in the auditory channel. Together these findings
show that the relationship between working memory, phonological coding, and reading
may not be as tightly interwoven in deaf students as would have been predicted from
work conducted in hearing students. (PsycInfo Database Record (c) 2022 APA, all
rights reserved)
AD - Eden, Guinevere F.: 4000 Reservoir Road, NW Building D, Suite 150,
Washington, DC, US, 20057, edeng@georgetown.edu
AU - Koo, Daniel
AU - Crain, Kelly
AU - LaSasso, Carol
AU - Eden, Guinevere F.
CY - Hoboken, NJ, US
*Deafness
*Short Term Memory
Sign Language
PB - Wiley Blackwell
PY - 2008
SN - 1-57331-702-0 (Paperback); 978-1-57331-702-3 (Paperback)
SP - 83-99
ST - Phonological awareness and short-term memory in hearing and deaf individuals
of different communication backgrounds
T2 - Learning, skill acquisition, reading, and dyslexia.
T3 - Annals of the New York Academy of Sciences.
TI - Phonological awareness and short-term memory in hearing and deaf individuals
of different communication backgrounds
ID - 14353
ER -
TY - JOUR
AB - This study examines a wide range of numerical representations (i.e.,
quantity, knowledge of multiplication facts, and use of parity information) in
adult deaf signers. We introduce a modified version of the number bisection task,
with sequential stimulus presentation, which allows for a systematic examination of
mathematical skills in deaf individuals in different modalities (number signs in
streaming video vs. Arabic digit displays). Reaction times and accuracy measures
indicated that deaf signers make use of several representations simultaneously when
bisecting number triplets, paralleling earlier findings in hearing individuals.
Furthermore, some differences were obtained between the 2 display modalities, with
effects being less prominent in the Arabic digit mode, suggesting that mathematical
abilities in deaf signers should be assessed in their native sign language.
AD - Korvorst, Marjolein: Section Neuropsychology, Department of Neurology,
University Hospital, RWTH Aachen University, Pauwelsstrasse 30, Aachen, Germany,
52074, korvorst@neuropsych.rwth-aachen.de
AU - Korvorst, Marjolein
AU - Nuerk, Hans-Christoph
AU - Willmes, Klaus
IS - 3
KW - *Deafness
Sign Language
PY - 2007
SP - 362-372
ST - The hands have it: Number representations in adult deaf signers
TI - The hands have it: Number representations in adult deaf signers
VL - 12
ID - 14587
ER -
TY - JOUR
AB - The evaluation of sign language proficiency needs to be based on measures
with well-established psychometric proprieties. To date, no valid and reliable test
is available to assess Polish Sign Language (Polski Język Migowy, PJM) skills in
deaf children. Hence, our aim with this study was to adapt the British Sign
Language Receptive Skills Test (the first standardized test to determine sign
language proficiency in children) into PJM, a less researched sign language. In
this paper, we present the first steps in the adaptation process and highlight
linguistic and cultural similarities and differences between the British Sign
Language Receptive Skills Test and the PJM adaptation. We collected data from 20
deaf children who were native signers (age range: 6 to 12) and 30 deaf children who
were late learners of PJM (age range: 6 to 13). Preliminary analyses showed that
the PJM Receptive Skills Test has acceptable psychometric characteristics (item
analysis, validity, reliability, and sensitivity to age). Our long-term goal with
this work was to include younger children (age range: 3 to 6) and to standardize
the PJM Receptive Skills Tests, so that it can be used in educational settings and
in scientific research. (PsycInfo Database Record (c) 2023 APA, all rights
reserved)
AD - Kotowicz, Justyna: Faculty of Social Sciences, Pedagogical University of
Krakow, Ingardena Street 4, Cracow, Poland, 30-060, justyna.kotowicz@up.krakow.pl
AU - Kotowicz, Justyna
AU - Woll, Bencie
DO - 10.1177/0265532220924598
IS - 1
KW - *Ability
*Deafness
*Sign Language
Test Construction
Test Reliability
Test Validity
PY - 2021
SP - 132-153
ST - Adaptation of the British Sign Language Receptive Skills Test into Polish
sign language
T2 - Language Testing
TI - Adaptation of the British Sign Language Receptive Skills Test into Polish
sign language
VL - 38
ID - 14578
ER -
TY - JOUR
AB - In this article, a prototype Greek text to Greek Sign Language (GSL)
conversion system is presented. The system is integrated into an educational
platform that addresses the needs of teaching GSL grammar and was developed within
the SYNENNOESE project (Efthimiou et al. 2004a. Developing an e-learning platform
for the Greek sign language. In: K. Miesenberger, J. Klaus, and W. Zagler, eds.
Computer helping people with special needs, Lecture Notes in Computer Science,
Springer-Verlag, vol. 3118, 1107–1113). The detailed implementation of the
language-processing component of a Greek text to GSL conversion system is provided,
focusing upon the inherent problems of knowledge elicitation of sign language (SL)
grammar and its implementation within a parser framework. It is based on an SL
dictionary (Efthimiou et al. 2004a) database of coded GSL knowledge. The proposed
system has been designed and implemented after considering most state-of-the-art SL
machine translation or Conversion systems, such as Vsigns (Papadogiorgaki et al.
2004. VSigns—a virtual sign synthesis web tool. In: Proceedings of Sixth COST 276
Workshop on Information and Knowledge Management for Integrated Media
Communication, May 2004, Thessaloniki, Greece), ZARDOZ (Veale et al. 1998. The
challenges of cross-modal translation: English to sign language translation in the
ZARDOZ system. Machine Translation, 13, 81–106) and SignSynth (Angus 2001.
SignSynth: a sign language synthesis application using Web3D and Perl. In: Gesture
and Sign Lanauage in Human–Computer Interaction. London, UK: International Gesture
Workshop), and taking into account their advantages and disadvantages. The overall
architecture is innovative since other existing systems either do not consider the
GSL or they cannot be effectively applied on sentences but just on single words.
The system is demonstrable on any conventional PC. (PsycInfo Database Record (c)
AD - Kouremenos, Dimitris: dkourem@gmail.com
AU - Kouremenos, Dimitris
AU - Fotinea, Stavroula-Evita
AU - Efthimiou, Eleni
AU - Ntalianis, Klimis
DO - 10.1080/01449290903420192
IS - 5
KW - *Information Systems
*Sign Language
*Avatars
Automated Speech Recognition
PY - 2010
SP - 467-481
ST - A prototype Greek text to Greek sign language conversion system
T2 - Behaviour & Information Technology
TI - A prototype Greek text to Greek sign language conversion system
VL - 29
ID - 14678
ER -
TY - JOUR
AB - The Scale of Pervasive Developmental Disorder in Mentally Retarded Persons
(PDD-MRS) is described. The PDD-MRS is a simple classification and screening
instrument devised for identification of autistic disorders (of the entire
spectrum) in persons with mental retardation from mild to profound levels, age-
range 2-55 years. The norms of the scale are based on the research protocols of
1230 Dutch persons with mental retardation. The scale's sensitivity for the entire
normative sample was found to be 92.4%; calculated separately for persons at all
levels of mentally retarded functioning, male and female persons, speaking and non-
speaking persons and five age categories, the sensitivity figures range between
87.0 and 100.0%. The specificity of the scale is also 92.4%; for the aforementioned
subgroups separately, the specificity figures range between 84.6 and 95.5%. Roughly
similar values for sensitivity and specificity were found when using the scale with
severely visually impaired/blind persons; severely hearing-impaired/deaf persons;
persons with Down syndrome; male persons with fragile X syndrome. The original
version of the PDD-MRS dates from 1990; since then the scale has been widely used
in the Netherlands and Belgium. The PDD-MRS should be regarded as a useful
instrument for identifying PDD in persons with mental retardation. (PsycInfo
AD - Kraijer, Dirk: Stichting Hendrik van Boeijen, P.O. Box 30014, Ra Assen,
Netherlands, NL-9400, dirk.kraijer@vanboeijen.nl
AU - Kraijer, Dirk
AU - de Bildt, Annelies
DO - 10.1007/s10803-005-5040-0
IS - 4
*Psychometrics
*Test Reliability
Test Validity
Intellectual Development Disorder
PY - 2005
SP - 499-513
ST - The PDD-MRS: An Instrument for Identification of Autism Spectrum Disorders in
Persons with Mental Retardation
TI - The PDD-MRS: An Instrument for Identification of Autism Spectrum Disorders in
Persons with Mental Retardation
VL - 35
ID - 14649
ER -
TY - JOUR
AB - The Educational Interpreter Performance Assessment (EIPA) is as an important
research tool for examining the quality of interpreters who use American Sign
Language or a sign system in classroom settings, but it is not currently applicable
to educational interpreters who use Cued Speech (CS). In order to determine the
feasibility of extending the EIPA to include CS, a pilot EIPA test was developed
and administered to 24 educational CS interpreters. Fifteen of the interpreters'
performances were evaluated two to three times in order to assess reliability.
Results show that the instrument has good construct validity and test-retest
reliability. Although more interrater reliability data are needed, intrarater
reliability was quite high (0.9), suggesting that the pilot test can be rated as
reliably as signing versions of the EIPA. Notably, only 48% of interpreters who
formally participated in pilot testing performed at a level that could be
considered minimally acceptable. In light of similar performance levels previously
reported for interpreters who sign (e.g., Schick, Williams, & Kupermintz, 2006),
these results suggest that interpreting services for deaf and hard-of hearing
students, regardless of the communication option used, are often inadequate and
could seriously hinder access to the classroom environment. (PsycInfo Database
AD - Krause, Jean C.: University of South Florida, Department of Communication
Sciences and Disorders, 4202 East Fowler Avenue, PCD 1017, Tampa, FL, US, 33620,
jkrause@cas.usf.edu
AU - Krause, Jean C.
AU - Kegl, Judy A.
AU - Schick, Brenda
IS - 3
KW - *Cues
*Deafness
*Measurement
*Oral Communication
Sign Language
PY - 2008
SP - 432-450
ST - Toward extending the educational interpreter performance assessment to cued
speech
TI - Toward extending the educational interpreter performance assessment to cued
speech
VL - 13
ID - 14283
ER -
TY - JOUR
AB - Purpose: This study investigated the feasibility and efficacy of a working
memory training program for improving memory and language skills in a sample of 9
children who are deaf (age 7–15 years) with cochlear implants (CIs). Method: All
children completed the Cogmed Working Memory Training program on a home computer
over a 5-week period. Feasibility and acceptability of the program were evaluated
using parent report and measures of children’s performance on the training
exercises. Efficacy measures of working memory and sentence repetition were
obtained prior to training, immediately after training, and 1 month and 6 months
after training. Results: Children’s performance improved on most training
exercises, and parents reported no problems with children’s hearing or
understanding of the exercises. After completion of working memory training,
children demonstrated significant improvement on measures of verbal and nonverbal
working memory, parent-reported working memory behavior, and sentence-repetition
skills. The magnitude of improvement in working memory decreased slightly at the 1-
month follow-up and more substantially at 6-month follow-up. However, sentence
repetition continued to show marked improvement at 6-month follow-up. Conclusions:
Working memory training may produce benefit for some memory and language skills for
children with CIs, supporting the importance of conducting a large-scale,
randomized clinical trial with this population. (PsycInfo Database Record (c) 2023
AD - Kronenberger, William G.: wkronenb@iupui.edu
AU - Henning, Shirley C.
AU - Colson, Bethany G.
AU - Hazzard, Lindsey M.
DO - 10.1044/1092-4388(2010/10-0119)
IS - 4
*Memory Training
*Short Term Memory
Deafness
PY - 2011
SP - 1182-1196
ST - Working memory training for children with cochlear implants: A pilot study
TI - Working memory training for children with cochlear implants: A pilot study
VL - 54
ID - 14642
ER -
TY - JOUR
AB - The purpose of this study was to determine how sign language users perceive
the sign language recognition (SLR) field, with a focus on gaining perspectives
from members of the Canadian Deaf community. A questionnaire consisting of a series
of rating and open-ended questions was used to gather perspectives and insights
related to a hypothetical SLR device. The survey was distributed to members of the
Deaf community, family and friends of Deaf individuals, and service providers, all
of whom had some proficiency in American Sign Language (ASL). The average ratings
provided by Deaf participants were distributed normally with a right-modal skew in
the direction of the positive ratings. Six fundamental concerns about SLR
technologies were identified from participants’ responses, with the most frequently
cited pertaining to the technology’s feasibility. In descending order, participants
ranked translation accuracy, speed, and comfort as the three most important design
characteristics for potential SLR devices. Respondents identified many potential
situations in which SLR devices could be used. For a SLR device to be user-centric
and culturally appropriate, it is essential that future work in the field
integrates perspectives from members of the Deaf community. (PsycInfo Database
AD - Kudrinko, Karly: Department of Mechanical and Materials Engineering, Queen’s
University, 130 Stuart St, Kingston, ON, Canada, K7L 2V9, karly.kudrinko@queensu.ca
AU - Kudrinko, Karly
AU - Flavin, Emile
AU - Shepertycky, Michael
AU - Li, Qingguo
DO - 10.1080/10400435.2021.1913259
IS - 6
*Augmentative Communication
*Deafness
*Electronic Communication
*Sign Language
*Communication Barriers
*Wearable Devices
Sensor Technology
PY - 2022
SP - 684-697
ST - Assessing the need for a wearable sign language recognition device for deaf
individuals: Results from a national questionnaire
T2 - Assistive Technology
TI - Assessing the need for a wearable sign language recognition device for deaf
individuals: Results from a national questionnaire
VL - 34
ID - 14381
ER -
TY - PRESS
AB - Cognitive ability and behavioral adaptability are distinct, yet related,
constructs that can impact childhood development. Both are often reduced in deaf
children of hearing parents who do not provide sufficient language and
communication access. Additionally, parental depression is commonly observed due to
parent-child communication difficulties that can lead to parents' feelings of
inadequacy and frustration. We sought to assess whether adaptive behavior in deaf
children was associated with nonverbal intelligence and parental depression.
Parents of precochlear implant patients seen for neuropsychological assessment were
administered the Parenting Stress Index and Vineland Behavior Adaptive Scales to
obtain measures of parental distress and child's behavioral adaptability.
Precochlear implant patients' cognitive functioning was assessed via the Mullen
Scales of Early Learning or the Leiter International Performance Scale-Revised,
depending on the child's age at the time of testing. Regardless of age or
neurological status, the deaf child's adaptive behavior consistently showed a
strong relationship with intelligence. Moderate correlation between parental
depression and the child's adaptive behavior was observed only in the younger
group. The relationship between parental depression and communication subscale was
moderated by intelligence for deaf children without neurological complications. The
findings provide important implications for promoting family-centered interventions
with early communication and language development. (PsycInfo Database Record (c)
AD - Kushalnagar, Poorna: Department of Psychology, University of Houston, 126
Heyne Building, Houston, TX, US, 77204-5022, neuropsydeaf@gmail.com
AU - Kushalnagar, Poorna
AU - Krull, Kevin
AU - Hannay, Julia
AU - Mehta, Paras
AU - Caudle, Susan
AU - Oghalai, John
CY - United Kingdom
*Cochlear Implants
*Cognitive Ability
*Deafness
*Intelligence
Major Depression
Parents
M3 - doi:10.1093/deafed/enm006
PY - 2007
SP - 335-349
ST - Intelligence, parental depression, and behavior adaptability in deaf children
being considered for cochlear implantation
TI - Intelligence, parental depression, and behavior adaptability in deaf children
being considered for cochlear implantation
ID - 14586
ER -
TY - PRESS
AB - Individuals with disabilities encounter practical and social problems beyond
those experienced by nondisabled individuals. This extra burden may in turn
increase the risk of developing mental health problems. The objective of this
article is to disclose the mental health situation among deaf individuals compared
to a control sample of hearing individuals.. The analyses are based on two separate
Norwegian postal surveys, one among the general population (1995- 1997) and one
among the deaf population (2001). A shortened version of the Hopkins Symptom
Checklist was used to disclose the degree of mental distress among the respondents.
Three questions common to the studies were analyzed to determine differences
between the two groups. Analyses revealed that the deaf respondents showed
significantly more symptoms of mental health problems than the hearing respondents.
The results point to the need for focussing more attention on the mental health of
deaf children and adults. Society must be made aware of the special risks that deaf
children and adults encounter with respect to mental health. (PsycInfo Database
AD - Kvam, Marit H.: SINTEF Health Research Institute, P.O. Box 124, Blindern,
Oslo, Norway, N 0314, marit.h.kvam@sintef.no
AU - Kvam, Marit H.
AU - Loeb, Mitchell
AU - Tambs, Kristian
CY - United Kingdom
DO - 10.1093/deafed/enl015
KW - *Anxiety
*Deafness
*Major Depression
*Mental Health
*Symptoms
Disabilities
M3 - doi:10.1093/deafed/enl015
PY - 2007
SP - 1-7
ST - Mental Health in Deaf Adults: Symptoms of anxiety and depression among
hearing and deaf individuals
TI - Mental Health in Deaf Adults: Symptoms of anxiety and depression among
hearing and deaf individuals
ID - 14665
ER -
TY - JOUR
AB - Objective: North American studies conclude that deaf children may have a 2-3
times greater risk of sexual abuse than hearing children. No comparative studies
are available in the Nordic countries. The present study was initiated to estimate
the prevalence of childhood sexual abuse among deaf children in Norway, describe
the nature of the abuse, and to examine risk factors. Method: A self-administered
questionnaire was sent in 1999 to all 1150 adult deaf members of the Norwegian Deaf
Register. The Deaf Register includes all deaf Norwegians. The questionnaire, which
was also available videotaped in sign language, was an adapted version of a
questionnaire used in a Norwegian survey among the general adult population in
1993. The results from this earlier study were used as a comparison group. Results:
Deaf females aged 18-65 who lost their hearing before the age of 9 (N=177) reported
sexual abuse with contact before the age of 18 years more than twice as often as
hearing females, and deaf males more than three times as often as heating males.
The abuse of the deaf children was also more serious. Very few cases were reported
to parents, teachers, or authorities. Conclusions: Deaf children are at greater
risk of sexual abuse than hearing children. The special schools for the deaf
represent an extra risk of abuse, regardless of whether the deaf pupils live at
home or in boarding schools. (PsycInfo Database Record (c) 2023 APA, all rights
reserved)
AD - Kvam, Marit Hoem: SINTEF Health Research Institute, P.B. 124 Blindern, Oslo,
Norway, N-0314
AU - Kvam, Marit Hoem
DO - 10.1016/j.chiabu.2003.09.017
IS - 3
KW - *Child Abuse
*Deafness
*Epidemiology
*Risk Factors
Sexual Abuse
PY - 2004
SP - 241-251
ST - Sexual abuse of deaf children. A retrospective analysis of the prevalence and
characteristics of childhood sexual abuse among deaf adults in Norway
T2 - Child Abuse & Neglect
TI - Sexual abuse of deaf children. A retrospective analysis of the prevalence and
characteristics of childhood sexual abuse among deaf adults in Norway
VL - 28
ID - 14526
ER -
TY - JOUR
AB - This review systematically identified and compared the technical adequacy
(reliability and validity evidence) of reading curriculum-based measurement (CBM)
tasks administered to students who are deaf and hard of hearing (DHH). This review
included all available literature written in English. The nine studies identified
used four CBM tasks: signed reading fluency, silent reading fluency, cloze (write
in missing words given blank lines within a passage), and maze (circle the target
word given multiple choice options within a passage). Data obtained from these
measures were generally found to be internally consistent and stable with validity
evidence varying across measures. Emerging evidence supports the utility of CBM for
students who are DHH. Further empirical evidence is needed to continue to explore
technical properties, identify if student scores are sensitive to growth over short
periods of time, and examine whether CBM data can be used to inform instructional
decision-making to improve student outcomes. (PsycInfo Database Record (c) 2022
AD - Lam, Elizabeth A.: Educational Psychology Department, 250 Education Sciences
Building, 56 East River Road, Minneapolis, MN, US, 55455, elam@umn.edu
AU - Lam, Elizabeth A.
AU - McMaster, Kristen L.
AU - Rose, Susan
IS - 4
*Deafness
*Psychometrics
PY - 2020
SP - 398-410
ST - Systematic review of curriculum-based measurement with students who are deaf
TI - Systematic review of curriculum-based measurement with students who are deaf
VL - 25
ID - 14270
ER -
TY - GEN
AB - The sociocultural approach regards being deaf as a cultural characteristic in
the identity of a deaf/hard-of-hearing (D/HH) person. The degree to which one
integrates the hearing and Deaf cultures (“acculturation”) is an important factor
for the well-being of deaf adolescents. We examined the relationship between
acculturation patterns and emotional distress among D/HH (n = 69) compared to
hearing (n = 60) adolescents in Israel. We used culturally and linguistically
accessible measures. Our findings showed no significant differences in emotional
distress between D/HH and their hearing counterparts. Acculturation played an
important role predicting emotional distress. Identification with both the Deaf and
hearing cultures was associated with reduced somatization. Exposure to
discrimination and social support was also associated with emotional distress in
predictable ways. Findings are interpreted within the specific context of Israeli
society and highlight the importance of using adaptive linguistic and cultural
assessment tools with D/HH populations. (PsycInfo Database Record (c) 2023 APA, all
rights reserved)
AD - Nakash, Ora: School for Social Work, Smith College, Lilly Hall, Northampton,
MA, US, onakash@smith.edu
AU - Lambez, Tal
AU - Nagar, Maayan
AU - Shoshani, Anat
AU - Nakash, Ora
KW - *Acculturation
*Deafness
*Distress
*Well Being
*Somatization
Social Integration
Social Support
Society
M3 - doi:10.1093/deafed/enz051
PY - 2020
SP - 251-260
ST - The association between deaf identity and emotional distress among
adolescents
TI - The association between deaf identity and emotional distress among
adolescents
ID - 14384
ER -
TY - JOUR
AB - In this study we have translated a well-known verbal memory test, the
California Verbal Learning Test, second edition (CVLT-II) to Norwegian sign-
language, and investigated whether the factor structure of the translated test was
comparable to the original test, and if the original norms were adequate. CVLT-II
was administered to 74 deaf individuals together with a test for visual memory
(Brief Visuospatial Memory Test-Revised (BVMT-R)), an IQ-screening (Wechsler
Abbreviated Scale of Intelligence (WASI) and a screening for psychiatric problems
(Symptom Checklist 25 (SCL-25)). Administered in Norwegian sign-language, the test
showed a comparable factor structure to the original test, and the original norms
were adequate, yet somewhat liberal. The CVLT-II measurements correlated with WASI
performance IQ and age. These findings show that the translated test is useable in
assessing memory in the deaf population. (PsycInfo Database Record (c) 2023 APA,
AD - Langlo, Knut-Petter Sætre: knsela@ous.hf.no
AU - Langlo, Knut-Petter Sætre
AU - Erdal-Aase, Ragna
IS - 10
KW - *Deafness
*Factor Structure
*Sign Language
Verbal Memory
PY - 2015
SN - 0332-6470(Print)
SP - 863-871
ST - Testing av tegnspråklige døve med California Verbal Learning Test-II.
[Testing of signing deaf with California Verbal Learning Test-II.]
T2 - Tidsskrift for Norsk Psykologforening
TI - Testing av tegnspråklige døve med California Verbal Learning Test-II.
[Testing of signing deaf with California Verbal Learning Test-II.]
VL - 52
ID - 14475
ER -
TY - JOUR
AB - Cochlear implanted (CI) adults with acquired deafness are known to depend on
multisensory integration skills (MSI) for speech comprehension through the fusion
of speech reading skills and their deficient auditory perception. But, little is
known on how CI patients perceive prosodic information relating to speech content.
Our study aimed to identify how CI patients use MSI between visual and auditory
information to process paralinguistic prosodic information of multimodal speech and
the visual strategies employed. A psychophysics assessment was developed, in which
CI patients and hearing controls (NH) had to distinguish between a question and a
statement. The controls were separated into two age groups (young and aged-matched)
to dissociate any effect of aging. In addition, the oculomotor strategies used when
facing a speaker in this prosodic decision task were recorded using an eye-tracking
device and compared to controls. This study confirmed that prosodic processing is
multisensory but it revealed that CI patients showed significant supra-normal
audiovisual integration for prosodic information compared to hearing controls
irrespective of age. This study clearly showed that CI patients had a visuo-
auditory gain more than 3 times larger than that observed in hearing controls.
Furthermore, CI participants performed better in the visuo-auditory situation
through a specific oculomotor exploration of the face as they significantly fixate
the mouth region more than young NH participants who fixate the eyes, whereas the
aged-matched controls presented an intermediate exploration pattern equally
reported between the eyes and mouth. To conclude, our study demonstrated that CI
patients have supra-normal skills MSI when integrating visual and auditory
linguistic prosodic information, and a specific adaptive strategy developed as it
participates directly in speech content comprehension. (PsycInfo Database Record
AD - Lasfargues-Delannoy, Anne: lasfargues-delannoy.a@chu-toulouse.fr
AU - Lasfargues-Delannoy, Anne
AU - Strelnikov, Kuzma
AU - Deguine, Olivier
AU - Marx, Mathieu
AU - Barone, Pascal
DO - 10.1016/j.heares.2021.108330
*Deafness
*Prosody
*Sensory Integration
Eye Movements
Visual Stimulation
PY - 2021
ST - Supra-normal skills in processing of visuo-auditory prosodic information by
cochlear-implanted deaf patients
T2 - Hearing Research
TI - Supra-normal skills in processing of visuo-auditory prosodic information by
cochlear-implanted deaf patients
VL - 410
ID - 14584
ER -
TY - THES
AB - The purpose of this research is to describe and understand the ways in which
deaf middle school students understood and solved compare word problems, and to
examine their overall strategy use in learning mathematics. The participants in the
study were deaf middle school students, attending a residential state school for
the deaf. Most of them used sign language as their primary language and who had
different communication modes and learning styles. This study used grounded theory
to shape its methodological framework. Data were collected using four methods. 1) A
think-aloud technique was utilized in order to explore the complex cognitive
processes of solving word problems. 2) Interviews were conducted using a structured
questionnaire, to determine deaf students’ use of self-regulation learning
strategy. 3) A computation test was administered to assess the students’
computation abilities, which are necessarily related to word problem solving. 4)
Student background surveys were administered to examine their primary language
environments at home. The think-aloud protocols were video recorded, then
transcribed and analyzed using a constant comparative method. Four problem-solving
behaviors were found in this study. First, deaf students have more difficulty
understanding inconsistent language (IL) problems than consistent language (CL)
problems. That is, they committed reversal errors on IL problems more frequently
than on CL problems. These reversal errors resulted from their lack of syntax
knowledge, lack of ability to make inferences from the problem details, lack of
fractional knowledge, and use of key word strategy. Second, the students tended to
use key word strategy, which is identified as a direct-translation approach (DTA),
as they read and solved word problems, regardless of the problem type. Unlike
hearing students in previous studies, most deaf students used a meaning-based
approach (MBA) with easier problems and a DTA approach with complex problems.
Third, the students’ insufficient fraction knowledge contributed to their
difficulties with word problems. Fourth, students’ problem-solving behaviors varied
depending not only on the complexity of problems and their prior knowledge about
specific ideas, but also on their language mode, communication styles, and the
amount of relevant knowledge they possessed. Finally, with regard to strategy use,
the students tend to rely on asking their teachers for help when they encountered
difficulties with mathematics, rather than trying to solve the problems themselves
using a cognitive or metacognitive strategy. These participants should therefore be
given opportunities to learn the cognitive and metacognitive strategies necessary
to become independent learners, and to enhance their academic achievement in
reading and mathematics. Overall, this study contributes to understanding why deaf
middle school students have difficulty with word problems. The major finding is
that the deaf students in this study do not have many opportunities to experience a
variety of problem structures in their classes. Accordingly, in order to enhance
deaf students’ word problem-solving ability, these findings suggest that teachers
should understand and address the students’ characteristics, and provide more
challenging problems with a variety methods of representing the problems. (PsycInfo
AU - Lee, ChongMin
CY - US
KW - *Deafness
*Middle Schools
*Middle School Students
*Problem Solving
*Strategies
Grounded Theory
PY - 2011
SN - 0419-4209(Print)
SP - 558-558
ST - Middle school deaf students' problem-solving behaviors and strategy use
TI - Middle school deaf students' problem-solving behaviors and strategy use
VL - 72
ID - 14376
ER -
TY - JOUR
AB - Background and Aims: The Australian Deaf Community face barriers that impede
their access to, and communication within, primary health care settings. This study
aimed to identify barriers and facilitators to access and communication for deaf
individuals and Auslan interpreters in Australian general practice settings.
Methods: Semi‐structured interviews were conducted with eight Auslan interpreters
and four deaf participants recruited from interpreter organisations and social
media. Transcripts of interviews were coded inductively and deductively based on a
model of access to health care. Results: Patient, provider and contextual factors
were reported. Patient barriers included English and Auslan fluency levels within
the Australian Deaf Community. GP clinics varied in the degree of accommodation to
the needs of deaf people. There were barriers related to the communication methods
used by health care providers and their use of interpreters. Visual aids and
flexibility in terms of the GP clinics' appointment systems facilitated access.
Contextual barriers included the shortage of Auslan interpreters and the complexity
of the National Disability Insurance Scheme. Conclusion: The main barriers
identified concerned the availability of interpreters, accommodation by health
providers, cultural sensitivity and the adequacy of communication methods. Research
is needed to explore the limitations of the National Disability Insurance Scheme
and interventions to improve GPs' skills in communicating with Deaf individuals.
Patient or Public Contribution: A researcher with a hearing impairment and
experience in working with people with hearing impairments was consulted on study
design and interview questions. Recruitment was assisted by Auslan interpreter
agencies and a Deaf Community Facebook group. (PsycInfo Database Record (c) 2023
AD - Spooner, Catherine: Centre for Primary Health Care and Equity, UNSW Sydney,
Sydney, NSW, Australia, 2052, c.spooner@unsw.edu.au
AU - Lee, Phoebe H.
AU - Spooner, Catherine
AU - Harris, Mark F.
DO - 10.1111/hex.13336
IS - 6
KW - *Communication
*Deafness
*Primary Health Care
*Interpreters
*Community Health
Sign Language
Equity
PY - 2021
SP - 1971-1978
ST - Access and communication for deaf individuals in Australian primary care
T2 - Health Expectations: An International Journal of Public Participation in
Health Care & Health Policy
TI - Access and communication for deaf individuals in Australian primary care
VL - 24
ID - 14617
ER -
TY - GEN
AB - The number of children who have received cochlear implants (CIs) has
increased dramatically in the past two decades. In view of potential concerns about
their psychosocial adjustment, our aim was to assess the effect of implants on the
adolescents’ psychosocial functioning among a group of 57 deaf adolescents with and
without CIs, using published and validated measures completed by the adolescents
themselves, their parents, and teachers. Adolescents with CI tended to be more
hearing acculturated, whereas those without CI tended to be more Deaf acculturated.
Despite some differences in background characteristics between the two groups,
there were no differences between them on the psychosocial variables assessed in
this study, regardless of the reporting sources. Rather than having a direct effect
on the psychosocial outcomes assessed in this study, it is through the mediating
effect of acculturation and school setting that CI status exerts an influence over
many of this study’s outcomes. Recommendations for future research are made in
light of our findings. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - Leigh, Irene W.: Department of Psychology, Gallaudet University, 800 Florida
Avenue NE, Washington, DC, US, 20002, irene.leigh@gallaudet.edu
AU - Leigh, Irene W.
AU - Maxwell-McCaw, Deborah
AU - Bat-Chava, Yael
AU - Christiansen, John B.
DO - 10.1093/deafed/enn038
KW - *Adjustment
*Adolescent Development
*Cochlear Implants
*Deafness
Social Functioning
M3 - doi:10.1093/deafed/enn038
PY - 2009
SP - 244-259
ST - Correlates of psychosocial adjustment in deaf adolescents with and without
cochlear implants: A preliminary investigation
TI - Correlates of psychosocial adjustment in deaf adolescents with and without
cochlear implants: A preliminary investigation
ID - 14349
ER -
TY - JOUR
AB - Congenitally deaf individuals receive little or no auditory input, and when
raised by deaf parents, they acquire sign as their native and primary language. We
asked two questions regarding how the deaf brain in humans adapts to sensory
deprivation: (1) is meaning extracted and integrated from signs using the same
classical left hemisphere frontotemporal network used for speech in hearing
individuals, and (2) in deafness, is superior temporal cortex encompassing primary
and secondary auditory regions reorganized to receive and process visual sensory
information at short latencies? Using MEG constrained by individual cortical
anatomy obtained with MRI, we examined an early time window associated with sensory
processing and a late time window associated with lexicosemantic integration. We
found that sign in deaf individuals and speech in hearing individuals activate a
highly similar left frontotemporal network (including superior temporal regions
surrounding auditory cortex) during lexicosemantic processing, but only speech in
hearing individuals activates auditory regions during sensory processing. Thus,
neural systems dedicated to processing high-level linguistic information are used
for processing language regardless of modality or hearing status, and we do not
find evidence for rewiring of afferent connections from visual systems to auditory
cortex. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
AD - Ramirez, Naja Ferjan: UCSD Department of Linguistics, 9500 Gilman Drive, La
Jolla, CA, US, 92093-0108, naja@ling.ucsd.edu
AU - Leonard, Matthew K.
AU - Ramirez, Naja Ferjan
AU - Torres, Christina
AU - Travis, Katherine E.
AU - Hatrak, Marla
AU - Mayberry, Rachel I.
AU - Halgren, Eric
DO - 10.1523/JNEUROSCI.1002-12.2012
IS - 28
*Auditory Evoked Potentials
*Deafness
*Semantic Networks
Lexical Access
Temporal Lobe
PY - 2012
SP - 9700-9705
ST - Signed words in the congenitally deaf evoke typical late lexicosemantic
responses with no early visual responses in left superior temporal cortex
TI - Signed words in the congenitally deaf evoke typical late lexicosemantic
responses with no early visual responses in left superior temporal cortex
VL - 32
ID - 14517
ER -
TY - JOUR
AB - Objective: Although developmental stages and identity have been studied as
part of aging, one category of both identity and biological difference that has
received little attention in the medical and public health literature is that of
older adults who were born deaf and/or who identify as part of the signing Deaf
community. Research Method: Researchers conducted a systematic search of the
literature for barriers to care access related to both aging and deafness. Results:
Lack of cultural competence among providers, coupled with inconsistent access to
interpreters in medical settings, puts deaf individuals at risk for treatment
without adequate consent, or insufficient care due to communication barriers or
misperceptions of expression or culture. Conclusions/Implications: Individuals may
face unusual challenges, indicating a serious public health crisis on the horizon
as the demographic of deaf older adults continues to grow. This paper will discuss
what is known about the intersection of aging, Deaf culture, and health care
access, and suggest policy and practice recommendations for the future. (PsycInfo
AD - Wharton, Tracy: School of Social Work, University of Central Florida,
Orlando, FL, US, 32806, tracy.wharton@ucf.edu
AU - Lesch, Heather
AU - Burcher, Kimberly
AU - Wharton, Tracy
AU - Chapple, Reshawna
AU - Chapple, Kiara
DO - 10.1037/rep0000252
IS - 2
KW - *Aging
*At Risk Populations
*Deafness
*Treatment Barriers
Cultural Sensitivity
Developmental Stages
Public Health
Community Health
PY - 2019
SP - 237-244
ST - Barriers to healthcare services and supports for signing deaf older adults
T2 - Rehabilitation Psychology
TI - Barriers to healthcare services and supports for signing deaf older adults
VL - 64
ID - 14654
ER -
TY - JOUR
AB - Summary: The methodological challenge of adapting research tools to the needs
of the study population takes on paramount importance when participants have
cultural, social, cognitive, or other needs rendering commonly used questionnaires
problematic. This article describes research tools’ exploratory adaptation to a
sample of Israeli deaf adults, during a comparative study of 101 deaf adults aged
28 to 51 years and 57 hearing adults aged 24 to 52. Levinger (2003) conducted a
large study on this sample, investigating the links between adults’ personal,
familial, and societal variables and their ability to separate from parents and
establish spousal intimacy. Findings: The present article is a sub-study focusing
on the adaptation of the larger study’s design of specific tools to examine the
deaf population. It describes the tools’ preparation, administration, and analysis,
including examination of the various versions’ compatibility and the versions’
cultural and linguistic adaptation to the participants’ needs. The study included
five research tools containing 125 questions altogether. To minimize the biasing
risks due to deaf adults’ reading comprehension difficulties or misinterpretations
of questions’ intent, we prepared three versions for each of the tools except for
the 30-item demographic questionnaire: a) the original written version in regular
Hebrew, matched to participants for gender, b) a revised written version in easy
language (adapted to the deaf population and gender-matched), and c) a videotaped
sign language version. Taking part in preparing the various versions were deaf
representatives of the deaf community and hearing translators into Israeli Sign
Language. Applications: This article discusses methodological repercussions of
these adaptations; compares the choices made by participants regarding the various
adaptations offered them; and highlights the importance of familiarity with
participants’ characteristics and unique needs. (PsycInfo Database Record (c) 2023
AD - Ronen, Tammie: Bob Shapell School of Social Work,Tel Aviv University, Tel
Aviv, Israel, 69978, tamie@post.tau.ac.il
AU - Levinger, Miriam
AU - Ronen, Tammie
DO - 10.1177/1468017308094992
IS - 4
KW - *Deafness
*Experimentation
Methodology
PY - 2008
SP - 399-430
ST - Is it really clear? Adapting research tools for the needs of the deaf
population
T2 - Journal of Social Work
TI - Is it really clear? Adapting research tools for the needs of the deaf
population
VL - 8
ID - 14486
ER -
TY - THES
AB - Around 20% of all automobile crashes in recent years have been linked to
driver distraction or inattention. A subset of these crashes, involve "Looked But
Failed to See" (LBFTS) incidents in which an otherwise attentive driver completely
fails to notice a salient signal. In the best case, this may involve a driver
putting on the brakes late because she failed to notice a red light and stopping
with her nose into an intersection, causing embarrassment but no harm. But in the
worst case, looking but failing to see causes about 6% of all injury and fatality-
related crashes per data from the Fatal Accident Reporting System (FARS) maintained
by the National Highway Traffic Safety Administration (NHTSA). LBTFS are a type of
inattentional blindness, a subset of inattentional insensitivity. Inattentional
insensitivity is a blanket term that describes the well-known phenomena of
inattentional blindness and inattentional deafness. These phenomena occur when an
otherwise salient stimulus is missed during high levels of perceptual load. For
example, pilots coming in for a difficult landing in high cross winds miss auditory
alarms notifying them of a landing gear failure, or drivers lost at night on an
unfamiliar route fail to see a stop sign. It is hypothesized that inattentional
insensitivity is integrally tied to an individual's working memory capacity.
Previous studies have proposed theoretical accounts involving both single and dual
routes for this relationship. A major goal of this dissertation is to determine
which of these theoretical explanations best predict patterns of inattentional
insensitivity. A second goal of this dissertation is to address methods of
ameliorating inattentional insensitivity, regardless of their cause, via the design
of effective, multimodal alert systems. Towards the second goal, the first study,
details an investigation of multimodal urgency scaling with the goal of determining
perceived changes in urgency relative to physical changes in visual, auditory and
tactile stimuli. Psychometric functions were obtained for various parameters within
each modality based on perceptions of urgency, annoyance and acceptability. Results
indicated that auditory stimuli affected the biggest increases in urgency relative
to physical changes, but that with increased urgency often came increased
annoyance. Visual stimuli were rarely rated as annoying but were also unable to
achieve similarly high levels of urgency relative to auditory or tactile stimuli.
Tactile stimuli showed the greatest utility (indicating greater urgency changes in
relation to annoyance changes). The second study, was designed to validate the
psychometric functions established in the first study by examining behavioral
responses to warnings designed to be perceived as highly urgent and time critical
versus warnings missing key parameters within the context of driving. Specifically,
the second study examined the potential for appropriate warnings to eliminate
inattentional insensitivity to alerts while distracted, regardless of why it was
occurring. Towards this aim, the second study required participants to drive a
simulated course while completing a distracting task and following a lead vehicle.
At a pre-set point, the lead vehicle swerved sharply into the left lane to avoid a
revealed, stopped car. Participants then received either a "good" warning, one that
met all pre-defined criteria, an "edge" warning, one that met only some of the
criteria, or no warning. Results indicated that, while crash occurrences were not
significantly different, for those who did crash, they crashed at a significantly
slower speed. The final study in this series, sought to examine the effect of
working memory capacity (WMC: as measured by OSpan) on various types of
inattentional insensitivity. (PsycINFO Database Record (c) 2018 APA, all rights
reserved)
AU - Lewis, Bridget A.
CY - US
KW - *Highway Safety
*Short Term Memory
Transportation
PY - 2018
SN - 0419-4217(Print)
ST - Individual differences in intramodal and crossmodal inattentional
insensitivity and the design of in-vehicle alert systems
TI - Individual differences in intramodal and crossmodal inattentional
insensitivity and the design of in-vehicle alert systems
VL - 79
ID - 14223
ER -
TY - JOUR
AB - This study examines the eliciting potential of two tasks, one for proto-
imperative and another for protodeclarative communicative intentions. The task to
elicit proto-imperative utterances and the scoring form are partially based on
Casby and Cumpata's (1986) Protocol for the Assessment of Prelinguistic Intentional
Communication (PAPIC). However, a number of modifications are proposed for use with
young deaf children. For the protodeclaratives, a new eliciting task called Tac-Tic
was created. These tasks were offered to 18 normally developing profoundly deaf
toddlers at the ages of 18, 24, and 30 months. Results indicate that both tasks
possess sufficient eliciting potential to measure both the prelinguistic and early
linguistic "illocutionary force" of profoundly deaf children. Moreover, the new
eliciting task Tac-Tic seems to have a higher eliciting potential than the
corresponding task used in the PAPIC. For clinical aims, a more adapted and more
efficient scoring form than the one Casby and Cumpata used was created. (PsycInfo
AD - Lichtert, Guido F.: R.O.C.A. Jonghelinckshof, Coebergerstraat 34-36, Antwerp,
Belgium, B-2018, guido.lichtert@ped.kuleuven.ac.be
AU - Lichtert, Guido F.
DO - 10.1093/deafed/8.1.43
IS - 1
KW - *Deafness
*Measurement
*Oral Communication
Intention
Scoring (Testing)
PY - 2003
SP - 43-56
ST - Assessing Intentional Communication in Deaf Toddlers
TI - Assessing Intentional Communication in Deaf Toddlers
VL - 8
ID - 14575
ER -
TY - JOUR
AB - Purpose: The,purpose of this study was to examine and compare the development
of proto-imperative and proto-declarative utterances in normally developing, non-
neonatally screened, profoundly deaf toddlers. Method: Both types of proto-
declarative are considered to be the most basic prelinguistic and early linguistic
communicative functions. Eighteen normally developing, non-neonatally screened,
profoundly deaf toddlers participated in a longitudinal study. All children were
enrolled in the same oral-aural home guidance program. At the time of the study,
none of the children had received a cochlear implant. At the ages of 18, 24, and 30
months, proto-imperative utterances were elicited using an adapted version of M.
Casby and J. A. Cumpata's (1986) Protocol for the Assessment of Prelinguistic
Intentional Communication. For eliciting protodeclarative intentions, a video clip
was used. Results: Results revealed a significant increase in both frequency and
level of utterances for both types of proto-performatives. Although there was a
clear development from nonlinguistic toward linguistic communication, utterances
remained predominantly deictic-gestural for the imperative intentions and
referential-gestural for declaratives. Conclusions: The data support the notion
from the literature that both types of performatives are susceptible to
elicitation. Results also suggest that after neonatal screening, both total
communication and oral-aural approaches might accelerate conventionalization of the
earliest communicative utterances of profoundly deaf toddlers. (PsycInfo Database
AD - Lichtert, Guido F.: Wateringe 67, Hingene, Belgium, B-2880,
guido.lichtert@ped.kuleuven.be
AU - Lichtert, Guido F.
AU - Loncke, Filip T.
DO - 10.1044/1092-4388(2006/037)
IS - 3
KW - *Deafness
*Infant Vocalization
*Linguistics
Oral Communication
PY - 2006
SP - 486-499
ST - The development of proto-performance utterances in deaf toddlers
TI - The development of proto-performance utterances in deaf toddlers
VL - 49
ID - 14331
ER -
TY - THES
AB - The aim of the study was to validate the researcher's new therapeutic
intervention, Sign your Feelings, through a four-week randomized control trial
(RCT). This intervention involves hearing therapists working with hearing clients.
It incorporates (a) discussions about the therapeutic alliance, (b) therapists
teaching their clients 36 signs in American Sign Language (ASL) and (c) frequent
emotional disclosure as clients learn and practice the signs. This RCT measured the
therapeutic alliance and client outcomes, using the Sessions Rating Scale (SRS) and
CORE-10 instrument. Eighty adults from 10 U.S. States participated in the study.
Sixteen therapists underwent training before administering the intervention, and
sessions took place virtually and in-person.Results did not render statistically
significant differences for SRS total scores between the two groups (p =.194).
CORE-10 total scores between the two groups were not statistically significant
either (p = 0.736). However, results did show a statistically significant negative
correlation of r = -.229 (p = .041) between SRS and CORE-10 post-test scores.In
order to explore potential signals of the intervention's effectiveness and areas
for future research, and although individual items of the CORE-10 are not designed
to be isolated, the researcher nonetheless investigated potential differences
between the groups for each item. Item 9 of this scale, in which clients ranked the
prompt 'I have felt unhappy' on a Likert-type scale, yielded a p-value of .038.
This item's percentage improvement (PI) scores provided a 35.82 PI for the
intervention group against a 9.33 PI for the TAU control group, thereby resulting
in a 3.84-fold amelioration. The researcher suggests future research probe the
intervention's potential effects on decreasing unhappiness.The researcher, who is
hearing, plans on using this study as a springboard for future projects to benefit
the Deaf community, improve awareness of Deaf culture and raise the visibility of
ASL. Future iterations of the training will include more Deaf-centric material,
include modules on Deaf culture, and serve to fund projects relating to language
deprivation and other urgent issues in Deaf mental health. (PsycInfo Database
AU - Lopez-Escobar, Grisel M. F.
CY - US
KW - *Emotions
*Sign Language
Therapeutic Alliance
PY - 2023
SN - 0419-4217(Print)
ST - Teaching hearing clients sign language in therapy: The sign your feelings
intervention's effects on the therapeutic alliance and client outcomes
TI - Teaching hearing clients sign language in therapy: The sign your feelings
intervention's effects on the therapeutic alliance and client outcomes
VL - 84
ID - 14582
ER -
TY - JOUR
AB - Most standardized reading assessments used with deaf and hard‐of‐hearing
(d/Dhh) students do not accommodate their frequent lack of spoken language fluency.
Such tests are rarely normed on d/Dhh individuals and do not adjust for potentially
biased test items. Yet, accurate and valid measures of reading skills are essential
for making appropriate instructional and programmatic decisions. The miscue
analysis procedure is an individualized reading assessment using an authentic
reading experience with systematic procedures for evaluating a reader's meaning‐
making processes. It has been used successfully with struggling, successful,
bilingual, and diverse hearing readers to identify distinctive skill patterns. Its
flexible and individualized procedures may lead to similar insights regarding the
reading processes utilized by d/Dhh students. This manuscript describes adaptations
of the reading miscue analysis for d/Dhh students who use spoken language, English‐
based sign systems, or American Sign Language. Similar to running record
procedures, the miscue analysis utilizes a comprehensive analytic process. In
addition, each miscue is categorized across graphophonic/visual, semantic, and
syntactic aspects of the reading process to identify unique meaning making
patterns. This type of comprehensive and authentic assessment can lead to an
improved understanding of the strengths and needs of d/Dhh students that result in
improved achievement. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - Luft, Pamela: School of Lifespan Development and Educational Sciences, Kent
State University, 405 White Hall, 150 Terrace Drive, Kent, OH, US, 44242-0001,
pluft@kent.edu
AU - Luft, Pamela
DO - 10.1002/pits.22277
IS - 3
KW - *Deafness
*Reading Ability
*Test Validity
*Verbal Fluency
Adjustment
Reading Measures
Test Reliability
PY - 2020
SP - 375-393
ST - Strengths‐based reading assessment for deaf and hard‐of‐hearing students
T2 - Psychology in the Schools
TI - Strengths‐based reading assessment for deaf and hard‐of‐hearing students
VL - 57
ID - 14465
ER -
TY - GEN
AB - The maturity and development of students in baccalaureate degree programs has
long been of interest to education research, but a focus on their ability to adapt
to and transition between programs of study has only recently emerged. As more
students with disabilities arrive in postsecondary classrooms, an improved
understanding of the factors that contribute to their academic performance is
warranted. For this study, the Grasha-Riechmann Student Learning Style Scales
(GRSLSS) survey was administered to deaf, hard-of-hearing (DHH) and hearing
students in an introductory baccalaureate biology course. This survey measures six
different classroom-learning styles: Independent, Dependent, Avoidant, Participant,
Collaborative, and Competitive. The DHH student sample included two distinct
groups: those admitted directly into a baccalaureate science program and those who
first enrolled in a science-focused Associate of Applied Science (AAS) program
specifically designed for DHH students who were not fully ready academically to
enter a baccalaureate program upon their original admission to the university.
Correlation of students’ Grasha-Reichmann learning styles scores, hearing status,
year level, and composite ACT score with first-term and full-year General Biology
GPA was investigated. Analysis of statistical results shows that a student’s
composite ACT score significantly predicts earned General Biology grade while the
GRSLSS Competitive and Dependent scores have smaller but statistically significant
impacts; Competitive is a positive predictor, and Dependent a negative predictor.
Student hearing status and year level in college are not significant predictors of
earned GPA. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
AD - Schley, Sara: National Technical Institute for the Deaf, Research Center for
Teaching and Learning, Rochester Institute of Technology, 52 Lomb Memorial Dr,
Rochester, NY, US, 14623, sxsdor@rit.edu
AU - Lynn, Matthew A.
AU - Schley, Sara
AU - Tobin, Karen M.
AU - Lengyel, Denise
AU - Ross, Annemarie
AU - Connelly, Sandra J.
DO - 10.1007/s10882-016-9512-2
*Deafness
*School Readiness
*Social Learning
Biology
Cognitive Style
M3 - doi:10.1007/s10882-016-9512-2
PB - Springer
PY - 2017
SP - 173-201
ST - Deaf, hard-of-hearing, and hearing students in an introductory biology
course: College readiness, social learning styles, and success
TI - Deaf, hard-of-hearing, and hearing students in an introductory biology
course: College readiness, social learning styles, and success
ID - 14228
ER -
TY - JOUR
AB - This exploratory study examined domain-general cognitive abilities that may
serve as aptitudes for interpreting skill by comparing highly skilled sign language
interpreters (those considered competent in most interpreting situations) and less
skilled sign language interpreters (those considered less than competent in most
interpreting situations) on various measures. Specifically, the current study
examined the feasibility of predicting interpreter skill level based only on a
variety of cognitive abilities and personality traits. We collected data on several
cognitive measures, including processing speed, psychomotor speed, cognitive
control and task switching ability, fluid intelligence, working memory capacity,
and mental flexibility, as well as several personality measures, including risk-
taking orientation and emotion-cognition integration style, and intrinsic
motivation to engage in complex cognitive tasks. Significant differences emerged
between the two groups on both cognitive and personality measures suggesting that a
combination of stable domain-general cognitive abilities and personality traits may
be responsible for differentiating highly skilled from less skilled interpreters
and may therefore be predictive of individuals' future interpreting effectiveness
and skill level. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AD - Macnamara, Brooke N.: Psychology Department, Princeton University, Princeton,
NJ, US, 08540, bmacnama@princeton.edu
AU - Macnamara, Brooke N.
AU - Moore, Adam B.
AU - Kegl, Judy A.
AU - Conway, Andrew R. A.
DO - 10.1075/intp.13.1.08mac
IS - 1
*Sign Language
*Interpreters
Ability
Cognitive Ability
PY - 2011
SP - 121-142
ST - Domain-general cognitive abilities and simultaneous interpreting skill
T2 - Interpreting
TI - Domain-general cognitive abilities and simultaneous interpreting skill
VL - 13
ID - 14531
ER -
TY - COMP
AB - This study investigates the relationship between German deaf learners'
understanding of referential distinction (i.e. the semantic role of referents) in
German sign language (GSL) and in written German (WG). Subjects included 117 German
deaf students, ages 6-18 years, from five German schools for deaf students with
bilingual classrooms. The underlying motivation for this study was the question
whether German deaf students' understanding of referential distinction in GSL and
WG can be measured and compared across participants from different groups (i.e.
students with German parents and those from diverse linguistic backgrounds). All
subjects completed two self-generated, computerized tests for GSL and WG. Each test
incorporated three comprehension tasks including: (a) pictures, (b) narratives, and
(c) translations between GSL and WG. Findings indicate that students in both
participant groups who score high on the test to measuring referential distinction
in GSL perform similarly on the test of written German. The data strongly suggest
that deaf students' literacy skills in written German co-vary significantly with
their proficiency in GSL. (PsycInfo Database Record (c) 2023 APA, all rights
reserved)
AD - Mann, Wolfgang: Department of Language and Communication Science, City
University London, Northampton Square, London, United Kingdom, EC1V OHB,
wolfgang.mann.l@city.ac.uk
AU - Mann, Wolfgang
CY - United Kingdom
DO - 10.53841/bpsecp.2007.24.4.59
ET - 4
KW - *Comprehension
*Deafness
*Literacy
*Semantics
*Sign Language
Linguistics
Narratives
M3 - doi:10.53841/bpsecp.2007.24.4.59
PB - British Psychological Society
PY - 2007
SP - 59-76
ST - German deaf children's understanding of referential distinction in written
German and German Sign Language
TI - German deaf children's understanding of referential distinction in written
German and German Sign Language
VL - 24
ID - 14364
ER -
TY - JOUR
AB - Reviews the book, Sign Language Acquisition edited by Anne Baker and Bencie
Woll (2008). The aim of the Intersign network was to promote sign linguistics, data
exchange and collaboration on cross-linguistic work, with specific emphasis on
methodological and theoretical issues to facilitate the feasibility of data
exchange. Consequently, the volume is practical in focus, addressing some
fundamental issues such as methods and procedures in sign language acquisition
studies and sign language transcription, as well as less well-researched areas,
including sign language assessment or code-mixing in mother–child interactions in
deaf families. The book is suited to a variety of academic and professional
audiences ranging from university students to researchers and practitioners working
with the deaf, or anyone with a background or interest in psycholinguistics.
Summarizing the results from their study, the authors state that both hearing and
deaf children receive a similar mixed language input, which is adopted by hearing
children more easily than by their deaf peers, who are only beginning to become
bilingual. As a whole, this volume gives a clear and thorough picture of some of
the main issues and challenges in sign language acquisition. It can be seen as an
essential resource for anyone working within the field of sign language
acquisition, as a student, researcher, teacher or clinician. (PsycInfo Database
AU - Mann, Wolfgang
DO - 10.1177/0142723711405182
IS - 3
KW - *Bilingualism
*Curriculum
*Linguistics
*Sign Language
Deafness
PY - 2013
SP - 319-321
ST - Review of Sign language acquisition
T2 - First Language
TI - Review of Sign language acquisition
VL - 33
ID - 14431
ER -
TY - JOUR
AB - In this article, we adapt a concept designed to structure language testing
more effectively, the Assessment Use Argument (AUA), as a framework for the
development and/or use of sign language assessments for deaf children who are
taught in a sign bilingual education setting. By drawing on data from a recent
investigation of deaf children’s nonsense sign repetition skills in British Sign
Language, we demonstrate the steps of implementing the AUA in practical test
design, development and use. This approach provides us with a framework which
clearly states the competing values and which stakeholders hold these values. As
such, it offers a useful foundation for test-designers, as well as for
practitioners in sign bilingual education, for the interpretation of test scores
and the consequences of their use. (PsycInfo Database Record (c) 2022 APA, all
rights reserved)
AD - Mann, Wolfgang: wolfgang.mann.1@city.ac.uk
AU - Mann, Wolfgang
AU - Marshall, Chloë R.
DO - 10.1080/13670050903474127
IS - 2
*Phonology
*Sign Language
*Test Reliability
*Test Validity
Deafness
PY - 2010
SP - 243-258
ST - Building an Assessment Use Argument for sign language: The BSL nonsense sign
repetition test
T2 - International Journal of Bilingual Education and Bilingualism
TI - Building an Assessment Use Argument for sign language: The BSL nonsense sign
repetition test
VL - 13
ID - 14600
ER -
TY - DICT
AB - Language is one of the defining characteristics of man. His ability to name
things allows him to represent them. If subjectivity guarantees humanity in each
person, what happens when words and the symbolization they allow are missing? In
addiction, the act of consuming takes the place of an emotion or a thought, which
the person thus avoids, by finding a kind of immediate satisfaction. It corresponds
to an externalization of our internal theater. This action can be used as a
representational support for psychic conflicts when language falters in this
mission. Beside the immediate discharge of tension, the action forms then an
expressive digression, which can nevertheless remain unheeded if it is not
interpreted in its symbolic value. To consider the action of addiction only as a
problematic behavior to be normalized is then a form of drama, and at the same time
a voice screaming at the other and remaining deaf to itself. Addiction can thus be
considered as an acted language, waiting to be translated. Beyond the behavior that
challenges us, addiction can be rich in meaning. The action-oriented clinic, as
developed by F. Marty, allows us to hear and understand this language. Therefore,
on the one hand, it is a question of organizing the entire addictology clinic
around the stakes, expectations, and contributions of the consumption of
psychoactive products. On the other hand, it is necessary to find a form of
intentionality in addictive behaviors, allowing the person to finally feel that
they are the owner of their own experience. Addiction does not belong exclusively
to the disease. In what way will the person use consumption to express or show,
through this act of consumption, something that they cannot express in any other
way, to themself, to their relatives, or to the institutions. The use by these
patients, who are often doubly victims of narcissistic-identitarian sufferings, of
the affect, the body and motricity constitutes a privileged register of expression
to try to communicate. These are forms of narration to be welcomed as such. It is
thus that the action, in this clinic, amply exceeds the question of consumption and
can be understood as an interpellation, a provocation. The action-oriented clinic
consists, therefore, also in finding the means of addressing those to whom they are
intended. During psychotherapy, the analysis of countertransference constitutes a
canvas on which representations can be drawn, formulations can be woven. The way of
positioning oneself within the framework of psychotherapy, in particular, is very
rich. The framework is a medium for projections. Therapists can detect subtle
variations for each patient. The patient's posture during treatment, the body
language during the session, the missed appointments, the forgetfulness, but also
the actions taken outside in their everyday life, the accidents, the missed
actions, acting-out. constitute a prelanguage, waiting to be put into words, to
fully take on their value of resolution. Any action would indeed testify to an
attempt at signifying connection. Also, the narration of factual elements of daily
life, projects, conflicts with relatives, speech, boredom, revolt, opinions,
encounters, failures, images, sensations... finally, everything that is said, acted
upon, shown and shared in the session, is felt by the therapist and brings forth
various psychic representations in their thinking, which they then proposes to the
patient in the form of interpretative hypotheses, in order to relaunch the
associative chains, at the start in this protected space. (PsycInfo Database Record
AD - Marchin, Élodie: CSAPA Addictions France, 5 bis, rue Maurice-Rouvier, Paris,
France, 75014, elodie.marchin@gmail.com
AU - Marchin, Élodie
CY - France
DO - 10.1016/j.amp.2022.11.007
KW - *Addiction
*Countertransference
*Psychotherapy
*Therapists
Rebelliousness
M3 - doi:10.1016/j.amp.2022.11.007
PB - Elsevier Masson SAS
PY - 2023
SP - 57-59
ST - Le langage de l’addiction, une clinique de l’agir. [The language of
addiction, a clinic of the action.]
TI - Le langage de l’addiction, une clinique de l’agir. [The language of
addiction, a clinic of the action.]
VL - 181
ID - 14537
ER -
TY - JOUR
AB - There is limited information on how communication barriers impact on the
health of deaf individuals. The present article describes the development of a
standardized interview tool to collect health-related information from deaf adults
via face-to-face interviews in American Sign Language (ASL). Questions were
selected largely from existing standardized questionnaires. Key steps in
standardizing the instrument included the creation of an ASL gloss version of the
survey and extensive interviewer training. The instrument was pilot-tested and
revised prior to implementation. There were 139 questions on the final instrument.
A total of 203 interviews were conducted between November 2002 and March 2003. A
standardized interview survey administered in ASL proved an effective and well-
accepted means of collecting health-related information from a diverse sample of
deaf individuals. Several challenges were encountered throughout the process, and
the resulting lessons will be useful to future research efforts. (PsycInfo Database
AU - Margellos-Anast, Helen
AU - Hedding, Teri
AU - Perlman, Toby
AU - Miller, Linda
AU - Rodgers, Raymond
AU - Kivland, Lisa
AU - DeGutis, Dorothea
AU - Giloth, Barbara
AU - Whitman, Steven
DO - 10.1353/aad.2005.0039
IS - 4
KW - *Deafness
*Health
*Sign Language
*Surveys
Test Construction
PY - 2005
SP - 388-396
ST - Developing a standardized comprehensive health survey for use with deaf
adults
TI - Developing a standardized comprehensive health survey for use with deaf
adults
VL - 150
ID - 14639
ER -
TY - JOUR
AB - Purpose: Women with deafness are one of the vulnerable groups who experience
sexual harassment. As a result, they experience psychological disorders such as
stress, anxiety, fear and trauma. This problem is made worse because women with
deafness have language and speech disorders. This paper aims to explore sexual
harassment of women with deafness and develop Bisindo-based rational emotive
behaviour therapy (REBT) to deal with sexual harassment against women with
deafness. Design/methodology/approach: Using the Analysis, Design, Development,
Implementation and Evaluation model of the R&D approach, this preliminary research
study was carried out in four stages. The research respondents for the need
assessment were 166 people with ten professional backgrounds spread throughout
Indonesia. Respondents for model validation tests are ten people: REBT experts,
psychologists, Bisindo experts, teachers, lecturers, Head of Women's Organization
(WCC) and Head of the Deaf Community (Gerkatin) in West Sumatra. Data were
collected by questionnaire. Findings: The results showed that many women with
deafness experienced sexual harassment. The handling model using REBT mediated by
Bisindo is needed in further research to test its effectiveness. The validity test
results show that the Bisindo-based REBT model has been declared feasible, helpful,
accurate and practical to be used as a response model for sexual harassment in
women with deafness. Originality/value: The results of this study imply the need
for the application of therapies that follow the characteristics of victims, such
as Bisindo-based REBT for female sexual victims. (PsycInfo Database Record (c) 2023
AD - Marlina, Marlina: lina_muluk@fip.unp.ac.id
AU - Marlina, Marlina
AU - Ningsih, Yuninda Tria
AU - Fikry, Zulian
AU - Fransiska, Dea Resti
DO - 10.1108/JAP-09-2021-0032
IS - 2
KW - *Deafness
*Experience Level
*Rational Emotive Behavior Therapy
Sexual Harassment
PY - 2022
SP - 102-114
ST - Bisindo-based rational emotive behaviour therapy model: Study preliminary
prevention of sexual harassment in women with deafness
T2 - Journal of Adult Protection
TI - Bisindo-based rational emotive behaviour therapy model: Study preliminary
prevention of sexual harassment in women with deafness
VL - 24
ID - 14658
ER -
TY - JOUR
AB - Introduction: Cochlear implants (CI) programming is based on both the
measurement of the minimum levels required to stimulate the auditory nerve and the
maximum levels to generate loud, yet comfortable loudness. Seeking for guidance in
the adequacy of this programming, the cortical auditory evoked potentials (CAEP)
have been gaining space as an important tool in the evaluation of CI users,
providing information on the central auditory system. Objective: To evaluate the
influence of mishandling of electrical stimulation levels on speech processor
programming on hearing thresholds, speech recognition and cortical auditory evoked
potential in adult CI users. Material and methods: This is a prospective cross-
sectional study, with a sample of adult unilateral CI users of both sexes, aged at
least 18 years, post-lingual deafness, with minimum experience of 12 months of
device use. Selected subjects should have average free field hearing thresholds
with cochlear implant equal to or better than 34 dBHL and monosyllable recognition
different from 0%. Individuals who could not collaborate with the procedures or who
had no CAEP recordings were excluded. Participants were routinely programmed, and
the map was named MO (optimized original map). Then three experimentally wrong maps
were made: optimized original map with 10 current units below the maximum comfort
level (C), named MC- (map minus C); optimized original map with minus 10 current
units at minimum threshold level (T), named MT- (map minus T) and optimized
original map with 10 current units above minimum level (T), named MT + (map plus
T). In all programs, participants underwent free-field auditory thresholds from
250Hz to 6000Hz, recorded sentences and monosyllabic recognition tests presented at
65dB SPL in quiet and in noise, and free field CAEP evaluation. All tests were
performed in an acoustically treated booth, in a randomized order of map
presentation. Data were compared by Wilcoxon test. Results: Thirty individuals were
selected and signed an informed consent form. The MC- map provided worsening of all
free field thresholds, quiet and noise speech recognition, and P1 wave latency
delay with significant difference from the results with the MO map. The MT- map
worsened the hearing thresholds and statistically significantly reduced the P2 wave
latency; MT+ map improved free field thresholds except 6000Hz, worsening speech
recognition, without statistical significance. Conclusions: The results suggest
that maximum levels below the optimal thresholds lead to worse cochlear implant
performance in both hearing thresholds and speech recognition tests in quiet and
noise, increasing CAEP component P1 latency. On the other hand, the manipulation of
minimum threshold levels showed alteration in audibility without significant impact
on speech recognition. (PsycInfo Database Record (c) 2021 APA, all rights reserved)
AD - Martins, Kelly Vasconcelos Chaves: Department of Otorhinolaryngology,
University of Sao Paulo, Av. Dr. Eneas de Carvalho Aguiar, 255, Sao Paulo, Brazil,
05403-000, kellyvcm@hotmail.com
AU - Martins, Kelly Vasconcelos Chaves
AU - Goffi-Gomez, Maria Valéria Schmidt
AU - Tsuji, Robinson Koji
AU - Bento, Ricardo Ferreira
DO - 10.1016/j.heares.2021.108206
KW - *Auditory Evoked Potentials
*Auditory Thresholds
*Cochlear Implants
Speech Perception
PY - 2021
ST - Do the minimum and maximum comfortable stimulation levels influence the
cortical potential latencies or the speech recognition in adult cochlear implant
users?
TI - Do the minimum and maximum comfortable stimulation levels influence the
cortical potential latencies or the speech recognition in adult cochlear implant
users?
VL - 404
ID - 14580
ER -
TY - JOUR
AB - Background: The Confusion Assessment Method (CAM) is the most widely used
delirium screening instrument. The aim of this study was to evaluate the
reliability and validity of the European Portuguese version of CAM. Methods: The
sample included elderly patients (≥65 years), admitted for at least 48 h, into two
intermediate care units (ICMU) of Intensive Medicine and Surgical Services in a
university hospital. Exclusion criteria were: score ≤11 on the Glasgow Coma Scale
(GCS), blindness/deafness, inability to communicate and to speak Portuguese. For
concurrent validity, a blinded assessment was conducted by a psychiatrist (DSM-IV-
TR, as a reference standard) and by a trained researcher (CAM). This instrument was
also compared with other cognitive measures to evaluate convergent validity. Inter-
rater reliability was also assessed. Results: In this sample (n = 208), 25% (n =
53) of the patients had delirium, according to DSM-IV-TR. Using this reference
standard, the CAM had a moderate sensitivity of 79% and an excellent specificity of
99%. The positive predictive value was 95%, indicating a strong ability to confirm
delirium with a positive test result, and the negative predictive value was lower
(93%). Good convergent validity was also found, in particular with Mini-Mental
State Examination (MMSE) (rs = −0.676; p ≤0.01) and Digit Span Test (DST) forward
(rs = −0.605; p ≤0.01), as well as a high inter-rater reliability (diagnostic k =
1.00; single items’ k between 0.65 and 1.00). Conclusion: Robust results on
concurrent and convergent validity and good reliability were achieved. This version
was shown to be a valid and reliable instrument for delirium detection in elderly
patients hospitalized in intermediate care units. (PsycINFO Database Record (c)
AD - Fernandes, Lia: Faculty of Medicine, University of Porto, Al. Hernâni
Monteiro, Porto, Portugal, 4200-319, lfernandes@med.up.pt
AU - Martins, Sónia
AU - Lourenço, Carla
AU - Pinto-de-Sousa, João
AU - Conceição, Filipe
AU - Paiva, José Artur
AU - Simões, Mário R.
AU - Fernandes, Lia
DO - 10.1017/S1041610214001926
IS - 5
KW - *Delirium
*Screening
*Screening Tests
*Test Construction
Aging
Test Reliability
Test Validity
PY - 2015
SP - 777-784
ST - Validation study of the European Portuguese version of the Confusion
Assessment Method (CAM)
T2 - International Psychogeriatrics
TI - Validation study of the European Portuguese version of the Confusion
Assessment Method (CAM)
VL - 27
ID - 14289
ER -
TY - CONF
AB - Objective: To present the pilot study on the European Portuguese validation
of the Confusion Assessment Method (CAM). Methods: The translation process was
carried out according to International Society Pharmacoeconomics and Outcomes
Research guidelines with trained researchers and inter-rater reliability
assessment. The study included 50 elderly patients, admitted (≥ 24 h) to two
intermediate care units. Exclusion criteria were: Glasgow Coma Scale (total score ≤
11), blindness/deafness, inability to communicate and not able to speak Portuguese.
The sensitivity and specificity of CAM were assessed, with DSM-IV-TR criteria of
delirium used as a reference standard. Results: Findings revealed excellent inter-
rater reliability (k > 0.81), moderate sensitivity (73%) and excellent specificity
(95%). Conclusion: These preliminary results suggested that this version emerges as
a promising diagnostic instrument for delirium. (PsycINFO Database Record (c) 2017
AD - Fernandes, Lia: Faculty of Medicine, University of Porto, Al. Hernani
AU - Moldes, Patrícia
AU - Pinto-de-Sousa, João
AU - Conceição, Filipe
AU - Fernandes, Lia
CY - United Kingdom
DA - 2014
DO - 10.1017/neu.2014.15
ET - 5
KW - *Aging
*Mental Confusion
*Psychometrics
*Test Validity
Delirium
Test Reliability
PB - Cambridge University Press
SP - 321-324
ST - Pilot study on the European Portuguese version of the Confusion Assessment
Method
TI - Pilot study on the European Portuguese version of the Confusion Assessment
Method
VL - 26
ID - 14367
ER -
TY - JOUR
AB - Objective: Among cognitive reserve markers, educational attainment is the
most widely studied, with several studies establishing a strong association with
risk of dementia. However, it has not yet been fully examined in delirium. This
study aims to analyse the relationship between educational attainment and delirium.
Methods: The study included elderly hospitalised patients admitted (≥ 48 h) into an
intermediate care unit (IMCU) of Intensive Care Medicine Service. Exclusion
criteria were as follows: Glasgow Coma Scale (total ≤ 11), blindness/deafness,
inability to communicate or to speak Portuguese. The European Portuguese Version of
the Confusion Assessment Method (CAM) was used for delirium assessment. Results:
The final sample (n = 157) had a mean age of 78.8 (SD = 7.6) the majority being
female (52.2%), married (51.5%) and with low educational level (49%). According to
CAM, 21% of the patients had delirium. The delirium group presented the fewest
years of education (median 1 vs. 4), with statistical significance (p = 0.003).
Delirium was more frequent among male patients [odds ratio (OR) 0.32; 95%
confidence interval (CI) 0.12–0.86; p = 0.023], as well as those patients with
lower education (OR 0.76; 95% CI 0.62–0.95; p = 0.016), and with respiratory
disease (OR 3.35; 95% CI 1.20–9.33; p = 0.020), after controlling for age and
medication. Conclusion: Similar to previous studies, these findings point to a
negative correlation between education and delirium. This study appears as an
attempt to contribute to the knowledge about the role of cognitive reserve in risk
of delirium, particularly because is the first one that has been carried out in an
IMCU, with lower educated elderly patients. Further studies are needed to clarify
this relationship considering other markers (e.g. cognitive activities), which can
contribute to the definition of preventive strategies. (PsycINFO Database Record
AD - Fernandes, Lia: Faculty of Medicine, University of Porto, Al. Hernani
AU - Fernandes, Lia
DO - 10.1017/neu.2016.40
IS - 2
KW - *Delirium
*Educational Attainment Level
*Geriatric Patients
Hospitalization
PY - 2017
SP - 95-101
ST - Delirium in elderly patients: Association with educational attainment
T2 - Acta Neuropsychiatrica
TI - Delirium in elderly patients: Association with educational attainment
VL - 29
ID - 14232
ER -
TY - JOUR
AB - The political discourse of Deaf ethnolinguistic identity has empowered Deaf
people in recent decades to deconstruct a pathological model of deafness and the
deficit pedagogy that centres on acquisition of speech and social assimilation. The
engagement of Deaf community members in consultation and employment in the New
Zealand (NZ) education system has progressed the ideological recognition of Deaf
claims for a bilingual identity and pedagogy in the education arena. However these
priorities sit uneasily within the special education discourse which assumes an
individual needs-based approach to accommodating diverse learners in regular school
settings. The recognition of sign language and Deaf experience as valid cultural
capital raises questions about the sociolinguistic status and educational needs of
deaf children individually enrolled in mainstream schools, contexts which do not
currently afford the interactional conditions for a sign bilingual education. Based
on a larger study of deaf children in NZ mainstream primary schools, this paper
analyses an illustrative case study of a 10-year-old deaf boy with a cochlear
implant, to critically consider the extent to which mainstreamed deaf learners are
constructed as potential bilinguals in the discourse that defines and addresses
their needs. Analysis shows this learner to be positioned as a marginal bilingual
or defective monolingual by the aggregation of beliefs, decisions, interactions and
resources that construct his educational context. Finally, the paper reports the
vision of Deaf informants working in the mainstream school system for changing
learning outcomes, from a construct of deaf children as members of a collective
with a heritage of cultural adaptations that should inform appropriate educational
responses. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
AD - McKee, Rachel Locker: School of Linguistics and Applied Language Studies,
Victoria University of Wellington, PO Box 600, Wellington, New Zealand,
rachel.mckee@vuw.ac.nz
AU - McKee, Rachel Locker
DO - 10.2167/beb410.0
IS - 5
KW - *Bilingualism
*Deafness
*Ethnolinguistics
*Mainstreaming (Educational)
Special Education
PY - 2008
SP - 519-540
ST - The construction of deaf children as marginal bilinguals in the mainstream
T2 - International Journal of Bilingual Education and Bilingualism
TI - The construction of deaf children as marginal bilinguals in the mainstream
VL - 11
ID - 14487
ER -
TY - GEN
AB - Objective: The primary aim of this study was to investigate the relationship
between language levels and communication and social function skills in young
children who are deaf/hard-of-hearing. Method: A cross-sectional design was used
with participants sampled predominately from a single clinic setting. Children
between 3 and 6 years of age with permanent bilateral hearing loss were enrolled in
the study. All children received the Preschool Language Scales—Fifth Edition
language assessment and a neurocognitive assessment using the Leiter International
Performance Scale—Revised at the study visit. Communication and social function
skills were measured using the Vineland Adaptive Behavior Scales—Second Edition
(VABS-II; mean 100 ± 15) and the Pediatric Evaluation of Disability Inventory
(PEDI; mean 50 ± 10). Results: Analysis included 65 children with mild to profound
bilateral hearing loss (mean age 56.8 months, SD ± 14.1); 52% had hearing loss in
the mild to moderate range. The mean nonverbal intelligence quotient (IQ) was 95.7
(±18.8), the mean receptive language standard score was 83.7 (±18.6), and mean
expressive language standard score was 83.0 (±18.5). The mean VABS-II communication
standard score was 89.1 (±17.5), and the mean PEDI social function score was 39.6
(±15.3). Both nonverbal IQ and receptive language relative to nonverbal IQ (the
ratio of language to IQ) were significantly associated with communication and
social functioning, explaining more than 50% of the variance in communication
function scores. Children with language commensurate with their IQ had
significantly higher communication and social function scores than children with
language significantly lower than IQ. This finding was consistent across different
levels of IQ and independent of degree of hearing loss. Conclusion: Even with early
identification and intervention, hearing loss continues to have a life-long impact
on functioning. It is important to identify when language levels are not meeting a
child’s capabilities in order to intervene most effectively. (PsycInfo Database
AD - Meinzen-Derr, Jareen: Division of Biostatistics and Epidemiology, Cincinnati
Children’s Hospital Medical Center, University of Cincinnati, College of Medicine,
3333 Burnet Avenue ML 5041, Cincinnati, OH, US, 45229, jareen.meinzen-
derr@cchmc.org
AU - Meinzen-Derr, Jareen
AU - Wiley, Susan
AU - Grether, Sandra
AU - Phillips, Jannel
AU - Choo, Daniel
AU - Hibner, Julie
AU - Barnard, Holly
DO - 10.1097/DBP.0000000000000048
KW - *Deafness
*Pediatrics
*Social Skills
*Hearing Loss
Communication
M3 - doi:10.1097/DBP.0000000000000048
PY - 2014
SP - 197-206
ST - Functional communication of children who are deaf or hard-of-hearing
TI - Functional communication of children who are deaf or hard-of-hearing
ID - 14430
ER -
TY - BOOK
AB - A Language in Space: The Story of Israeli Sign Language is an appealing and
accessible introduction to sign language linguistics using Israeli Sign Language
(ISL) as the model. The book, which assumes no prior knowledge of linguistics or
sign language, offers a detailed description of this young, relatively unknown sign
language, accompanied by 250 lively illustrations. Alongside the linguistic
analysis, authors I. Meir and W. Sandler present the human side of the story: The
development of the deaf community in Israel, from its earliest days in the 1930s to
the present, including illuminating and moving personal narratives by three of its
members. The authors also show how research on sign languages in general and on ISL
in particular can help to answer one of the most compelling questions in modern
linguistics: What are the basic properties that characterize all human language?
The book is for linguists, psychologists, educators, sociologists of all stripes,
and for anyone interested in finding out more about the essence of human language.
A Language in Space: The Story of Israeli Sign Language is the English adaptation
of the Hebrew book published by The University of Haifa Press, which was awarded
the prestigious Bahat Award for most outstanding book for a general audience.
AU - Meir, Irit
AU - Sandler, Wendy
CY - Mahwah, NJ, US
KW - *Linguistics
*Sign Language
*Theories
*Visuospatial Ability
Deafness
Grammar
History
Nonverbal Communication
Vocabulary
PB - Lawrence Erlbaum Associates Publishers
PY - 2008
SN - 0-8058-5570-X (Hardcover); 0-8058-6265-X (Paperback); 978-0-8058-5570-8
(Hardcover); 978-0-8058-6265-2 (Paperback)
SP - xix, 332-xix, 332
ST - A language in space: The story of Israeli Sign Language
T2 - A language in space: The story of Israeli Sign Language.
TI - A language in space: The story of Israeli Sign Language
ID - 14251
ER -
TY - THES
AB - The report is generally divided into different parts, chapters and sections.
Part 1. Introduction and Background introduces our scientific framework, the
questions at hand, and the various necessary methodologies needed for our
scientific inquiry. Chapter 1. The Search for Motor Organization Principles --
Introduction describes broad interest questions in motor control research and
prominent studies relevant to our approach. Chapter 2. The Geometry of Human
Movement - The Mathematical Framework describes our mathematical and
neuroscientific paradigms. Part 2. Results presents our research program and the
results. Chapter 3. The Affine Geometry of Human Movement investigates three
related issues: (1) theoretical results which associate the minimum jerk to the
mixed geometry model. (2) Affine-invariant segmentation of task space trajectories
and (3) Geometrical redundancy in the motor system. Chapter 4. Readdressing the
Smoothness Maximization Principle investigates the related questions of timing and
segmentation by readdressing the minimum jerk model [27]. We present: (1) A new
model based on a tradeoff between smoothness and accuracy, (2) a segmentation
algorithm based on the minimum jerk model and (3) prediction of "non-isochronous"
durations based on the minimum jerk model. Chapter 5. Segmenting Sign Language into
Motor Primitives with Bayesian Binning shows how movement primitives can be
extracted from human three-dimensional trajectories. This study also investigates
two segmentation approaches relate to each other, one is based on the Mean Squared
Derivative Models (e.g. the minimum acceleration and minimum jerk models) and the
second is based on a generalized power law. Finally, Chapter 6. Neural Correlates
of the Kinematic 2/3 Power Law in Human Visual Motion Perception: An EEG Study
presents a study of the perception of power law regularities in the motor system.
Part 3. Discussion supplements the chapter discussions with a short overview of the
different studies presented in this thesis. Finally, the Supplementary Materials
Part is provided in the appendix which includes all of our mathematical derivations
from which our theoretical results were derived. The reason for presenting these
martials in the appendix is due to the load of mathematical technicalities. In
effect, we pedagogically separate the motor control questions from the mathematical
paradigms. In doing so, needless to say, we wish not to reduce the significance of
the mathematical framework but to maintain a clear distinction between different
lines of our study. Also included in this part is a numerical derivation of the
affine osculating orbit (closed forms and numerical estimations) based on the Lie
algebra generators of these orbits. Finally, a set of introductory problems to our
research are also provided as well as an original adaptation of the well known
Procrustes analysis to equi-affine geometry. (PsycInfo Database Record (c) 2022
AU - Meirovitch, Yaron
CY - US
KW - *Algorithms
*Geometry
Machine Learning
PY - 2018
SN - 0419-4209(Print)
ST - Movement decomposition and compositionality based on geometric and kinematic
principles
TI - Movement decomposition and compositionality based on geometric and kinematic
principles
VL - 79
ID - 14242
ER -
TY - THES
AB - Traditional classrooms are not being designed with deaf and hard of hearing
learners in mind. Providing equal learning opportunities with the use of
appropriate instructional design strategies to deaf and hard of hearing learners
requires that instructional designers, faculty, and educational institutions
understand what accommodations and strategies should be included in the curriculum.
The purpose of this qualitative case study was to gather information about deaf and
hard of hearing learners' perceptions from a hybrid learning experience and
recommendations of how to design better hybrid courses to accommodate their needs.
The literature review examined the deaf and hard of hearing protective laws,
instructional design, online delivery approaches, web content accessibility,
adaptive technology and assistive technology, and universal design that could be
used to support hybrid courses for deaf and hard of hearing learners. In this study
the learners were interviewed to include a focus group session, completed journal
questions, and a perception survey questionnaire. The detailed explanations from
the learners' perceptions and recommendations helped the research to identify
common themes that provided pertinent information for the study. Study findings
revealed (a) positive perception of a hybrid learning experience, (b) participation
experience in a hybrid course and traditional course, (c) liked face-to-face with
professor and sign language interpreter, (d) online course to access anytime and
study own time, (e) experience with classroom equipment and laboratory (f) liked
learning management system of Blackboard, closed captioned videos, and sign
language interpreter, (g) instructional design strategies helped to achieve an
equal learning opportunity and an effective and equal learning experience, (h)
learners felt important and part of the hybrid course and made them feel closer to
each other, (i) traditional courses vs. hybrid courses, (j) best hybrid
intervention features, (k) basic design effective features, and (l) Blackboard and
web content accessibility. The learners benefitted from the instructional design
strategies that were used to build the hybrid course for this study. Instructional
designers can benefit from the findings of this study and apply the instructional
strategies employed in this research to enhance deaf and hard of hearing learning
experience. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
AU - Mercado Cruz, Daniel
CY - US
KW - *Classrooms
*Deafness
*Special Education
Learning
PY - 2014
SN - 0419-4209(Print)
ST - Instructional design strategies used to provide equal learning opportunity
for deaf and hard of hearing learners
TI - Instructional design strategies used to provide equal learning opportunity
for deaf and hard of hearing learners
VL - 74
ID - 14363
ER -
TY - JOUR
AB - This study aimed to analyze one of the critical components of inhibitory
control—the ability to suppress interference—in deaf and hearing children and to
investigate the mediating role of language skills in this central component of
executive functions. To this end, a cross-sectional study was carried out with 40
deaf children with and without cochlear implants (CIs) and 21 hearing children age
7–10 years. The ability to suppress interference was assessed with the children’s
version of the Attentional Network Test (child–ANT), and language skills were
assessed with a computerized version of the Carolina Picture Vocabulary Test
(CPVT), a receptive vocabulary test. As a measure of control of nonverbal cognitive
abilities, we used the Test of Nonverbal Intelligence (TONI-2). The results showed
that deaf children had lower nonverbal IQ than hearing children. In addition, deaf
children, compared with hearing children and regardless of whether they used CIs,
showed a lower range of receptive vocabulary and a poorer ability to suppress the
interference of distractors in the child–ANT. Linear regression mediation analyses
revealed that this more significant interference effect was mediated by receptive
vocabulary level and not by hearing deprivation. These results are consistent with
the hypothesis that language is one of the critical factors in the development of
executive functions. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - Daza González, María Teresa: Department of Psychology, University of Almeria,
Ctra. Sacramento s/n, La Canada de San Urbano, Almeria, Spain, 04120, tdaza@ual.es
AU - Merchán, Ana
AU - Fernández García, Laura
AU - Gioiosa Maurno, Nahuel
AU - Ruiz Castañeda, Pamela
AU - Daza González, María Teresa
DO - 10.1016/j.jecp.2022.105374
KW - *Deafness
*Vocabulary
*Cognitive Control
*Executive Function
Intelligence Quotient
Sensory Deprivation
PY - 2022
SP - 1-17
ST - Executive functions in deaf and hearing children: The mediating role of
language skills in inhibitory control
T2 - Journal of Experimental Child Psychology
TI - Executive functions in deaf and hearing children: The mediating role of
language skills in inhibitory control
VL - 218
ID - 14258
ER -
TY - GEN
AB - A poorly understood aspect of deaf people (DP) is how their emotional
information is processed. Verbal ability is key to improve emotional knowledge in
people. Nevertheless, DP are unable to distinguish intonation, intensity, and the
rhythm of language due to lack of hearing. Some DP have acquired both lip-reading
abilities and sign language, but others have developed only sign language. PERVALE-
S was developed to assess the ability of DP to perceive both social and basic
emotions. PERVALE-S presents different sets of visual images of a real deaf person
expressing both basic and social emotions, according to the normative standard of
emotional expressions in Spanish Sign Language. Emotional expression stimuli were
presented at two different levels of intensity (1: low; and 2: high) because DP do
not distinguish an object in the same way as hearing people (HP) do. Then,
participants had to click on the more suitable emotional expression. PERVALE-S
contains video instructions (given by a sign language interpreter) to improve DP’s
understanding about how to use the software. DP had to watch the videos before
answering the items. To test PERVALE-S, a sample of 56 individuals was recruited
(18 signers, 8 lip-readers, and 30 HP). Participants also performed a personality
test (High School Personality Questionnaire adapted) and a fluid intelligence (Gf)
measure (RAPM). Moreover, all deaf participants were rated by four teachers for the
deaf. Results: there were no significant differences between deaf and HP in
performance in PERVALE-S. Confusion matrices revealed that embarrassment, envy, and
jealousy were worse perceived. Age was just related to social-emotional tasks (but
not in basic emotional tasks). Emotional perception ability was related mainly to
warmth and consciousness, but negatively related to tension. Meanwhile, Gf was
related to only social-emotional tasks. There were no gender differences. (PsycInfo
AD - Mestre, José M.: Laboratorio de Inteligencia Emocional, Departamento de
Psicologia, Universidad de Cadiz, Campus Universitario de Puerto Real, Puerto Real,
Cadiz, Spain, 11519, josemi.mestre@uca.es
AU - Mestre, José M.
AU - Larrán, Cristina
AU - Herrero, Joaquín
AU - Guil, Rocío
AU - de la Torre, Gabriel G.
DO - 10.3389/fpsyg.2015.01148
KW - *Deafness
*Psychometrics
*Social Perception
*Emotion Recognition
Ability
Cognitive Style
Emotions
Human Sex Differences
Measurement
Self-Perception
Test Validity
M3 - doi:10.3389/fpsyg.2015.01148
PY - 2015
ST - PERVALE-S: A new cognitive task to assess deaf people’s ability to perceive
basic and social emotions
TI - PERVALE-S: A new cognitive task to assess deaf people’s ability to perceive
basic and social emotions
ID - 14296
ER -
TY - JOUR
AB - Objective: The purpose of this study was to examine the relationships between
disability factors and psychosocial outcomes in a sample of individuals with
acquired hearing loss, specifically late-deafness (loss after age 12). Method:
Participants (N = 277) completed the following measures at a single point in time:
the Hearing Handicap Inventory for Adults, the Reactions to Impairment and
Disability Inventory, the Ways of Coping Questionnaire, the Psychological Well-
Being scale, and a demographic questionnaire. Structural equation modeling was
conducted to determine whether coping style mediated the relationships between
disability factors (i.e., age of onset, perceived severity of disability, and
perceived adaptation to disability) and psychological well-being. Results: Emotion-
focused coping partially mediated the relationships between perceived severity of
hearing loss and psychological well-being, and between perceived adaptation to
disability and psychological well-being (B = −.36), and problem-focused coping
partially mediated the relationship between perceived adaptation to disability and
psychological well-being (B = .49). The model was a good fit for these data
(comparative fit index and incremental fit index = .94; Tucker−Lewis index = .92;
root mean square error of approximation = .09). Conclusion: Perceived adaptation to
disability and perceived severity of disability acted as direct predictors of
psychological well-being, and as indirect predictors through their relationship
with coping. Implications for the process of adaptation and counseling for
individuals with acquired hearing loss are discussed. (PsycInfo Database Record (c)
AD - Meyer, Jill M.: Department of Special Education, Rehabilitation, and
Counseling, Auburn University, 2084 Haley Center, Auburn, AL, US, 36879,
Jill.Meyer@Auburn.edu
AU - Meyer, Jill M.
AU - Kashubeck-West, Susan
DO - 10.1037/a0032197
IS - 2
KW - *Adaptation
*Coping Behavior
*Deafness
*Onset (Disorders)
*Well Being
Aging
Severity (Disorders)
Coping Style
PY - 2013
SP - 124-136
ST - Well-being of individuals with late-deafness
T2 - Rehabilitation Psychology
TI - Well-being of individuals with late-deafness
VL - 58
ID - 14638
ER -
TY - JOUR
AB - Each assessment instrument should be reviewed and adapted when used with a
population other than the one for which it was standardized. This article presents
the theoretical procedures of the adaptation process for a Reduced Form of the
WISC-IV test for deaf people. Aiming for a faster, but representative, evaluation
of the quadripartite model of the test, eight subtests were selected: Vocabulary,
Similarities, Cubes, Matrix Reasoning, Coding, Symbol Search, Digit Span, and
Letter-Number Sequencing. Instructions and items were translated into sign language
and the initial version was presented to experts in deaf culture and tested on
eight deaf students. The experimental form resulted in inclusion and exclusion of
items, insertion of illustrations and sample items, as well as some modifications
in the process of applying the subtests, taking into account the specificities of
the deaf culture. After the necessary adjustments, the experimental version should
be tested in a more representative sample for performing the psychometric analysis.
AD - Meyer, Tharso de Souza: Rua XV de Novembro, 457, Apto 704, Pelotas, Brazil,
96015-000, tharso.psico@gmail.com
AU - Meyer, Tharso de Souza
AU - de Figueiredo, Vera Lúcia Marques
DO - 10.15689/ap.2017.1603.12534
IS - 3
KW - *Deafness
*Psychometrics
*Test Forms
*Wechsler Intelligence Scale for Children
Sign Language
Test Construction
PY - 2017
SP - 310-317
ST - Proposta de uma Forma Reduzida do WISC-IV para avaliação intelectual de
surdos. [WISC-IV Reduced Form proposal for intellectual assessment of the deaf.]
T2 - Avaliação Psicológica
TI - Proposta de uma Forma Reduzida do WISC-IV para avaliação intelectual de
surdos. [WISC-IV Reduced Form proposal for intellectual assessment of the deaf.]
VL - 16
ID - 14220
ER -
TY - COMP
AB - Deaf children have significant difficulties in comprehending written text.
This is mainly due to the hearing loss that prevents them from being exposed to
oral language when they were an infant. However, it is also due to the type of
educational intervention they are faced with, which accustoms them to decoding
single words and isolated sentences, rather than entire texts. This paper presents
an evolved version of a literacy web tool for deaf children based on stories and
comprehension exercises. Two substantial improvements were made with the respect to
the first version of our application. First, the text of the stories is now
presented to children in the context of animated web pages. Second, intelligent
dynamic feedback is given to the users when resolving the exercises. A preliminary
evaluation study with deaf children, as the treatment group, and hearing children,
as the control group, assessed the usability and effectiveness of the new system
and its graphical interface. (PsycInfo Database Record (c) 2023 APA, all rights
reserved)
AD - Mich, Ornella: Fondazione Bruno Kessler, via Sommarive 18, Povo, Italy,
38123, ornella.mich@gmail.com
AU - Mich, Ornella
AU - Pianta, Emanuele
AU - Mana, Nadia
CY - Netherlands
DO - 10.1016/j.compedu.2013.01.016
KW - *Deafness
*Reading Skills
*School Based Intervention
Feedback
M3 - doi:10.1016/j.compedu.2013.01.016
PY - 2013
SP - 34-44
ST - Interactive stories and exercises with dynamic feedback for improving reading
comprehension skills in deaf children
TI - Interactive stories and exercises with dynamic feedback for improving reading
comprehension skills in deaf children
VL - 65
ID - 14398
ER -
TY - DATA
AB - Data collection procedures using adapted Curriculum-Based Assessment (CBA)
and Curriculum-Based Measurement (CBM) were developed for deaf and hard of hearing
students. Results from statistical analyses through linear regression indicated
that reading fluency scores using CBA and CBM materials adapted for deaf and hard
of hearing students significantly predicted total reading standard scores from the
Group Reading Assessment and Diagnostic Evaluation or GRADE across a 10-year (2005–
2008 and 2012–2014) time span. The purpose of the present article is to review
these procedures and significant results, which help to provide a foundation to
demonstrate the utility of curriculum-based approaches with deaf and hard of
hearing students. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - Miller, Bryan D.: School Psychology Program, Department of Psychology,
Gallaudet University, 800 Florida Avenue NE, Washington, DC, US, 20002,
bryan.miller@gallaudet.edu
AU - Miller, Bryan D.
CY - US
DO - 10.1177/1525740118766477
KW - *Deafness
*Reading Materials
*School Adjustment
*Sensory Adaptation
*Hearing Loss
Curriculum Based Assessment
Data Collection
N1 - Communication Disorders Quarterly
ST - Utility of curriculum-based approaches for students with hearing loss
TI - Utility of curriculum-based approaches for students with hearing loss
ID - 14194
ER -
TY - LEGAL
AB - The entire deaf prison population in the state of Texas formed the basis for
this research. The linguistic skills of 97 prison inmates were assessed using the
following measures: (1) Kannapell's categories of bilingualism, (2) adaptation of
the diagnostic criteria for Primitive Personality Disorder, (3) reading scores on
the Test of Adult Basic Education, and (4) an evaluation of sign language use and
skills by a certified sign language interpreter who had worked with deaf inmates
for the past 17 years. Deaf inmates with reading scores below the federal standard
for literacy (grade level 2.9) were the group most likely to demonstrate linguistic
incompetence to stand trial, meaning that they probably lacked the ability to
understand the charges against them and/or were unable to participate in their own
defenses. Based on the language abilities and reading scores of this population, up
to 50% of deaf state prison inmates may not have received due process throughout
their arrest and adjudication. Despite their adjudicative and/or linguistic
incompetence, these individuals were convicted in many cases, possibly violating
their constitutional rights and their rights under the Americans with Disabilities
Act. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
AD - Miller, Katrina R.: U Arkansas Rehabilitation Research & Training Ctr for
Persons who are Deaf or Hard of Hearing, 4601 W. Markham St., Little Rock, AR, US,
72205, tmiller593@aol.com
AU - Miller, Katrina R.
CY - United Kingdom
DO - 10.1093/deafed/enh007
KW - *Deafness
*Human Rights
*Legal Processes
*Incarcerated
Diversity
M3 - doi:10.1093/deafed/enh007
PY - 2004
SP - 112-119
TI - Linguistic Diversity in a Deaf Prison Population: Implications for Due
Process
VL - 9
ID - 14262
ER -
TY - THES
AB - Taking an anthropological perspective, this dissertation focuses on a small
segment of the American deaf community that uses Cued Speech by examining the
nature of the cuers' linguistic repertoire. Multimodality is at issue for this
dissertation. It can affect the ways of speaking or more appropriately, ways of
communicating (specifically, signing or cueing). Speech and Cued Speech rely on
different modalities by using different sets of articulators. Hearing adults do not
learn Cued Speech the same way deaf children do. English-speaking, hearing adult
learners can base their articulation of Cued Speech on existing knowledge of their
spoken language. However, because deaf children do not have natural access to
spoken language phonology aurally, they tend to learn Cued Speech communicatively
through day-to-day interactions with family members and deaf cueing peers. I am
interested in examining the construct of cuers' linguistic repertoire. Which parts
of their linguistic repertoire model after signed languages? Which parts of their
linguistic repertoire model after spoken languages? Cuers' phonological, syntactal
and lexical repertoire largely depends on several factors including social class,
geography, and the repertoire of hearing cuers whom they interacted with on a daily
basis. For most deaf cuers, hearing cuers including parents, transliterators and
educators serve as a model for the English language. Hearing cuers play a role as
unwitting gatekeepers for the maintenance of 'proper' cueing among deaf users. For
this dissertation, I seek to study the effects of modality on how cuers manage
their linguistic repertoire. The statement of the problem is this: Cued Speech is
visual and made with the hands like ASL but is ultimately a code for the English
language. The research questions to be examined in this dissertation include how
cuers adapt an invented system for their purposes, what adjustments they make to
Cued Speech, how Cued Speech interacts with gesture, and what language play in Cued
Speech looks like. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AU - Mirus, Gene R.
CY - US
KW - *Cues
*Deafness
*Ethnography
Linguistics
PY - 2008
SN - 0419-4209(Print)
SP - 2333-2333
ST - The linguistic repertoire of deaf cuers: An ethnographic query on practice
TI - The linguistic repertoire of deaf cuers: An ethnographic query on practice
VL - 69
ID - 14380
ER -
TY - JOUR
AB - Objectives: The current study aimed to identify the mothers’ traditional
practice in caring for newborns with jaundice; we want to determine the association
between mothers’ practices and their demographic characteristics. Methods: This
cross-sectional study was conducted on 100 mothers from inpatient pediatric wards
of Babylon Teaching Hospital for maternal and pediatric care. They were selected by
non-probability, purposive sampling method. The study data were collected by a
three-part tool: demographic data sheet related to mothers and children, mothers’
knowledge concerning neonatal jaundice, and the mother’s knowledge and home
practices concerning neonatal jaundice. The obtained data were analyzed using the
SPSS version 22. Results: Most mothers (67%) were younger than 30 years, and 10%
had college or institute educational level. Also, 87% of mothers knew that jaundice
is a common problem for neonates; 25% did not know that jaundice is abnormal if it
occurs within the first 36 hours. About 17% of mothers did not agree that maternal
and fetal blood group differences lead to jaundice. Besides, 47% of mothers were
uncertain that severe jaundice could lead to deafness, and 78% knew that
phototherapy is the treatment for jaundice. Discussion: The majority of respondents
in the study were aged 29 years or less. Most of them adopted breast and formula as
the type of feeding. The most recognizable outcome of this study was the adequate
knowledge and practices of mothers concerning traditional caring for neonates with
jaundice. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - Fadhil Obaid, Ali: School of Nursing, University of Babylon, Babylon, Iraq,
nur.ali.obaid@uobabylon.edu.iq
AU - Mohammed Kassim, Nuhad
AU - Fadhil Obaid, Ali
AU - Abdulameer Abdulrasol, Zainab
DO - 10.32598/irj.19.4.1621.1
IS - 4
KW - *Health Education
*Jaundice
*Mothers
*Neonatal Period
*Caring Behaviors
Blood Groups
Deafness
Demographic Characteristics
Pediatrics
Phototherapy
PY - 2021
SP - 433-440
ST - The traditional practices of mothers in caring of neonates affected by
hyperbilirubinemia
T2 - Iranian Rehabilitation Journal
TI - The traditional practices of mothers in caring of neonates affected by
hyperbilirubinemia
VL - 19
ID - 14409
ER -
TY - JOUR
AB - This paper reports on psychological evaluation of deaf adolescents. The
participants were students in a special school for deaf. Abstract reasoning,
spatial reasoning and numerical reasoning were evaluated using BPR-5 (Reasoning
Battery of Tests), elaborated by Primi and Almeida (2000). Furthermore, a
questionnaire on demographic data and life history were used. Deaf adolescents
presented better spatial reasoning than abstract or numerical reasoning, suggesting
that that deaf people have visualization abilities more developed than the other
abilities evaluated. Results indicated the need of validation and development of
new instruments for psychological evaluation of this population. (PsycInfo Database
AD - Monteiro, Janine Kieling: Rua Carlos Trein Filho, 135/302, Porto Alegre,
Brazil, CEP 90450-120, janinekm@terra.com.br
AU - Monteiro, Janine Kieling
AU - Andrade, Clarissa Galecki
KW - *Deafness
*Evaluation
Thinking
PY - 2005
SP - 93-99
ST - Avalição do raciocínio abstrato, numérico e espacial em adolescentes surdos.
[Evaluation of abstract thinking, spatial thinking and numerical thinking in deaf
adolescents.]
T2 - Aletheia
TI - Avalição do raciocínio abstrato, numérico e espacial em adolescentes surdos.
[Evaluation of abstract thinking, spatial thinking and numerical thinking in deaf
adolescents.]
VL - 21
ID - 14607
ER -
TY - JOUR
AB - The purpose of this study was to identify higher levels of income, based on
consumer characteristics (i.e., gender, race/ethnicity, Hispanic origin) and
service variables (i.e., assessment, restoration, job placement), for persons who
are deaf and closed rehabilitated (Status 26). A split-half cross-validation
research design was used to evaluate 2,422 case records obtained from the RSA-911
database for fiscal year 1996 on three consumer and eight service variables.
Findings indicated that men who are deaf achieve significantly higher levels of
income. These findings also pointed out that consumers who were provided with
college and university training, business and vocational training, and job
placement were more likely to achieve higher levels of income. Of the three
services, results indicated that men who were deaf were provided with a
significantly greater proportion of job-placement services than were women who were
deaf. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AU - Moore, Corey L.
DO - 10.1177/00343552020450040601
IS - 4
KW - *Deafness
*Income Level
Vocational Rehabilitation
PY - 2002
SP - 233-239
ST - Relationship of consumer characteristics and service provision to income of
successfully rehabilitated individuals who are deaf
T2 - Rehabilitation Counseling Bulletin
TI - Relationship of consumer characteristics and service provision to income of
successfully rehabilitated individuals who are deaf
VL - 45
ID - 14622
ER -
TY - AGGR
AB - CASE: Maria is an 8-year-old girl with Down syndrome, described by her mother
as an affectionate and social child, who was referred to developmental-behavioral
pediatrics by her pediatrician because of increasing aggressive behaviors and
inattention. Maria was 5 pounds at birth, delivered full-term by cesarean section,
and hospitalized for 1 month after delivery because of feeding issues that required
a nasogastric (NG) tube. Maternal age was 24 years, pregnancy was uncomplicated,
and there were no reported prenatal exposures to substances. Additional medical
history includes corrective cardiac surgery at age 11 months, mild-to-moderate
hearing loss in 1 ear, and myopia. At the time of Maria's presentation to
developmental-behavioral pediatrics, she was in third grade and had an IEP with
placement in a substantially separate multigrade classroom and inclusion for
special classes such as music and art. She had multiple academic goals and
accommodations for behaviors such as eloping from class, shoving, and growling at
adults; communication Picture Exchange Communication System (PECS); and extended
time to complete assignments. Previously, she had attended an inclusion setting
with a 1:1 aide. Maria is followed annually at a specialty clinic that focuses on
the health needs of children with Down syndrome. At home, Maria's parents speak
primarily Spanish, while her 2 older brothers speak primarily English. Maria has
been using 3-word phrases since she was 6 years old and understands some American
Sign Language. She also uses a PECS book for communication. During the visit, Maria
was notably fidgety, frequently interrupted the parent interview despite having
toys to play with, and became aggressive—hitting, kicking, pushing, and shoving—
when she did not want to comply with directives. She used mostly single words and a
variety of gestures to communicate. Both the parent-completed and teacher-completed
Conners-3 (Long Version) produced elevated T-scores (>70) in the domains of
inattention, hyperactivity/impulsivity, defiance/aggression, peer relations, Global
Index scale, DSM-5 Hyperactive/Impulsive symptom scale, and DSM-5 Conduct Disorder
symptom scale. The teacher endorsed full criteria for
attention-deficit/hyperactivity disorder, consistent with combined presentation,
and the parent endorsed symptoms in a similar pattern. Methylphenidate (2.5 mg) was
trialed but tolerated poorly when it was titrated to 5 mg. Maria's mother reported
that Maria's focus was somewhat better, but she was easily brought to tears and
“not herself.” What would be the next steps in Maria's evaluation/treatment? Could
there be reasons for her worsening behavior other than a primary attention
disorder? (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AU - Moore, Trevena
AU - Soccorso, Cara
AU - Fogler, Jason
AU - Carroll, Gretchen
AU - Froehlich, Tanya
AU - Nyp, Sarah S.
CY - US
DO - 10.1097/DBP.0000000000001214
KW - *Aggressive Behavior
*Attention Deficit Disorder with Hyperactivity
*Communication
*Down's Syndrome
*Drug Therapy
*Parents
*Pediatrics
Caesarean Birth
M3 - doi:10.1097/DBP.0000000000001214
PY - 2023
SP - e501-e504
ST - Complex attention-deficit/hyperactivity disorder in a bilingual child with
Down syndrome and intellectual disability
TI - Complex attention-deficit/hyperactivity disorder in a bilingual child with
Down syndrome and intellectual disability
VL - 44
ID - 14302
ER -
TY - JOUR
AB - Aspects of neuropsychological assessment are used in a wide range of clinical
and research settings. Over the past half century, in conjunction with the
recognition that American Sign Language (ASL) is indeed a language and not simply a
communication system, research using signed administration of tasks has increased,
and clinicians have attempted to adapt or develop instruments for use with deaf
clients. However, simply signing instructions or test stimuli does not "translate"
a test into ASL even when the instructions or items are interpreted into
linguistically accurate ASL. A number of challenges and issues arise when
attempting to either modify an English-based measure for use with ASL or develop
measures directly in ASL. These challenges and issues are reviewed as they relate
to the broad areas of language assessment, the evaluation of mental status, memory
testing, and the assessment of executive functioning, and the reader is directed to
further materials that address each area in greater depth. (PsycINFO Database
DO - 10.1353/sls.2013.0021
IS - 1
KW - *Methodology
*Psychometrics
*Research Setting
*Sign Language
Communication Systems
Test Validity
PY - 2013
SP - 8-20
ST - Methodological issues associated with sign-based neuropsychological
assessment
TI - Methodological issues associated with sign-based neuropsychological
assessment
VL - 14
ID - 14325
ER -
TY - JOUR
AB - Memory assessment involves the measurement of a wide range of memory
functions, both verbal, or linguistic, and nonverbal. Although research suggests
that modified measures of visual memory may be adequate for deaf signers, this is
not the case for measures of linguistic memory. Few measures of memory for signs
are available, and direct translation of measures developed in English is likely to
be invalid for use with deaf signers. The current article briefly reviews the
literature on verbal memory assessment of deaf individuals and presents a measure
of list learning developed for individuals using American Sign Language that takes
into account the influence of both English and ASL on learning and memory
performance. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
DO - 10.1353/sls.2013.0025
IS - 1
KW - *Deafness
*Sign Language
*Verbal Learning
*Verbal Memory
Linguistics
Psychometrics
Test Validity
PY - 2013
SP - 39-57
ST - The Signed Verbal Learning Test: Assessing verbal memory of deaf signers
TI - The Signed Verbal Learning Test: Assessing verbal memory of deaf signers
VL - 14
ID - 14326
ER -
TY - CHAP
AB - In the last two decades, there has been an upsurge of research that asks how
individuals learn and use two languages. Although the methods available to
investigate these questions have expanded in this period to examine brain activity
as well as behavior, the fundamental issues that characterize this work have
endured. What factors enable or constrain second language (L2) learning and the
attainment of a high level of bilingual proficiency? How do bilinguals accommodate
the presence of two languages that may conflict at the level of the lexicon,
grammar, and phonology? The most profound discovery in the recent research is the
observation that the bilingual’s two languages are always active, regardless of
whether there is the intention to use one language alone. The consequences of
parallel activation create a situation in which the two languages sometimes
cooperate, but often compete, making it necessary for bilinguals to develop
mechanisms of control that enable the two languages to be regulated as they move
into and out of contexts in which only one or both of the two languages are in use.
Critically, the current research demonstrates that these mechanisms are highly
dynamic, with variation that reflects the adaptation to the context in which
bilinguals find themselves, and changes across the lifespan to accommodate the
cognitive circumstances of development from early childhood to old age. But this
adaptation is not restricted to bilingualism in any particular form. And perhaps
that is the most remarkable observation of all. Each combination of languages and
each context of learning and using two languages reflects some universal and some
distinct features of bilingualism. In this chapter, we focus on bilingualism in
deaf and hearing individuals who use a signed language and another spoken or
written language. The modality differences in sign and speech make this form of
bilingualism a topic of interest in itself as well as an important tool for
revealing the dynamics of dual language use. (PsycInfo Database Record (c) 2023
AU - Morford, Jill P.
AU - Kroll, Judith F.
DO - 10.4324/9781315143996-13
KW - *Bilingualism
*Deafness
*Language
Sign Language
PY - 2021
SP - 165-181
ST - Bilingualism in deaf and hearing signers: A window into the dynamics of
language variation
T2 - Bilingualism across the lifespan: Opportunities and challenges for cognitive
research in a global society.
T3 - Frontiers of cognitive psychology.
TI - Bilingualism in deaf and hearing signers: A window into the dynamics of
language variation
ID - 14514
ER -
TY - JOUR
AB - Background: d/Deaf people suffer from inequitable access to healthcare and
health information. This results in worse health literacy and poorer mental and
physical health compared to hearing populations. Various interventions aimed at
improving health equity for d/Deaf people have been documented but not
systematically analyzed. The purpose of this systematic review is to obtain a
global overview of what we know about interventions aimed at improving health
equity for d/Deaf people. Methods: Medline Ovid SP, Embase, CINAHL EBSCO, PsycINFO
Ovid SP, Central—Cochrane Library Wiley and Web of Science were searched for
relevant studies on access to healthcare and health-related interventions for
d/Deaf people following the PRISMA-equity guidelines. We focused on interventions
aimed at achieving equitable care and equitable access to health information for d/
Deaf people. Results: Forty-six studies were identified and analyzed. Seven
categories of interventions facing healthcare or health education inequities
emerged: use of Sign Language (1), translation, validation and identification of
clinical tools and scales (2), healthcare provider training program (3),
development of adapted healthcare facilities (4), online interventions (5),
education programs (6) and videos (7). Despite some methodological limitations or
lack of data, these interventions seem relevant to improve equity of care and
health education for d/Deaf people. Conclusion: Interventions that promote
healthcare equity, health education amongst d/Deaf patients and healthcare provider
awareness of communication barriers and cultural sensitivity show promise in
achieving more equitable care for d/Deaf patients. Meaningful engagement of d/Deaf
individuals in the conceptualization, implementation and evaluation of health-
related interventions is imperative. (PsycInfo Database Record (c) 2023 APA, all
rights reserved)
AD - Morisod, Kevin: Department of Vulnerabilities and Social Medicine, Centre for
Primary Care and Public Health (Unisante), University of Lausanne, Rue du Bugnon
44, Lausanne, Switzerland, 1011, kevin.morisod@unil.ch
AU - Morisod, Kevin
AU - Malebranche, Mary
AU - Marti, Joachim
AU - Spycher, Jacques
AU - Grazioli, Véronique S.
AU - Bodenmann, Patrick
DO - 10.1093/eurpub/ckac056
IS - 4
KW - *Deafness
*Health Education
*Intervention
*Health Care Access
*Health Outcomes
*Health Information
Equity
PY - 2022
SP - 548-556
ST - Interventions aimed at improving healthcare and health education equity for
adult d/Deaf patients: A systematic review
T2 - European Journal of Public Health
TI - Interventions aimed at improving healthcare and health education equity for
adult d/Deaf patients: A systematic review
VL - 32
ID - 14263
ER -
TY - ADVS
AB - This paper presents a new large-scale signer independent dataset for Kazakh-
Russian Sign Language (KRSL) for the purposes of Sign Language Processing. We
envision it to serve as a new benchmark dataset for performance evaluations of
Continuous Sign Language Recognition (CSLR) and Translation (CSLT) tasks. The
proposed FluentSigners-50 dataset consists of 173 sentences performed by 50 KRSL
signers resulting in 43,250 video samples. Dataset contributors recorded videos in
real-life settings on a wide variety of backgrounds using various devices such as
smartphones and web cameras. Therefore, distance to the camera, camera angles and
aspect ratio, video quality, and frame rates varied for each dataset contributor.
Additionally, the proposed dataset contains a high degree of linguistic and inter-
signer variability and thus is a better training set for recognizing a real-life
sign language. FluentSigners-50 baseline is established using two state-of-the-art
methods, Stochastic CSLR and TSPNet. To this end, we carefully prepared three
benchmark train-test splits for models’ evaluations in terms of: signer
independence, age independence, and unseen sentences. (PsycInfo Database Record (c)
AD - Sandygulova, Anara: anara.sandygulova@nu.edu.kz
AU - Mukushev, Medet
AU - Ubingazhibov, Aidyn
AU - Kydyrbekova, Aigerim
AU - Imashev, Alfarabi
AU - Kimmelman, Vadim
AU - Sandygulova, Anara
CY - US
DO - 10.1371/journal.pone.0273649
KW - *Performance Tests
*Sentences
*Sign Language
*Data Sets
*Video-Based Interventions
Foreign Languages
Independence (Personality)
Interrater Reliability
Sentence Comprehension
Test Construction
N1 - 9
PY - 2022
ST - FluentSigners-50: A signer independent benchmark dataset for sign language
processing
TI - FluentSigners-50: A signer independent benchmark dataset for sign language
processing
VL - 17
ID - 14498
ER -
TY - JOUR
AB - Objective: This study compared two different versions of an
electrophysiology-based software-guided cochlear implant fitting method with a
procedure employing standard clinical software. The two versions used electrically
evoked compound action potential (ECAP) thresholds for either five or all twenty-
two electrodes to determine sound processor stimulation level profiles. Objective
and subjective performance results were compared between software-guided and
clinical fittings. Design: Prospective, double-blind, single-subject repeated-
measures with permuted ABCA sequences. Study sample: 48 post linguistically
deafened adults with ≤15 years of severe-to-profound deafness who were newly
unilaterally implanted with a Nucleus device. Results: Speech recognition in noise
and quiet was not significantly different between software- guided and standard
methods, but there was a visit/learning-effect. However, the 5-electrode method
gave scores on the SSQ speech subscale 0.5 points lower than the standard method.
Clinicians judged usability for all methods as acceptable, as did subjects for
comfort. Analysis of stimulation levels and ECAP thresholds suggested that the 5-
electrode method could be refined. Conclusions: Speech recognition was not inferior
using either version of the electrophysiology-based software-guided fitting method
compared with the standard method. Subject-reported speech perception was slightly
inferior with the five-electrode method. Software-guided methods saved about 10 min
of clinician’s time versus standard fittings. (PsycInfo Database Record (c) 2023
AD - Müller-Deile, Joachim: Konigstrasse 13, Kiel-Holtenau, Germany, 24159,
akimd@gmx.de
AU - Müller-Deile, Joachim
AU - Neben, Nicole
AU - Dillier, Norbert
AU - Büchner, Andreas
AU - Mewes, Alexander
AU - Junge, Friederike
AU - Lai, Waikong
AU - Schuessler, Mark
AU - Hey, Matthias
DO - 10.1080/14992027.2021.2015543
IS - 2
*Electrophysiology
*Psychophysical Measurement
*Speech Perception
*Action Potentials
Deafness
PY - 2023
SP - 118-128
ST - Comparisons of electrophysiological and psychophysical fitting methods for
cochlear implants
TI - Comparisons of electrophysiological and psychophysical fitting methods for
cochlear implants
VL - 62
ID - 14424
ER -
TY - JOUR
AB - Objective: There are currently no adult mental health outcome measures that
have been translated into Australian sign language (Auslan). Without a valid and
reliable Auslan outcome measure, empirical research into the efficacy of mental
health interventions for sign language users is unattainable. To address this
research problem the Outcome Rating Scale (ORS), a measure of general functioning,
was translated into Auslan and recorded on to digital video disk for use in
clinical settings. The purpose of the present study was therefore to examine the
reliability, validity and acceptability of an Auslan version of the ORS (ORS-
Auslan). Method: The ORS-Auslan was administered to 44 deaf people who use Auslan
as their first language and who identify as members of a deaf community (termed
‘Deaf’ people) on their first presentation to a mental health or counseling
facility and to 55 Deaf people in the general community. The community sample also
completed an Auslan version of the Depression Anxiety Stress Scale-21 (DASS-21).
Results: t-Tests indicated significant differences between the mean scores for the
clinical and community sample. Internal consistency was acceptable given the low
number of items in the ORS-Auslan. Construct validity was established by
significant correlations between total scores on the DASS-21-Auslan and ORS-Auslan.
Acceptability of ORS-Auslan was evident in the completion rate of 93% compared with
63% for DASS-21-Auslan. Conclusions: This is the only Auslan outcome measure
available that can be used across a wide variety of mental health and clinical
settings. The ORS-Auslan provides mental health clinicians with a reliable and
valid, brief measure of general functioning that can significantly distinguish
between clinical and non-clinical presentations for members of the Deaf community.
AD - Munro, Louise: Faculty of Health, School of Psychology and Counselling,
Queensland University of Technology, Beams Road, Carseldine, QLD, Australia, 4034,
le.munro@qut.edu.au
AU - Munro, Louise
AU - Rodwell, John
DO - 10.1080/00048670902721111
IS - 4
KW - *Deafness
*Mental Health
*Sign Language
*Test Reliability
*Test Validity
Intervention
PY - 2009
SP - 332-339
ST - Validation of an Australian sign language instrument of outcome measurement
for adults in mental health settings
T2 - Australian and New Zealand Journal of Psychiatry
TI - Validation of an Australian sign language instrument of outcome measurement
for adults in mental health settings
VL - 43
ID - 14244
ER -
TY - PRESS
AB - Background: People with disabilities face multiple barriers that prevent them
from accessing care and essential information related to the COVID-19 pandemic that
poses additional stress and psychopathology. Therefore, the investigation of
psychopathologies during the COVID-19 outbreak and emergency response is critical.
Methods: A cross-sectional survey was implemented from July 15/2020 to July
30/2020. The PHQ-9, GAD-7 scale, insomnia severity index-7, and brief resilient
coping scale were administered to participants. The collected data was then entered
into Epi-data version 3.1 and exported to SPSS-20 for analysis. Descriptive
statistical procedures were employed to describe the various psychopathologies. A
binary logistic regression method was used to identify the related factors for the
psychopathologies. Furthermore, an odds ratio with its 95%CI was driven to show
association strength, and a P-value <0.05 was declared as statistically
significant. Results: A significant proportion of individuals living with
disability had psychopathologies; 46.2% for depression symptoms, 48.1% for
generalized anxiety disorder symptoms, and 71% for insomnia symptoms. Nearly 45.7%
of participants were low resilient copers to their psychopathology. Depression was
significantly higher in divorced/widowed/separated (AOR = 3.4, 95% CI: 1.28–8.92,
P-value = 0.006), non-educated (AOR = 2.12, 95% CI: 1.12, 5.90, Pvalue = 0.001),
and unemployed (AOR = 2.1, 95% CI: 1.32, 5.11, P-value = 0.005) as well as a daily
laborer (AOR = 2.4, 95% CI: 1.20, 4.89, P-value = 0.014) subjects. Generalized
anxiety disorder was also significantly higher in young age (<40 years) (AOR = 1.7,
95% CI: 1.32, 2.98, P-value = 0.02), single (AOR = 2.3, 95% CI: 1.24, 5.3, P-value
= 0.011), widowed/ divorced/separated (AOR = 1.5, 95% CI: 1.12, 2.78, P-value =
0.032), preparatory school completed (AOR = 3.00, 95% CI: 1.59, 5.46, P-value =
0.001), daily laborer (AOR = 2.7, 95% CI: 1.21, 5.23, P-value = 0.003), and
unemployed (AOR = 2.5, 95% CI: 1.17, 4.78, P-value = 0.005) participants. Moreover,
insomnia was significantly higher in single (AOR = 1.5, 95% CI: 1.12, 3.09, P-value
= 0.027), divorced/widowed/separated(AOR = 6.2, 95% CI: 1.08, 11.29, P-value =
0.032), unemployed (AOR = 3.00, 95% CI: 1.22, 7.03, P-value = 0.001), blind (AOR =
2.8, 95% CI: 1.42, 6.35, P-value = 0.001), and deaf (AOR = 10.2, 95% CI: 4.52,
35.33, P-value = 0.002) participants. Conclusion: Depression, anxiety, and insomnia
were highly prevalent among individuals with a disability during the COVID-19
period. Multiple sociodemographic and disability-related factors were associated
with this high psychopathology. Attention has to be given by the government and
other stakeholders to intervene in psychopathology and its associated factors.
AD - Necho, Mogesie: nechomoges2014@gmail.com
AU - Necho, Mogesie
AU - Birkie, Mengesha
AU - Gelaye, Habitam
AU - Beyene, Abeba
AU - Belete, Asmare
AU - Tsehay, Mekonnen
CY - US
DO - 10.1371/journal.pone.0244530
KW - *Anxiety
*Coping Behavior
*Insomnia
*Major Depression
*COVID-19
Pandemics
Psychopathology
PY - 2020
ST - Depression, anxiety symptoms, insomnia, and coping during the COVID-19
pandemic period among individuals living with disabilities in Ethiopia, 2020
TI - Depression, anxiety symptoms, insomnia, and coping during the COVID-19
pandemic period among individuals living with disabilities in Ethiopia, 2020
ID - 14645
ER -
TY - THES
AB - Longitudinal experiments in which participants learn miniature languages not
only allow researchers to address classic neurolinguistic issues, but also provide
them with the opportunity to examine brain changes occurring across time as second
language is acquired. Additionally, miniature languages make it possible to examine
the impact of modality on second language acquisition independent of structural
differences that exist between natural languages. In the present thesis, we examine
changes in brain activation accompanying acquisition of miniature auditory and
visual second languages. Using fMRI data, we assess functional overlap of tissue
recruited during L1 and L2 (high proficiency, late acquisition) processing in the
auditory and visual modality. Lastly, we ask whether second language modality
affects lateralization of brain activity during sentence processing. In the current
set of experiments normally hearing native English speakers with no sign language
experience were taught either an auditory-spoken or visual-manual version of a
miniature language, "Wernickese," over the course of six weeks. Six people
participated in a pilot experiment designed to validate the construction of
Wernickese (3 Audio, 3 Visual), and eighteen participated in the main experiment (8
Audio, 10 Visual). During the first two weeks of the experiment, participants
learned single word meanings in their respective auditory or visual miniature
language. During the final four weeks of the experiment, participants implicitly
learned a finite set of rules by which these individual units were combined to form
meaningful sentences. In a behavioral task, participants used information presented
in these sentences to decide whether a visually presented 'test grid' was
accurately or inaccurately constructed. Functional magnetic resonance imaging
(fMRI) was used to record brain activity during the processing of single words and
sentences at specific stages of the learning process. In order to assess the degree
to which participants had learned Wernickese , event-related brain potentials
(ERPs) were also recorded in response to syntactic violations on the final day of
the experiment. The data add to the ERP literature by demonstrating that well-
learned miniature visual second languages, in addition to well-learned auditory
languages, can be processed similarly to native language. Our data show that ERPs
are a crucial measure in learning experiments as they have the potential to reveal
differences not detectable in behavioral data. Lastly, this experiment demonstrates
that miniature languages can be a useful tool for examining complex neurolinguistic
issues related to second language acquisition. (Abstract shortened by UMI.)
AU - Newman-Norlund, Roger D.
CY - US
KW - *Adult Development
*Foreign Language Education
Bilingualism
Evoked Potentials
Neurolinguistics
Word Recognition
PY - 2005
SN - 0419-4217(Print)
SP - 588-588
ST - Behavioral, FMRI and ERP correlates of aural-oral and visual-manual second
language acquisition in hearing adults
TI - Behavioral, FMRI and ERP correlates of aural-oral and visual-manual second
language acquisition in hearing adults
VL - 66
ID - 14237
ER -
TY - JOUR
AB - This article introduces Volume 27, Issue 5 of the Journal of Clinical
Rehabilitation. This issue reports a rare attempt to validate a prediction tool,
Predict FIRST for use in the high risk first six weeks after acute stroke. This
issue also reports a study aimed at reducing falls risk in elderly people who have
fallen once. Two important studies from the Nottingham stroke research team,
probably the most productive group for rehabilitation studies, are also reported in
this issue. The first concerns the value or otherwise of home visits before
discharge after stroke, the HOVIS trial. The second addresses another important
question of how to improve mood in patients with aphasia through behavioral
management. Finally, there is an interesting study on severely deaf children which
suggests benefits from vestibular specific neuromuscular training. (PsycInfo
AU - No authorship, indicated
DO - 10.1177/0269215513485006
IS - 5
KW - *Aphasia
*Cerebrovascular Accidents
Cognitive Rehabilitation
PY - 2013
SP - 386-386
ST - Introductory paragraph – volume 27, issue 5
T2 - Clinical Rehabilitation
TI - Introductory paragraph – volume 27, issue 5
VL - 27
ID - 14186
ER -
TY - JOUR
AB - Cochlear implants (CIs) are being implanted in people with unilateral hearing
loss because they can improve speech intelligibility and sound source localization.
Though designed to restore the afferent auditory stimulation, the CI possibly
restores some efferent effects. The present study aimed at investigating this
possibility. Five single-sided deaf CI users with less than 30 dB hearing loss up
to 4 kHz in their acoustic ear participated in the study. Absolute thresholds for
their acoustic ears were measured for pure tones of 500 and 4000 Hz with durations
of 10 and 200 ms in the presence and in the absence of contralateral broadband
electrical stimulation (CBES) delivered with the CI. The electrical stimulus
consisted of pulse trains (symmetric biphasic pulses with phase duration 36 μs) on
all 16 electrodes sequentially stimulated at a rate of 843 Hz. Its intensity was
set to sound as loud as broadband noise at 50 or 60 dB SPL in the acoustic ear.
Thresholds were measured using a three-interval, three-alternative, forced-choice
procedure with a two-down, one-up adaptive rule to estimate the level for 71%
correct in the psychometric function. Thresholds measured without the CBES were
lower for the longer than for the shorter tones, and the difference was larger at
500 than at 4000 Hz. CBES equivalent to 50 or 60 dB SPL caused significant
threshold elevation only for short (10 ms) and low frequency (500 Hz) acoustic
tones of 1.2 and 2.2 dB. These increases appear smaller than previously reported
for normal hearing listeners in related experiments. These results support the
notion that for single-sided deaf CI users, the CI modulates hearing in the
acoustic ear. The possible mechanisms that may be contributing this effect are
AD - Nogueira, Waldo: nogueiravazquez.waldo@mh-hannover.de
AU - Nogueira, Waldo
AU - Krüger, Benjamin
AU - Büchner, Andreas
AU - Lopez-Poveda, Enrique
DO - 10.1016/j.heares.2018.06.001
*Cochlear Implants
Deafness
PY - 2019
SP - 121-129
ST - Contralateral suppression of human hearing sensitivity in single-sided deaf
cochlear implant users
TI - Contralateral suppression of human hearing sensitivity in single-sided deaf
cochlear implant users
VL - 373
ID - 14447
ER -
TY - COMP
AB - In the last few decades, biophysical models have emerged as a prominent tool
in the study and improvement of cochlear implants, a neural prosthetic that
restores a degree of sound perception to the profoundly deaf. Owing to the spatial
phenomena associated with extracellular stimulation, these models have evolved to a
relatively high degree of morphological and physiological detail: single-node
models in the tradition of Hodgkin–Huxley are paired with cable descriptions of the
auditory nerve fiber. No singular model has emerged as a frontrunner to the field;
rather, parameter sets deriving from the channel kinetics and morphologies of
numerous organisms (mammalian and otherwise) are combined and tuned to foster
strong agreement with response properties observed in vivo, such as refractoriness,
summation, and strength–duration relationships. Recently, biophysical models of the
electrically stimulated auditory nerve have begun to incorporate adaptation and
stochastic mechanisms, in order to better realize the goal of predicting realistic
neural responses to a wide array of stimuli. (PsycINFO Database Record (c) 2017
AD - O'Brien, Gabrielle E.: Department of Otolaryngology, V.M. Bloedel Hearing
Research Center, University of Washington, Box 3657923, CHDD Building, CD 176,
Seattle, WA, US, 98195, andronovhopf@gmail.com
AU - O'Brien, Gabrielle E.
AU - Rubinstein, Jay T.
CY - United Kingdom
ET - 2-3
*Neural Networks
*Computational Modeling
Cochlear Implants
PY - 2016
SP - 135-156
ST - The development of biophysical models of the electrically stimulated auditory
nerve: Single-node and cable models
TI - The development of biophysical models of the electrically stimulated auditory
nerve: Single-node and cable models
VL - 27
ID - 14510
ER -
TY - JOUR
AB - Attitudes to sign languages or language policies are often not overtly
discussed or recorded but they influence deaf young people's educational
opportunities and outcomes. Two qualitative studies from Scotland investigate the
provision of British Sign Language as accommodation in public examinations. The
first explores the views of deaf pupils and staff about the official system for
face‐to‐face interpretation of exam papers. The second investigates a centrally
translated digital paper with embedded video questions. Discussion focuses on
contrasts between the USA and UK approaches to accommodations, raising issues of
standardized technical terms in signed languages, the right to respond in sign, and
candidate choice. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - O'Neill, Rachel: School of Education and Sports, University of Edinburgh,
Edinburgh, United Kingdom, EH8 8AQ, rachel.oneill@ed.ac.uk
AU - O'Neill, Rachel
AU - Cameron, Audrey
AU - Burns, Eileen
AU - Quinn, Gary
DO - 10.1002/pits.22326
IS - 3
KW - *Attitude Measures
*Deafness
*Policy Making
Sign Language
PY - 2020
SP - 344-361
ST - Exploring alternative assessments for signing deaf candidates
T2 - Psychology in the Schools
TI - Exploring alternative assessments for signing deaf candidates
VL - 57
ID - 14552
ER -
TY - JOUR
AB - Despite the recent development of specialist services for Deaf mentally
disordered offenders, there remains a paucity of research describing this unique
population. The evidence base on which service delivery is provided is in its
infancy and consequently relies on models and techniques validated within the
hearing population. Deaf people have a distinct cultural and linguistic identity,
and those who come into contact with forensic mental health services require a
service which is suitable to their specific cultural and linguistic needs. Several
papers have attempted to describe the characteristics, prevalence, offence
taxonomy, and legal issues pertinent to Deaf mentally disordered offenders. This
paper attempts to address two omissions in this literature. The first is to bring
together a succinct account of what is currently known about Deaf offenders while
emphasising what we consider to be the priorities for research in this area. The
second is to provide a more detailed account of issues surrounding the assessment
of Deaf mentally disordered offenders, as this underpins much of the work carried
out with Deaf offenders (e.g., decisions regarding fitness to plead, diagnosis,
formulation, intervention, and risk prediction). In doing this we hope to encourage
greater synchrony in the research activity and development of Deaf forensic mental
health services with the view to establishing an evidence base which is valid for
the Deaf population. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - O'Rourke, Sue: Alpha Hospitals, Bolton Road, Off Buller Street, Burry, Bury,
United Kingdom, BL8 2BS, Sue.orourke@alphahospitals.co.uk
AU - O'Rourke, Sue
AU - Grewer, Gemma
DO - 10.1080/14789940500279877
IS - 4
KW - *Deafness
*Mental Disorders
*Mental Health Services
Mentally Ill Offenders
PY - 2005
SP - 671-684
ST - Assessment of Deaf people in forensic mental health settings: A risky
business!
T2 - Journal of Forensic Psychiatry & Psychology
TI - Assessment of Deaf people in forensic mental health settings: A risky
business!
VL - 16
ID - 14670
ER -
TY - THES
AB - Tinnitus is a neurological condition that manifests as a phantom auditory
perception in the absence of an external sound source. Tinnitus is often caused by
hearing loss associated with noise exposure or aging and as such, the prevalence is
only expected to rise in the coming years. Currently there is no cure for tinnitus
and available treatment options have only shown limited success, thus there is an
ever present need for continued research into new treatments. In this thesis we
propose a new approach to treating tinnitus that uses deep brain stimulation to
target the inferior colliculus (IC) with the goal of altering tinnitus-related
neural activity, such as hyperactivity and increased neural synchrony, to suppress
the tinnitus percept. We hypothesize that stimulation of the outer cortices of the
inferior colliculus will modulate the tinnitus-affected neurons in the central
region of the inferior colliculus (ICC) and in turn, these neural changes will be
carried throughout the central auditory system by the extensive projection network
originating in the IC, and will induce modulation in other tinnitus-affected
auditory nuclei. The research of this thesis is aimed at determining the
feasibility of this tinnitus treatment by assessing the IC as a potential
neuromodulation target and identifying optimal stimulation locations and
stimulation strategies for achieving maximal suppression. The first study was
completed to better understand the auditory coding properties of the IC and to
create a three dimensional reconstruction of these functional properties across the
entire IC. These results narrowed down the stimulation target to the dorsal cortex
of the inferior colliculus (ICD) and produced a tool that could be used to
consistently place stimulating and recording electrodes in correct regions in the
IC. The second and third studies focused on assessing the best stimulation
locations and stimulation paradigms within the ICD, respectively, by stimulating
throughout and measuring changes in neural activity in the ICC. These results show
that maximal suppression is achieved by stimulation of the rostral-medial region of
the ICD using either electrical stimulation only or electrical stimulation paired
with acoustic stimulation with an 18 ms delay. These results will guide
implementation in human patients. There are already deaf patients who suffer from
tinnitus that are being implanted with a deep brain stimulator for hearing
restoration called the auditory midbrain implant. Hardware modifications to the
auditory midbrain implant have been completed that will allow us to stimulate the
ICD and evaluate the effects on the tinnitus percept directly in patients.
AU - Offutt, Sarah Jean
CY - US
*Electrical Stimulation
*Inferior Colliculus
*Tinnitus
*Deep Brain Stimulation
Electrical Activity
Mesencephalon
Stimulation
PY - 2020
SN - 0419-4217(Print)
ST - The inferior colliculus: A target for deep brain stimulation for tinnitus
suppression
TI - The inferior colliculus: A target for deep brain stimulation for tinnitus
suppression
VL - 81
ID - 14299
ER -
TY - THES
AB - Cardiovascular disease (CVD) is the number one cause of mortality worldwide,
and may disproportionately affect the Deaf and Hard of Hearing (DHOH) subpopulation
in the United States. It has been suggested that communication barriers among the
DHOH subpopulation contribute to the high prevalence of CVD risk factors. To assess
this claim, this quantitative study utilized a cross-sectional data set of 400 DHOH
and 400 non- DHOH participants taken from the National Health and Nutrition
Examination Survey (NHANES) database. The differences of being told by a health
professional of having specific CVD risk factors were assessed between the two
groups and chi-square test and odds ratio were used to assess significant
differences. Results showed the DHOH participants were told more often of having
diabetes than non-DHOH ([OR= (3.17), p<0.001]), and of having health risk for
diabetes ([OR= (1.63), p=0.04]), but were less likely to have been told they have
high cholesterol ([OR=(0.59), p=0.01]) which is a CVD risk factor. There were no
significant differences observed between the two groups of having been told they
had high blood pressure or having been told they had high blood pressure more than
twice ([OR= (0.97), p =.89], [OR= (1.21), p=.63]), respectively. Future research
should seek to validate self-reported health status with clinical assessment
findings, including actual diagnoses to enable clinical validation of self-reports.
The positive social implication for this research is the advancement of the
research needs of the DHOH community, including possible unaddressed communication
challenges in healthcare delivery to DHOH patients. (PsycInfo Database Record (c)
AU - Ogunjirin, Jolene A.
CY - US
KW - *Between Groups Design
*Cardiovascular Disorders
*Deafness
*Risk Factors
*Communication Barriers
Diabetes
Hypertension
Self-Report
PY - 2020
SN - 0419-4217(Print)
ST - Self reported cardiovascular disease risk factors among deaf users: A
communication barrier
TI - Self reported cardiovascular disease risk factors among deaf users: A
communication barrier
VL - 81
ID - 14478
ER -
TY - JOUR
AB - Objective: There are very few measures of language development in spoken
Greek that can be used with young deaf children. This study investigated the use of
Cyprus Lexical List (CYLEX), a receptive and expressive vocabulary assessment based
on parent report that has recently been adapted to Standard Greek, to measure the
vocabulary development of deaf Greek-speaking children with cochlear implants.
Design: A Standard Greek version of CYLEX was used to collect data on receptive and
expressive vocabulary development from parents of thirteen deaf children with
cochlear implants aged between 21 and 71 months. These data were compared with data
collected previously from typically developing hearing Greek-speaking children.
Results: Use of the test by parents of deaf children was found to be reliable. No
correlation was found between children’s vocabulary scores and chronological age. A
positive correlation was however found between children’s post-implant age and
expressive vocabulary. The vocabulary skills of implanted children with a mean
post-implant age of 20 months were not significantly different from those of
typically developing hearing children of similar chronological age. Conclusion:
CYLEX is a reliable and useful tool for exploring vocabulary development with this
clinical group. Findings confirm the results of other studies in indicating that
the vocabulary size of implanted pre-school-aged deaf children is related to the
amount of time that children have used their implant, rather than chronological
age. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - Herman, Rosalind: City University London, London, United Kingdom,
R.C.Herman@city.ac.uk
AU - Oktapoti, Maria
AU - Okalidou, Areti
AU - Kyriafinis, George
AU - Petinou, Kakia
AU - Vital, Victor
DO - 10.1179/1557069X15Y.0000000008
IS - 1
*Deafness
*Sight Vocabulary
Vocabulary
PY - 2016
SP - 3-12
ST - Investigating use of a parent report tool to measure vocabulary development
in deaf Greek-speaking children with cochlear implants
TI - Investigating use of a parent report tool to measure vocabulary development
in deaf Greek-speaking children with cochlear implants
VL - 18
ID - 14609
ER -
TY - ADVS
AB - The development of Video Relay Services (VRS) has resulted in a new
specialization in the field of sign language interpreting. However, the supply of
highly skilled practitioners falls short of the increasing demand. Though
interpreters are being placed in VRS call centers, there is no standardized model
by which to measure VRS interpreter performance. This study uses a classic
competency model design to guide the development of a competency model that
identifies and describes sign language video interpreter competencies related to
VRS work. A VRS competency dictionary and rating tool were created and used to
measure current practitioners and both were successfully validated. Finally,
further research for the future development of VRS interpreters is specified.
AU - Oldfield, Norma Lee
CY - US
KW - *Competence
*Digital Video
*Sign Language
*Interpreters
Language
N1 - 6-A
PY - 2009
SN - 0419-4209(Print)
ST - Competency model for VRS interpreters
TI - Competency model for VRS interpreters
VL - 70
ID - 14189
ER -
TY - JOUR
AB - Tinnitus is a common complaint in the candidates for cochlear implantation
(CI). Tinnitus-related distress has often been measured in these patients using
categorical ratings, which lack information about tinnitus severity, stress and
health-related quality of life or their correlation. Here, using 4 validated
questionnaires, we evaluated psychometric parameters and the quality of life of 32
postlingually deafened patients before and after CI. The data regarding pre-CI were
collected retrospectively. Of all patients included in this study, 28 (87.5%)
suffered from tinnitus before implantation. Following a mean of 24 months after
surgery, these patients reported a significant decrease (39.2%) of tinnitus
impairment, as measured by the Tinnitus Questionnaire. In none of the 28 patients
has tinnitus worsened. Moreover, the 4 tinnitus-free patients remained so after the
CI surgery. In addition, the implant supply resulted in 36.7% reduction in
perceived stress and in 15.4% reduction in evasive coping. In addition, the focus
on positive coping has improved by 12.3%, whereas the health-related quality of
life improved by 53.4% in all patients. Tinnitus impairment and stress were reduced
more strongly in patients who had initially higher scores. Interestingly, a
significant correlation between the psychometric scores was found mainly after CI.
Our results indicate that patients with higher tinnitus-related distress have a
lower quality of life, lesser coping abilities and perceive more stress, but before
implantation it is masked by deafness. We conclude that tinnitus-related screening
of patients before and after CI is an important step in the identification of
individuals who would benefit from specific fitting and/or tinnitus therapy after
implantation. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - Olze, Heidi: Department of Otorhinolaryngology, Charite - Universitatsmedizin
Berlin, Campus Virchow Khnikum, Berlin, Germany
AU - Olze, Heidi
AU - Szczepek, Agnieszka J.
AU - Haupt, Heidemarie
AU - Zirke, Nina
AU - Graebel, Stefan
AU - Mazurek, Birgit
DO - 10.1159/000323847
IS - 1
KW - *Chronic Stress
*Cochlear Implants
*Deafness
*Quality of Life
Tinnitus
PY - 2012
SP - 2-11
ST - The impact of cochlear implantation on tinnitus, stress and quality of life
in postlingually deafened patients
T2 - Audiology & Neurotology
TI - The impact of cochlear implantation on tinnitus, stress and quality of life
in postlingually deafened patients
VL - 17
ID - 14456
ER -
TY - JOUR
AB - Cochlear implants provide individuals who are deaf with access to speech.
Although substantial advancements have been made by novel technologies, there still
is high variability in language development during childhood, depending on
adaptation and neural plasticity. These factors have often been investigated in the
auditory domain, with the mismatch negativity as an index for sensory and
phonological processing. Several studies have demonstrated that the MMN is an
electrophysiological correlate for hearing improvement with cochlear implants. In
this study, two groups of cochlear implant users, both with very good basic hearing
abilities but with non-overlapping speech performance (very good or very poor
speech performance), were matched according to device experience and age at
implantation. We tested the perception of phonemes in the context of specific other
phonemes from which they were very hard to discriminate (e.g., the vowels in /bu/
vs. /bo/). The most difficult pair was individually determined for each
participant. Using behavioral measures, both cochlear implants groups performed
worse than matched controls, and the good performers performed better than the poor
performers. Cochlear implant groups and controls did not differ during time
intervals typically used for the mismatch negativity, but earlier: source analyses
revealed increased activity in the region of the right supramarginal gyrus (220±260
ms) in good performers. Poor performers showed increased activity in the left
occipital cortex (220±290 ms), which may be an index for cross-modal perception.
The time course and the neural generators differ from data from our earlier
studies, in which the same phonemes were assessed in an easy-to-discriminate
context. The results demonstrate that the groups used different language processing
strategies, depending on the success of language development and the particular
language context. Overall, our data emphasize the role of neural plasticity and use
of adaptive strategies for successful language development with cochlear implants.
AD - Ortmann, Magdalene: magdalene.ortmann@uk-koeln.de
AU - Ortmann, Magdalene
AU - Zwitserlood, Pienie
AU - Knief, Arne
AU - Baare, Johanna
AU - Brinkheetker, Stephanie
AU - am Zehnhoff-Dinnesen, Antoinette
AU - Dobel, Christian
DO - 10.1371/journal.pone.0168655
IS - 1
*Deafness
*Speech Perception
*Adolescent Characteristics
*Child Characteristics
Linguistics
Strategies
PY - 2017
ST - When hearing is tricky: Speech processing strategies in prelingually deafened
children and adolescents with cochlear implants having good and poor speech
performance
T2 - PLoS ONE
TI - When hearing is tricky: Speech processing strategies in prelingually deafened
children and adolescents with cochlear implants having good and poor speech
performance
VL - 12
ID - 14469
ER -
TY - JOUR
AB - Human representational cortex may fundamentally alter its organization and
(re)gain the capacity for auditory processing even when it is deprived of its input
for more than two decades. Stimulus-evoked brain activity was recorded in post-
lingual deaf patients after implantation of a cochlear prosthesis, which partly
restored their hearing. During a 2 year follow-up study this activity revealed
almost normal component configuration and was localized in the auditory cortex,
demonstrating adequacy of the cochlear implant stimulation. Evoked brain activity
increased over several months after the cochlear implant was turned on. This is
taken as a measure of the temporal dynamics of plasticity of the human auditory
system after implantation of cochlear prosthesis. (PsycINFO Database Record (c)
AD - Pantev, C.: Institute for Biomagnetism and Biosignalanalysis, Munster
University Hospital, University of Munster, Malmedyweg 15, Munster, Germany, 48129,
pantev@uni-muenster.de
AU - Pantev, C.
AU - Dinnesen, A.
AU - Ross, B.
AU - Wollbrink, A.
AU - Knief, A.
DO - 10.1093/cercor/bhi081
IS - 1
*Auditory Evoked Potentials
*Cochlear Implants
Neural Plasticity
PY - 2006
SP - 31-36
ST - Dynamics of Auditory Plasticity after Cochlear Implantation: A Longitudinal
Study
TI - Dynamics of Auditory Plasticity after Cochlear Implantation: A Longitudinal
Study
VL - 16
ID - 14559
ER -
TY - JOUR
AB - The aim of this study was to assess the agreement between deaf children’s and
adolescents’ self-ratings of health-related quality of life (HRQoL) and their
parents’ proxy reports. This observational cross-sectional study included 114 deaf
8- to 18-years-old students and proxy family members. HRQoL was measured using the
KIDSCREEN-27 questionnaire, which was adapted to Spanish sign language for
children, with a written version for parents. Respondents completed a self-
administered paper questionnaire. Parents’ and children’s mean scores differences
were not significant, except for the "Autonomy and Parents" and "Peers and Social
Support" dimensions. Children aged 8–11 years scored higher in some domains of QoL
compared to those aged 12–18 years. The level of agreement between
children/adolescents’ and parents/proxies’ responses was acceptable, except for the
dimension “Autonomy and Parents.” Overall, deaf children/adolescents’ self-ratings
of HRQoL did not differ from their parents’ proxy reports; however, differences
were found in the dimensions that explored the quality of the interaction of
children/adolescents and parents, the perceived level of autonomy, and social
relations and support. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - Martínez-Vizcaíno, Vicente: Social and Health Research Centre, Universidad de
Castilla-La Mancha, Edificio Melchor Cano, C/ Teresa Jornet s/n, Cuenca, Spain,
16071, vicente.martinez@uclm.es
AU - Pardo-Guijarro, María Jesús
AU - Martínez-Andrés, María
AU - Notario-Pacheco, Blanca
AU - Solera-Martínez, Montserrat
AU - Sánchez-López, Mairena
AU - Martínez-Vizcaíno, Vicente
DO - 10.1093/deafed/env018
IS - 3
KW - *Deafness
*Health
*Quality of Life
*Self-Report
*Health Related Quality of Life
Parental Attitudes
PY - 2015
SP - 275-282
ST - Self-reports versus parental perceptions of health-related quality of life
among deaf children and adolescents
TI - Self-reports versus parental perceptions of health-related quality of life
among deaf children and adolescents
VL - 20
ID - 14493
ER -
TY - JOUR
AB - Persons who are deaf-blind represent a heterogeneous, low-incidence
population of children and adults who, at some point in life, regardless of the
presence of additional disabilities, may benefit from formal orientation and
mobility (O&M) instruction. However, current national policies, such as the No
Child Left Behind Act, which emphasize that instructional practices must be
validated through the use of scientific measurement using randomized clinical
trials, present specific problems for O&M professionals who serve students who are
deaf-blind. The Council for Exceptional Children's Division of Research and the
National Center for Special Education Research have recognized that the alignment
and systematic analysis of single-subject research can be used to evaluate the
efficacy of practice. Specifically, this type of research allows for the tailoring
of intervention strategies to meet the unique needs of participants and may be
implemented in an experimental fashion without relying on traditional parametric
analysis. In an attempt to provide an initial examination of single-subject
research, the study presented here sought to answer the following research
questions: (1) What types of single-subject research were conducted with
participants who are deaf-blind from 1965 to 2007 in the area of increasing O&M
skills? and (2) What types of interventions and practices were shown to be
effective in building participants' competence in the areas of O&M? (PsycInfo
AD - Parker, Amy T.: Department of Educational Psychology and Leadership, College
of Education, Texas Tech University, P.O. Box 41701, Lubbock, TX, US, 79409,
amy.parker@ttu.edu
AU - Parker, Amy T.
DO - 10.1177/0145482X0910300607
IS - 6
KW - *Deaf Blind
*Educational Reform
*Evidence Based Practice
*Experimental Design
Special Education
PY - 2009
SP - 372-377
ST - Orientation and mobility with persons who are deaf-blind: An initial
examination of single-subject design research
TI - Orientation and mobility with persons who are deaf-blind: An initial
examination of single-subject design research
VL - 103
ID - 14429
ER -
TY - JOUR
AB - Abstract Objective To explore experienced hearing aid users’ perspectives of
audiological assessments and the patient–audiologist communication dynamic during
clinical interactions. Design A qualitative study was implemented incorporating
both an online focus group and online semi-structured interviews. Sessions were
audio-recorded and transcribed verbatim. Iterative-inductive thematic analysis was
carried out to identify themes related to assessment and communication within
audiology practice. Study samples Seven experienced hearing aid users took part in
an online focus group and 14 participated in online semi-structured interviews (age
range: 22 − 86 years; 9 males, 11 females). Results Themes related to assessment
included the unaided and aided testing procedure and relating tests to real world
hearing difficulties. Themes related to communication included the importance of
deaf aware communication strategies, explanation of test results and patient
centred care in audiology. Conclusion To ensure hearing aid services meet the needs
of the service users, we should explore user perspectives and proactively adapt
service delivery. This approach should be ongoing, in response to advances in
hearing aid technology. Within audiology, experienced hearing aid users’ value (1)
comprehensive, relatable hearing assessment, (2) deaf aware patient–audiologist
communication, (3) accessible services and (4) a personalised approach to recommend
suitable technology and address patient specific aspects of hearing loss. (PsycInfo
AD - Parmar, Bhavisha J.:
AU - Parmar, Bhavisha J.
AU - Mehta, Kinjal
AU - Vickers, Deborah A.
AU - Bizley, Jennifer K.
DO - 10.1080/14992027.2021.1998839
PY - 2021
ST - Experienced hearing aid users’ perspectives of assessment and communication
within audiology: A qualitative study using digital methods
TI - Experienced hearing aid users’ perspectives of assessment and communication
within audiology: A qualitative study using digital methods
ID - 14466
ER -
TY - GEN
AB - We elicited caregiver-reported observations of children aged 5–10 who were
deaf or hard of hearing (DHH) that resulted in two age-specific instruments:
Caregiver Report of Behaviors and Events (CROBE-DHH 5–7 and 8–10). These new
instruments record observations on communication and social behaviors/events. In
Study 1, 36 caregivers provided qualitative data on important content on what they
were able to observe for instrument development and in Study 2, 271 provided data
for studying cross-sectional measurement properties. Two modules resulted in 11
items for children age 5–7 and 15 items for children 8–10 years. Items showing good
7-day reproducibility (ICC over .70) and fair 4-week reproducibility (ICC over .50)
were retained. Children with milder hearing loss received higher (better) scores.
Items did not distinguish between those with or without cochlear implants. Analyses
suggest that the instruments are best used as individual indicator items. In both
age groups, caregivers reported youths missed out on family conversations and spent
little time on their own. These content-validated indicators apply to all children
with DHH. Further work will evaluate the usefulness of these indicators in
evaluating change in communication and social behaviors, and the implications of
results for intervention. (PsycInfo Database Record (c) 2023 APA, all rights
reserved)
AD - Patrick, Donald L.: Department of Health Services, University of Washington,
H670G, Box 357660, Seattle, WA, US, 98195-7660, donald@uw.edu
AU - Patrick, Donald L.
AU - Edwards, Todd C.
AU - Kushalnagar, Poorna
AU - Topolski, Tari
AU - Schick, Brenda
AU - Skalicky, Ann
AU - Sie, Kathleen
DO - 10.1093/deafed/eny006
KW - *Caregivers
*Childhood Development
*Deafness
*Hearing Disorders
*Psychosocial Assessment
Psychosocial Development
Test Construction
Social Functioning
M3 - doi:10.1093/deafed/eny006
PY - 2018
SP - 200-208
ST - Caregiver-reported indicators of communication and social functioning for
young children who are deaf or hard of hearing
TI - Caregiver-reported indicators of communication and social functioning for
young children who are deaf or hard of hearing
ID - 14490
ER -
TY - JOUR
AB - Editorial discusses the philosophy of deafness. Continuation of this
discussion should reiterate several important points and provide some understanding
of why some people become educators or clinicians who desire to work with
individuals who are d/Deaf and hard of hearing. Special education includes
Individuals With Disabilities Education Act (IDEA), individualized education
program (IEP), least restrictive environment (LRE), and free appropriate public
education (FAPE), as well as disputatious constructs such as mainstreaming,
inclusion, and quality and quantity of support services. There might be widespread
agreement that special educators address students’ individual differences and
needs, involving the utilization of differentiated procedures in instruction,
curriculum, and assessment, the use of adapted equipment and materials, etc., to
facilitate the development of the learner. (PsycInfo Database Record (c) 2022 APA,
AU - Paul, Peter V.
DO - 10.1353/aad.2018.0008
IS - 1
KW - *Deafness
Special Education
PY - 2018
SP - 5-12
ST - Philosophy of deafness: Confluence of special education and disability
studies?
TI - Philosophy of deafness: Confluence of special education and disability
studies?
VL - 163
ID - 14191
ER -
TY - THES
AB - The process of educating students who are deaf and hard of hearing (d/hh) is
complex; compounding this complexity is the situation in rural areas, where the
incidence levels are lower, students are more spread out, and the availability of
specialty staff is more limited. Existing literature does not include examination
of validated service delivery methods for this population in rural areas. To
address that gap, the purpose of this action research study was to examine the
impact of a collaborative consultation (CC) service delivery model on the knowledge
and self-efficacy of school professionals who serve students who are d/hh in rural
areas. Guided by the tenants of social learning theory as they relate to adult
learning theory, a mixed-methods case study research design was used on a team of 3
school professionals from a rural school in the Upper Midwest. Methods of
assessment included a pre-post survey tool, pre-post participant electronic
interviews, and participant journal entries. Survey tool data were quantitatively
analyzed using a repeated measures t- test and descriptive statistics. Transcribed
participant interviews and journal entries were inductively analyzed to identify
major themes. Findings indicated that CC increased the knowledge and self-efficacy
of school professionals serving rural d/hh students. Implications for social change
pertain to education administrators, inservice educators, and d/hh students.
Identifying effective service delivery methods for this underserved population
provides administrators and educators a valid model to maximize specialty staff and
services, increasing the likelihood that such students will receive effective
instruction and be equipped to communicate effectively. (PsycInfo Database Record
AU - Pedersen, Holly F.
CY - US
KW - *Deafness
*Educational Personnel
*Professional Consultation
*Self-Efficacy
Collaboration
Knowledge Level
Rural Environments
Schools
PY - 2013
SN - 0419-4209(Print)
ST - The effect of collaborative consultation on the knowledge and self-efficacy
of school professionals serving rural students who are deaf/hard of hearing
TI - The effect of collaborative consultation on the knowledge and self-efficacy
of school professionals serving rural students who are deaf/hard of hearing
VL - 74
ID - 14243
ER -
TY - THES
AB - Utilizing a qualitative case study, this dissertation analyzed how one
university provided accessibility to international experiential learning
opportunities for a primarily disabled student population. The Council for the
Advancement of Standards (CAS, 2006) in Higher Education consists of a self-
assessment guide adapted as a framework to analyze globalization efforts. Faculty
and administrators used inclusive recruitment, program design, and international
partner selection for a disabled population, in response to the major challenges
deaf and hard of hearing students face. This includes deficiencies in awareness of
this population, insufficiency in program designs for disabled students, and
stratifications imposed in foreign communities during overseas studies. This was
aligned within a disability equity and access construct, reviewed in CAS (2006),
and expanded for inclusive design in globalization efforts. (PsycInfo Database
AU - Peisner, Elizabeth Suzanne
CY - US
*Deafness
*Experiential Learning
*Globalization
Colleges
PY - 2012
SN - 0419-4209(Print)
SP - 117-117
ST - The internationalization of experiential learning for deaf and hard of
hearing college students: A case study of accessibility and globalization
TI - The internationalization of experiential learning for deaf and hard of
hearing college students: A case study of accessibility and globalization
VL - 73
ID - 14442
ER -
TY - CHAP
AB - The Test of Memory Malingering (TOMM) is a widely used forced-choice
performance validity test (PVT) that requires recognition of visual stimuli though
may not require a verbal response. The TOMM is the most well-known measure
utilizing this format. Empirical research has found patients scores to be
unaffected by age, education, pain, psychiatric conditions, and all but the most
severe neurocognitive conditions. It is not a measure of memory and is insensitive
to cognitive ability and cognitive impairment secondary to acquired brain injury.
Though the TOMM was initially designed for adults it has been cross validated for
effective use with school-age children and can be used with confidence in clinical
samples as young as age 5. There is a growing body of cross-cultural empirical
research on the TOMM. There is general empirical support for use in Spanish-
speaking populations from various countries. The TOMM has also been found to
perform adequately with deaf individuals who use American Sign Language (ASL).
Moreover, in addition to being valid for use with many different groups, the TOMM
also potentially provides users with multiple validity indices (Trail 1 score,
Trail 2 score, Recognition Score, Albany Consistency Index). Efficient use of the
TOMM and any PVTs requires the understanding of differential
sensitivity/specificity at different cut scores with specific diagnostic groups.
There is no optimal sensitivity/specificity ratio as the combination varies per
situation and varies with each cut score. There is sufficient empirical research on
the TOMM to make informed and precise opinions about performance validity for many
clinical groups. This chapter is intended to thoroughly inform the reader about the
use and potential limitations of the TOMM. (PsycInfo Database Record (c) 2022 APA,
AD - Perna, Robert: Pate Rehabilitation, Dallas, TX, US, de.Perna@juno.com
AU - Perna, Robert
CY - Cham, Switzerland
DO - 10.1007/978-3-030-54656-4_6
KW - *Malingering
*Memory
*Performance
*Test Validity
Choice Behavior
PB - Springer Nature Switzerland AG
PY - 2021
SP - 245-255
ST - Nonverbal performance validity testing: Test of Memory Malingering (TOMM)
T2 - Detection of malingering during head injury litigation, 3rd ed.
TI - Nonverbal performance validity testing: Test of Memory Malingering (TOMM)
ID - 14505
ER -
TY - THES
AB - Teachers of the deaf and hard of hearing have served Arizona since 1912 when
the Arizona School for the Deaf and Blind opened in Tucson, Arizona. Several
decades later the Phoenix Day School for the Deaf was established in the Phoenix
metropolitan area. To reach deaf and visually impaired students in the rural areas
of Arizona, itinerant teachers travel from school to school, providing instruction
and consultation with families and school personnel. The purpose of the study was
to examine the perceptions and attitudes of itinerant teachers of the deaf and hard
of hearing as to job satisfaction. Four research questions addressed the roles and
responsibilities of itinerant teachers: extent of teacher participation in
professional development activities; the opinions and attitudes of teachers toward
their work; and additional comments and concerns. To answer these questions, 43
participants from five cooperatives established by the Arizona State School for the
Deaf and Blind responded to a modified version of the 2007-2008 Schools and
Staffing Survey regarding itinerant teacher job satisfaction. Two open-ended
questions made this survey a mixed methods study of both quantitative and
qualitative data. It was found itinerant teachers worked with students with a
variety of hearing losses and educational needs; worked with regular classroom
teachers and other school personnel; planned, assessed, and kept records;
coordinated and conducted consultation and IEP meetings; worked with parents;
provided technical support; traveled to different schools to work with students;
provided accommodations and modifications; and provided direct instruction to DHH
students. As to professional development, participants found language strategies
and content of subjects taught to be useful and most attended. Ninety-one percent
of the cooperative teachers seemed satisfied as a teacher. They felt support from
administration, were satisfied with how the cooperatives were managed, and agreed
that they were recognized for their efforts. Some of the concerns from teachers
were their salary, the paperwork involved with itinerant teaching, and the limited
amount of resources available to them. Overall, the findings of this study provided
a baseline of information that suggest more work needs to be done related to job
satisfaction of itinerant teachers. (PsycInfo Database Record (c) 2022 APA, all
rights reserved)
AU - Peshlakai, Jennifer L.
CY - US
KW - *Classroom Behavior
*Special Education
*Teacher Attitudes
Training
PY - 2017
SN - 0419-4209(Print)
ST - Teacher satisfaction among itinerant teachers of the deaf and hard of hearing
TI - Teacher satisfaction among itinerant teachers of the deaf and hard of hearing
VL - 78
ID - 14206
ER -
TY - JOUR
AB - We report a Delphi Consensus modification and first validation study of the
Autism Diagnostic Observation Schedule – 2 with deaf children and young people
(ADOS-2 Deaf adaptation). Validation included 122 deaf participants (aged 2–18
years), 63 with an Autism Spectrum Disorder (ASD). This was compared to a National
Institute for Health and Clinical Excellence (NICE) guideline standard clinical
assessment by blinded independent specialist clinicians. Results showed overall
sensitivity 73% (95%CI 60%, 83%); specificity 71% (95%CI 58%, 82%), and for the
more common modules 1–3 (combined as in previous studies) sensitivity 79% (95% CI
65–89%); specificity 79% (95% CI 66–89%) suggesting this instrument will be a
helpful addition for use with deaf children and young people. (PsycInfo Database
AD - Wright, Barry: barry.wright1@nhs.net
AU - Phillips, Helen
AU - Wright, Barry
AU - Allgar, Victoria
AU - McConachie, Helen
AU - Sweetman, Jennifer
AU - Hargate, Rebecca
AU - Hodkinson, Rachel
AU - Bland, Martin
AU - George, Hannah
AU - Hughes, Anna
AU - Hayward, Emily
AU - De Las Heras, Victoria Fernandez Garcia
AU - Le Couteur, Ann
DO - 10.1007/s10803-021-04931-y
IS - 2
KW - *Deafness
*Psychometrics
*Test Reliability
*Test Validity
Adaptation
Autism Spectrum Disorders
Clinicians
Diagnosis
Sign Language
Test Construction
PY - 2022
SP - 553-568
ST - Adapting and validating the Autism Diagnostic Observation Schedule version 2
for use with deaf children and young people
TI - Adapting and validating the Autism Diagnostic Observation Schedule version 2
for use with deaf children and young people
VL - 52
ID - 14369
ER -
TY - JOUR
AB - Language-independent assessment tools evaluate the progress of children who
receive a cochlear implant, allowing large pooling of data for better access to
insurers and other health care professionals. One hundred and seventeen children
from centres in the United Kingdom, Iran and Turkey were assessed on two measures
over a five-year test interval. There is a significant improvement over time for
the Categories of Auditory Performance (CAP) and Speech Intelligibility Rating
(SIR) measures. There was a significant difference between scores for different
language groups: accounted for by the differences in age at implantation. There was
a significant effect of age at implantation up to three years of device use. There
were high correlations between the CAP and SIR scores. A longer duration of
deafness resulted in a higher score for both scales; however, there was no
relationship when correlated for age. Finally, the CAP pre-operative score allows
us to predict the post-operative SIR scores. The scales are validated; reliable
measures which can be used across countries and languages. This allows greater
ability to pool data allowing data to be generalised across population groups,
providing more power to prove that cochlear implantation is a viable treatment for
children with bilateral severe-to-profound hearing loss. (PsycInfo Database Record
AD - Phillips, Lucy: Princess of Wales Hospital, Department of Audiology, Coity
Road, Bridgend, United Kingdom, CF31 1RQ, lucy.phillips@bromor-tt.wales.nhs.uk
AU - Phillips, Lucy
AU - Hassanzadeh, Saeid
AU - Kosaner, Julie
AU - Martin, Jane
AU - Deibl, Martina
AU - Anderson, Ilona
DO - 10.1002/cii.396
IS - 2
*Cochlear Implants
*Deafness
*Language
*Oral Communication
Measurement
PY - 2009
SP - 92-102
ST - Comparing auditory perception and speech production outcomes: Non-language
specific assessment of auditory perception and speech production in children with
cochlear implants
TI - Comparing auditory perception and speech production outcomes: Non-language
specific assessment of auditory perception and speech production in children with
cochlear implants
VL - 10
ID - 14520
ER -
TY - GEN
AB - The rapid growth and adoption of new technologies is impacting a number of
fields including psychology. Providing psychological services at a distance
(telepsychology) with live images of the participants has been made possible with
videophones and videoconferencing. Psychoeducation is an important part of many
therapeutic interventions and has likewise been adapted to digital delivery. Some
populations stand to benefit from telepsychology when professionals with cultural
and/or linguistic experience are not readily available or are not local. One such
population is the deaf population, for reasons both cultural and linguistic. The
current study examined the provision of psychoeducation about anxiety and stress
with four deaf students recruited from Gallaudet University Counseling and
Psychological Services utilizing face-to-face and videophone modalities. A pre-
test/post-test questionnaire for knowledge of material from the psychoeducation
curriculum compared the effectiveness of the curriculum between modalities.
Additionally, a satisfaction questionnaire compared the satisfaction with the
communication, content, and rapport with the instructor. Results indicate that
learning, communication, and satisfaction were higher in the face-to-face modality.
The current study supports the use of psychoeducation delivered via videophone but
suggests it should be considered secondary to a face-to-face intervention where
possible. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AU - Pietz, Tyler A.
CY - US
KW - *Anxiety
*Communication
*Deafness
*Psychoeducation
*Satisfaction
Intervention
Stress
Telepsychology
PY - 2020
ST - Comparison of face-to-face and videophone communication modalities for
delivering anxiety and stress psychoeducation to deaf individuals in a university
counseling center
TI - Comparison of face-to-face and videophone communication modalities for
delivering anxiety and stress psychoeducation to deaf individuals in a university
counseling center
VL - 81
ID - 14348
ER -
TY - STAND
AB - The article present results of standardization of the Meadow-Kendall Social-
Emotional Assessment Inventory for Deaf and Hearing-Impaired Students (Meadow,
1983), school-age version, for use in Turkey. The SEAI is a 59-item measure for
assessing socioemotional adjustment of school-age deaf and hearing impaired
students. A sample of 1,097 deaf students (609 boys, 488 girls), age range 7-19
years, was rated by their teachers (275 teachers: 149 female, 126 male) using the
SEAI. Data were drawn from four types of educational settings: residential, day,
special class, mainstream schools. Exploratory factor analysis of the data revealed
three main factors of interest, which corresponded to the hypothesized constructs
in the original American standardization: Social Adjustment, Self-Image, Emotional
Adjustment. The data suggest high reliability and validity of the Turkish version
of the SEAI relative to the original American version. Implications of adapting the
SEAI for use in Turkey are discussed. (PsycInfo Database Record (c) 2023 APA, all
rights reserved)
AU - Polat, Filiz
CY - US
DO - 10.1353/aad.2006.0019
KW - *Deafness
*Hearing Disorders
*Personality Measures
*Self-Concept
*Test Standardization
Emotional Adjustment
Students
Emotional Assessment
M3 - doi:10.1353/aad.2006.0019
PY - 2006
SP - 32-41
TI - The Turkish standardization of the Meadows-Kendal Social-Emotional Assessment
Inventory for Deaf and Hearing-Impaired Students
VL - 151
ID - 14471
ER -
TY - GEN
AB - Objective: To develop and validate a verbal (sign-based) test of learning and
memory for individuals who are deaf. Method: Completed test development, determined
performance norms, investigated correlation with IQ, and evaluated discriminant
validity in healthy versus clinical participant samples. Participants: Thirty-eight
deaf adults screened as free from brain impairment and 35 deaf adults referred for
cognitive testing. Outcome measure: Signed Paired Associates Test (SPAT). Results:
Healthy participant norms were similar to pilot study norms. SPAT performance was
correlated with IQ. The healthy sample scored significantly better than the
clinical sample on all 13 SPAT performance elements analyzed. Performance patterns
paralleled those commonly found with other tests of verbal learning and memory.
Conclusions: SPAT shows utility as a test of verbal learning and memory for sign
language users and evidence of validity in detecting verbal cognitive impairment in
that population. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - Pollard, Robert Q., Jr.: University of Rochester School of Medicine,
Department of Psychiatry, 300 Crittenden Boulevard, Rochester, NY, US, 14642-8409,
Robert_Pollard@urmc.rochester.edu
AU - Pollard Jr, Robert Q.
AU - Rediess, Sharilyn
AU - DeMatteo, Asa
DO - 10.1037/0090-5550.50.3.258
KW - *Deafness
*Memory
*Paired Associate Learning
*Test Construction
*Test Validity
Cognitive Ability
Cognitive Impairment
Sign Language
M3 - doi:10.1037/0090-5550.50.3.258
PB - Educational Publishing Foundation
PY - 2005
SP - 258-265
ST - Development and validation of the Signed Paired Associates Test
TI - Development and validation of the Signed Paired Associates Test
ID - 14677
ER -
TY - JOUR
AB - Proposes that congenital auditory deprivation alters the gradient of visual
attention from central to peripheral field by enhancing peripheral processing. This
hypothesis was tested by adapting a search task from N. Lavie and colleagues in
which the interference from distracting information on the search task provides a
measure of attentional resources. During an easy central search for a target, any
surplus attention remaining will involuntarily process a peripheral distractor that
the S has been instructed to ignore. Attentional resources can be measured by
adjusting the difficulty of the search task to the point at which no surplus
resources are available for the distractor. Through modification of this paradigm,
central and peripheral attentional resources were compared in 10 deaf (mean age
21.2 yrs) and 12 hearing individuals (mean age 21 yrs). Deaf individuals possessed
greater attentional resources in the periphery but less in the center when compared
to hearing individuals. Results from 6 native hearing signers (mean age 22.2 yrs)
show that sign language alone could not be responsible for these changes. It is
concluded that auditory deprivation from birth leads to compensatory changes within
the visual system. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - Bavelier, Daphne: U Rochester, Dept of Brain & Cognitive Sciences, 0268
Meliora Hall, Rochester, NY, US, 14627-0268, daphne@bcs.rochester.edu
AU - Proksch, Jason
AU - Bavelier, Daphne
DO - 10.1162/08989290260138591
IS - 5
KW - *Attention
*Deafness
*Peripheral Vision
*Visual Perception
*Visual Attention
Early Experience
PY - 2002
SP - 687-701
ST - Changes in the spatial distribution of visual attention after early deafness
T2 - Journal of Cognitive Neuroscience
TI - Changes in the spatial distribution of visual attention after early deafness
VL - 14
ID - 14682
ER -
TY - JOUR
AB - This paper is the first of a series of articles dealing with the history and
theory of the Zagorsk experiment. A number of philosophers and psychologists have
realized the importance of rearing and educating deaf-blind children in the Soviet
Union as they believe it reveals the secret of the origin of the human personality.
This paper also examines the Zagorsk experiment’s “canonical version,” the Marxist
philosophical and psychological interpretations of educating deaf-blind children,
and raises the question of whether the facts fit these interpretations. It contends
that the Zagorsk experiment expressed the spirit and metaphysics of the Soviet
epoch. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
AU - Pushchaev, Iu V.
DO - 10.1080/10610405.2017.1423835
IS - 4-5
KW - *Deaf Blind
*Experimentation
*History
Personality
PY - 2017
SP - 271-300
ST - The history and theory of the Zagorsk experiment: Part 1: The beginning
T2 - Journal of Russian & East European Psychology
TI - The history and theory of the Zagorsk experiment: Part 1: The beginning
VL - 54
ID - 14190
ER -
TY - JOUR
AB - The first large-scale, nationwide academic achievement testing program using
Stanford Achievement Test (Stanford) for deaf and hard-of-hearing children in the
United States started in 1969. Over the past three decades, the Stanford has served
as a benchmark in the field of deaf education for assessing student academic
achievement. However, the validity and reliability of using the Stanford for this
special student population still require extensive scrutiny. Recent shifts in
educational policy environment, which require that schools enable all children to
achieve proficiency through accountability testing, warrants a close examination of
the adequacy and relevance of the current large-scale testing of deaf and hard-of-
hearing students. This study has three objectives: (a) it will summarize the
historical data over the last three decades to indicate trends in academic
achievement for this special population, (b) it will analyze the current federal
laws and regulations related to educational testing and special education, thereby
identifying gaps between policy and practice in the field, especially identifying
the limitations of current testing programs in assessing what deaf and hard-of-
hearing students know, and (c) it will offer some insights and suggestions for
future testing programs for deaf and hard-of-hearing students. (PsycInfo Database
AD - Qi, Sen: Gallaudet Research Institute, Gallaudet University, 800 Florida
Avenue Northeast, Washington, DC, US, 20002, sen.qi@gallaudet.edu
AU - Qi, Sen
AU - Mitchell, Ross E.
IS - 1
*Deafness
*Psychometrics
*Special Education
*Stanford Achievement Test
Laws
Testing
PY - 2012
SP - 1-18
ST - Large-scale academic achievement testing of deaf and hard-of-hearing
students: Past, present, and future
TI - Large-scale academic achievement testing of deaf and hard-of-hearing
students: Past, present, and future
VL - 17
ID - 14684
ER -
TY - THES
AB - The purpose of this study was to determine whether the Ralston Test of
Fingerspelled Pseudowords (RTFP) and a modified measure of word identification
skills, the Peabody Individual Achievement Test-Revised (PIAT-R) Reading
Recognition subtest, can identify dyslexia among people with prelingual and
severe/profound deafness by exploring their basic reading processes. This is the
first step of the validation process of the RTFP's two reliable subtests (Ralston,
Morere, Leigh, & Miller, 1995) for a deaf adult population in combination with the
modified PIAT-R Reading Recognition subtest. The RTFP generally measures basic
processing of fingerspelled pseudowords or letter strings in working memory. The
first RTFP subtest, Letterspan, measures verbal short-term memory processing of
consonants. The second RTFP subtest, Pseudoword, measures accuracy of basic word
decoding with an assumed pull from an alternative phonologically-based coding
strategy. Based on a sample of 57 deaf undergraduate students and postsecondary
trainees, the empirical relationship between these two tests, general cognitive
measures, and academic achievement measures were explored. The concurrent validity
was supported by moderate to high correlations between the RTFP Letterspan and
Pseudoword subtests with PIAT-R subtests measuring skills of word identification,
reading comprehension, and spelling, along with the Weschler Adult Scale Revised
(WAIS-R) Digit Span subtest, and verbal abilities composite (WAIS-R Information,
Comprehension, and Similarities subtests). The concurrent validity of the RTFP and
PIAT-R subtests were not as high with the nonverbal intelligence test (TONI-2).
Confirmed was the prediction that the RTFP subtests, WAIS-R Digit Span subtest,
PIAT-R Spelling, and WAIS-R verbal abilities composite would significantly
distinguish the deficient word reader group from high and/or average word reader
groups. This finding added data toward discriminant validity of the psychological
battery. In addition, some exploratory analyses added evidence that the
fingerspelled pseudoword reading test (RTFP) could divide readers into deficient
and skilled groups based on letter-word processing subskills within the average
range of word identification skills, with significant differences in verbal
abilities and spelling. (PsycInfo Database Record (c) 2022 APA, all rights
reserved)
AU - Ralston, Frances
CY - US
KW - *Deafness
*Dyslexia
*Fingerspelling
*Reading
Word Recognition
PY - 2002
SN - 0419-4209(Print)
SP - 3295-3295
ST - Use of the videotaped Ralston Test of Fingerspelled Pseudowords (RTFP) in
exploring reading among deaf adults in college and postsecondary training programs
TI - Use of the videotaped Ralston Test of Fingerspelled Pseudowords (RTFP) in
exploring reading among deaf adults in college and postsecondary training programs
VL - 62
ID - 14405
ER -
TY - JOUR
AB - After substantial loss of cochlear hair cells, exogenous neurotrophins
prevent degeneration of the auditory nerve. Because cochlear implantation, the
current therapy for profound sensorineural hearing loss, depends on a functional
nerve, application of neurotrophins is being investigated. We addressed two
questions important for fundamental insight into the effects of exogenous
neurotrophins on a degenerating neural system, and for translation to the clinic.
First, does temporary treatment with brain-derived neurotrophic factor (BDNF)
prevent nerve degeneration on the long term? Second, how does a BDNF-treated nerve
respond to electrical stimulation? Deafened guinea pigs received a cochlear
implant, and their cochleas were infused with BDNF for 4 weeks. Up to 8 weeks after
treatment, their cochleas were analyzed histologically. Electrically evoked
compound action potentials (eCAPs) were recorded using stimulation paradigms that
are informative of neural survival. Spiral ganglion cell (SGC) degeneration was
prevented during BDNF treatment, resulting in 1.9 times more SGCs than in deafened
untreated cochleas. Importantly, SGC survival was almost complete 8 weeks after
treatment cessation, when 2.6 times more SGCs were observed. In four eCAP
characteristics (three involving alteration of the interphase gap of the biphasic
current pulse and one involving pulse trains), we found large and statistically
significant differences between normal-hearing and deaf controls. Importantly, for
BDNF-treated animals, these eCAP characteristics were near normal, suggesting
healthy responsiveness of BDNF-treated SGCs. In conclusion, clinically practicable
short-term neurotrophin treatment is sufficient for long-term survival of SGCs, and
it can restore or preserve SGC function well beyond the treatment period. (PsycInfo
AD - Versnel, Huib: Department of Otorhinolaryngology and Head & Neck Surgery,
Brain Center Rudolf Magnus, University Medical Center Utrecht, F.02.504, P.O. Box
85500, Utrecht, Netherlands, 3508 GA, h.versnel@umcutrecht.nl
AU - Ramekers, Dyan
AU - Versnel, Huib
AU - Strahl, Stefan B.
AU - Klis, Sjaak F. L.
AU - Grolman, Wilko
DO - 10.1523/JNEUROSCI.0096-15.2015
IS - 36
KW - *Acoustic Nerve
*Deafness
*Treatment
*Brain Derived Neurotrophic Factor
*Neurodegeneration
Cochlea
Pigs
Action Potentials
PY - 2015
SP - 12331-12345
ST - Temporary neurotrophin treatment prevents deafness-induced auditory nerve
degeneration and preserves function
TI - Temporary neurotrophin treatment prevents deafness-induced auditory nerve
degeneration and preserves function
VL - 35
ID - 14652
ER -
TY - THES
AB - The present project sought to translate a measure of general self-efficacy
d/Deaf individuals and to test whether the translation retains the conceptual and
linguistic equivalence of the original. Self-efficacy is one of the most studied
variables in organizational, educational, and psychological research, yet feelings
of efficacy have not been studied with d/Deaf individuals. General self-efficacy
predicts behavior in a variety of domains and, as such, it was selected as having
greater utility for translation than measures of specific self-efficacy. Experts
who conduct research with d/Deaf individuals were interviewed to evaluate content
and process concerns in translating an English measure into American Sign Language
(ASL). Through such interviews, the researcher learned that an English measure of
general self-efficacy—the New General Self-Efficacy Scale—could be translated into
ALS while maintaining conceptual and linguistic equivalence. Using the back
translation method coupled with an expert panel, the New General Self-Efficacy
Scale-American Sign Language Translation (NGSE-ASL) was developed. Psychometric
properties of the NGSE-ASL were evaluated by collecting data from d/Deaf
individuals with English fluency at Gallaudet University. Convergent, discriminant,
predictive and criterion-related validity were assessed as well as reliability.
Factor analysis was conducted to determine if the NGSE-ASL remained a
unidimensional measure of general self-efficacy as well as to investigate the
variance accounted for by the measure's items. Results indicate that a six-item
scale best captures the construct of general self-efficacy for deaf individuals.
This six-item scale proved to have adequate validity, reliability, and factor-
structure and will be disseminated to future researchers. Individuals who consider
themselves members of a D/Deaf cultural group are D/Deaf. Individuals who do not
subscribe to this cultural identity are d/Deaf. (PsycINFO Database Record (c) 2016
AU - Reddy, Megan Z.
CY - US
KW - *Linguistics
*Psychometrics
*Sign Language
*Test Reliability
Test Validity
PY - 2012
SN - 0419-4217(Print)
SP - 6397-6397
ST - The development of an American sign language general self-efficacy scale for
use with deaf individuals
TI - The development of an American sign language general self-efficacy scale for
use with deaf individuals
VL - 72
ID - 14529
ER -
TY - JOUR
AB - Reviews the book "Tactile Sign Language," by Johanna Mesch (2001). This book
was first written in Swedish in 1998 and translated into English in 2000. This book
focuses on tactile sign language, which is used by deaf-blind adults who are sign
language users. They have had to adapt their methods of communication as their
visual perception of sign language becomes difficult due to deteriorating vision.
The contents page is specific and guides the reader to certain parts of the book
which may be more relevant to their interest. There are some clear illustrations,
which does help the reader to see how sign language users position themselves and
how their hands are being held in turn-taking and asking questions. One has to bear
in mind that the manual alphabet used in Swedish and Finnish sign language is one-
handed, as compared to the two-handed manual alphabet or the deaf-blind manual used
in Britain. This may affect some findings in this research but there are many
similarities. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AU - Reed, Sarah
DO - 10.1002/dei.166
IS - 1
KW - *Communication
*Deaf Blind
*Sign Language
*Tactual Perception
*Visual Perception
Vision Disorders
PY - 2004
SP - 54-55
ST - Review of Tactile Sign Language
TI - Review of Tactile Sign Language
VL - 6
ID - 14614
ER -
TY - JOUR
AB - UK professionals use a range of intervention approaches to promote
communication development in pre-school deaf children by influencing the families’
interaction style. This investigation surveyed the approaches used and explored how
these translated into specific practices. An online questionnaire was developed and
reviewed by a panel of experts. Part 1 explored professional background and
approaches used. Findings showed that the main approaches were: auditory verbal
therapy, Hanen, ‘Parent–child interaction therapy’ (PCIT), and guidance from the
Monitoring Protocol for deaf babies and children (GMP). Of the 158 professionals
who completed Part 1, 142 used a combination of these approaches, with each
approach selected at least ninety-three times. When participants were asked which
approach or combination of approaches influenced their practice most strongly, over
25 per cent chose GMP (mainly teachers of the deaf) and over 25 per cent chose
Hanen and/or PCIT (mainly speech and language therapists). Part 2, completed by 117
professionals, required participants to rate how frequently they suggested
particular strategies to parents and how frequently they used particular methods to
encourage parents to adopt those strategies. There was no evidence of an
association between the approaches selected and methods used and very little
evidence of an association between the approaches and strategies selected. Many
professionals were recommending similar strategies and using similar methods but
there was also some variation in practice. The overall findings suggest that future
research comparing named approaches may be of less value than studies that seek to
explore the potential effectiveness of particular strategies and methods. (PsycInfo
AD - Rees, Rachel: Division of Psychology and Language Sciences, University
College London, Chandler House, Wakefield Street, London, United Kingdom, WC1N 1PF,
rachel.rees@ucl.ac.uk
AU - Rees, Rachel
AU - Mahon, Merle
AU - Newton, Caroline
AU - Craig, Gordon
AU - Marriage, Josephine
DO - 10.1179/1557069X14Y.0000000043
IS - 2
KW - *Deafness
*Early Intervention
*Preschool Students
Family
Parent Child Communication
PY - 2015
SP - 88-100
ST - Communication interventions for families of pre-school deaf children in the
UK
TI - Communication interventions for families of pre-school deaf children in the
UK
VL - 17
ID - 14284
ER -
TY - JOUR
AB - Arbitrary symbolism is a linguistic doctrine that predicts an orthogonal
relationship between word forms and their corresponding meanings. Recent corpora
analyses have demonstrated violations of arbitrary symbolism with respect to
concreteness, a variable characterizing the sensorimotor salience of a word. In
addition to qualitative semantic differences, abstract and concrete words are also
marked by distinct morphophonological structures such as length and morphological
complexity. Native English speakers show sensitivity to these markers in tasks such
as auditory word recognition and naming. One unanswered question is whether this
violation of arbitrariness reflects an idiosyncratic property of the English
lexicon or whether word concreteness is a marked phenomenon across other natural
languages. We isolated concrete and abstract English nouns (N = 400), and
translated each into Russian, Arabic, Dutch, Mandarin, Hindi, Korean, Hebrew, and
American Sign Language. We conducted offline acoustic analyses of abstract and
concrete word length discrepancies across languages. In a separate experiment,
native English speakers (N = 56) with no prior knowledge of these foreign languages
judged concreteness of these nouns (e.g., Can you see, hear, feel, or touch this?
Yes/No). Each naïve participant heard pre‐recorded words presented in randomized
blocks of three foreign languages following a brief listening exposure to a
narrative sample from each respective language. Concrete and abstract words
differed by length across five of eight languages, and prediction accuracy exceeded
chance for four of eight languages. These results suggest that word concreteness is
a marked phenomenon across several of the world's most widely spoken languages. We
interpret these findings as supportive of an adaptive cognitive heuristic that
allows listeners to exploit non‐arbitrary mappings of word form to word meaning.
AD - Reilly, Jamie: Temple University, Weiss Hall, Philadelphia, PA, US, 19122,
reillyj@temple.edu
AU - Reilly, Jamie
AU - Hung, Jinyi
AU - Westbury, Chris
DO - 10.1111/cogs.12361
IS - 4
KW - *Imagination
*Linguistics
*Phonology
*Semantic Memory
Symbolism
PY - 2017
SP - 1071-1089
ST - Non‐arbitrariness in mapping word form to meaning: Cross‐linguistic formal
markers of word concreteness
T2 - Cognitive Science
TI - Non‐arbitrariness in mapping word form to meaning: Cross‐linguistic formal
markers of word concreteness
VL - 41
ID - 14660
ER -
TY - JOUR
AB - Deaf students show a significant delay in their understanding of numeracy and
measurement concepts as well as verbal problem solving. There is still no consensus
about the origin of this delay but several studies have shown that deaf people show
differences in basic numerical skills and executive function (EF), which could
underlie the differences in the way they learn and develop their cognitive
abilities. Children have the innate ability to estimate and compare numerosities
without using language or numerical symbols. The ability to discriminate large
numerosities depends on the approximate number system (ANS), a cognitive system
believed to be governed by a neural circuit within the intraparietal sulcus.
Researchers hypothesize that the ANS underlies the development of arithmetic and
there is data supporting the contribution of the ANS for math achievements. Little
is known about the approximate number system of deaf children at early ages. Deaf
and hearing preschool children were compared in terms of specific cognitive
functions shown to be important for success in mathematics. Executive functions and
symbolic and nonsymbolic magnitude comparison abilities of 7 deaf children and 14
hearing children aged 4–7 years (M = 69.90 months, SD = 11.42), were compared. To
do so, neuropsychological assessments for school-aged children were adapted into
Portuguese Sign Language. Significant group differences were found in abstract
counting as well as in symbolic and nonsymbolic magnitude comparisons. These
findings suggest that deaf children are less competent in these early numeracy
skills than are their hearing peers. (PsycInfo Database Record (c) 2023 APA, all
rights reserved)
AD - Ribeiro, Filipa: filipa.nc.ribeiro@ics.lisboa.ucp.pt
AU - Ribeiro, Filipa
AU - Rato, Joana R.
AU - Leonardo, Rita
AU - Mineiro, Ana
IS - 2
KW - *Cognitive Ability
*Deafness
*Number Systems
*Numerosity Perception
Executive Function
PY - 2022
SP - 119-133
ST - Early numerical cognition in deaf and hearing children: Closer than expected?
T2 - Interdisciplinaria Revista de Psicología y Ciencias Afines
TI - Early numerical cognition in deaf and hearing children: Closer than expected?
VL - 39
ID - 14534
ER -
TY - JOUR
AB - The Leisure Diagnostic Battery (LDB) is a theoretically based self-report
instrument that has found wide acceptance in the therapeutic recreation community.
Psychometric documentation on the LDB Long Form A is available. There is, however,
a paucity of psychometric information on the Long Form C adult version. In order to
investigate the reliability of Parts I, II, and III of the LDB Form C scales, as
well as derive preliminary normative data, test results from 54 college students
who are deaf were analyzed. In order to measure a set of homogeneous constructs in
this particular population, the results of reliability analyses supported dropping
one of the subscales (Needs) and adjusting the remaining four subscales of the
Perceived Freedom in Leisure scale (Competence, Control, Depth of Involvement, and
Playfulness). Only two of the eight subscales of the Barriers to Leisure
Involvement (time and money) emerged as viable instrumentation to use with college
students who are deaf. In terms of activity and style preferences of deaf
collegians, sports and nature/outdoor activities emerged as popular activity
domains; whereas stylistically, this population preferred group, active, and risk
activities. Normative data for the sample are presented and compared with results
reported for hearing college students. The findings provide support for attribution
theory and indicate that deaf college students experience independence and freedom
as well as successful leisure engagements. (PsycInfo Database Record (c) 2022 APA,
AD - Riddick, Carol Cutler: Department of Physical Education and Recreation,
Gallaudet University, 800 Florida Ave N.E., Washington, DC, US,
carol.riddick@gallaudet.edu
AU - Riddick, Carol Cutler
DO - 10.1515/IJDHD.2011.025
IS - 2
*Deafness
*Leisure Time
*Recreation
*Test Reliability
Psychometrics
PY - 2011
SP - 159-165
ST - The reliability and norms of the Leisure Diagnostic Battery for undergraduate
recreation majors who are deaf
T2 - International Journal on Disability and Human Development
TI - The reliability and norms of the Leisure Diagnostic Battery for undergraduate
recreation majors who are deaf
VL - 10
ID - 14401
ER -
TY - THES
AB - The relationship between attitudes, feelings of identity and the
psychological health and well-being of Deaf people in the community is examined.
The incidence of psychological distress in this sample (n = 102, mean age = 41,
range = 17-65) is examined using the General Health Questionnaire (Goldberg, 1972)
and the Attitude and Identity Questionnaire (ATIQ) designed for this study. Both
were presented in British Sign Language. An interview questionnaire was also used
to gather information about the participant. The participants' experience of sexual
and physical abuse is also investigated and related to health and well-being.
Information was collected using British Sign Language in face-to-face interviews.
The processes of translation into English and the back translation procedure is
described. Thirty-eight percent of the sample was found to suffer psychological
ill- health. A high incidence of sexual abuse was found and this was significantly
related to psychological ill health (p = 0.047). The relationship between
psychological ill health and the Attitude and Identity Questionnaire was found to
be highly significant (p = 0.002). The Attitude and Identity Questionnaire was
designed to measure attitudes towards deaf people; the self-perception of deafness;
and provide a measure of self- esteem. The questionnaire also measures the degree
individuals identify with the Deaf community. The implications for developing
strategies for the mental health and well-being of deaf children and adults are
discussed. The implications of the findings for education are also discussed.
AU - Ridgeway, Marilyn Sharon
CY - US
KW - *Communities
*Deafness
*Well Being
Psychological Stress
PY - 2018
SN - 1042-7279(Print)
ST - The psychological health and well-being of deaf people in the community
TI - The psychological health and well-being of deaf people in the community
VL - 75
ID - 14503
ER -
TY - JOUR
AB - Introduction: The main idea underlying this paper is that impairments such as
deafness are particularly relevant to the extent that they lead to deprivation of
capability. Likewise, the impact of healthcare services such as cochlear implants
and subsequent rehabilitation can best be inferred from the extent that they
protect or restore capability of those affected. Methods: To explore children’s
post-implant capabilities, we tested two newly developed digital, adaptive child
self-report and parent-report questionnaires in 19 deaf children (aged 8–12 years)
and their parents during rehabilitation, as well as in 23 age peers with normal
hearing. Results: Despite the impressive speech-language results that were recorded
with cochlear implants, the post-implant capabilities of the deaf children we
evaluated differed from those of their hearing peers, with the cochlear implant
group appearing particularly disadvantaged in areas such as accessing information,
communication, social participation, and participation in school. Conclusion: Deaf
children with cochlear implants who are performing well on linguistic and auditory
tests can still experience serious limitations in desired functioning. Our findings
suggest that a capability approach may reveal aspects of what is being achieved
through rehabilitation that might otherwise remain unnoticed, and that could help
to further improve the well-being of our patients. Implications for Rehabilitation:
Overall, children with cochlear implants appeared disadvantaged in certain
capability areas, like accessing information, communication, social participation,
and participation in school. It may be worthwhile to also ascertain capabilities in
these children, representing a domain not covered by clinical measures, tapping
directly into areas that are valuable to the patient. (PsycInfo Database Record (c)
AD - Rijke, Wouter J.: Department for Health Evidence, Radboud University Medical
Centre, Radboudumc, PO Box 9101, Nijmegen, Netherlands, 6500 HB,
Wouter.Rijke@Radboudumc.nl
AU - Rijke, Wouter J.
AU - Vermeulen, Anneke M.
AU - Wendrich, Karine
AU - Mylanus, Emmanuel
AU - Langereis, Margreet C.
AU - van der Wilt, Gert Jan
DO - 10.1080/09638288.2019.1689580
IS - 14
KW - *Ability
*Cochlear Implants
*Deafness
*Pediatrics
*Rehabilitation
Disadvantaged
Health Related Quality of Life
Child Health
PY - 2021
SP - 1989-1994
ST - Capability of deaf children with a cochlear implant
T2 - Disability and Rehabilitation: An International, Multidisciplinary Journal
TI - Capability of deaf children with a cochlear implant
VL - 43
ID - 14207
ER -
TY - JOUR
AB - This study examined the association between parenting stress, family
functioning, child behavior problems, language development, mother’s education,
child’s sex, child’s age, and child’s hearing device in a cross-sectional sample of
37 mothers with typical hearing who have children who are deaf and hard of hearing
enrolled in early childhood programs using oral methodology in Spain. Mothers
completed the Parenting Stress Index/Short Form, the Family Adaptability and
Cohesion Scale questionnaire, and the Behavior Assessment System for Children.
Their children completed the Reynell test for language. Utilizing linear model
analysis, we identified that family cohesion, internalizing problems, and adaptive
skills in children who are deaf and hard of hearing explain 66% of the variance of
parenting stress. Evidence supports the relevance of considering family functioning
in parenting stress assessment in families with typical hearing who have children
who are deaf and hard of hearing. Along with helpful existing research, greater
insight might facilitate the support of intervention programs. (PsycInfo Database
AD - Rivadeneira, Joucelyn: jrivadeneira@ubiobio.cl
AU - Rivadeneira, Joucelyn
AU - Silvestre, Núria
AU - Laborda, Cristina
DO - 10.17955/tvr.115.2.764
IS - 2
KW - *Deafness
*Mother Child Relations
*Mothers
Stress
PY - 2015
SN - 0042-8639(Print)
SP - 129-152
ST - Maternal stress: A study of mothers with typical hearing who have children
who are deaf and hard of hearing in Spain
T2 - The Volta Review
TI - Maternal stress: A study of mothers with typical hearing who have children
who are deaf and hard of hearing in Spain
VL - 115
ID - 14252
ER -
TY - THES
AB - The purpose of this qualitative study was to describe the perceptions of
community college professors regarding the instructional practices for addressing
the needs of students with disabilities at postsecondary institutions in Southeast
Texas. The participants for this study were purposefully selected from within a
population of faculty as a snowball sampling. A total of 11participants responded
to the invitation to participate in the interview sessions. Participants addressed
all questions on the questionnaire during the interview sessions. In the
descriptive study, the researcher used the qualitative research methodology of
hermeneutical phenomenology. In doing so, the researcher gained knowledge as the
participants in this study conveyed their feelings, which described what they
perceived and sensed through their own experiences. The overall findings on the
participants' questionnaire responses and interviewee sessions indicated that
fifteen themes embedded in four categories emerged. The themes for the
Accommodations category included statement needed in syllabus, sensory impaired
students, testing, and administrating exams. The themes for Student Engagement
category included in-class settings and online settings. The themes for Information
and Training category included face-to-face training, online video training, and
external facilitated training. The themes for Classroom Assistants, Assistive
Software, and Technological Tools included sign language interpreters, note-takers,
Communication Access Real-Time Translation (CART), Canvas, Kaltura, YouTube videos,
and PowerPoint presentations. Based on responses from participants in this study,
provided support and skills needed to work successfully when providing instructions
to students with disabilities at a postsecondary institution. (PsycInfo Database
AU - Roberson Shivers, Paralee A.
CY - US
KW - *College Teachers
Accommodation (Disabilities)
Community College Students
Community Colleges
Disabilities
Professional Development
Teacher Attitudes
PY - 2021
SN - 0419-4209(Print)
ST - Perceptions of community college professors regarding instructional practices
for students with disabilities
TI - Perceptions of community college professors regarding instructional practices
for students with disabilities
VL - 82
ID - 14350
ER -
TY - JOUR
AB - Reviews the book, Testing and assessment in translation and interpreting
studies edited by Claudia V. Angelelli and Holly E. Jacobson (2009). This work,
which grew out of a two-year series of conferences on testing and assessment during
the American Translators Association Research Forum, is intended to stimulate
discussion, among those engaged in testing, on issues that are shaping measurement
approaches in translation and interpreting. The collection of papers explores these
issues across languages and settings, since one of the major challenges of testing
in these fields is that it is used for different languages for vastly different
purposes. The volume is divided into three parts. The first, comprising two papers
by the editors, focuses on the theoretical underpinnings of translation and
interpreting assessment and their relation to construct definition and rubric
development. This part sets the tone for the rest of the volume. Part II of the
volume consists of five articles that discuss the results of empirical research
implementing quasi-experimental and non-experimental methods and tools for
evaluating translation (three articles), interpreting (one article) and
localization (one article). Finally, Part III of this volume presents four case
studies of broader scope, examining admissions tests for interpreter education
programs, on the one hand, and professional certification tests, on the other. For
each type of test, both spoken language interpreting and sign language interpreting
are examined. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AU - Roberts, Roda P.
DO - 10.1075/intp.13.1.09rob
IS - 1
KW - *Language
*Sign Language
*Interpreters
Professional Certification
PY - 2011
SP - 143-148
ST - Review of Testing and assessment in translation and interpreting studies
T2 - Interpreting
TI - Review of Testing and assessment in translation and interpreting studies
VL - 13
ID - 14532
ER -
TY - COMP
AB - This study compares sign and oral language in terms of information
transmission efficiency. The study sample were 36 signing deaf persons, 36 hearing
persons who had good knowledge of sign language, and 36 hearing persons who had no
knowledge of sign language. Oral and sign language comprehension were assessed
using texts with three different difficulty levels. After being exposed to the
texts, subjects had to explain what they had understood, answer a set of related
questions, and give the text a title. Comprehension assessment of subjects' account
evaluated, among others, explicit contents, invented ideas, and number of
comprehension errors. The results show that deaf subjects' signed comprehension was
higher than that of hearing subjects using oral language with respect to explicit
contents, invented ideas and number of errors. Hearing subjects' oral comprehension
was higher than deaf subjects' signed comprehension with respect to their answers
to closed text questions. On the other hand, comparisons between signed and oral
comprehension in bilingual subjects showed that they differed in 1) the quantity of
explicit contents mentioned and the number of repetitions requested to understand
the text, in both cases higher in the signed version; 2) subjects' self-assessment
of their own comprehension which was higher in oral comprehension. The results
indicate that sign language allows individuals to convey abstract and complex
information in a manner similar to oral language. However, the age sign language is
learned can affect the number and type of errors made in signed comprehension.
AD - Rodríguez, Isabel R.: Departamento de Psicologia Evolutiva y de la Educacion,
Facultad de Psicologia, C/Camilo Jose Cela, s/n, Sevilla, Spain, 41018,
ireyes@us.es
AU - Rodríguez, Isabel R.
CY - Spain
DO - 10.1174/021037007779849682
ET - 1
*Deafness
*Sign Language
*Verbal Comprehension
Information
M3 - doi:10.1174/021037007779849682
PB - Fundación Infancia y Aprendizaje
PY - 2007
SP - 87-107
ST - La comprensión en lengua de signos española. [Spanish sign language
comprehension.]
TI - La comprensión en lengua de signos española. [Spanish sign language
comprehension.]
VL - 30
ID - 14519
ER -
TY - JOUR
AB - Background: There is no validated measure of positive mental well-being that
is suitable for Deaf people who use a signed language such as British Sign Language
(BSL). This impedes inclusion of this population in a range of research designed to
evaluate effectiveness of interventions. The study aims were: (i) to translate the
original English version of SWEMWBS into BSL and to test the SWEMWBS BSL with the
Deaf population in the UK who use BSL; (ii) to examine its psychometric properties;
and (iii) to establish the validity and reliability of the SWEMWBS BSL. Methods:
The SWEMWBS was translated into BSL following a six stage translation procedure and
in consultation with the originators. The draft version was piloted with Deaf BSL
users (n = 96) who also completed the CORE-OM BSL well-being subscale and the EQ-5D
VAS BSL. Reliability was explored using Cronbach’s alpha for internal consistency
and ICC for test-retest reliability. Validity was explored by using Kendall’s tau
correction for convergent validity and an exploratory factor analysis for construct
validity. Results: The internal consistency for the reliability of the SWEMWBS BSL
was found to be good and the test-retest one week apart showed an acceptable
reliability. There was good convergent validity of the SWEMWBS BSL with the well-
being subscale of the CORE-OM BSL and the EQ-5D VAS BSL. Conclusions: The SWEMWBS
BSL can be used with a Deaf population of BSL users. This is the first validated
version of a BSL instrument that focuses solely on positively phrased questions for
measuring mental well-being. (PsycInfo Database Record (c) 2023 APA, all rights
reserved)
AD - Rogers, Katherine D.: Division of Nursing, Midwifery, & Social Work, School
of Health Sciences, Faculty of Biology, Medicine and Health, Manchester Academic
Health Science Centre, University of Manchester, Manchester, United Kingdom,
katherine.rogers@manchester.ac.uk
AU - Dodds, Claire
AU - Campbell, Malcolm
AU - Young, Alys
DO - 10.1186/s12955-018-0976-x
*Psychometrics
*Sign Language
*Test Validity
*Well Being
Deafness
Mental Health
Test Reliability
PY - 2018
ST - The validation of the Short Warwick-Edinburgh Mental Well-Being Scale
(SWEMWBS) with deaf British sign language users in the UK
T2 - Health and Quality of Life Outcomes
TI - The validation of the Short Warwick-Edinburgh Mental Well-Being Scale
(SWEMWBS) with deaf British sign language users in the UK
VL - 16
ID - 14588
ER -
TY - JOUR
AB - Purpose: To translate the health questionnaire EuroQol EQ-5D-5L into British
Sign Language (BSL), to test its reliability with the signing Deaf population of
BSL users in the UK and to validate its psychometric properties. Methods: The EQ-
5D-5L BSL was developed following the international standard for translation
required by EuroQol, with additional agreed features appropriate to a visual
language. Data collection used an online platform to view the signed (BSL) version
of the tests. The psychometric testing included content validity, assessed by
interviewing a small sample of Deaf people. Reliability was tested by internal
consistency of the items and test–retest, and convergent validity was assessed by
determining how well EQ-5D-5L BSL correlates with CORE-10 BSL and CORE-6D BSL.
Results: The psychometric properties of the EQ-5D-5L BSL are good, indicating that
it can be used to measure health status in the Deaf signing population in the UK.
Convergent validity between EQ-5D-5L BSL and CORE-10 BSL and CORE-6D BSL is
consistent, demonstrating that the BSL version of EQ-5D-5L is a good measure of the
health status of an individual. The test–retest reliability of EQ-5D-5L BSL, for
each dimension of health, was shown to have Cohen’s kappa values of 0.47–0.61;
these were in the range of moderate to good and were therefore acceptable.
Conclusions: This is the first time EQ-5D-5L has been translated into a signed
language for use with Deaf people and is a significant step forward towards
conducting studies of health status and cost-effectiveness in this population.
AD - Rogers, Katherine D.: Social Research with Deaf People (SORD), School of
Nursing, Midwifery and Social Work, University of Manchester, Jean McFarlane
Building, Oxford Road, Manchester, United Kingdom, M13 9PL,
katherine.rogers@manchester.ac.uk
AU - Pilling, Mark
AU - Davies, Linda
AU - Belk, Rachel
AU - Nassimi-Green, Catherine
AU - Young, Alys
DO - 10.1007/s11136-016-1235-4
IS - 7
KW - *Deafness
*Psychometrics
*Quality of Life
*Sign Language
Test Reliability
Test Validity
PY - 2016
SP - 1825-1834
ST - Translation, validity and reliability of the British Sign Language (BSL)
version of the EQ-5D-5L
T2 - Quality of Life Research: An International Journal of Quality of Life Aspects
of Treatment, Care & Rehabilitation
TI - Translation, validity and reliability of the British Sign Language (BSL)
version of the EQ-5D-5L
VL - 25
ID - 14329
ER -
TY - GEN
AB - Reports an error in "The British sign language versions of the Patient Health
Questionnaire, the Generalized Anxiety Disorder 7-item scale, and the Work and
Social Adjustment Scale" by Katherine D. Rogers, Alys Young, Karina Lovell, Malcolm
Campbell, Paul R. Scott and Sarah Kendal (Journal of Deaf Studies and Deaf
Education, 2013[Win], Vol 18[1], 110-122). The original article contain several
errors. The corrections are present in the erratum. (The following abstract of the
original article appeared in record 2012-34562-008). The present study is aimed to
translate 3 widely used clinical assessment measures into British Sign Language
(BSL), to pilot the BSL versions, and to establish their validity and reliability.
These were the Patient Health Questionnaire (PHQ-9), the Generalized Anxiety
Disorder 7-item (GAD-7) scale, and the Work and Social Adjustment Scale (WSAS). The
3 assessment measures were translated into BSL and piloted with the Deaf signing
population in the United Kingdom (n = 113). Participants completed the PHQ-9, GAD-
7, WSAS, and Clinical Outcomes in Routine Evaluation– Outcome Measure (CORE-OM)
online. The reliability and validity of the BSL versions of PHQ-9, GAD-7, and WSAS
have been examined and were found to be good. The construct validity for the PHQ-9
BSL version did not find the single-factor solution as found in the hearing
population. The BSL versions of PHQ-9, GAD-7, and WSAS have been produced in BSL
and can be used with the signing Deaf population in the United Kingdom. This means
that now there are accessible mental health assessments available for Deaf people
who are BSL users, which could assist in the early identification of mental health
difficulties. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
Nursing, Midwifery and Social Work, University of Manchester, Room 4.313, Jean
McFarlane Building, Oxford Road, Manchester, United Kingdom, M13 9PL,
Katherine.rogers@manchester.ac.uk
AU - Young, Alys
AU - Lovell, Karina
AU - Scott, Paul R.
AU - Kendal, Sarah
KW - *Questionnaires
*Rating Scales
*Sign Language
*Test Reliability
*Test Validity
Deafness
Generalized Anxiety Disorder
Health
Occupational Adjustment
Social Adjustment
Test Forms
PY - 2013
SP - 427-427
ST - "The British sign language versions of the Patient Health Questionnaire, the
Generalized Anxiety Disorder 7-item scale, and the Work and Social Adjustment
Scale": Erratum
TI - "The British sign language versions of the Patient Health Questionnaire, the
Generalized Anxiety Disorder 7-item scale, and the Work and Social Adjustment
Scale": Erratum
ID - 14464
ER -
TY - GEN
Journal of Deaf Studies and Deaf Education (see record 2013-22788-013). The
original article contain several errors. The corrections are present in the
erratum.] The present study is aimed to translate 3 widely used clinical assessment
measures into British Sign Language (BSL), to pilot the BSL versions, and to
establish their validity and reliability. These were the Patient Health
Questionnaire (PHQ-9), the Generalized Anxiety Disorder 7-item (GAD-7) scale, and
the Work and Social Adjustment Scale (WSAS). The 3 assessment measures were
translated into BSL and piloted with the Deaf signing population in the United
Kingdom (n = 113). Participants completed the PHQ-9, GAD-7, WSAS, and Clinical
Outcomes in Routine Evaluation– Outcome Measure (CORE-OM) online. The reliability
and validity of the BSL versions of PHQ-9, GAD-7, and WSAS have been examined and
were found to be good. The construct validity for the PHQ-9 BSL version did not
find the single-factor solution as found in the hearing population. The BSL
versions of PHQ-9, GAD-7, and WSAS have been produced in BSL and can be used with
the signing Deaf population in the United Kingdom. This means that now there are
accessible mental health assessments available for Deaf people who are BSL users,
which could assist in the early identification of mental health difficulties.
Nursing, Midwifery and Social Work, University of Manchester, Room 4.313, Jean
McFarlane Building, Oxford Road, Manchester, United Kingdom, M13 9PL,
Katherine.rogers@manchester.ac.uk
AU - Young, Alys
AU - Lovell, Karina
AU - Scott, Paul R.
AU - Kendal, Sarah
KW - *Questionnaires
*Rating Scales
*Sign Language
*Test Reliability
*Test Validity
Deafness
Generalized Anxiety Disorder
Health
Occupational Adjustment
Social Adjustment
Test Forms
M3 - doi:10.1093/deafed/ens040
PY - 2013
SP - 110-122
ST - The British sign language versions of the Patient Health Questionnaire, the
Generalized Anxiety Disorder 7-item scale, and the Work and Social Adjustment Scale
TI - The British sign language versions of the Patient Health Questionnaire, the
Generalized Anxiety Disorder 7-item scale, and the Work and Social Adjustment Scale
ID - 14630
ER -
TY - JOUR
AB - Previous research has argued that the mental well‐being of d/Deaf people is
poorer than that of hearing populations. However, there is a paucity of valid and
reliable mental health instruments in sign language that have been normalised with
d/Deaf populations. The aim of this study was to determine the reliability of the
Clinical Outcomes in Routine Evaluation – Outcome Measure (CORE‐OM) with d/Deaf
populations. A British Sign Language (BSL) version was produced using a team
approach to forward translation, and a back‐translation check. The CORE‐OM was
incorporated into an online survey, to be completed in either BSL or English, as
preferred by the participant. From December 2010 to March 2011, data were collected
from 136 d/Deaf people. Cronbach's α was used to measure the internal consistency
of items in the CORE‐OM. Comparisons were made between versions, including
comparisons with the non‐clinical hearing population (not in receipt of mental
health services) in a previous study. The reliability of the overall score, as well
as the non‐risk items in both the BSL and English versions, was satisfactory. The
internal reliability of each domain in the BSL version was good (Cronbach's α >
0.70) and comparable to the English version in the hearing population. This was
true for most domains of the CORE–OM in the English version completed by d/Deaf
people, although the Functioning domain had a relatively low α of 0.79 and the Risk
domain had an α of only 0.66 This raised the question whether it is advisable to
use a mental health assessment with d/Deaf populations that has been standardised
with hearing populations. Nevertheless, this study has shown that it is possible to
collect data from d/Deaf populations in the UK via the web (both in BSL and
English), and an online BSL version of the CORE‐OM is recommended for use with Deaf
populations in the community. (PsycInfo Database Record (c) 2023 APA, all rights
reserved)
AD - Rogers, Katherine: School of Nursing, Midwifery and Social Work, University
of Manchester, Jean McFarlane Building, Oxford Road, Manchester, United Kingdom,
M13 9PL, katherine.rogers@manchester.ac.uk
AU - Rogers, Katherine
AU - Evans, Chris
AU - Young, Alys
AU - Lovell, Karina
DO - 10.1111/hsc.12078
IS - 3
KW - *Deafness
*Mental Health
*Sign Language
*Test Reliability
*Well Being
PY - 2014
SP - 278-289
ST - The reliability of British sign language and English versions of the Clinical
Outcomes in Routine Evaluation—Outcome measure with d/Deaf populations in the UK:
An initial study
T2 - Health & Social Care in the Community
TI - The reliability of British sign language and English versions of the Clinical
Outcomes in Routine Evaluation—Outcome measure with d/Deaf populations in the UK:
An initial study
VL - 22
ID - 14391
ER -
TY - JOUR
AB - The objective of this study was to assess the validity and reliability of the
Edmonton Frail Scale (EFS) in a sample referred for CGA. All patients aged 65+
years were approached for informed consent; exclusions were only for communication
barriers (deafness, blindness or the need for translation), problems with manual
dexterity or previous enrolment in our study. Patients were a referral population
for CGA seen during July 2000 in acute care wards, rehabilitation units, day
hospitals and outpatient clinics in Edmonton, Alberta, a major Canadian
metropolitan centre. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
AD - Rolfson, Darryl B.: Division of Geriatric Medicine, University of Alberta,
B139C Clin Sci Building, 8440-112 Street, Edmonton, AB, Canada, T6G 2B7,
darryl.rolfson@ualberta.ca
AU - Rolfson, Darryl B.
AU - Majumdar, Sumit R.
AU - Tsuyuki, Ross T.
AU - Tahir, Adeel
AU - Rockwood, Kenneth
DO - 10.1093/ageing/afl041
IS - 5
KW - *Health Impairments
*Test Construction
*Test Reliability
*Test Validity
Geriatric Patients
PY - 2006
SP - 526-529
ST - Validity and reliability of the Edmonton Frail Scale
T2 - Age and Ageing
TI - Validity and reliability of the Edmonton Frail Scale
VL - 35
ID - 14633
ER -
TY - DICT
AB - Cochlear implantation in children has revolutionized the treatment of
prelingual, profound and sensorineural deafness. Auditory functions are the first
to develop after connecting the device and are those that support the development
of speech, language and oral communication. The aims of this study were firstly to
evaluate auditory functions (perception, communication and auditory integration) in
a group of 116 deaf Spanish children through the Meaningful Auditory Integration
Scale (MAIS), and secondly to analyze the factors involved in this process.
According to the results, not all children in the sample achieved the expected
development of auditory functions, despite using the device daily and for a minimum
of 12 months. The children who achieved the expected auditory development were
those who received their cochlear implant at a younger age. Other variables, such
as the make of the implant and prior adaptation of the headphones, were also
predictive factors for auditory perception. Nevertheless, due to the large number
of factors involved, further studies should be performed with larger samples. The
results of this study suggest that the use of cochlear implant alone may not be
sufficient for the development of auditory functions. (PsycInfo Database Record (c)
AD - Romero, M. Salud Jiménez: msjimenez@uco.es
AU - Romero, M. Salud Jiménez
CY - Netherlands
DO - 10.1016/j.rlfa.2013.06.001
*Cochlear Implants
*Deafness
Prediction
M3 - doi:10.1016/j.rlfa.2013.06.001
PY - 2014
SP - 4-16
ST - El impacto del implante coclear en la integración auditiva: Resultados y
factores predictores en un grupo de 116 niñas y niños sordos españoles. [Impact of
cochlear implants on auditory integration: Results and predictive factors in a
group of 116 deaf Spanish children.]
TI - El impacto del implante coclear en la integración auditiva: Resultados y
factores predictores en un grupo de 116 niñas y niños sordos españoles. [Impact of
cochlear implants on auditory integration: Results and predictive factors in a
group of 116 deaf Spanish children.]
VL - 34
ID - 14555
ER -
TY - JOUR
AB - Reviews the book, Testing Deaf Students in an Age of Accountability edited by
R. C. Johnson and R. E. Mitchell (2008). The editors assembled a group of
contributing authors with expertise related to the issues and challenges of high-
stakes testing and accountability. Each of the contributors follows the trail of
mandates, regulations, and state-by-state practices highlighting assessment
practices reinforced by the need to consider the unique qualities and
characteristics embedded in the education of students with hearing loss. Johnson
and Mitchell subdivided the 14 chapters into 2 topical sections. Part One builds
the foundation for understanding the issues related to testing deaf and hard of
hearing students including a historical perspective, current academic achievement
data, instructional organization, accommodations, and alternative assessment
practices. Part Two consists of case studies from seven states across the United
States. The case studies exemplify the concern illustrated in Part One for the
absence of evidence regarding the use of accommodations and adaptations as
equalizing factors in testing protocols. This book will be of special interest to
administrators, evaluation specialists, and test developers as well as
professionals in the field of deaf education. (PsycInfo Database Record (c) 2022
AU - Rose, Susan
IS - 1
*Accountability
*Deafness
*Education
Testing
PY - 2012
SP - 135-135
ST - Review of The A’s have it: Assessment, accountability, accommodation,
alternatives, and advocacy!
TI - Review of The A’s have it: Assessment, accountability, accommodation,
alternatives, and advocacy!
VL - 17
ID - 14221
ER -
TY - THES
AB - There is a paucity of empirical information regarding family functioning in
hearing parented families with a deaf child. This study explored how communication
within the family affects family functioning as well as the deaf child's behavior.
Specifically, this study investigated whether communication mode at home
(oral/aural communication, sign communication, or Cued Speech) and/or communication
quality affects family functioning, including cohesion and adaptability, and/or the
deaf child's behavior. A survey was mailed to a sample of households with hearing
parents and at least one deaf child between 4 and 12 years of age. The survey
consisted of a demographic questionnaire including the Communication Clarity Scale
(CCS), the Family Assessment Device (FAD; Epstein, Baldwin, & Bishop, 1983), the
Family Adaptability and Cohesion Evaluation Scale (FACES; Olson, Portner, & Bell,
1982) and the Achenbach Child Behavior Checklist (CBCL; Achenbach & Edelbrock,
1986). The primary caregiver in the family was asked to complete the questionnaire.
First, a correlation was run between the CCS and the FAD communication scale. The
two scales were correlated significantly. Given this reliable correlation, coupled
with the fact that the CCS was developed with this particular population in mind,
the model tested included the CCS as a substitute for the FAD communication scale.
Several regression analyses were run to assess relationships among the independent
and dependent variables. The results indicated that communication quality was the
significant predictor of both family functioning and child behavior problems. When
one mode of communication significantly predicted outcomes, it was determined
through post hoc analyses that it was the communication quality associated with a
particular mode that contributed the variance to the dependent variables. As a
whole, this sample of children demonstrated higher behavior problem scores, when
compared to the norming sample on the CBCL. Also of note was the sample group mean
communication score on the FAD. Communication scores in this sample indicated more
healthy functioning than the sample used for a psychometric study (Kabacoff, et
al., 1990) of the FAD. Possible explanations for these findings are explored.
AU - Rosenbaum, Jessica Layne
CY - US
KW - *Deafness
*Family Relations
Interpersonal Communication
PY - 2002
SN - 0419-4217(Print)
SP - 6026-6026
ST - Family functioning and child behavior: Impacts of communication in hearing
families with a deaf child
TI - Family functioning and child behavior: Impacts of communication in hearing
families with a deaf child
VL - 62
ID - 14267
ER -
TY - JOUR
AB - Challenges in early oral language acquisition in profoundly deaf individuals
have an impact on cognitive neurodevelopment. This has led to the exploration of
alternative sound perception methods involving training of vibrotactile
discrimination of sounds within the language spectrum. In particular, stimulus
duration plays an important role in linguistic categorical perception. We
comparatively evaluated vibrotactile temporal discrimination of sound and how
specific training can modify the underlying electrical brain activity. Fifteen
profoundly deaf (PD) and 15 normal-hearing (NH) subjects performed a vibrotactile
oddball task with simultaneous EEG recording, before and after a short training
period (5 one-hour sessions; in 2.5–3 weeks). The stimuli consisted of 700 Hz pure-
tones with different duration (target: long 500 ms; non-target: short 250 ms). The
sound-wave stimuli were delivered by a small device worn on the right index finger.
A similar behavioral training effect was observed in both groups showing
significant improvement in sound-duration discrimination. However, quantitative EEG
measurements reveal distinct neurophysiological patterns characterized by higher
and more diffuse delta band magnitudes in the PD group, together with a generalized
decrement in absolute power in both groups that might reflect a facilitating
process associated to learning. Furthermore, training-related changes were found in
the beta-band in NH. Findings suggest PD have different cognitive adaptive
mechanisms which are not a mere amplification effect due to greater cortical
excitability. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - Ruiz-Stovel, Vanessa D.: Instituto de Neurociencias, Universidad de
Guadalajara, Francisco de Quevedo 180, Colonia Arcos Vallarta, Guadalajara, Mexico,
44130, vanessa.ruizstovel@academicos.udg.mx
AU - Ruiz-Stovel, Vanessa D.
AU - González-Garrido, Andrés A.
AU - Gómez-Velázquez, Fabiola R.
AU - Alvarado-Rodríguez, Francisco J.
AU - Gallardo-Moreno, Geisa B.
DO - 10.1016/j.ijpsycho.2021.05.007
KW - *Auditory Discrimination
*Deafness
*Perceptual Discrimination
*Training
Measurement
Stimulus Duration
PY - 2021
SP - 71-82
ST - Quantitative EEG measures in profoundly deaf and normal hearing individuals
while performing a vibrotactile temporal discrimination task
T2 - International Journal of Psychophysiology
TI - Quantitative EEG measures in profoundly deaf and normal hearing individuals
while performing a vibrotactile temporal discrimination task
VL - 166
ID - 14275
ER -
TY - THES
AB - The purpose of this research study was to identify common instructional
practices described by teachers of the deaf with students who are deaf with autism
that increase both student engagement and instructional outcomes. As the diversity
of students increase within deaf/hard of hearing programs, research is emerging in
the area of deaf autism. Researchers have identified the population and determined
there is a need for practices and strategies to support students within deaf or
hard of hearing programs. This qualitative research study recruited eight certified
teachers of the deaf. These participants were currently teaching in deaf or hard of
hearing programs with three or more years of certifiable teaching experience and
had experiences instructing students who are deaf with autism. All participants
within the study participated in interviews and six of the participants who were
currently instructing students who are deaf with autism were observed during
different instructional periods and provided lesson plans. Interviews,
observations, and lesson plans were analyzed to determined commonalities of
practices and procedures. Teachers described common classroom management
strategies, modifications and adaptations to lessons, behavioral interventions,
language and communication strategies, technology implementation and utilization,
reading strategies and practices, setting selection, and assessment practices and
procedures utilized with students who are deaf with autism as well as supports
and/or professional development opportunities received when instructing the deaf
autistic population. It is evident from the interviews, observations, and review of
lesson plans that common practices and strategies include the use of visuals,
videos, manipulatives, token economy systems, hearing assistive technology, and
instructional technology to increase both student engagement and instructional
outcomes. The findings also revealed teachers utilize multiple supports and
resources to further their awareness and knowledge base of deaf autism to increase
engagement and instructional outcomes of students who are deaf with autism.
AU - Rutledge, Felicia
CY - US
*Classroom Management
Deafness
PY - 2018
SN - 0419-4209(Print)
ST - Deaf autism: Common instructional practices described by deaf educators
TI - Deaf autism: Common instructional practices described by deaf educators
VL - 79
ID - 14304
ER -
TY - ADVS
AB - The purpose of this study was to quantitatively examine the impact of third-
party support service providers on the quality of science information available to
deaf students in regular science classrooms. Three different videotapes that were
developed by NASA for high school science classrooms were selected for the study,
allowing for different concepts and vocabulary to be examined. The focus was on the
accuracy of translation as measured by the number of key science words included in
the transcripts (captions) or videos (interpreted). Data were collected via
transcripts completed by CART (computer assisted real-time captionists) or through
videos of sign language interpreters. All participants were required to listen to
and translate these NASA educational videos with no prior experience with this
information so as not to influence their delivery. CART personnel using captions
were found to be significantly more accurate in the delivery of science words as
compared to the sign language interpreters in this study. (PsycInfo Database Record
AU - Sadler, Karen L.
CY - US
KW - *Deafness
*Digital Video
*Science Education
*Sign Language
*Teaching
Students
N1 - 12-A
PY - 2010
SN - 0419-4209(Print)
ST - Accuracy of sign interpreting and real-time captioning of science videos for
the delivery of instruction to deaf students
TI - Accuracy of sign interpreting and real-time captioning of science videos for
the delivery of instruction to deaf students
VL - 70
ID - 14389
ER -
TY - ADVS
AB - Assistive technology (AT) can help individuals with disabilities address a
range of barriers and increase community and work participation, yet many devices
are abandoned soon after acquisition. Video Relay Service (VRS) is a new
communication technology available to people who are deaf or hard of hearing, but
little is known about VRS adoption and use by intended consumers. Previous research
suggests that psychosocial factors may have significant impact on adoption and use
of AT, thus a nonexperimental research design was used to investigate the impact of
psychosocial and demographic variables on adoption of VRS by deaf or hard-of-
hearing adults. Participating employees of the Texas School for the Deaf completed
a demographic based on Rogers's characteristics of adopters of innovations, along
with the Psychosocial Impact of Assistive Device Scale (PIADS), a 26-item self-
report of psychosocial factors related to independence, well-being, and quality of
life. Multiple Discriminant Analysis indicated that variables of Competence,
Adaptability, and Self-Esteem were predictive of VRS adoption. Of demographic
variables, only Training was highly correlated to Competence and Adaptability.
Possible limitations include novelty effect and transferability. Recommendations
for future research are included. (PsycInfo Database Record (c) 2023 APA, all
rights reserved)
AD - Saladin, Shawn P.: University of Texas Pan American, Department of
Rehabilitation, Health Sciences Human Services West 1.126, 1201 West University
Drive, Edinburg, TX, US, 78541, ssaladin@panam.edu
AU - Saladin, Shawn P.
AU - Hansmann, Sandra E.
CY - US
DO - 10.1080/10400435.2008.10131930
*Deafness
*Hearing Loss
Communication
Personnel
Schools
Video Display Units
M3 - doi:10.1080/10400435.2008.10131930
N1 - 1
PB - RESNA
PY - 2008
ST - Psychosocial variables related to the adoption of video relay services among
deaf or hard-of-hearing employees at the Texas School for the Deaf
TI - Psychosocial variables related to the adoption of video relay services among
deaf or hard-of-hearing employees at the Texas School for the Deaf
VL - 20
ID - 14615
ER -
TY - JOUR
AB - CHARGE association/syndrome refers to a group of congenital anomalies
occurring together more often than chance. Parents of children with CHARGE were
surveyed and asked to indicate whether their child had various features commonly
found among individuals with CHARGE (e.g., vision or hearing impairment) and to
complete an adaptive behavior scale for their child. One hundred parents completed
surveys. Adaptive behavior scores revealed a broader and higher-reaching range of
development for this population than previously reported, with about half achieving
normal range scores. Correlation analyses revealed negative relationships between
(a) degree of deaf-blindness, (b) age at walking, (c) degree of hearing impairment,
and (d) medical involvement variables and the dependent variable, adaptive
behavior. Age at walking had the strongest relationship to adaptive behavior
scores. Implications for future research and practice are discussed. (PsycInfo
AD - Salem-Hartshorne, Nancy: 918 S. Brown Street, Mount Pleasant, MI, US, 48858,
nancy.hartshorne@cmich.edu
AU - Salem-Hartshorne, Nancy
AU - Jacob, Susan
DO - 10.1177/105381510402600405
IS - 4
*Comorbidity
*Syndromes
Child Characteristics
PY - 2004
SP - 292-301
ST - Characteristics and development of children with CHARGE association/syndrome
T2 - Journal of Early Intervention
TI - Characteristics and development of children with CHARGE association/syndrome
VL - 26
ID - 14663
ER -
TY - JOUR
AB - This paper describes the translation of the Multidimensional Health Locus of
Control (MHLC) scales into American Sign Language (ASL). Translation is an
essential first step toward validating the instrument for use in the Deaf
community, a commonly overlooked minority community. This translated MHLC/ASL can
be utilized by public health nurses researching the Deaf community to create and
evaluate targeted health interventions. It can be used in clinical settings to
guide the context of the provider- patient dialogue. The MHLC was translated using
focus groups, following recommended procedures. 5 bilingual participants translated
the MHLC into ASL; 5 others back-translated the ASL version into English. Both
focus groups identified and addressed language and cultural problems before the
final ASL version of the MHLC was permanently captured by motion picture
photography for consistent administration. Nine of the 24 items were directly
translatable into ASL. The remaining items required further discussion to achieve
cultural equivalence with ASL expressions. The MHLC/ASL is now ready for validation
within the Deaf community. (PsycInfo Database Record (c) 2023 APA, all rights
reserved)
AD - Sadler, Georgia Robins: Community Outreach, Rebecca and John Moores UCSD
Cancer Center, 3855 Health Sciences Drive, La Jolla, CA, US, gsadler@ucsd.edu
AU - Samady, Waheedy
AU - Nakaji, Melanie
AU - Malcarne, Vanessa L.
DO - 10.1111/j.1525-1446.2008.00732.x
IS - 5
KW - *Bilingualism
*Deafness
*Internal External Locus of Control
*Intervention
*Sign Language
Health Locus of Control
PY - 2008
SP - 480-489
ST - Translation of the multidimensional health locus of control scales for users
of American sign language
T2 - Public Health Nursing
TI - Translation of the multidimensional health locus of control scales for users
of American sign language
VL - 25
ID - 14437
ER -
TY - JOUR
AB - Individuals deaf from early age often outperform hearing individuals in the
visual periphery on attention-dependent dorsal stream tasks (e.g., spatial
localization or movement detection), but sometimes show central visual attention
deficits, usually on ventral stream object identification tasks. It has been
proposed that early deafness adaptively redirects attentional resources from
central to peripheral vision to monitor extrapersonal space in the absence of
auditory cues, producing a more evenly distributed attention gradient across visual
space. However, little direct evidence exists that peripheral advantages are
functionally tied to central deficits, rather than determined by independent
mechanisms, and previous studies using several attention tasks typically report
peripheral advantages or central deficits, not both. To test the general altered
attentional gradient proposal, we employed a novel divided attention paradigm that
measured target localization performance along a gradient from parafoveal to
peripheral locations, independent of concurrent central object identification
performance in prelingually deaf and hearing groups who differed in access to
auditory input. Deaf participants without cochlear implants (No-CI), with cochlear
implants (CI), and hearing participants identified vehicles presented centrally,
and concurrently reported the location of parafoveal (1.4° ) and peripheral (13.3
°) targets among distractors. No-CI participants but not CI participants showed a
central identification accuracy deficit. However, all groups displayed equivalent
target localization accuracy at peripheral and parafoveal locations and nearly
parallel parafoveal-peripheral gradients. Furthermore, the No-CI group’s central
identification deficit remained after statistically controlling peripheral
performance; conversely, the parafoveal and peripheral group performance
equivalencies remained after controlling central identification accuracy. These
results suggest that, in the absence of auditory input, reduced central attentional
capacity is not necessarily associated with enhanced peripheral attentional
capacity or with flattening of a general attention gradient. Our findings converge
with earlier studies suggesting that a general graded trade-off of attentional
resources across the visual field does not adequately explain the complex task-
dependent spatial distribution of deaf-hearing performance differences reported in
the literature. Rather, growing evidence suggests that the spatial distribution of
attention-mediated performance in deaf people is determined by sophisticated cross-
modal plasticity mechanisms that recruit specific sensory and polymodal cortex to
achieve specific compensatory processing goals. (PsycInfo Database Record (c) 2023
AD - Samar, Vincent J.: vjsncr@rit.edu
AU - Samar, Vincent J.
AU - Berger, Lauren
DO - 10.3389/fpsyg.2017.00713
KW - *Deafness
*Peripheral Vision
*Visual Attention
Cochlear Implants
PY - 2017
ST - Does a flatter general gradient of visual attention explain peripheral
advantages and central deficits in deaf adults?
TI - Does a flatter general gradient of visual attention explain peripheral
advantages and central deficits in deaf adults?
VL - 8
ID - 14501
ER -
TY - THES
AB - The brain is a complex biological system with different capabilities from
responding to environmental stimuli in a fraction of a second, to information
integration, creative processing, decision making, learning and memory. It is
composed of numerous interconnected neural circuits, at multiple scales, forming
the static and dynamical substrate of brain functions and behavior. The static
properties of brain networks are essentially those of the anatomical structure of
the brain, with anatomical connections between brain regions and neural ensembles.
The dynamical aspect is related to the neurophysiological activity of neural
circuits and of their interactions in real time. Brain rhythmic fluctuations
represent a significant portion of these dynamical aspects. Interactions between
oscillatory rhythms are thought to be involved in the spatial and temporal
integration of information by the brain. Recent findings have provided strong
evidence of such interactions with different brain functions but the actual
mechanisms remain unclear. Hence, in-depth studies of this phenomenon will improve
our knowledge of the dynamical aspects of brain neural networks in health and
disease.The main objective of my dissertation was to study cross-frequency
interactions between neural oscillations at different rhythms, with an emphasis on
phase-amplitude coupling. One of the first challenging issues in studying cross-
frequency phase-amplitude coupling is in obtaining accurate measurements from
electrophysiological recordings. My first study was dedicated to proposing an
analytical approach for improved identification and measurement of phase-amplitude
coupling in a time-resolved manner for a variety of experimental designs. In a
second study, I further analyzed how cross-frequency phase-amplitude coupling was
related to the epileptic phenotype of a rodent model of mesial temporal lobe
epilepsy. We found expressions of excessive coupling between the phase of slow non-
REM sleep oscillations—reflecting excitability cycles—and the amplitude of high-
frequency oscillations in the seizure onset zone of the epileptic animals. We also
observed a positive linear relationship between this abnormally elevated phase-
amplitude coupling and the number of epileptic seizures per day. In my last study,
I investigated the phase-amplitude coupling signatures of healthy brain functions
with auditory pitch discrimination as a model. Using magnetoencephalography (MEG)
source imaging, we found that delta-phase to beta-amplitude coupling significantly
increased during task performance compared to baseline resting state in auditory
cortex and inferior frontal gyrus regions. This physiological coupling was over-
expressed in individuals affected by a tone deafness syndrome called amusia. Our
findings highlight the regions, the nature of their activity and their interactions
that are crucial to auditory pitch perception, which is involved in higher-order
brain functions such as music appreciation and natural speech processing in
language.Overall, the present research body of work confirms that cross-frequency
phase-amplitude coupling improves the characterization of the nature of brain
activity, and how it is compromised in certain pathological changes. Future
research will look into the translation potential of the measure in detecting and
monitoring the progression of brain disorders. (PsycInfo Database Record (c) 2021
AU - Samiee, Soheila
CY - US
KW - *Epilepsy
*Magnetoencephalography
*Oscillatory Network
*Amusia
Animal Models
Epileptic Seizures
Memory
Neural Networks
PY - 2021
SN - 0419-4217(Print)
ST - Cross-frequency phase-amplitude coupling in brain oscillations
TI - Cross-frequency phase-amplitude coupling in brain oscillations
VL - 82
ID - 14378
ER -
TY - JOUR
AB - Objective: In contrast to previous clinical practice, current guidelines
recommend bilateral cochlear implantation in children, resulting in a cohort of
children who initially received one implant, but have subsequently had a second,
contralateral implant. This study aimed to explore satisfaction and quality of life
in children implanted simultaneously or sequentially. Design: A novel measure of
satisfaction and quality of life following paediatric bilateral cochlear
implantation (the Brief Assessment of Parental Perception; BAPP) was developed and
preliminary validation undertaken as part of a large, national project of bilateral
implantation. Children’s parents completed the measure yearly for up to three years
following implantation. Study sample: Children from 14 UK implant centres were
recruited into the study; data were available for 410 children one year post-
implantation. Results: The BAPP was found to have good face and convergent
validity, and internal consistency. Results indicated very high levels of
satisfaction with the devices, and improvements in quality of life. However there
was evidence that children implanted sequentially were less willing to wear their
second implant in the first two years than those children receiving simultaneous
implants. Conclusion: Simultaneous and sequential cochlear implants have a positive
impact on the quality of life of deaf children. (PsycINFO Database Record (c) 2017
AD - Edwards, Lindsey: Cochlear Implant Programme, Great Ormond Street Hospital
NHS Foundation Trust, Great Ormond Street, London, United Kingdom, WC1N 3JH,
lindsey.edwards@gosh.nhs.uk
AU - Samuel, V.
AU - Gamble, C.
AU - Cullington, H.
AU - Bathgate, F.
AU - Bennett, E.
AU - Coop, N.
AU - Cropper, J.
AU - Emond, A.
AU - Kentish, R.
AU - Edwards, Lindsey
DO - 10.1080/14992027.2016.1204669
IS - 11
*Psychometrics
*Test Reliability
Test Validity
PY - 2016
SP - 699-705
ST - Brief Assessment of Parental Perception (BAPP): Development and validation of
a new measure for assessing paediatric outcomes after bilateral cochlear
implantation
TI - Brief Assessment of Parental Perception (BAPP): Development and validation of
a new measure for assessing paediatric outcomes after bilateral cochlear
implantation
VL - 55
ID - 14253
ER -
TY - JOUR
AB - Abstract Objective Individuals who are deaf or hard of hearing (DHH) may find
adherence to their hearing devices difficult due to internal experiences related to
their hearing loss such as sadness or frustration. The Acceptance and Action
Questionnaire-Adult Hearing Loss (AAQ-AHL) is the only measure available to assess
psychological inflexibility as it relates to hearing loss. The purpose of this
study was to confirm the single latent structure of the AAQ-AHL (through
confirmatory factory analysis) and test convergent and discriminant validity.
Design Cross-sectional data was used to further validate the AAQ-AHL. Study sample
Participants were 146 adults who had diagnosed hearing loss and used a hearing aid.
Results Results revealed the AAQ-AHL has a single latent structure, correlated to
other similar constructs (psychological flexibility and hearing aid efficacy), and
not correlated to unrelated constructs (hearing loss severity). These results
suggest that the AAQ-AHL is a valid instrument to assess psychological flexibility
as it relates to hearing aid use. Conclusion Together, the findings imply the AAQ-
AHL has strong psychometric properties and justification to use in a clinical
setting. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
AD - San Miguel, Guadalupe G.:
AU - San Miguel, Guadalupe G.
AU - Muñoz, Karen
AU - Barrett, Tyson S.
AU - Twohig, Michael P.
DO - 10.1080/14992027.2022.2142161
PY - 2022
ST - Acceptance and action questionnaire-adult hearing loss (aaq-ahl): Validation
with hearing aid users
TI - Acceptance and action questionnaire-adult hearing loss (aaq-ahl): Validation
with hearing aid users
ID - 14515
ER -
TY - JOUR
AB - This paper describes the development of and the first experiments in a
Spanish to sign language translation system in a real domain. The developed system
focuses on the sentences spoken by an official when assisting people applying for,
or renewing their Identity Card. The system translates official explanations into
Spanish Sign Language (LSE: Lengua de Signos Española) for Deaf people. The
translation system is made up of a speech recognizer (for decoding the spoken
utterance into a word sequence), a natural language translator (for converting a
word sequence into a sequence of signs belonging to the sign language), and a 3D
avatar animation module (for playing back the hand movements). Two proposals for
natural language translation have been evaluated: a rule-based translation module
(that computes sign confidence measures from the word confidence measures obtained
in the speech recognition module) and a statistical translation module (in this
case, parallel corpora were used for training the statistical model). The best
configuration reported 31.6% SER (Sign Error Rate) and 0.5780 BLEU (BiLingual
Evaluation Understudy). The paper also describes the eSIGN 3D avatar animation
module (considering the sign confidence), and the limitations found when
implementing a strategy for reducing the delay between the spoken utterance and the
sign sequence animation. (PsycINFO Database Record (c) 2018 APA, all rights
reserved)
AD - San-Segundo, R.: Grupo de Tecnologia del Habla, Departamento de Ingenieria
Electronica, ETSI Telecomunicacion, Universidad Politecnica de Madrid, Ciudad
Universitaria s/n, Madrid, Spain, 28040, lapiz@die.upm.es
AU - San-Segundo, R.
AU - Barra, R.
AU - Córdoba, R.
AU - D'Haro, L. F.
AU - Fernández, F.
AU - Ferreiros, J.
AU - Lucas, J. M.
AU - Macías-Guarasa, J.
AU - Montero, J. M.
AU - Pardo, J. M.
DO - 10.1016/j.specom.2008.02.001
IS - 11-12
*Information Systems
*Oral Communication
*Sentences
Sign Language
PY - 2008
SP - 1009-1020
ST - Speech to sign language translation system for Spanish
T2 - Speech Communication
TI - Speech to sign language translation system for Spanish
VL - 50
ID - 14259
ER -
TY - COMP
AB - This paper describes the development of a Spoken Spanish generator from sign-
writing. The sign language considered was the Spanish sign language (LSE: Lengua de
Signos Española). This system consists of an advanced visual interface (where a
deaf person can specify a sequence of signs in sign-writing), a language translator
(for generating the sequence of words in Spanish), and finally, a text to speech
converter. The visual interface allows a sign sequence to be defined using several
sign-writing alternatives. The paper details the process for designing the visual
interface proposing solutions for HCI-specific challenges when working with the
Deaf (i.e. important difficulties in writing Spanish or limited sign coverage for
describing abstract or conceptual ideas). Three strategies were developed and
combined for language translation to implement the final version of the language
translator module. The summative evaluation, carried out with Deaf from Madrid and
Toledo, includes objective measurements from the system and subjective information
from questionnaires. The paper also describes the first Spanish-LSE parallel corpus
for language processing research focused on specific domains. This corpus includes
more than 4000 Spanish sentences translated into LSE. These sentences focused on
two restricted domains: the renewal of the identity document and driver’s license.
This corpus also contains all sign descriptions in several sign-writing
specifications generated with a new version of the eSign Editor. This new version
includes a grapheme to phoneme system for Spanish and a SEA-HamNoSys converter.
AD - San-Segundo, R.: Grupo de Tecnologia del Habla, Dpto. Ingenieria Electronica,
ETSI Telecomunicacion, Universidad Politecnica de Madrid, Ciudad Universitaria s/n,
Madrid, Spain, 28040, lapiz@die.upm.es
AU - San-Segundo, R.
AU - Pardo, J. M.
AU - Ferreiros, J.
AU - Sama, V.
AU - Barra-Chicote, R.
AU - Lucas, J. M.
AU - Sánchez, D.
AU - García, A.
CY - Netherlands
DO - 10.1016/j.intcom.2009.11.011
ET - 2
*Sign Language
*Information and Communication Technology
Communication
M3 - doi:10.1016/j.intcom.2009.11.011
PY - 2010
SP - 123-139
ST - Spoken Spanish generation from sign language
TI - Spoken Spanish generation from sign language
VL - 22
ID - 14571
ER -
TY - PRESS
AB - Theory of mind (ToM) refers to our ability to attribute thoughts, beliefs,
and feelings to ourselves and to other people, and to our understanding that our
actions are governed by these thoughts, beliefs, and feelings. It is essential to
understand that people engaged in the same situation as one self can have different
mental states in spite of the same experience, also often referred to as holding
false beliefs. This ability is crucial in social interaction and communication.
However, questions regarding the developmental trajectory and necessary
prerequisites still need to be settled. Children with communicative disabilities
have exhibited problems solving ToM tasks, highlighting the role of language in the
development of ToM. In this chapter, performance on ToM tasks will be discussed
based on empirical studies of ToM abilities in children with cerebral palsy (CP) of
differing severity and with varying access to spoken language that often involves
graphic alternatives. Children with CP often have profound difficulties in
conversational interactions. However, compared with other groups such as children
with autism, deafness, specific language impairment, or Williams syndrome, ToM in
children with CP has been infrequently studied. Nevertheless, given the importance
of access to language and conversational participation in children's knowledge of
others' mental states, studies of children with CP are of considerable theoretical
importance to determine the prerequisites of ToM reasoning. Moreover, they
typically have motor impairments that influence their very early prelinguistic
interaction. Consequently, not only linguistic variables but also motor and
experiential ones are considered in this chapter, and the ToM tasks used in the
empirical studies cited were adapted to the children's motor abilities and were
dependent on verbal abilities to different degrees. (PsycInfo Database Record (c)
AU - Sandberg, Annika Dahlgren
AU - Dahlgren, SvenOlof
KW - *Cerebral Palsy
*Theory of Mind
*Verbal Ability
*Self-Expression
Attitudes
Cognitions
Conversation
Emotions
Experimentation
False Beliefs
Health Impairments
Motor Skills
PY - 2012
SN - 978-0-19959-272-2 (Hardcover)
SP - 62-79
ST - Theory of mind in children with cerebral palsy: The impact of limited
expressive linguistic abilities
T2 - Access to language and cognitive development.
TI - Theory of mind in children with cerebral palsy: The impact of limited
expressive linguistic abilities
ID - 14421
ER -
TY - THES
AB - The formation of attachment style between a parent and child is influenced by
both verbal and non-verbal communication (Bowlby, 1988; Cassidy & Shaver, 2008). Of
the 1,000,000 functionally deaf people in the United States (Mitchell, 2005), 96%
are born to hearing parents (Mitchell & Karchmer, 2004) and 75% of these parents do
not learn how to communicate with their children fluently or effectively (Mitchell
& Karchmer, 2005; Oliva, 2004). Previous research with deaf children and adults has
examined the relationship between attachment and deafness related to use of sign
language and type of school attended (Greenberg & Marvin, 1979; Chovaz McKinnon,
Moran, Pederson, 2004). However, a qualitative approach has not been used to
understand the lived experience of a deaf person raised by hearing parents. This
mixed methodology research studied the impacts of deafness on the attachment style
of deaf adults with hearing parents. Fifteen deaf individuals, age 30 to 50, with
two biological parents, who are still married, were interviewed. The participants
filled out a demographic information form and Attachment Style Questionnaire which
had been previously adapted for use with deaf individuals (ASQ-D) (Feeny & Noller,
1996, Steider, 2001). The research questions used were 1) How is the relationship
between a deaf adult and her or his hearing parents understood and experienced? 2)
How does a deaf adult describe the current relationship with her or his hearing
parents? 3) How does/did the communication styles within the family impact the
relationship between the deaf adult and her or his hearing parents? Ten
participants (66%) presented with a secure attachment style, and five participants
(33%) presented with an insecure attachment style. A grounded theory approach of
data analysis was used to analyze the interview transcripts. The main common theme
that impacted the attachment style of the study participants was the support that
they received as a child from her or his parents, which was independent of what
communication style was used. This study contributes to the knowledge of social
work by demonstrating the importance of supportive parental relationships for
individuals who are deaf. (PsycInfo Database Record (c) 2023 APA, all rights
reserved)
AU - Schaefer-Salins, Ellen
CY - US
*Deafness
*Grounded Theory
*Parents
Sign Language
PY - 2015
SN - 0419-4209(Print)
ST - Attachment issues of deaf adults with hearing parents: Exploring the lived
experience
TI - Attachment issues of deaf adults with hearing parents: Exploring the lived
experience
VL - 76
ID - 14343
ER -
TY - JOUR
AB - In this article, we outline the initial stages in development of an
assessment instrument for Australian Sign Language and explore issues involved in
the development of such a test. We first briefly describe the instruments currently
available for assessing grammatical skills in Australian Sign Language and discuss
the need for a more objective measure. We then describe our adaptation of an
existing American Sign Language test, the Test Battery for American Sign Language
Morphology and Syntax. Finally, this article presents some of the data collected
from a group of deaf native signers. These data are used to demonstrate the range
of variability in key grammatical features of Australian Sign Language and to raise
methodological issues associated with signed language test design. (PsycINFO
AD - Schembri, Adam: U Bristol, Ctr for Deaf Studies, 8 Woodland Rd, Bristol,
United Kingdom, BS8 1TN, adam.schembri@bristol.ac.uk
AU - Schembri, Adam
AU - Wiggleswoth, Gillian
AU - Johnston, Trevor
AU - Leigh, Greg
AU - Adam, Robert
AU - Barker, Roz
DO - 10.1093/deafed/7.1.18
IS - 1
KW - *Measurement
*Morphology
*Sign Language
*Syntax
Test Battery
PY - 2002
SP - 18-40
ST - Issues in development of the test battery for Australian Sign Language
Morphology and Syntax
TI - Issues in development of the test battery for Australian Sign Language
Morphology and Syntax
VL - 7
ID - 14374
ER -
TY - THES
AB - The purpose of this study was to validate the Clinician Administered PTSD
Scale (CAPS) in deaf individuals and to explore trauma symptoms in deaf adults. The
CAPS was administered in conjunction with the Life Event Checklist (LEC), the
Peritraumatic Distress Scale (PDST), the Trauma Symptom Inventory (TSI), the Trauma
Symptom Checklist for Deaf Adults (TSCDA), the Somatoform Dissociation
Questionnaire (SDQ), the Peabody Individual Achievement Test-Revised (PIAT-R), and
a socio-demographic questionnaire. The 79 deaf individuals in this study were
divided into two comparison groups: low and high trauma individuals. Results from
this study provided the first empirical evidence for trauma incidence rates,
vulnerability factors, general trauma symptoms, and specific information about the
DSM-IV PTSD diagnosis in deaf individuals. Specifically, findings from this study
supported the dose-response model for trauma for deaf individuals. As predicted,
there was a significant positive correlation between number of personal traumas
experienced and trauma symptoms. Vulnerability factors for traumatization included:
(a) number of traumatic events, (b) race/ethnicity, (c) sexual orientation, (d)
disability status, (e) prior substance abuse, and (f) lack of social support.
Higher levels of traumatization were also associated with more symptoms of
depression, anger, irritability, sexual concerns, tension reduction behaviors, and
substance abuse problems. In addition, deaf trauma survivors also displayed unique
trauma symptoms, as captured by the TSCDA scale. Regardless of level of
traumatization, deaf people in general experienced significantly more dissociative
symptoms than hearing people from the TSI standardization sample. Furthermore,
results from this study indicated that the construct of PTSD manifested differently
among the deaf population as reflected in the lower prevalence rates, different
predictors for the disorder, lower alpha coefficients, and different symptom
constellation. For example, when each CAPS symptom cluster was evaluated regarding
its ability to predict PTSD, only hyper-arousal symptoms and avoidance and numbing
symptoms significantly contributed. Reexperiencing symptoms, the general hallmark
feature of PTSD, did not contribute uniquely. Results are discussed with regard to
the clinical implications for evaluating trauma symptoms in deaf adults. (PsycInfo
AU - Schild, Sven
CY - US
KW - *Deafness
*Posttraumatic Stress Disorder
*Psychometrics
*Trauma
Diagnosis
Test Validity
PY - 2008
SN - 0419-4217(Print)
SP - 7677-7677
ST - Trauma symptoms in deaf adults
TI - Trauma symptoms in deaf adults
VL - 68
ID - 14598
ER -
TY - GEN
AB - Both deafness and dissociation disconnect people from certain aspects of the
external environment. Dissociation among the deaf population has been largely
neglected as an area of scientific investigation. The purpose of this study was
twofold: first, to examine the psychometrics of 2 dissociation measures—the
Dissociation scale of the Trauma Symptom Inventory (TSI) and the Somatoform
Dissociation Questionnaire–20 (SDQ-20); and second, to evaluate the relationship
between dissociation and posttraumatic stress disorder (PTSD) in deaf adults. A
diverse sample of 79 deaf adults was assessed using the Clinician-Administered PTSD
Scale, the TSI, and the SDQ-20. Results provided support for the concept of
psychoform dissociation, as measured by the TSI Dissociation scale, in deaf adults.
However, somatoform dissociation, as measured by the SDQ-20, showed lower internal
consistency. The SDQ-5, a shortened version of the SDQ-20, was unreliable in the
current sample. Deaf adults were significantly higher on psychoform dissociation
than the norm samples of hearing adults. As in hearing samples, dissociation—both
psychoform and somatoform—was significantly related to PTSD symptoms. In addition,
those with dissociative PTSD displayed significantly more symptoms of depression,
anger, impaired self-reference, tension reduction behavior, and somatoform
dissociation than did the nondissociative PTSD group. (PsycInfo Database Record (c)
AD - Schild, Sven: Trauma Research Institute, Alliant International University,
4350 Executive Drive, Suite 255, San Diego, CA, US, 92121, Dr.Schild@gmail.com
AU - Schild, Sven
AU - Dalenberg, Constance J.
DO - 10.1080/15299732.2011.641711
KW - *Deafness
*Dissociation
*Posttraumatic Stress Disorder
Somatoform Disorders
M3 - doi:10.1080/15299732.2011.641711
PY - 2012
SP - 361-376
ST - Psychoform and somatoform dissociation and PTSD in deaf adults
TI - Psychoform and somatoform dissociation and PTSD in deaf adults
ID - 14458
ER -
TY - THES
AB - Research has shown that family involvement during meaningful book-sharing
activities can support emergent language and literacy development. However, little
is known about how hearing parents read books to their deaf children at home with
the assistance of ASL-using tutors. The literature suggests that the majority of
deaf children from hearing families would benefit from a learning model of a
community of learners collaborating to create a zone of proximal development,
consistent work socio-cultural theory espoused by Vygotsky and other like-minded
theorists. A long-running national program, the Shared Reading Project (SRP) is
devoted to training hearing parents to read to their deaf children with the
assistance of ASL tutors. Activities are based on book-sharing principles and
continue for a ten-week or a twenty-week period. This study was designed to begin
to explore how some assessments could help improve the effectiveness of the cross-
cultural bilingual literacy practices taking place in SRP and the collaboration
between parents and tutors. Using an action research paradigm, I collaborated with
two sets of SRP parents and a tutor to develop, pilot and revise a specific set of
assessment materials and procedures appropriate for deaf children in the SRP
program and easily useable by parents and tutors, as well as to document deaf
children's progress in literacy skills as a result of the program. More
specifically, this assessment toolkit included commercially available checklists
and a new naturalistic video-recall procedure. The overarching question informing
this study is: How do we develop an assessment toolkit that hearing parents can use
to evaluate their deaf child's literacy gains in SRP, and also as a tool to become
more effective in shared reading events in meaningful ways? This translated in the
following research questions: (1) What combinations of easy-to-use assessment
materials and procedures are most appropriate to measure the gains in literacy
skills made by deaf children in the SRP? (2) What training and support do hearing
parents need in order to be able to use these authentic assessments effectively?
(3) What are the benefits and drawbacks of using these assessment procedures and
materials for parents and tutors? The study involved four parents, their deaf
children and a deaf tutor working with them. Data collected included the
observation and videotaping of selected shared reading sessions, an initial meeting
with parents and tutors, review of checklist assessments, group interviews at the
end of the SRP, parents' and tutor's journals as well as researcher logs notes.
These data were analyzed via qualitative research methodology to shed light on each
of the research questions in the spirit of action research. The revised set of
assessment materials and procedures produced as a result of this study was proposed
for adoption as an integral part of the SRP. (PsycInfo Database Record (c) 2022
AU - Schlehofer, Deirdre
CY - US
KW - *Books
*Deafness
*Literacy
Qualitative Methods
PY - 2010
SN - 0419-4209(Print)
SP - 2380-2380
ST - Measuring gains in literacy of deaf preschoolers: An action research study
TI - Measuring gains in literacy of deaf preschoolers: An action research study
VL - 70
ID - 14344
ER -
TY - THES
AB - The multidimensional construct of perfectionism is well studied as it relates
to coping with stress and burnout (Flett & Hewitt, 2002). Bontempo and Napier
(2011) identify the personality trait of conscientiousness, which includes
perfectionistic traits, as beneficial to an interpreter’s job performance. In
contrast, several studies suggest that constructs related to maladaptive
perfectionistic traits play a role in the development of burnout among
interpreters, although perfectionism has not been explicitly identified or used as
a research variable (Qin, Marshall, Mozrall, & Marschark, 2008). These studies
identify key components of both adaptive and maladaptive perfectionism in the
assessment of stress-related outcomes, thereby laying the groundwork for a more
focused study on the particular role of perfectionism among interpreters who
experience burnout. The current study evaluated the relationship between
perfectionism, stress, coping resources and burnout in a sample of sign language
interpreters. The results provided support for the mediating role of stress in the
association of maladaptive perfectionism and burnout within a sign language
interpreting sample. Coping resources did not serve as a moderator between
perfectionism variables and burnout or a moderated mediator between perfectionism
variables and perceived stress. The implications of these findings for sign
language interpreters are discussed. (PsycInfo Database Record (c) 2022 APA, all
rights reserved)
AU - Schwenke, Tomina J.
CY - US
KW - *Coping Behavior
*Occupational Stress
*Perfectionism
*Sign Language
Stress
Interpreters
PY - 2013
SN - 0419-4217(Print)
ST - The relationships between perfectionism, stress, coping resources, and
burnout among sign language interpreters
TI - The relationships between perfectionism, stress, coping resources, and
burnout among sign language interpreters
VL - 74
ID - 14560
ER -
TY - JOUR
AB - The multidimensional construct of perfectionism is well studied as it relates
to coping with stress and burnout (Childs & Stoeber 2012; Flett & Hewitt 2002).
Bontempo and Napier (2011) identify the personality trait of conscientiousness,
which includes perfectionistic traits, as beneficial to an interpreter’s job
performance. In contrast, several studies suggest that constructs related to
maladaptive perfectionistic traits play a role in the development of burnout among
interpreters, although perfectionism has not been explicitly identified or used as
a research variable (Qin et al. 2008). These studies identify key components of
both adaptive and maladaptive perfectionism in the assessment of stress-related
outcomes, thereby laying the groundwork for a more focused study on the particular
role of perfectionism among interpreters who experience burnout. The current study
evaluated the relationship between perfectionism, perceived stress, coping
resources and burnout in a sample of sign language interpreters. The results
provided support for the mediating role of perceived stress in the association of
maladaptive perfectionism and burnout within the sample. Coping resources did not
serve as a moderator between perfectionism variables and burnout, or as a moderated
mediator between perfectionism variables and perceived stress. The implications of
these findings for sign language interpreters are discussed. (PsycINFO Database
AD - Schwenke, Tomina J.: Emory University School of Medicine, 748 Livingston
Place, Decatur, GA, US, 30030, tomina.schwenke@mac.com
AU - Schwenke, Tomina J.
AU - Ashby, Jeffrey S.
AU - Gnilka, Philip B.
DO - 10.1075/intp.16.2.04sch
IS - 2
KW - *Perfectionism
*Sign Language
*Interpreters
Coping Behavior
Occupational Stress
PY - 2014
SP - 209-232
ST - Sign language interpreters and burnout: The effects of perfectionism,
perceived stress, and coping resources
T2 - Interpreting
TI - Sign language interpreters and burnout: The effects of perfectionism,
perceived stress, and coping resources
VL - 16
ID - 14420
ER -
TY - THES
AB - This research project was a qualitative study designed to explore the
psychological and emotional well-being of deaf American adults. The first phase
utilized the Scales of Psychological Well-Being to delineate ranges of well-being.
The back-translation method was used to provide an English and American Sign
Language version of the scales. A total of 59 surveys met the study criteria, and
10 deaf respondents participated in individual, in-depth, semi-structured video-
recorded interviews. Interviews were conducted in a natural setting, using the
participants' native language. Interviews were transcribed by selected professional
certified interpreters and reviewed for correction by the participants. The
qualitative data analysis confirmed the significance of the preset themes:
autonomy, environmental mastery, personal growth, positive relationships with
others, purpose in life, and self-acceptance. More characteristics emerged that
contributed to psychological wellness: proactive and positive parental involvement,
life experience and world exposure, ability to accept one's life, and educational
support and success. The most influential factor that contributed to long-term
psychological and emotional wellbeing was proactive and positive parental
involvement. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AU - Scruggs, Angela T.
CY - US
KW - *Deafness
*Health Care Psychology
Life Experiences
PY - 2019
SN - 0419-4217(Print)
ST - Deaf experiences: An exploration of psychological and emotional well-being
among deaf American adults
TI - Deaf experiences: An exploration of psychological and emotional well-being
among deaf American adults
VL - 80
ID - 14506
ER -
TY - LEGAL
AB - The Miranda Warning and Waiver ASL (MWWT-ASL) is a bilingual test constructed
and administered to three groups of deaf adults in postsecondary education (n = 34)
who differed on bilingual (ASL/English) proficiency, IQ, and number of years using
sign language. The deaf adults read the MWW in English print and viewed it on a DVD
as the Miranda was translated into American Sign Language (ASL) by a certified
legal interpreter. Participants’ retelling tasks were videotaped. The videotapes
were then transcribed and back-translated into English, compared to the Miranda
rights in English, and scored on a five-point scale (0–4). Age, IQ, reported years
of using sign language, and English-reading grade level were found to be strongly
and positively correlated to retelling scores on the MWWT-ASL. Further, findings
revealed that deaf adults who are reading at the eighth-grade level or below would
be linguistically incompetent to understand the Miranda warning and waiver even if
it is presented in both ASL and English. (PsycInfo Database Record (c) 2023 APA,
AD - Andrews, Jean F.: Department of Deaf Studies and Deaf Education, Lamar
University, PO Box 10076, Beaumont, TX, US, 77710, jean.andrews@lamar.edu
AU - Seaborn, Boley
AU - Andrews, Jean F.
AU - Martin, Gabriel
CY - United Kingdom
DO - 10.1080/15228930903446732
KW - *Civil Rights
*Comprehension
*Deafness
*Legal Processes
*Sign Language
Measurement
Psychometrics
Reading Comprehension
M3 - doi:10.1080/15228930903446732
PY - 2010
SP - 107-132
TI - Deaf adults and the comprehension of Miranda
VL - 10
ID - 14264
ER -
TY - JOUR
AB - Previous studies with deaf adults reported reduced N170 waveform asymmetry to
visual words, a finding attributed to reduced phonological mapping in left-
hemisphere temporal regions compared to hearing adults. An open question remains
whether this pattern indeed results from reduced phonological processing or from
general neurobiological adaptations in visual processing of deaf individuals. Deaf
ASL signers and hearing nonsigners performed a same-different discrimination task
with visually presented words, faces, or cars, while scalp EEG time-locked to the
onset of the first item in each pair was recorded. For word recognition, the
typical left-lateralized N170 in hearing participants and reduced left-sided
asymmetry in deaf participants were replicated. The groups did not differ on word
discrimination but better orthographic skill was associated with larger N170 in the
right hemisphere only for deaf participants. Face recognition was characterized by
unique N170 signatures for both groups, and deaf individuals exhibited superior
face discrimination performance. Laterality or discrimination performance effects
did not generalize to the N170 responses to cars, confirming that deaf signers are
not inherently less lateralized in their electrophysiological responses to words
and critically, giving support to the phonological mapping hypothesis. P1 was
attenuated for deaf participants compared to the hearing, but in both groups, P1
selectively discriminated between highly learned familiar objects-words and faces
versus less familiar objects-cars. The distinct electrophysiological signatures to
words and faces reflected experience-driven adaptations to words and faces that do
not generalize to object recognition. (PsycInfo Database Record (c) 2023 APA, all
rights reserved)
AD - Sehyr, Zed Sevcikova: Laboratory for Language and Cognitive Neuroscience,
6495 Alvarado Road, Suite 200, San Diego, CA, US, 92120, zsevcikova@sdsu.edu
AU - Sehyr, Zed Sevcikova
AU - Midgley, Katherine J.
AU - Holcomb, Phillip J.
AU - Emmorey, Karen
AU - Plaut, David C.
AU - Behrmann, Marlene
KW - *Deafness
*Evoked Potentials
*Sensory Adaptation
*Sign Language
*Visual Perception
Face Perception
Neurobiology
Phonology
Word Recognition
PY - 2020
ST - Unique N170 signatures to words and faces in deaf ASL signers reflect
experience-specific adaptations during early visual processing
TI - Unique N170 signatures to words and faces in deaf ASL signers reflect
experience-specific adaptations during early visual processing
VL - 141
ID - 14279
ER -
TY - JOUR
AB - To identify, analyse, and explain the regional similarities and differences
this article aims to compare the studies on the effects of COVID-19 pandemic on
mental health care institutions Europe and India. WHO did an online survey in a
convenient sample of 169 long-stay institutions from 23 countries in Europe to
assess the impact of the COVID-19 pandemic on the services, service users, staff,
and residents with psychosocial and intellectual disabilities. Psychiatric
hospitals, care homes, and other mental health care settings participated in the
survey. Its quantitative section comprised of questions on communication, infection
prevention and control, delivery of care, impact on staff and service
users/residents; and the qualitative section contained respondent's narrative. In
the quantitative section, more than two-thirds reported good communication
regarding COVID-19 related information, optimum infection prevention and control
measures, proper health care delivery to COVID-19 patients, reduced mental health
care services, new challenges among patients, and staff.In the qualitative section
of communication; respondents felt the need for clear information, adapted
information, human resources, translated information, visual information,
explanation and technology use. The above comparison shows that the data of COVID-
19 pandemic impact on communication, staff and residents, and social care homes are
deficient in India. Data on care homes, deaf, blind, multiple disabilities in
institutional settings are scarce in India. This might be due to regional
differences in the practice of mental health care, overlooked issues, or evolving
research. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - Sharma, Dheeraj: sharma.dheeraj10@gmail.com
AU - Sharma, Dheeraj
AU - Joshi, Poonam
IS - 1
KW - *Cross Cultural Differences
*Mental Health Services
*Pandemics
COVID-19
PY - 2022
SP - 184-189
ST - Effects of COVID-19 pandemic on mental health care institutions—A comparison
of Europe and India
T2 - Psychiatria Danubina
TI - Effects of COVID-19 pandemic on mental health care institutions—A comparison
of Europe and India
VL - 34
ID - 14393
ER -
TY - THES
AB - After early deafness, the brain can reorganize so that the sensory-deprived
auditory cortex processes visual information. This cross-modal activity has been
demonstrated numerous times in functional brain imaging research, but we still know
little about the underlying mechanisms, the factors that constrain it, and its
behavioural consequences. In this thesis, we address these unknowns in three
studies that examine the functional, behavioural, and anatomical correlates of
cross-modal reorganization in early-deaf adults.In study one, we used functional
magnetic resonance imaging to identify cross-modal activity in the posterior
superior temporal cortex of deaf people. With functional connectivity analysis, we
explored the cortical network of this reorganized area and found enhanced
interactions with primary visual cortex. Here, both the amplitude of the cross-
modal activity and the strength of the audio-visual functional connectivity
correlated with residual hearing, as measured by duration of hearing aid use: deaf
people with more residual hearing showed less cross-modal reorganization. This
study gives insight into the mechanism of cross-modal plasticity after deafness,
revealing that it involves a network-level change and that it varies with the
degree of auditory deprivation over the lifetime.In study two, we hypothesized that
auditory deprivation causes compensatory changes to vision, and predicted that this
would manifest as an improved ability in deaf people to detect visual motion. We
designed a visual psychophysical test, which determined that people with early and
profound deafness have lower motion detection thresholds than hearing controls.In
study three, we followed up on the effect of study two, with the hypothesis that
enhanced vision in deaf people is supported by cross-modal reorganization of
auditory cortex. We measured cortical thickness with magnetic resonance imaging in
early and profoundly deaf people, and found a correlation between visual motion
detection thresholds and the thickness of the right posterior superior temporal
cortex. This correlation implicates this area in compensatory vision and indicates
an anatomical correlate – increased cortical thickness – of cross-modal
plasticity.Based on the findings of these three studies, we conclude that cross-
modal activity and increased cortical thickness in the right superior temporal
cortex of deaf people reflect increased visual input to this area, and that these
adaptations support enhanced visual motion detection, perhaps for sensory
reorienting. We suggest that this plasticity may occur as a result of decreased
activity-driven pruning after early auditory deprivation, and that it is
interrupted when individuals exploit their residual hearing. This work illuminates
the principles that govern cortical plasticity, and informs us on the organization
and function of the right posterior superior temporal cortex. (PsycInfo Database
AU - Shiell, Martha M.
CY - US
*Brain Size
*Deafness
*Deprivation
*Sensory Deprivation
Auditory Perception
Visual Thresholds
Brain Connectivity
PY - 2021
SN - 0419-4217(Print)
ST - Reorganization of auditory cortex in deaf people: Functional, behavioural,
and anatomical correlates
TI - Reorganization of auditory cortex in deaf people: Functional, behavioural,
and anatomical correlates
VL - 82
ID - 14454
ER -
TY - JOUR
AB - In 2005, the American Speech-Language-Hearing Association (ASHA) brought
together a group of 10 investigators to help write a five-year grant proposal to
the National Institute on Deafness and Other Communication Disorders (NIDCD) of the
National Institutes of Health. This proposal, using the R13 mechanism, sought
support for the Research Symposium associated with the ASHA annual convention. As
we were organizing topics for this meeting, we reflected on the big questions of
auditory and language processing and tried to discern what talks and speakers could
address the interactive and translational nature of these areas. While we wanted to
achieve cohesion among the talks, we also wanted the speakers to feel free to be
creative and to describe how their own research had led them to their present
theories and ideas for the future. (PsycINFO Database Record (c) 2018 APA, all
rights reserved)
AD - Shuster, Linda I.: Department of Speech Pathology and Audiology, West
Virginia University, PO Box 6122, 805 Allen Hall, Morgantown, WV, US, 26506,
lshuster@wvu.edu
AU - Shuster, Linda I.
AU - Hunter, Lisa L.
DO - 10.1016/j.jcomdis.2012.06.003
IS - 6
*Communication Disorders
*Neurobiology
*Speech Perception
Speech Language Pathology
PY - 2012
SP - 391-392
ST - 21st annual NIDCD-sponsored research symposium: Neurobiological processes
underlying auditory and speech perception
T2 - Journal of Communication Disorders
TI - 21st annual NIDCD-sponsored research symposium: Neurobiological processes
underlying auditory and speech perception
VL - 45
ID - 14317
ER -
TY - JOUR
AB - This issue has often been viewed to be the key to understanding the
distinctive conceptual basis of human cognition, with its flexibility and
adaptability in reasoning and problem solving. The many interrelated questions that
arise are daunting and complex: How much in the way of conceptual understanding
occurs in the period of human development--infancy--in which there is not yet overt
language? Does language enable us to reason efficiently about the properties of
specific areas or domains of knowledge in the physical and mental world? Does it
allow us to carry out numerical computations? And what about those who are
impoverished in language, and those who are abundantly endowed? Are deaf children
without early access to a sign language impaired too in their conceptual
development? What about children who are bilingual or even trilingual? Are their
conceptual systems enriched in the process of knowledge acquisition compared with
monolingual children? Definitive answers to any one of these questions would bring
us closer to understanding the essence of human cognition. Indeed, we now have
research programs that hold out the prospect of determining what is special about
language in adjudicating between accounts of its role in conceptual development
within specific domains of knowledge. (PsycINFO Database Record (c) 2016 APA, all
rights reserved)
AD - Siegal, Michael: Department of Psychology, University of Sheffield, Western
Bank, Sheffield, United Kingdom, S10 2TP, M.Siegal@Sheffield.ac.uk
AU - Siegal, Michael
DO - 10.1016/j.tics.2004.05.007
IS - 7
KW - *Cognition
*Cognitive Development
*Concept Formation
Problem Solving
Reasoning
PY - 2004
SN - 1364-6613(Print)
SP - 287-287
ST - Language and conceptual development
T2 - Trends in Cognitive Sciences
TI - Language and conceptual development
VL - 8
ID - 14277
ER -
TY - COMP
AB - The starting point for this study is the importance of linguistic competence
in deaf students as part of their process of socialization and the formation of
their self-concept. With the 56 deaf students who participated in the research, we
consider the following sociodemographic variables: age, sex and degree of hearing
loss, and the educational factor with respect to the mode of mainstream schooling.
Self-concept was explored using the Spanish version of the Self Development
Questionnaire (SDQ; I. Elexpuru, 1992) and the TST-Who Am I? test, adapted from M.
H. Kuhn and T. S. McPartland (1954). To obtain the data for conversational
competence, a conversation was held with a hearing adult. An explanation is given
of the criteria for pragmatic analysis. The main results highlight the relationship
between positive self-concept and most aspects of conversational competence. The
study concludes with pedagogical procedures for integration, including specific
strategies for teaching conversational skills to deaf pupils through nondeaf pupils
and vice versa. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - Silvestre, Núria: Departament de Psicologia Basica, Evolutiva i de
l'Educacio, Universitat Autonoma de Barcelona, Edifici B, Campus de la, Cerdanyola
del Valles, Bellaterra, Spain, 08193, nuria.silvestre@uab.es
AU - Silvestre, Núria
AU - Ramspott, Anna
AU - Pareto, Irenka D.
CY - United Kingdom
DO - 10.1093/deafed/enl011
ET - 1
KW - *Competence
*Conversation
*Deafness
*Linguistics
Self-Concept
M3 - doi:10.1093/deafed/enl011
PY - 2007
SP - 38-54
ST - Conversational skills in a semistructured interview and self-concept in deaf
students
TI - Conversational skills in a semistructured interview and self-concept in deaf
students
VL - 12
ID - 14494
ER -
TY - THES
AB - Subjective emotional experience is an important area of exploration for
clinical psychologists. It has been suggested that emotions are a function of an
individual's subjective interpretation of relevant events. Appraisals are
evaluative processes related to emotions. They can account for developmental and
individual differences and irrational or inappropriate emotional reactions across
subjects. The exploration of appraisals in different cultural groups may help us
understand this construct. The view of Deaf people as a cultural minority allows us
to hypothesize that if there are variations or universals in the human emotional
experience, they should be found in this group. So far there is a gap in the
knowledge of deaf adults' subjective emotional experience. This project explored
deaf adults' emotional antecedents and reactions. A deaf version of the
International Survey of Emotional Antecedents and Reactions (ISEAR-D), a Background
Questionnaire and the Deaf Acculturation Scale (DAS-58) were administered to a
sample of 88 deaf college students to explore emotional antecedents and reactions
and their links with Deaf culture. This deaf sample was compared with a random
international hearing sample and a US hearing sample. Differences were found in
most reactions and a few appraisal dimensions. Results suggest differences might be
explained by acculturation process. The possible existence of a qualitatively
different- and differently embodied-experience of emotions in Deaf people is
introduced. Implications for future research are discussed. (PsycInfo Database
AU - Simon, Marina
CY - US
KW - *Clinical Psychologists
*College Students
*Deafness
*Emotional Disturbances
Emotional Responses
PY - 2011
SN - 0419-4217(Print)
SP - 1806-1806
ST - A study of emotional antecedents and reactions in deaf college students
TI - A study of emotional antecedents and reactions in deaf college students
VL - 72
ID - 14383
ER -
TY - JOUR
AB - Introduction: Few studies have examined the psychological and mental health
effects of visual impairments (i.e., blindness and low vision) on youths. Our
objectives were to describe the behavioral and emotional profile of students with
visual impairments, compare the BASC-2 composite scores for youths with visual
impairments with the normative data to determine if significant differences exist,
and compare the BASC-2 scores of students categorized as having low vision with
students categorized as being totally blind. Methods: A total of 63 students with
visual impairments entering a state school for the deaf and blind between 2012 and
2017 had a parent complete the BASC-2 Parent Rating Scale as part of the intake
procedure. A retrospective study was conducted to determine patterns of emotional
and behavioral strengths and weaknesses in students with low vision and blindness.
A Multivariate Analysis of Covariance (MANCOVA) and Wilcoxon Rank Sums test were
performed to test for differences between children who are blind and children with
low vision. Results: Students with visual impairments showed higher levels of
clinical symptoms such as anxiety and withdrawal. Statistically significant higher
deficits were detected for the students with visual impairments on the Behavioral
Symptoms Index and Internalizing Problems composites and significant lower
differences for the Adaptive Skills and Externalizing Problems composites compared
to the BASC-2 normative sample. When compared with youths with low vision, students
who are blind had statistically significant scores (i.e., deficits) for adaptive
skills and resiliency. Discussion: Our results suggest that a substantial
proportion of students with visual impairments may experience more emotional and
behavioral difficulties than the average youth while lacking the adaptive skills to
manage their conduct adequately. Implications for practitioners: Professionals
working with youths with visual impairments face a number of daunting challenges,
since the conditions under the visually impaired umbrella are heterogeneous, and
variation exists within a statistically low-incidence disability category.
Therefore, those who work with youths with visual impairments have to apply various
and unique methods to understand, train, teach, rehabilitate, or counsel these
youths. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
AD - Sims, Stephanie Vetere: University of Florida Health Psychiatry, 580 West 8th
Street, Jacksonville, FL, US, 32209, stephanie.sims@jax.ufl.edu
AU - Sims, Stephanie Vetere
AU - Celso, Brian
AU - Lombardo, Ted
DO - 10.1177/0145482X211028939
IS - 4
KW - *Behavioral Assessment
*Blindness
*Rating Scales
*Vision Disorders
*Low Vision
Adaptive Behavior
School Adjustment
Sensory Adaptation
Test Validity
PY - 2021
SP - 310-318
ST - Emotional and behavioral assessment of youths with visual impairments
utilizing the BASC-2
TI - Emotional and behavioral assessment of youths with visual impairments
utilizing the BASC-2
VL - 115
ID - 14230
ER -
TY - JOUR
AB - When caregivers decide to use Auslan within a Bilingual-Bicultural (Bi-Bi)
approach with their children who use cochlear implants (CI/s), the feasibility
aspect is more easily addressed for caregivers who are deaf or hard of hearing who
are, themselves, fluent in Auslan. Some caregivers who have hearing within the
typical range who may have no prior knowledge of Auslan also choose to use Auslan
within a Bi-Bi approach. Of 168 caregivers who completed a Parental Views about
Communication (PVaC) Questionnaire, 34 were identified who used Auslan within a Bi-
Bi approach with their child both pre- and post-CI. This study aimed to understand
the underlying themes and perspectives regarding their choices to use Auslan, with
reference to child and family characteristics. Caregivers’ open-ended written
comments in Section 3 (perspectives on communication) and Section 5 (open comments)
of the PVaC were subjected to qualitative content analysis with post-hoc NVivo
analysis. Caregivers commented on the benefits of using Auslan within a Bi-Bi
approach and their satisfaction regarding significant changes in their child’s
post-CI communication. Other themes included: dissatisfaction with clinicians’
suggestions to prioritize speech as the mode of communication; significant
listening gains for children with additional special needs; future expectations
regarding Auslan and oral language; child preferences using Auslan within a Bi-Bi
approach; and improvements in speech production. Caregivers’ main reasons for
choosing Auslan within a Bi-Bi approach were related to present communication needs
and preparation for future communication needs. These data have important
implications for the field to guide clinicians working with families; clinicians
need to be cognizant of caregivers’ perspectives on Auslan within a Bi-Bi approach
for children using CI/s and empathetic to underlying reasons for the choices made.
AD - Dettman, Shani: Dept Audiology and Speech Pathology, University of Melbourne,
550 Swanston St, Parkville, VIC, Australia, 3010, dettmans@unimelb.edu.au
AU - Siran, Sarah
AU - Dettman, Shani
DO - 10.1080/14643154.2018.1519965
IS - 3-4
KW - *Bilingualism
*Caregivers
*Cochlear Implants
Communication
Decision Making
PY - 2018
SP - 205-227
ST - Qualitative analysis of caregivers’ perspectives regarding using Auslan
within a Bilingual-Bicultural (Bi-Bi) approach with their children who use cochlear
implants
TI - Qualitative analysis of caregivers’ perspectives regarding using Auslan
within a Bilingual-Bicultural (Bi-Bi) approach with their children who use cochlear
implants
VL - 20
ID - 14195
ER -
TY - JOUR
AB - This article explores comic-strip-inspired graphic transcripts as a tool to
present conversational video data from informal multiperson conversations in a
signed language, specifically Norwegian Sign Language (NTS). The interlocutors’
utterances are represented as English translations in speech bubbles rather than
glossed or phonetically transcribed NTS, and the article discusses advantages and
disadvantages of this unconventional choice. To contextualize this exploration of
graphic transcripts, a small-scale analysis of a stretch of interaction is embedded
in the article. The extract shows conversational trouble and repair occurring when
interlocutors respond to utterances produced while they as recipients were looking
elsewhere. The NTS extract is introduced with a short sample of multilinear,
Jefferson-inspired glossed transcript and then presented in full as graphic
transcript. The article concludes that for presenting nonsensitive data, graphic
transcripts have several advantages, such as improved access to visual features,
flexible granularity, and enhanced readability. Data are in Norwegian Sign Language
with English translations. (PsycInfo Database Record (c) 2021 APA, all rights
reserved)
AD - Skedsmo, Kristian: Department of International Studies and Interpreting, Oslo
Metropolitan University, P.O. Box 4, St. Olavs plass, Oslo, Norway, NO-0130,
kristian.skedsmo@oslomet.no
AU - Skedsmo, Kristian
DO - 10.1080/08351813.2021.1936801
IS - 3
KW - *Conversation
*Oral Communication
*Phonetics
*Readability
Sign Language
PY - 2021
SP - 241-260
ST - How to use comic-strip graphics to represent signed conversation
T2 - Research on Language and Social Interaction
TI - How to use comic-strip graphics to represent signed conversation
VL - 54
ID - 14675
ER -
TY - THES
AB - The German waltzing guinea pig is a strain of animals expressing deafness and
severe balance disorders already at birth. The mutation arose spontaneously in a
breeding facility in Germany and as the affected animals show a characteristic
waltzing behavior, the strain is named the German waltzing guinea pig. The strain
is presently bred only at Karolinska Institutet.The hereditary inner ear impairment
has a recessive mode of inheritance and the strain thus produces not only affected
homozygotes but also symptom-free heterozygotes and fully normal offspring. The
outcome depends solely on the genotype of the parents. The heterozygotes, which
have obtained the "waltzing" gene from one parent only, have normal hearing and no
balance dysfunction. The heterozygous animals appear normal but will, in turn,
carry the genetic defect to the next generation. The present thesis is focused on
these animals.Noise and ototoxic drugs are well known stress factors that interfere
negatively with the hearing organ in both humans and animals, causing hearing
impairment. However, the interindividual variability in susceptibility to auditory
stress factors is surprisingly large, most likely due to different genetic
predisposition. In this study heterozygous animals of the German waltzing guinea
pig, animals carrying a genetic defect known to cause severe hearing impairment,
were used to study how an unexplored gene for deafness interacts with the auditory
stress agents; noise exposure and the ototoxic drugs gentamicin and
cisplatin.Animals were exposed to both narrowband as well as broadband noise at
different ages and hearing threshold were conducted using ABR. Heterozygote animals
of the German waltzing guinea pigs showed less threshold shifts compared to control
strains. Old animals were less affected of the noise trauma than younger animals.To
explore the hypothesis that the efferent system contribute to the protection of the
inner ear against noise trauma, measurements using the new methods of post onset
adaptation of the DPOAE and maximum adaptation magnitude were used. The post onset
adaptation of the DPOAE could detect a strain difference at the higher frequency
region while in the maximum adaptation magnitude method showed no difference
between the strains.The heterozygous animals of the German waltzing guinea pig
displayed a distinctly increased resistance to noise exposures, manifested as
reduced threshold shifts and faster recovery following acoustic overstimulation.
However, when exposed to ototoxic drugs, the heterozygous carriers suffered from a
more pronounced hearing loss.It is concluded that endogenous resistance to noise in
the heterozygotes does not offer any protection against ototoxic drugs. The
detailed mechanisms still need to be explored. (PsycInfo Database Record (c) 2021
AU - Skjönsberg, Åsa
CY - US
KW - *Genes
*Guinea Pigs
*Labyrinth (Anatomy)
*Noise Effects
*Stress
Auditory Cortex
PY - 2022
SN - 0419-4217(Print)
ST - Hereditary susceptibility to inner ear stress agents studied in heterozygotes
of the German waltzing guinea pig
TI - Hereditary susceptibility to inner ear stress agents studied in heterozygotes
of the German waltzing guinea pig
VL - 83
ID - 14482
ER -
TY - MUSIC
AB - Many people reach adulthood without acquiring significant music performance
skills (singing or instrumental playing). A substantial proportion of these adults
consider that this has come about because they are "not musical." Some of these
people may be "true" congenital amusics, characterized by specific and substantial
anomalies in the processing of musical pitch and rhythm sequences, while at the
same time displaying normal processing of speech and language. It is likely,
however, that many adults who believe that they are unmusical are neurologically
normal. We could call these adults "false" amusics. Acquisition of musical
competence has multiple personal, social, and environmental precursors.
Deficiencies in these areas may lead to lack of musical achievement, despite the
fact that an individual possesses the necessary underlying capacities. Adults may
therefore self-define as "unmusical" or "tone-deaf" for reasons unconnected to any
underlying anomaly. This paper reports on two linked research studies. The first is
an interview study with adults defining themselves as tone-deaf or unmusical. The
interview schedule was designed to discover what criteria are being used in their
self-definitions. Preliminary results suggest that performance criteria (e.g.,
judging oneself as unable to sing) play a major role, even for people who claim and
demonstrate no perceptual deficits. The second study reports progress on the
development of new subtests for a revised version of the Montreal Battery for the
Evaluation of Amusia (MBEA, Peretz et al., 2003). This currently contains six tests
that allow for the assessment of melodic perception: contour, intervals, scale,
rhythm, meter, and recognition memory. The MBEA does not assess two capacities that
are generally accepted as central to normal music cognition: harmony and emotion.
The development and norming of the emotion subtest will be described. When
completed, the MBEA(R) will form a robust screening device for use with the general
population, whose purpose is to discriminate "true" from "false" amusics. Such
discrimination is essential to achieve a better understanding of the variety of
causes of low musical achievement. (PsycInfo Database Record (c) 2022 APA, all
rights reserved)
AD - Sloboda, John A.: School of Psychology, Keele University, Staffordshire,
United Kingdom, ST5 5BG, j.a.sloboda@keele.ac.uk
AU - Sloboda, John A.
AU - Wise, Karen J.
AU - Peretz, Isabelle
*Language Disorders
*Music Perception
*Musical Ability
*Self-Perception
Cognition
Music
Amusia
PB - New York Academy of Sciences
PY - 2005
SN - 1-57331-610-5 (Hardcover); 1-57331-611-3 (Paperback)
SP - 255-261
ST - Quantifying Tone Deafness in the General Population
T2 - The neurosciences and music II: From perception to performance.
TI - Quantifying Tone Deafness in the General Population
ID - 14341
ER -
TY - JOUR
AB - The researchers explored the effectiveness of Visual Phonics as a reading
instructional tool when used in conjunction with a modified version of the Fountas
and Pinnell Kindergarten Phonics Curriculum (Fountas & Pinnell, 2002) with a
preschool student who was deaf. The study participant was a 4-year-old deaf child
who had a cochlear implant. The goal of the study was to determine whether the
student's phonological awareness and speech production improved over the course of
a 6-week intervention. Identical pre- and postintervention tests were administered
to measure the extent of any improvement. It was found that Visual Phonics used
with a phonics-based curriculum significantly increased phonological awareness and
speech production. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
AU - Smith, Andrea
AU - Wang, Ye
DO - 10.1353/aad.2010.0000
IS - 2
KW - *Deafness
*Oral Communication
*Phonics
*Preschool Students
Reading
PY - 2010
SP - 124-130
ST - The impact of visual phonics on the phonological awareness and speech
production of a student who is deaf: A case study
TI - The impact of visual phonics on the phonological awareness and speech
production of a student who is deaf: A case study
VL - 155
ID - 14594
ER -
TY - JOUR
AB - Deaf and hard-of-hearing (D/HH) adults have lower health literacy compared to
hearing adults, but it is unclear whether this disparity also occurs in
adolescence. We used the Health Literacy Skills Instrument–Short Form (HLSI-SF),
Short Form of the Test of Functional Health Literacy in Adults (S-TOFHLA),
Comprehensive Heart Disease Knowledge Questionnaire (CHDKQ), and newly constructed
interactive and critical health literacy survey items to quantify D/HH and hearing
adolescents’ health literacy. We adapted and translated survey materials into sign
language and spoken English to reduce testing bias due to variable English language
skills. Participants were 187 D/HH and 94 hearing college-bound high school
students. When we adjusted for age, gender, race/ethnicity, school grade, and
socioeconomic status, D/HH adolescents demonstrated weaker general and functional
health literacy and cardiovascular health knowledge than hearing adolescents on the
HLSI, S-TOFHLA, and CHDKQ (all ps ps ps ps < .03). Results suggest that
interventions to improve D/HH adolescents’ health literacy should target their
health-related conversations with their families; access to printed health
information; and access to health information from other people, especially health
care providers and educators. (PsycInfo Database Record (c) 2023 APA, all rights
reserved)
AD - Smith, Scott R.: National Technical Institute for the Deaf, Rochester
Institute of Technology, RHD A239, 52 Lomb Memorial Drive, Rochester, NY, US,
14623, srsnts@rit.edu
AU - Smith, Scott R.
AU - Samar, Vincent J.
DO - 10.1080/10810730.2016.1179368
IS - Suppl 2
KW - *Deafness
*Health Behavior
*Pediatrics
Health Literacy
PY - 2016
SP - 141-154
ST - Dimensions of deaf/hard-of-hearing and hearing adolescents’ health literacy
and health knowledge
T2 - Journal of Health Communication
TI - Dimensions of deaf/hard-of-hearing and hearing adolescents’ health literacy
and health knowledge
VL - 21
ID - 14312
ER -
TY - MULTI
AB - This project is an interdisciplinary empirical study that explores the
emotional experiences resulting from the use of the assistive technology closed
captioning. More specifically, this study focuses on documenting the user
experiences of both the D/deaf and Hearing multimedia user in an effort to better
identify and understand those variables and processes that are involved with
facilitating and supporting connotative and emotional meaning making. There is an
ever present gap that defines closed captioning studies thus far, and this gap is
defined by the emphasis on understanding and measuring denotative meaning making
behavior while largely ignoring connotative meaning making behavior that is
necessarily an equal participant in a user's viewing experience. This study
explores connotative and emotional meaning making behaviors so as to better
understand the behavior exhibited by users engaged with captioned multimedia. To
that end, a mixed methods design was developed that utilizes qualitative methods
from the field of User Experience (UX) to explore connotative equivalence between
D/deaf and Hearing users and an augmented version of S. R. Gulliver and G. Ghinea's
(2003) quantitative measure Information Assimilation (IA) from the field of Human
Computer Interaction (HCI) to measure the denotative equivalence between the two
user types. To measure denotative equivalence a quiz containing open-ended
questions to measure IA was used. To measure connotative equivalence the following
measures were used: 1) Likert scales to measure users' confidence in answers to
open-ended questions. 2) Likert scale to measure a users' interest in the stimulus.
3) Open-ended questions to identify scenes that elicited the strongest emotional
responses from users. 4) Four-level response questions with accompanying Likert
scales to determine strength of emotional reaction to three select excerpts from
the stimulus. 5) An interview consisting of three open- ended questions and one
fixed - choice question. This study found that there were no major differences in
the denotative equivalence between the D/deaf and Hearing groups; however, there
were important differences in the emotional reactions to the stimulus that indicate
there was not connotative equivalence between the groups in response to the
emotional content. More importantly, this study found that the strategies used to
understand the information users were presented with in order to create both
denotative and connotative meaning differed between groups and individuals within
groups. To explain such behaviors observed, this work offers a theory of Media
Reconciliation based on Wolfgang Iser's (1980) phenomenological theory about the
"virtual text". (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AU - Snell, Nicole Elaine
CY - US
*Decision Making
Likert Scales
Multimedia
PY - 2013
ST - Toward a theory of media reconciliation: A closed captioning exploratory
study
TI - Toward a theory of media reconciliation: A closed captioning exploratory
study
ID - 14354
ER -
TY - JOUR
AB - This paper discusses the role of mediation as it arose in developing and
teaching two online American Sign Language (ASL) courses for parents of deaf
children during the COVID-19 pandemic. Deaf children and their families who are
still acquiring ASL have ongoing learning needs that are most often not met in
mainstream educational systems, and these inequities have deepened during the
pandemic. Combining reception, production, and interaction, mediation is a mode of
language activity in the Common European Framework of Reference for Languages
(CEFR) that involves “languaging” to develop ideas and facilitate understanding and
communication. In this nine-month study, intensive parent ASL courses were adapted
and developed for rapid implementation of online instruction in order to meet the
second or additional language ASL learning needs of parents of deaf children.
Online questionnaire, interview, observational, and assessment data were gathered
regarding participating parents’ learning processes and experiences. As study
findings reveal, a main theme that arose was the role of mediation in terms of
alleviating various barriers for participants and facilitating the linguistic and
cultural dimensions of parents’ online ASL learning and understanding through
cognitive and relational means. (PsycInfo Database Record (c) 2023 APA, all rights
reserved)
AD - Snoddon, Kristin: School of Early Childhood Studies, Toronto Metropolitan
University, Toronto, ON, Canada, ksnoddon@ryerson.ca
AU - Snoddon, Kristin
AU - Madaparthi, Krishna
DO - 10.1080/14643154.2022.2076010
IS - 1
KW - *Deafness
*Distance Education
*Mediation
*Parents
*Sign Language
*Special Education
*Electronic Learning
COVID-19
PY - 2023
SP - 4-20
ST - Conceptualizing the role of mediation in an online American Sign Language
teaching model for parents of deaf children
TI - Conceptualizing the role of mediation in an online American Sign Language
teaching model for parents of deaf children
VL - 25
ID - 14370
ER -
TY - THES
AB - Studies indicate that the prevalence of attention difficulties in deaf
individuals is greater than that in the general population. Computerized
Performance Tests (CPTs) have become a valuable tool in diagnosing attention
problems and recent research has demonstrated that deaf individuals perform poorly
on CPTs when compared to their hearing peers. The current study attempted to
validate the use of the Test of Variables of Attention (T.O.V.A.) for use with deaf
adults. In addition, the present paper evaluated the significance of an inattentive
or hyperactive performance on the T.O.V.A. In this study 63 deaf undergraduate
students were screened with a prorated Performance IQ from The Wechsler Adult
Intelligence Scale-Third Edition (WAIS-III). Subjects were then administered the
Test of Variables of Attention (T.O.V.A.), the Risk-Taking Self-Report Scale, and
ADHD Behavior Checklist for Adults. Results from these measures were correlated to
the students' current Grade Point Average. Results and implications for the use of
the T.O.V.A. as a screening measure of attention difficulties with deaf adults are
AU - Sporn, Melissa Beth
CY - US
KW - *Attention
*Behavior Problems
Deafness
PY - 2002
SN - 0419-4209(Print)
SP - 3295-3295
ST - The use of the test of variables of attention to predict attention and
behavior problems in deaf adults
TI - The use of the test of variables of attention to predict attention and
behavior problems in deaf adults
VL - 62
ID - 14187
ER -
TY - THES
AB - Given the visual-gestural nature of ASL it is reasonable to assume that
visualization abilities may be one predictor of aptitude for learning ASL. This
study tested a hypothesis that visualization abilities are a foundational aptitude
for learning a signed language and that measurements of these skills will increase
as students progress from beginning ASL students to advanced language learners and,
ultimately to credentialed interpreters. Participants in this study consisted of 90
beginning and 66 advanced ASL students in five interpreter education programs in
four southern states along with 68 credentialed interpreters. Students and
interpreters were administered the Vividness of Visual Imagery (VVIQ) self-report
questionnaire and the objective Mental Rotations Test, Version A (MRT-A). All ASL
students and their instructors were asked to rate students' sign language
competency on the Sign Communication Proficiency Interview Rating Scale. All
participants completed demographic questions regarding their age, gender,
ethnicity, parental hearing status, number of years using ASL, number of years
working with deaf professionals who use ASL, and their interpreting credential(s).
Students and their instructors rated students' sign communication proficiency
similarly. Beginning ASL students were rated significantly lower than the advanced
ASL students by both instructors' rating and students' self-rating. No significant
relationships were reported: a) among beginning and advanced students and
credentialed interpreters with respect to either the VVIQ or the MRT-A, and b)
among the students' VVIQ and MRT-A scores and instructors' ratings on the SCPI.
There was suggestive evidence of an increase in mean VVIQ scores from beginning ASL
students to advanced ASL students to credentialed interpreters, but not to the
level of significance. When advanced ASL students and lower level state
credentialed interpreters were removed from analyses, a significant difference in
visual vividness was reported. Nationally certified interpreters scored
significantly higher than beginning ASL students on the VVIQ, but not the MRT-A.
AU - Stauffer, Linda K.
CY - US
KW - *Deafness
*Imagery
*Sign Language
Language
PY - 2010
SN - 0419-4209(Print)
SP - 1546-1546
ST - The relationship among beginning and advanced American sign language students
and credentialed interpreters across two domains of visual imagery: Vividness and
manipulation
TI - The relationship among beginning and advanced American sign language students
and credentialed interpreters across two domains of visual imagery: Vividness and
manipulation
VL - 71
ID - 14309
ER -
TY - MUSIC
AB - Compared song recognition and song appraisal of 8-15 yr olds, including 15
prelingually deaf cochlear implant recipients (CIR) and 32 normally hearing
children. The Iowa Music Perception and Appraisal Battery--Children's Version was
developed to measure these differences. The battery includes a Song Recognition
Test, a Song Appraisal Test, and a Musical Background Questionnaire. Results show
that the CIR were significantly less accurate than normally hearing children on the
Song Recognition Test. CIR also demonstrated greater dislike than normally hearing
children for all items on the Song Appraisal Test. Despite these differences, CIR
were quite similar to normally hearing children in terms of self-reported informal
musical involvement and music listening habits. (PsycInfo Database Record (c) 2023
AU - Stordahl, Julie
CY - US
DO - 10.1093/jmt/39.1.2
*Deafness
*Music Perception
Music
Recognition (Learning)
M3 - doi:10.1093/jmt/39.1.2
PB - American Music Therapy Assn
PY - 2002
SP - 2-19
ST - Song recognition and appraisal: A comparison of children who use cochlear
implants and normally hearing children
TI - Song recognition and appraisal: A comparison of children who use cochlear
implants and normally hearing children
VL - 39
ID - 14231
ER -
TY - JOUR
AB - There is converging evidence that the auditory cortex takes over visual
functions during a period of auditory deprivation. A residual pattern of cross-
modal take-over may prevent the auditory cortex to adapt to restored sensory input
as delivered by a cochlear implant (CI) and limit speech intelligibility with a CI.
The aim of the present study was to investigate whether visual face processing in
CI users activates auditory cortex and whether this has adaptive or maladaptive
consequences. High-density electroencephalogram data were recorded from CI users (n
= 21) and age-matched normal hearing controls (n = 21) performing a face versus
house discrimination task. Lip reading and face recognition abilities were measured
as well as speech intelligibility. Evaluation of event-related potential (ERP)
topographies revealed significant group differences over occipito-temporal scalp
regions. Distributed source analysis identified significantly higher activation in
the right auditory cortex for CI users compared to NH controls, confirming visual
take-over. Lip reading skills were significantly enhanced in the CI group and
appeared to be particularly better after a longer duration of deafness, while face
recognition was not significantly different between groups. However, auditory
cortex activation in CI users was positively related to face recognition abilities.
Our results confirm a cross-modal reorganization for ecologically valid visual
stimuli in CI users. Furthermore, they suggest that residual takeover, which can
persist even after adaptation to a CI is not necessarily maladaptive. (PsycINFO
AD - Stropahl, Maren: Department of Psychology, European Medical School, Carl von
Ossietzky University of Oldenburg, Ammerlander Herrstrasse 114-118, Oldenburg,
Germany, 26129, maren.stropahl@uni-oldenburg.de
AU - Stropahl, Maren
AU - Plotz, Karsten
AU - Schönfeld, Rüdiger
AU - Lenarz, Thomas
AU - Sandmann, Pascale
AU - Yovel, Galit
AU - De Vos, Maarten
AU - Debener, Stefan
DO - 10.1016/j.neuroimage.2015.07.062
*Electrophysiology
Face Perception
Lipreading
PY - 2015
SP - 159-170
ST - Cross-modal reorganization in cochlear implant users: Auditory cortex
contributes to visual face processing
T2 - NeuroImage
TI - Cross-modal reorganization in cochlear implant users: Auditory cortex
contributes to visual face processing
VL - 121
ID - 14236
ER -
TY - CHAP
AB - Signed languages are generally deemed as having inherent advantages for deaf
populations of a given society. This is because the language is processed through
the visual/gestural modality (as opposed to vocal/aural for spoken language).
American Sign Language (ASL) may serve as a good example of an accessible language
for deaf children, but its role in deaf education does not necessarily reflect this
fact. The field of deaf education is now besieged by a number of issues ranging
from the overrated value of spoken language to the creation of a signed version of
English that is not on par with ASL or any naturally evolved signed language. The
question here is how deaf education got its start despite noted weaknesses in
theory and practice. Insights into how educators viewed signed language and what
they looked for are critical to understanding their historical journey. (PsycInfo
AU - Supalla, Samuel J.
AU - Cripps, Jody H.
CY - Malden
DO - 10.1002/9780470694138.ch13
KW - *Deafness
*Linguistics
*Sign Language
*Special Education
History
Language
PB - Blackwell Publishing
PY - 2008
SN - 978-1-4051-5410-9 (Hardcover)
SP - 174-191
ST - Linguistic accessibility and deaf children
T2 - The handbook of educational linguistics.
T3 - Blackwell handbooks in linguistics.
TI - Linguistic accessibility and deaf children
ID - 14446
ER -
TY - JOUR
AB - What is the best way to help humans adapt to a distorted sensory input?
Interest in this question is more than academic. The answer may help facilitate
auditory learning by people who became deaf after learning language and later
received a cochlear implant (a neural prosthesis that restores hearing through
direct electrical stimulation of the auditory nerve). There is evidence that some
cochlear implants (which provide information that is spectrally degraded to begin
with) stimulate neurons with higher characteristic frequency than the acoustic
frequency of the original stimulus. In other words, the stimulus is shifted in
frequency with respect to what the listener expects to hear. This frequency
misalignment may have a negative influence on speech perception by CI users.
However, a perfect frequency-place alignment may result in the loss of important
low frequency speech information. A trade-off may involve a gradual approach: start
with correct frequency-place alignment to allow listeners to adapt to the
spectrally degraded signal first, and then gradually increase the frequency shift
to allow them to adapt to it over time. We used an acoustic model of a cochlear
implant to measure adaptation to a frequency-shifted signal, using either the
gradual approach or the “standard” approach (sudden imposition of the frequency
shift). Listeners in both groups showed substantial auditory learning, as measured
by increases in speech perception scores over the course of fifteen one-hour
training sessions. However, the learning process was faster for listeners who were
exposed to the gradual approach. These results suggest that gradual rather than
sudden exposure may facilitate perceptual learning in the face of a spectrally
degraded, frequency-shifted input. (PsycINFO Database Record (c) 2017 APA, all
rights reserved)
AD - Svirsky, Mario A.: Dept. of Otolaryngology-HNS, New York University School of
Medicine, 550 First Avenue, NBV-5E5, New York, NY, US, 10016, svirsky@nyu.edu
AU - Svirsky, Mario A.
AU - Talavage, Thomas M.
AU - Sinha, Shivank
AU - Neuburger, Heidi
AU - Azadpour, Mahan
DO - 10.1016/j.heares.2014.10.008
KW - *Acoustic Nerve
*Cochlear Implants
*Electrical Stimulation
Perceptual Learning
PY - 2015
SP - 163-170
ST - Gradual adaptation to auditory frequency mismatch
TI - Gradual adaptation to auditory frequency mismatch
VL - 322
ID - 14636
ER -
TY - JOUR
AB - Decades of research on educational and basic scientific questions relating to
deaf children have yielded a wealth of knowledge about how they learn and develop
as thinking, social, problem-solving individuals. However, we currently lack
channels for communication from teachers to researchers about the priorities in
education and from researchers to teachers about scientific progress that might be
effectively utilized in the learning context. As a result, research often fails to
address educational priorities, knowledge gained from relevant investigations is
rarely translated into practice, and decision-making is often governed by
administrative expedience rather than evidence. To address this situation, this
paper identifies the current research priorities relating to deaf education and
research outcomes that appear likely to have a significant impact on the
development of educational practice. Practitioner priorities also are identified,
and explanations for the gap between research and practice are analyzed. Ways in
which the gaps between research and practice can be addressed are proposed. The
goal is to provide a catalyst for broad-based discussions about how to include
teachers in educational research planning and create genuine and effective
partnerships between researchers and teachers to enhance educational outcomes for
deaf pupils. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
AD - Swanwick, Ruth: School of Education, University of Leeds, Leeds, United
Kingdom, r.a.swanwick@leeds.ac.uk
AU - Swanwick, Ruth
DO - 10.1179/1557069X10Y.0000000002
IS - 4
*Deafness
*Problem Solving
Decision Making
Experimentation
PY - 2010
SP - 217-235
ST - Enhancing education for deaf children: Research into practice and back again
TI - Enhancing education for deaf children: Research into practice and back again
VL - 12
ID - 14216
ER -
TY - GEN
AB - Purpose: This report presents two cases of successful telerehabilitation
delivery for patients quarantined due to COVID-19. One of the patients did not
speak the therapists’ language, whereas the other presented complete deafness.
Materials and Methods: We assembled a telerehabilitation system using commercial
applications, including a remote-control application that minimizes the need for
patient’s input. The telerehabilitation comprised a combination of video calls with
a physical therapist and a 20-minute exercise video. The first case was of a 72-
year-old man who could only speak Cantonese, a language that none of the service
providers could speak, making communication difficult. Therefore,
telerehabilitation was provided using Google Translate to simultaneously translate
the therapist’s instructions in Japanese to Cantonese. The second case involved a
49-year-old man with neurofibromatosis and complete deafness. In this case,
communication during the exercise programme was achieved using 25 cue cards that
were prepared in advance and used to convey instructions. The patients’
satisfaction was assessed using either of a simple three-item questionnaire (Case
1) or the Telemedicine Satisfaction Questionnaire with five additional items (Case
2). Results: In both cases, the exercise programme was successfully conducted, and
the patients reported being highly satisfied with the programme. Conclusions:
Communication barriers can impede telerehabilitation therapy; this problem is
aggravated when the recipients cannot receive on-site education for device
operation and exercise performance in advance due to COVID-19 restrictions.
However, the use of supplementary methodologies may contribute to solving these
issues, further expanding the coverage and applicability of telerehabilitation.
AD - Otaka, Yohei: Department of Rehabilitation Medicine I, Fujita Health
University School of Medicine, 1-98 Dengakugakubo, Toyoake, Japan, 470-1192,
otaka119@mac.com
AU - Tatemoto, Tsuyoshi
AU - Mukaino, Masahiko
AU - Kumazawa, Nobuhiro
AU - Tanabe, Shigeo
AU - Mizutani, Koji
AU - Katoh, Masaki
AU - Saitoh, Eiichi
AU - Otaka, Yohei
CY - United Kingdom
DO - 10.1080/17483107.2021.2013962
KW - *Client Satisfaction
*Communication
*Deafness
*Exercise
*Questionnaires
*Treatment
*Telerehabilitation
COVID-19
M3 - doi:10.1080/17483107.2021.2013962
PY - 2022
SP - 275-282
ST - Overcoming language barriers to provide telerehabilitation for COVID-19
patients: A two-case report
TI - Overcoming language barriers to provide telerehabilitation for COVID-19
patients: A two-case report
VL - 17
ID - 14480
ER -
TY - JOUR
AB - Deaf students at two institutions of higher education and hearing students
taking the same degree programmes completed the Course Experience Questionnaire and
a short version of the Approaches to Studying Inventory. The deaf students were
just as likely as the hearing students to adopt a meaning orientation to their
studies but were more likely to adopt a reproducing orientation. This was
particularly true of those deaf students who preferred to communicate through sign
language. However, the deaf students evaluated their programmes just as positively
as did the hearing students. It is concluded that deafness per se has no impact on
students' perceptions of academic quality, and that deafness and perceptions of
academic quality are mutually independent determinants of approaches to studying in
higher education. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
AD - Te Richardson, John: Institute of Educational Technology, Open University,
Walton Hall, Milton Keynes, United Kingdom, MK7 6AA, J.T.E.Richardson@open.ac.uk
AU - Te Richardson, John
AU - Barnes, Lynne
AU - Fleming, Joan
DO - 10.1002/dei.170
IS - 2
KW - *Academic Achievement Motivation
*Deafness
*Educational Quality
*Student Attitudes
Study Habits
PY - 2004
SP - 100-122
ST - Approaches to studying and perceptions of academic quality in deaf and
hearing students in higher education
TI - Approaches to studying and perceptions of academic quality in deaf and
hearing students in higher education
VL - 6
ID - 14298
ER -
TY - JOUR
AB - The focus of this article is an examination of translation dilemmas in
qualitative research. Specifically it explores three questions: whether
methodologically it matters if the act of translation is identified or not; the
epistemological implications of who does translation; and the consequences for the
final product of how far the researcher chooses to involve a translator in
research. Some of the ways in which researchers have tackled language difference
are discussed. The medium of spoken and written language is itself critically
challenged by considering the implications of similar 'problems of method' but in
situations where the translation and interpretation issues are those associated
with a visual spatial medium, in this case Sign Language. The authors argue that
centring translation and how it is dealt with raises issues of representation that
should be of concern to all researchers. (PsycINFO Database Record (c) 2019 APA,
AD - Temple, Bogusia: University of Salford, Salford Housing and Urban Studies
Unit, School of Environment and Life Sciences, Peel Building, Salford, Greater
Manchester, United Kingdom, M5 4WT, b.templel@salford.ac.uk
AU - Temple, Bogusia
AU - Young, Alys
DO - 10.1177/1468794104044430
IS - 2
*Methodology
*Sign Language
*Written Language
Qualitative Methods
PY - 2004
SP - 161-178
ST - Qualitative research and translation dilemmas
T2 - Qualitative Research
TI - Qualitative research and translation dilemmas
VL - 4
ID - 14672
ER -
TY - JOUR
AB - Background: Those within the Deaf community are disadvantaged in a number of
aspects of day-to-day life including their access to health care. At times, they
may encounter barriers to health care even before they reach the consultation room.
As a consequence, they may receive insufficient and inappropriate health care which
may lead to poorer health outcomes. Objective: A study was conducted to explore
health awareness and access to health information and services of Deaf people
living in Tasmania, Australia and identify ways of enhancing the interaction
between the Deaf and the wider community. Methods: A questionnaire was
administered, including a number of demographic, health awareness and health
service usage questions. In addition, semi-structured interviews and focus groups
were conducted with service providers and the Deaf community between March and
August 2014. An interpreter was present to translate the questions into Auslan and
who then translated the Deaf participant's discussion into English for the
researcher. Data were then analyzed using research software SPSS v20.0 and NVivo
10.0. Results: Health as a concept was poorly understood, including mental health,
sexual health and health concerning alcohol and drug abuse. Regarding health care
resources, due to a sense of security, trust and confidence, the family physician
or general practitioner was the single most important health care provider among
the Deaf. Conclusions: The Deaf remain underserved by the current health care
system; however, through resourcefulness and life experiences, the Deaf have
developed coping and management strategies to move forward with dignity in
education, meaningful employment and health access. (PsycInfo Database Record (c)
AD - Terry, Daniel R.: Department of Rural Health, University of Melbourne, P.O.
Box 6500, Shepparton, VIC, Australia, d.terry@uniemelb.edu.au
AU - Terry, Daniel R.
AU - Lê, Quynh
AU - Nguyen, Hoang Boi
DO - 10.1016/j.dhjo.2015.11.002
IS - 2
KW - *Awareness
*Deafness
*Health Behavior
*Health Care Utilization
*Dignity
Communities
Health Awareness
PY - 2016
SP - 281-288
ST - Moving forward with dignity: Exploring health awareness in an isolated Deaf
community of Australia
T2 - Disability and Health Journal
TI - Moving forward with dignity: Exploring health awareness in an isolated Deaf
community of Australia
VL - 9
ID - 14496
ER -
TY - JOUR
AB - The aim of this article is to assess dilemma raised by adaptive preferences
in the economic evaluation of growth hormone (GH) treatment for non-GH-deficient
short children, and of bilateral cochlear implants for deaf children. Early
implementation of both technologies and their irreversible consequences increase
the potential conflicts faced by the assessors of health-related quality of life
(HRQoL) states (on behalf of patients) who could be interviewed (parents,
individuals with an experience of the same disability, or representative samples of
the general public). Indeed, assessors’ preferences may be influenced by their own
situation and they are likely to vary according to age and the experience of
disability. Three options are put forward which aim to resolve these moral dilemma
and help economists make methodological choices that cannot be avoided in order to
carry out this assessment. They are grounded on three specific egalitarian theories
of social justice. The main contribution of this article is to show that a dialogue
between ethics and economics, prior to an assessment, makes it possible to redefine
the choice of effectiveness criteria (subjective well-being, capabilities or social
outcomes), the choice of perspective (patients or the able-bodied), as well as the
scope of assessment (medical and non-medical care). (PsycINFO Database Record (c)
AD - Thébaut, Clémence: Haute Autorite de Sante (HAS), Saint-Denis La Plaine,
France, clemence_thebaut@hotmail.com
AU - Thébaut, Clémence
DO - 10.1016/j.socscimed.2013.10.020
KW - *Disability Management
*Morality
*Pediatrics
*Preferences
*Technology
Cochlear Implants
Economics
PY - 2013
SP - 102-109
ST - Dealing with moral dilemma raised by adaptive preferences in health
technology assessment: The example of growth hormones and bilateral cochlear
implants
T2 - Social Science & Medicine
TI - Dealing with moral dilemma raised by adaptive preferences in health
technology assessment: The example of growth hormones and bilateral cochlear
implants
VL - 99
ID - 14511
ER -
TY - JOUR
AB - The aim of this study was to adapt the Multidimensional Life Satisfaction
Scale for Adolescents (EMSVA) to Brazilian Sign Language (LIBRAS). The adaptation
was carried out in six steps: 1. semantic adaptation and translation into LIBRAS;
2. synthesis of the translated versions; 3. evaluation of the synthesis by judges;
4. semantic analysis of the scale in LIBRAS; 5. back translation and 6. empirical
analysis. In the first three stages and in the back-translation the deaf and
hearing participants were adults, proficient in LIBRAS and the Portuguese language,
with university level education. Semantic analysis was developed through a focus
group with deaf adolescents. In the final stage, 50 deaf adolescents, students of
public schools in the Federal District answered the instrument. The adapted version
of the EMSVA presented good internal consistency (λ² = 0.89) in the sample of deaf
adolescents. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - Tonin, Rosângela Prescendo: SRES, Quadra 04, Bloco U,Casa 32, Brasilia,
Brazil, 70648-213, rosangelaprescendo@gmail.com
AU - Tonin, Rosângela Prescendo
AU - Fukuda, Cláudia Cristina
IS - 1
KW - *Life Satisfaction
*Psychometrics
*Sign Language
*Test Construction
*Cross Cultural Test Adaptation
Adolescent Development
Deafness
Developmental Measures
PY - 2020
SP - 38-47
ST - Adaptação para Libras da Escala Multidimensional de Satisfação de Vida para
Adolescentes. [Adaptation of the Multidimensional Scale of Life Satisfaction for
Adolescents to Brazilian Sign Language.]
T2 - Avaliação Psicológica
TI - Adaptação para Libras da Escala Multidimensional de Satisfação de Vida para
Adolescentes. [Adaptation of the Multidimensional Scale of Life Satisfaction for
Adolescents to Brazilian Sign Language.]
VL - 19
ID - 14620
ER -
TY - THES
AB - The proliferation of mobile devices is greater than ever; however, bandwidth
and battery life have not grown accordingly to support mainstream use of mobile
video communication. This dissertation contributes to the continued effort of
making mobile sign language communication more accessible and affordable to deaf
and hard-of-hearing people. I am optimizing the lower limits at which mobile sign
language can be transmitted to reduce bandwidth and battery life, while maintaining
intelligibility. This work presents the Human Signal Intelligibility Model (HSIM)
to address the lack of uniformity in the way that intelligibility and comprehension
are operationalized for evaluation. The HSIM influenced the design of four web
studies: (1) investigating perceived intelligibility of sign language video
transmitted at various low frame rates and low bit rates below the current
recommended video transmission standards as prescribed in the International
Telecommunication Standardization Sector (ITU-T) Q.26/16 (at least 25 fps and 100
kbps); (2) investigating the relationship between response-time and video
intelligibility, which led to the creation of the Intelligibility Response-Time
Method; (3) evaluating perceived video quality of different power saving algorithms
utilizing qualities unique to sign language; and (4) comparing objective video
quality measures to subjective responses. Results revealed an "intelligibility
ceiling effect" for video transmission rates, where increasing the frame rate above
10 fps and bit rate above 60 kbps did not improve perceived video intelligibility.
These findings suggest that the recommended ITU-T sign language transmission rates
can be relaxed while still providing intelligible American Sign Language (ASL)
video, thereby reducing bandwidth and network load. I conducted a laboratory study
in which pairs of fluent ASL signers held free-form conversations over an
experimental smartphone app transmitting video at frame rates and bit rates well
below the ITU-T standard, to investigate how fluent ASL signers adapt to the lower
video transmission rates. Participants were successful in holding intelligible
conversations across all frame rates, even though they perceived the lower quality
of video transmitted at 5 fps/ 25 kbps. Also, video transmitted at 10 fps/50 kbps
or higher was not found to significantly improve video intelligibility, which
corroborates with web study findings. Finally, I conducted a field study observing
everyday use of an experimental smartphone app transmitting video at rates below
the ITU-T standard. The field study revealed that gathering in-the-moment
information using mobile video chat was preferred over texting because of the
faster response-time. Taken together, the findings from this dissertation support
the recommendation that intelligible mobile sign language conversations can occur
at video transmission rates far below the ITU-T standard to optimize resources
consumption, video intelligibility, and user preferences. The thesis of my
dissertation is: Mobile sign language video transmitted at frame rates and bit
rates below recommended standards (ITU-T vs. 10 fps/50 kbps), which saves bandwidth
and battery life by about 30 minutes, is still intelligible and can facilitate
real-time mobile video communication. (PsycInfo Database Record (c) 2023 APA, all
rights reserved)
AU - Tran, Jessica Julie
CY - US
KW - *Deafness
*Sign Language
*Speech Perception
Synthetic Speech
PY - 2015
SN - 0419-4217(Print)
ST - Human-centered optimization of mobile sign language video communication
TI - Human-centered optimization of mobile sign language video communication
VL - 75
ID - 14535
ER -
TY - JOUR
AB - To estimate the psychometric properties of the Physical Self-description
Questionnaire for deaf high school students, a Greek version was administered to
125 deaf soccer layers and 108 nonexercisers. Confirmatory factor analysis showed
adequate factorial structure for the original 11-factor model. Internal consistency
and temporal stability were satisfactory for this sample. Also, the construct,
discriminant, and predictive validity indices were adequate. These findings
supported the use of the Greek version of the Physical Self-description
Questionnaire for the assessment of the self-concept of deaf high school students.
AD - Tsorbatzoudis, Haralambos: University of Thessaloniki, Department of Physical
Education and Sport Science, Sport Psychology Laboratory, Thessaloniki, Greece,
54124, lambo@phed.auth.gr
AU - Tsorbatzoudis, Haralambos
DO - 10.2466/PMS.101.5.79-89
IS - 1
KW - *Psychometrics
*Questionnaires
*Self-Evaluation
*Test Reliability
*Test Validity
PY - 2005
SP - 79-89
ST - Psychometric evaluation of the Greek Physical Self-description Questionniare
T2 - Perceptual and Motor Skills
TI - Psychometric evaluation of the Greek Physical Self-description Questionniare
VL - 101
ID - 14527
ER -
TY - MULTI
AB - This article reports on our use of a “deaf lens” in adapting video‐cued
multivocal ethnography for the “Deaf Kindergartens in Three Countries: Japan,
France, and the United States” project. Beginning with a discussion of how this
“deaf lens” shaped the design of the study, research questions, and methodology,
the article concludes with an example from our fieldwork illustrating the powerful
potential of video‐cued multivocal ethnography for illuminating the lifeworlds of
children, parent, and teacher informants. (PsycInfo Database Record (c) 2023 APA,
AD - Valente, Joseph Michael: jvalente@psu.edu
AU - Valente, Joseph Michael
CY - United Kingdom
DO - 10.1111/aeq.12306
KW - *Deafness
*Digital Video
*Education
*Ethnography
*Kindergarten Students
Bilingualism
Educational Programs
Learning
Multilingualism
Parents
Teachers
M3 - doi:10.1111/aeq.12306
PY - 2019
SP - 340-347
ST - A deaf lens: Adapting video‐cued multivocal ethnography for the
“Kindergartens for the Deaf in Three Countries” project
TI - A deaf lens: Adapting video‐cued multivocal ethnography for the
“Kindergartens for the Deaf in Three Countries” project
ID - 14566
ER -
TY - GEN
AB - This study investigated both the quality of sibling relationships and the
psychological adjustment siblings experienced across two groups: siblings of
children who are deaf or hard of hearing compared to siblings of children with no
disability. Twenty-four siblings of children with hearing loss and 24 siblings of
children without a disability participated in the study and were evaluated based on
behavioral problems and social competence. We used standardized written
questionnaires to measure the psychological adjustment of the siblings. The results
showed no significant differences in the quality of the sibling relationship.
Parents of children who are deaf or hard of hearing reported fewer internalizing
behavior problems (e.g., feelings of anxiety/depression or withdrawn behavior) in
the siblings in comparison to parents whose children did not have a disability.
There were no significant differences between both groups regarding their social
competence. In both groups, positive sibling relationships were related to fewer
emotional and behavioral problems and increased social competence, whereas negative
sibling relationships had a negative influence on the development of behavioral
problems and social competence. Finally, in accordance with the siblings of
children without hearing loss, the perception of the siblings’ social competence of
parents of children who are deaf or hard of hearing broadly matched the perception
siblings had of themselves. Overall, siblings of children who are deaf or hard of
hearing are not more susceptible to adaptation problems than siblings of children
without a disability. Implications for practice and further research are discussed.
AD - Verté, Sylvie: Research Group Developmental Disorders, Ghent University, H.
Dunantlaan 2, Ghent, Belgium, B-9000, sylvie.verte@UGent.be
AU - Verté, Sylvie
AU - Hebbrecht, Lies
AU - Roeyers, Herbert
DO - 10.17955/tvr.106.1.543
KW - *Deafness
*Sibling Relations
Social Skills
M3 - doi:10.17955/tvr.106.1.543
PB - Alexander Graham Bell Assn for the Deaf and Hard of Hearing
PY - 2006
SN - 0042-8639(Print)
SP - 89-110
ST - Psychological adjustment of siblings of children who are deaf or hard of
hearing
TI - Psychological adjustment of siblings of children who are deaf or hard of
hearing
ID - 14655
ER -
TY - THES
AB - In this age of educational accountability, public schools are presumed to
have the innate organizational capability to meet academic achievement benchmarks.
Fair or not, this presumption also extends to schools serving students who are
deaf, a population whose academic achievement continues to be unsatisfactory. This
dissertation investigated how schools for the deaf have organized to achieve
academic growth, which is generally defined as the measure of a student's progress
between two or more points in time. Three schools for the deaf that demonstrated
the most evident academic growth were selected through a purposive sampling of a
computer-based adaptive assessment that represented 28 schools for the deaf.
Interview data were collected from the three schools using semi-structured
protocols that were then analyzed using the constant comparative method. The
following organizational actions were taken by these schools: (1) owning the
national problem of unsatisfactory academic achievement of students who are deaf,
(2) responding to the problem with an academic growth model, (3) striving for
academic growth through data-driven engagement among teachers and students and (4)
shifting internal resources to support academic growth. Emergent patterns of goals,
data and growth each reinforced and then expanded the guiding framework of this
dissertation, routinized action theory. This dissertation may provide a template
for schools for the deaf and any other schools operating in a turbulent policy
environment to organize toward a more satisfactory student academic achievement.
AU - Virnig, Sean M.
CY - US
*Deafness
Accountability
Schools
Southeast Asian Cultural Groups
PY - 2014
SN - 0419-4209(Print)
ST - A case study of academic growth in schools for the deaf: The convergence of
educational policy and organizational theory
TI - A case study of academic growth in schools for the deaf: The convergence of
educational policy and organizational theory
VL - 75
ID - 14413
ER -
TY - JOUR
AB - Research on memory has consistently shown that when a subject-performed task
(SPT) is compared with a traditional verbal task (VT), enactment at the encoding of
verbal materials (i.e., SPT) yields better memory performance than does
nonenactment (i.e. VT). There is some controversy regarding the extent to which
motor activation per se might be causing this effect, and whether or not SPTs may
be influenced by memory strategies. The purpose of this study was to contribute
toward a solution of these questions. The effect of SPT encoding was compared with
the effect of encoding by means of a sign language task (SLT). The SLT condition is
claimed to be a verbal/linguistic task with a major relevant motor component. The
motor activation in SLT is in the present study seen to be the main difference
between the SLT and the VT, and the main similarity between the SLT and the SPT.
Control conditions were tested in order to evaluate possible effects of translation
and imagery in the SLT condition. Subjects in the SLT condition performed similarly
to subjects in the SPT condition in free recall. Subjects in both these conditions
outperformed subjects in the control conditions. The SPT and SLT superiority is
suggested to be caused mainly by relevant motor activation. (PsycINFO Database
AD - von Essen, Jan D.: Dept of Psychology, Stockholm U, Stockholm, Sweden, SE-
10691, jve@psychology.su.se
AU - von Essen, Jan D.
AU - Nilsson, Lars-Göran
DO - 10.3758/BF03196504
IS - 2
KW - *Human Information Storage
*Motor Processes
*Recall (Learning)
*Sign Language
*Verbal Learning
Learning Strategies
PY - 2003
SP - 445-449
ST - Memory effects of motor activation in subject-performed tasks and sign
language
T2 - Psychonomic Bulletin & Review
TI - Memory effects of motor activation in subject-performed tasks and sign
language
VL - 10
ID - 14485
ER -
TY - JOUR
AB - This paper proposes a social account for the origin of the truth value and
the emergence of the first declarative sentence. Such a proposal is based on two
assumptions. The first is known as the social intelligence hypothesis: that the
cognitive evolution of humans is first and foremost an adaptation to social
demands. The second is the function-first approach to explaining the evolution of
traits: before a prototype of a new trait develops and the adaptation process
begins, something already existing is used for a new purpose. Applied to the
emergence of declarative sentences, this suggests something already existing—
natural signs (which have a logical or causal relation to what they denote)—were
used for the declarative function and thereby integrated (in the form of indexical
objects implying a past action) into communication. I show that the display of an
indexical object (such as the display of hunting trophies) can imply a conceptual
structure similar to that informing the syntax of sentences. The view developed in
this paper is broadly consistent with the argumentative theory of Mercier and
Sperber, which suggests that reasoning is less adapted to decision making than to
social purposes such as winning disputes or justifying one’s actions. In this paper
I extend this view to the origin of the concept of truth. According to my proposal,
the first declarative sentence (articulated in a simple sign language) emerged as a
negation of a negation of an implicit statement expressed by the display of an
indexical object referring to a past action. Thereby, I suggest that the binary
structure of the truth value underlying any declarative sentence is founded on
disagreements based on conflicts of interest. Thus, I deny that the concept of
truth could have evolved for instrumental reasons such as solving problems, or
through self-questioning about what one ought to believe. (PsycInfo Database Record
AD - von Heiseler, Till Nikolaus: formatlabor.net@gmail.com
AU - von Heiseler, Till Nikolaus
DO - 10.3389/fpsyg.2020.00733
KW - *Intelligence
*Metacognition
*Storytelling
*Truth
Adaptation
Communication
Epistemology
Sentences
Syntax
Decision Theory
PY - 2020
ST - The social origin of the concept of truth—How statements are built on
disagreements
TI - The social origin of the concept of truth—How statements are built on
disagreements
VL - 11
ID - 14314
ER -
TY - THES
AB - Adult Onset Hearing Loss (AOHL) is a newly developing field of
interdisciplinary study. Social, political, cultural, and communication concerns
related to AOHL are briefly described as part of the study and reviewed from the
author's perspective of one with AOHL. The research undertaken focuses on one sub-
area of AOHL: Second Language Acquisition (SLA). The research investigates how
hearing adults mentally represent American Sign language (ASL) in the initial
learning period. The research tests the hypothesis that the acquisition of a visual
second language, ASL, requires similar a mental processing as is required in the
acquisition of a second oral-aural language, English. The research methodology
employs current theory and models from the field of SLA. Two normative studies and
the experiment proper were designed to test the working memory processes acquired
when novice learners are first exposed to a limited number of ASL signs and their
English translations. Normative Study 1 tests a set of signs for iconicity to
select a normative set of signs for subsequent use. Normative Study 2 generates a
set of semantically related English words paired with each of the signs selected in
Normative Study 1. In the experiment proper, 48 participants "learned" pairs of
sign-English word translations. Subsequently, when presented with deliberately
distracting words (foils), the participants engaged in a translation recognition
task. Foils were phonologically related to the true translations, or semantically
related, or completely unrelated. According to SLA theory, slower response times in
performing the recognition task when presented with the foils indicates that
participants automatically encode various features of the sign-word combinations in
the initial learning phase. The experiment proper indicates that adults nave to ASL
encode the English translations of ASL in a similar way to how bilinguals' encode
spoken words in first acquiring a spoken second language. The future implications
of the research include exploring methodologies for teaching ASL to hearing adults
and to adults with AOHL. In addition to contributions to pedagogy, and to social,
political, and cultural questions related to AOHL, other implications for further
research can be located in bilingual studies of language representation linking
aural language with visual-spatial language. (PsycInfo Database Record (c) 2023
AU - Von Pein, Margreta
CY - US
KW - *Deafness
*English as Second Language
*Linguistics
*Memory
*Sign Language
PY - 2003
SN - 0419-4217(Print)
SP - 2415-2415
ST - The development of linguistic knowledge in adult naive learners of American
sign language
TI - The development of linguistic knowledge in adult naive learners of American
sign language
VL - 64
ID - 14439
ER -
TY - GEN
AB - The article describes physical health, psychological health, social trust,
and financial situation in persons with deafblindness due to Usher syndrome type 1
(USH1) in comparison with a cross-section of the Swedish population. Persons with
USH1 were recruited through the Swedish Usher database. Totally, 87 adults received
the Health on Equal Terms (HET) questionnaire. The HET was adjusted, thus the
questions were translated into Swedish sign language, and a large font size, better
contrast, and a structure compatible with the Braille script reader were also
provided. The questionnaire comprises a wide range of domains related to health and
wellbeing. In all, 60 persons responded (60% women, mean age: 49 years, range: 21–
79 years). The persons with USH1 were compared to a cross section of the Swedish
population that included 5738 individuals (56% women, mean age: 49 years, range:
16–84 years). Significant differences in physical health, psychological health,
social trust, and financial situation as well as the odds ratio adjusted for sex
and age, and its 95% confidence interval are reported. The psychological health,
social trust, and financial situation of persons with USH1 were significantly
poorer compared to the reference group although this was not the case for physical
health. Persons with USH1 only expressed significantly more problems with headache
compared to the cross section of the Swedish population. The respondents revealed
major problems with fatigue, loss of confidence, and suicide thoughts and attempts.
Major social trust and financial problems were reported in terms of refraining
going out alone, not receiving help, having no one with whom to share thoughts, and
confide in and being unable to obtain 15.000 SEK (approximately US$1.724 or €1.544)
in the case of an unforeseen situation. To identify factors associated with
physical health, psychological health, social trust, and financial situation is
important in the design of future rehabilitation strategies for persons with USH1.
The high level of psychological distress and lack of social trust reported could be
related to ontological insecurity, as well as lack of recognition from others.
Special attention must be devoted to suicide behavior. (PsycINFO Database Record
AD - Wahlqvist, Moa: Audiological Research Centre, University Hospital Orebro,
Orebro University, Orebro, Sweden, S-701 85, moa.wahlqvist@oru.se
AU - Wahlqvist, Moa
AU - Möller, Kerstin
AU - Möller, Claes
AU - Danermark, Berth
DO - 10.1177/0264619615610158
KW - *Deaf Blind
*Mental Health
*Physical Health
Hearing Disorders
Trust (Social Behavior)
Vision Disorders
M3 - doi:10.1177/0264619615610158
PY - 2016
SP - 15-25
ST - Physical and psychological health, social trust, and financial situation for
persons with Usher syndrome type 1
TI - Physical and psychological health, social trust, and financial situation for
persons with Usher syndrome type 1
ID - 14290
ER -
TY - BOOK
AB - This book examines conference-level simultaneous interpreting from a signed
language into a spoken language, drawing on Auslan (Australian Sign Language)-to-
English simultaneous interpretation data to explore the skills, knowledge,
strategies, and cognitive abilities needed for effective interpretations in this
language direction. As simultaneous interpreting from a spoken language into a
signed language is the widely accepted norm within the field of signed language
interpreting, to date little has been written on simultaneous interpreting in the
other language direction. In an attempt to bridge this gap, Wang conducts
microanalysis of an experimental corpus of Auslan-to-English simultaneous
interpretations in a mock conference setting to investigate different dimensions of
quality assessment, interpreting strategies, cognitive load, and the interpreting
process itself. The focus on conference-level simultaneous interpreting not only
allows for insights into the impact of signed language variation on the signed-to-
spoken language simultaneous interpreting process but also sheds light on the
unique demands of conference settings such as the requirement of using a formal
register. Acting as a bridge between spoken language interpreting studies and
signed language interpreting studies and highlighting implications for future
research on simultaneous interpreting of other language combinations (spoken and
signed), this book will be of interest to scholars in translation and interpreting
studies as well as active practitioners in these fields. (PsycInfo Database Record
AU - Wang, Jihong
DO - 10.4324/9780367815769
KW - *Cognitive Processes
*Language
*Sign Language
*Strategies
*Interpreters
Cognitive Ability
M3 - doi:10.4324/9780367815769
PY - 2021
SP - xv, 261-xv, 261
ST - Simultaneous interpreting from a signed language into a spoken language:
Quality, cognitive overload, and strategies
T2 - Simultaneous interpreting from a signed language into a spoken language:
Quality, cognitive overload, and strategies.
TI - Simultaneous interpreting from a signed language into a spoken language:
Quality, cognitive overload, and strategies
ID - 14209
ER -
TY - GEN
AB - Background: An estimated 36 million US citizens have impaired hearing, but
nearly half of them have never had a hearing test. As noted by a recent National
Institutes of Health/National Institute on Deafness and Other Communication
Disorders (NIH/NIDCD) Working Group, "In the United States (in contrast to many
other nations) there are no readily accessible low cost hearing screening
programs…" (Donahue et al, 2010, p. 2). Since 2004, telephone administered
screening tests utilizing three-digit sequences presented in noise have been
developed, validated, and implemented in seven countries. Each of these tests has
been based on a test protocol conceived by Smits and colleagues in The Netherlands.
Purpose: Investigators from Communication Disorders Technology, Inc., Indiana
University, and VU University Medical Center of Amsterdam agreed to collaborate in
the development and validation of a screening test for hearing impairment suitable
for delivery over the telephone, for use in the United States. This test, utilizing
spoken three-digit sequences (triplets), was to be based on the design of Smits and
his colleagues. Research Design: A version of the digits-in-noise test was
developed utilizing digit triplets spoken in Middle American dialect. The stimuli
were individually adjusted to speech-to-noise ratio (SNR) values yielding 50%
correct identification, on the basis of data collected from a group of 10 young
adult listeners with normal hearing. A final set of 64 homogeneous stimuli were
selected from an original 160 recorded triplets. Each test consisted of a series of
40 triplets drawn at random, presented in a noise background. The SNR threshold for
50% correct identification of the triplets was determined by a one-down, one-up
adaptive procedure. The test was implemented by telephone, and administered to
listeners with varying levels of hearing impairment. The listeners were then
evaluated with pure-tone tests and other audiometric measures as clinically
appropriate. Study Sample: Ninety participants included 72 who were volunteers from
the regular client population at the Indiana University Hearing Clinic, and 18 who
were recruited with a newspaper ad offering a free hearing test. Of the 90
participants, 49 were later determined to have mean pure-tone thresholds greater
than 20 dB hearing level (HL). Data Collection and Analysis: The primary data
analyses were correlations between telephone test thresholds and other measures,
including pure-tone thresholds and speech recognition tests, collected for the same
participants. Results: The correlation between the telephone test and pure-tone
thresholds (r = 0.74) was within the range of correlations observed with successful
telephone screening tests in use in other countries. Thresholds based on the
average of only 21 trials (trials five through 25 of the 40-trial tracking history)
yielded sensitivity and specificity values of 0.80 and 0.83, respectively, using
pure-tone average(0.5, 1.0, 2.0 kHz) >20 dB HL as the criterion measure.
Conclusions: This US version of the digits-in-noise telephone screening test is
sufficiently valid to be implemented for use by the general public. Its properties
are quite similar to those telephone screening tests currently in use in most
European countries. Telephone tests provide efficient, easy to use, and valid
screening for functional hearing impairment. The results of this test are a
reasonable basis for advising those who fail to seek a comprehensive hearing
evaluation by an audiologist. (PsycInfo Database Record (c) 2022 APA, all rights
reserved)
AD - Watson, Charles S.: Communication Disorders Technology, Inc., Indiana
University, Research Park, 501 N. Morton Street, Bloomington, IN, US, 47404,
watson@comdistec.com
AU - Watson, Charles S.
AU - Kidd, Gary R.
AU - Miller, James D.
AU - Smits, Cas
AU - Humes, Larry E.
CY - US
DO - 10.3766/jaaa.23.10.2
KW - *Psychometrics
*Screening Tests
*Telephone Surveys
*Hearing Loss
Audiology
Test Validity
M3 - doi:10.3766/jaaa.23.10.2
PB - American Academy of Audiology
PY - 2012
SP - 757-767
ST - Telephone screening tests for functionally impaired hearing: Current use in
seven countries and development of a US version
TI - Telephone screening tests for functionally impaired hearing: Current use in
seven countries and development of a US version
VL - 23
ID - 14204
ER -
TY - JOUR
AB - This editorial provides an overview of the papers presented in the issue
Deafness & Education International. Evidence-based practice is a term that has
become increasingly widely used in relation to different types of intervention
therapy. The first paper in this issue is a brief report of a Cochrane Review of
Auditory Verbal Therapy by Joanna White and Christopher Brennan-Jones. It
highlights the challenge of evaluating interventions when randomised controlled
trials, often considered to be the gold standard, are not possible, and the need to
rely on other evidence. The three other papers in this issue also address the issue
of reflecting on practice, but from different perspectives. It is vital that as a
profession we base our work on evidence and continuously reflect on our own
practice, being willing to adapt it when new evidence becomes available. Whilst
large-scale studies are challenging, nevertheless evidence begins to mount as
smaller studies, often with particular groups, show similar results. (PsycInfo
AU - Watson, Linda M.
AU - Brown, P. Margaret
DO - 10.1179/1464315414Z.00000000066
IS - 3
KW - *Deafness
*Evidence Based Practice
*Intervention
Scientific Communication
PY - 2014
SP - 123-123
ST - Editorial
TI - Editorial
VL - 16
ID - 14185
ER -
TY - GEN
AB - Background: Social communication (SC) includes the use and interpretation of
verbal and non-verbal messages within a social context and thus requires more than
knowledge of language. Social communication skills are essential for connecting and
engaging with others, and SC deficits are often associated with emotional and
behavioral problems. There is a lack of feasible instruments for assessing SC
skills in individuals with intellectual disability (ID). Methods: A questionnaire
on social communication in adults with ID (QSC-ID) comprising 20 Likert-scaled
items was developed and completed on behalf of participants (n = 52) from three
Austrian therapeutic living communities for people with ID and deafness by their
living- and working-facility key caregivers. The sample of adults with hearing loss
was considered ideal for the development of a measure of SC that is not restricted
to a specific communication mode or overly related with language skills. Results:
The preliminary results showed high construct validity. Correlations were high
between SC and language, social skills, and severity of autism spectrum disorder
(ASD), moderate between SC and adaptive skills, and non-verbal intelligence and, as
expected, low between SC and motor skills. Interrater reliability was found to be
good or at least acceptable for all items. Total raw scores were well-distributed
over the whole range—Cut-offs based on the 10th and 20th percentile are suggested
to identify atypical and borderline SC skills. Caregiver feedback and completeness
of data suggest that the questionnaire is highly feasible. Conclusion:
Questionnaire on social communication in adults with ID is an easy-to-use
caregiver-reported questionnaire for use with individuals with mild to severe forms
of ID. Initial testing of validity looks promising. Further validation in
populations with typical hearing is required. Due to substantial correlations
between SC and structural language skills the calculation of specific SC cut-offs
for different levels of linguistic skills should be considered when sufficient data
is available. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - Holzinger, Daniel: daniel.holzinger@bblinz.at
AU - Weber, Chantal
AU - Weber, Christoph
DO - 10.3389/fpsyt.2021.755993
*Caregivers
*Deafness
*Psychometrics
*Questionnaires
*Test Construction
Social Communication
M3 - doi:10.3389/fpsyt.2021.755993
PY - 2021
ST - Development of a social communication questionnaire (QSC-ID) for people with
intellectual disability in a deaf sample: A pilot and feasibility study
TI - Development of a social communication questionnaire (QSC-ID) for people with
intellectual disability in a deaf sample: A pilot and feasibility study
ID - 14234
ER -
TY - GEN
AB - U.S. Schools are currently addressing bullying and its effects on children.
Bullying is characterized as repetitive verbal teasing, threatening, physical
intimidation, demeaning others, violent acts, torture, and other forms of verbal
and physical aggression (Smith and Sharp, 1994a). Little is known about bullying
and its impact on deaf children. Measures to describe and quantify bullying factors
in this population should be developed and validated that address characteristics
of deaf victims and bullies, various types of school settings deaf children attend,
bullying dynamics that may be unique to this population and its peers, and other
environmental factors. The presence of disabilities besides deafness, social
support systems of deaf children and their families, sociocultural background,
degree of hearing loss, parental educational levels and occupations, socioeconomic
status, and linguistic backgrounds should also be considered. This discussion
highlights issues and precautions concerning future directions for studying
bullying with deaf children. (PsycInfo Database Record (c) 2023 APA, all rights
reserved)
AU - Weiner, Mary T.
AU - Miller, Margery
DO - 10.1353/aad.2006.0021
KW - *Deafness
*Hearing Disorders
*Schools
*Social Support
*Bullying
Linguistics
Socioeconomic Status
M3 - doi:10.1353/aad.2006.0021
PY - 2006
SP - 61-70
ST - Deaf children and bullying: Directions for future research
TI - Deaf children and bullying: Directions for future research
ID - 14473
ER -
TY - PRESS
AB - This study investigated health-related quality of life, expressed as
subjective wellbeing and the prevalence of depressive symptoms and insomnia, among
elderly pre-lingually deaf persons using sign language. Comparisons were made with
elderly hearing people. Forty-five pre-lingually deaf persons, 65 years or older,
took part (a response rate of 46%). Subjective wellbeing was assessed with the
Gothenburg Quality of Life (GQL) instrument. Depressive symptoms were rated with
the 15-item version of the geriatric depression scale (GDS), and insomnia was
measured with Livingston's sleep scale. Ratings of subjective wellbeing among
elderly pre-lingually deaf people were generally high. One third of the deaf
persons demonstrated depressive symptoms and nearly two thirds suffered from
insomnia. There was substantial correlation between insomnia, depressive symptoms
and lower subjective wellbeing. The results strengthened the assumption that
depressive symptoms and sleep disturbance are more frequent among elderly pre-
lingually deaf people using sign language than among hearing people. On the other
hand, and contrary to our expectations, this did not imply significantly lower
perceived subjective wellbeing compared with hearing elderly people. (PsycInfo
AD - Werngren-Elgström, Monica: Department of Clinical Neuroscience, Division of
Occupational Therapy, Lund University, Box 157, Lund, Sweden, SE-221 00,
mwe@arb.lu.se
AU - Werngren-Elgström, Monica
AU - Dehlin, Ove
AU - Iwarsson, Susanne
CY - Netherlands
DO - 10.1016/S0167-4943(03)00003-7
KW - *Depression (Emotion)
*Hearing Disorders
*Quality of Life
*Sign Language
*Well Being
Insomnia
M3 - doi:10.1016/S0167-4943(03)00003-7
PY - 2003
SP - 13-24
ST - Aspects of quality of life in persons with prelingual deafness using sign
language: Subjective wellbeing, ill-health symptoms, depression and insomnia
TI - Aspects of quality of life in persons with prelingual deafness using sign
language: Subjective wellbeing, ill-health symptoms, depression and insomnia
ID - 14233
ER -
TY - COMP
AB - Current models of auditory cognition suggest that cognitive resources for
processing challenging acoustic and linguistic information are limited, creating a
trade-off between effort and comprehension. Indeed, everyday listening frequently
occurs under a wide range of inescapable suboptimal and adverse conditions,
challenges which are exacerbated by reduced hearing acuity and the use of imperfect
hearing amplification and prosthetic devices. Using an assessment battery of
hearing, listening, health status, intelligence, and language in combination with
optical neuroimaging during a plausibility judgment task, we assess: (a) the
effects of early-life sensitive windows on the neurocognitive mechanisms for
everyday and effortful speech and language processing in response to early, life-
long exposure to undegraded and acoustically-degraded speech and (b) the strength
and nature of the relationships between physiological changes in hemodynamic
activity in brain regions mediating effortful online speech and language processing
and behavioral changes in task performance and perceived levels of expended mental
effort for different listening conditions and cognitive demands. To advance these
areas of scientific inquiry, we tested two competing hypotheses, the adaptive and
effortful listening hypotheses. Using a combination of behavioral and neuroimaging
analyses, we observe support for the effortful listening hypothesis. Findings
reveal modulated online processing of everyday and eff ortful speech and language
in early, life-long hearing aid and cochlear implant users and suggests: (a)
greater initial and persistent contributions of cognitive executive functions than
listeners with typical hearing, (b) modulated selectivity for effortful speech and
language processing in the brain, and ( c) stronger brain-behavior correlations
dissimilar to listeners with typical hearing that indicate the use of different
attentional mechanisms. Ultimately, this work advances several scientific and
societal questions regarding the role of deafness mediated by hearing technologies
in certain cognitive functions, specifically online speech and language processing.
These advancements could improve overall spoken language outcomes in those with
hearing loss. (PsycINFO Database Record (c) 2020 APA, all rights reserved)
AU - White, Bradley E.
CY - US
ET - 6-B
*Listening Comprehension
*Neurocognition
*Oral Communication
*Speech Perception
Acoustics
Audiences
Judgment
PY - 2020
SN - 0419-4217(Print)
ST - The role of auditory experience in the neurocognitive systems for everyday
and effortful listening
TI - The role of auditory experience in the neurocognitive systems for everyday
and effortful listening
VL - 81
ID - 14352
ER -
TY - COMP
AB - Assessment comes in many different forms, some of which are specially adapted
to the needs of a few disciplines or a few skills, others are used more or less
universally. E-assessment historically used few of these forms, often focusing on
questions with well-defined answers, and therefore primarily within mathematical
and scientific disciplines. However, recent innovation in forms of teaching is
rapidly broadening the forms, and therefore, the fields where e-assessment is being
applied. Some of the topics discussed in this issue are: how e-assessment is being
used in American Sign Language teaching with possibilities for roll out for other
language studies; the use of e-assessment in two nursing courses at the University
of Southern Queensland, Australia; the effect of feedback on students' ability to
solve mechanics problems; students' expectations and perceptions of formative e-
assessment; and a system for the automatic marking of Entity Relationship Diagrams
(ERD). (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AU - Whitelock, Denise
AU - Watt, Stuart
CY - United Kingdom
DO - 10.1080/17439880802447391
ET - 3
*Instructional Media
*Internet
Teaching Methods
M3 - doi:10.1080/17439880802447391
PY - 2008
SP - 151-154
ST - Refraining e-assessment: Adopting new media and adapting old frameworks
TI - Refraining e-assessment: Adopting new media and adapting old frameworks
VL - 33
ID - 14599
ER -
TY - CHAP
AB - Twelve Deaf artists were interviewed for this chapter, many of whom wear
different artistic "hats" in various fields: Wayne Betts Jr. (filmmaker); Peter
Cook (storyteller and video producer); Patti Durr (filmmaker, playwright, and mixed
media artist); Monique Holt (actor, translator, director, and writer); Camille
Jeter-Lorello (actor, storyteller, and translator); Jonathan Kovacs (actor);
Michelle McAuliffe (multimedia artist); Nancy Rourke (Deaf View/Image Art [De'VIA]
artist); Christine Parrotte (multimedia artist and Web designer); Jon Savage
(actor, filmmaker, and pop artist); Ethan Sinnott (director, scenic designer,
translator, and professor); and Louise Stern (artist, writer, performer, and
playwright). The artists were asked two questions. Some wrote their answers, and
others answered in American Sign Language (ASL); the latter responses were then
translated into English and are enclosed in quotation marks here. (PsycInfo
AU - Witteborg, Jennifer Grinder
CY - Minneapolis, MN, US
KW - *Artists
*Deafness
*Interviews
*Sign Language
Art
PB - University of Minnesota Press
PY - 2014
SN - 978-0-8166-9121-0 (Hardcover); 978-0-8166-9122-7 (Paperback)
SP - 478-491
ST - Deaf gain and the creative arts: Interviews with deaf artists
T2 - Deaf gain: Raising the stakes for human diversity.
TI - Deaf gain and the creative arts: Interviews with deaf artists
ID - 14443
ER -
TY - GEN
AB - The internet and social media have fast become an everyday aspect of
adolescents’ lives. Online participation may increase social capital and be
particularly beneficial for individuals who are deaf or hard-of-hearing (DHH), as
it provides an alternative method to communicate, interact with others and access
information. However, reduced levels of literacy may be a barrier to participate
and benefit from online activities. This pilot study aimed to assess the
feasibility of using an online survey to measure the online social habits, social
capital, and literacy in DHH adolescents; and explore the relationship between
these variables. An online questionnaire encompassing measures of internet, social
media usage, bonding and bridging social capital in online/offline settings, and
literacy was completed by twenty-nine Australian DHH adolescents (aged 11–18). The
results showed that an online survey method is feasible to collect data on online
participation and social capital, but not reliable for literacy outcomes. The DHH
adolescents reported very high use of the internet. A positive relationship was
found between internet use and online bridging social capital suggesting that the
internet assists DHH teenagers to expand worldviews and express their opinions. In
contrast, no relationship was found with internet use and bonding social capital
which indicates the internet still cannot be a substitute for face-to-face
interactions for social support. Due to the small sample size and unreliability of
self-report literacy scores, we were unable to determine any association between
social capital and literacy. However, this pilot informs and provides
recommendations for future research examining the relationship between social media
use, social capital, and literacy. (PsycINFO Database Record (c) 2017 APA, all
rights reserved)
AD - Wong, Cara L.: National Acoustic Laboratories, Australian Hearing Hub,
Macquarie University, Level 4, 16 University Avenue, NSW, Australia, 2109,
Cara.Wong@nal.gov.au
AU - Wong, Cara L.
AU - Ching, Teresa Y. C.
AU - Whitfield, Jessica
AU - Duncan, Jill
DO - 10.1080/14643154.2016.1159783
*Social Capital
Social Media
M3 - doi:10.1080/14643154.2016.1159783
PY - 2016
SP - 103-116
ST - Online social participation, social capital and literacy of adolescents with
hearing loss: A pilot study
TI - Online social participation, social capital and literacy of adolescents with
hearing loss: A pilot study
ID - 14564
ER -
TY - JOUR
AB - Cross-modal plasticity following peripheral sensory loss enables deprived
cortex to provide enhanced abilities in remaining sensory systems. These functional
adaptations have been demonstrated in cat auditory cortex following early-onset
deafness in electrophysiological and psychophysical studies. However, little
information is available concerning any accompanying structural compensations. To
examine the influence of sound experience on areal cartography, auditory
cytoarchitecture was examined in hearing cats, early-deaf cats, and cats with late-
onset deafness. Cats were deafened shortly after hearing onset or in adulthood.
Cerebral cytoarchitecture was revealed immunohistochemically using SMI-32, a
monoclonal antibody used to distinguish auditory areas in many species. Auditory
areas were delineated in coronal sections and their volumes measured. Staining
profiles observed in hearing cats were conserved in early- and late-deaf cats. In
all deaf cats, dorsal auditory areas were the most mutable. Early-deaf cats showed
further modifications, with significant expansions in second auditory cortex and
ventral auditory field. Borders between dorsal auditory areas and adjacent visual
and somatosensory areas were shifted ventrally, suggesting expanded visual and
somatosensory cortical representation. Overall, this study shows the influence of
acoustic experience in cortical development, and suggests that the age of auditory
deprivation may significantly affect auditory areal cartography. (PsycInfo Database
AD - Lomber, Stephen G.: Department of Physiology and Pharmacology, University of
Western Ontario, Medical Sciences Building M216, 1151 Richmond St. N, London, ON,
Canada, N6A 5C1, steve.lomber@uwo.ca
AU - Wong, Carmen
AU - Chabot, Nicole
AU - Kok, Melanie A.
AU - Lomber, Stephen G.
DO - 10.1093/cercor/bht026
IS - 7
*Neural Plasticity
*Sensory Deprivation
Auditory Acuity
Cats
Deafness
PY - 2014
SP - 1778-1792
ST - Modified areal cartography in auditory cortex following early- and late-onset
deafness
TI - Modified areal cartography in auditory cortex following early- and late-onset
deafness
VL - 24
ID - 14497
ER -
TY - THES
AB - The aim of this diagnostic case study is to validate the sand tray apparatus
as an exceptional assessment instrument of ego maturity. The most central aim of
this study is to provide evidence that the sand tray apparatus is especially well
suited for assessing the ego development of deaf children that have not yet
acquired a formal language. A third aim is to redirect attention to deaf children
needing a valid and reliable assessment of emotional development. A comprehensive
review of the substantial variety of qualitative and quantitative form and content
analyses of sand tray "Worlds" is undertaken. The author consolidates these
analyses resulting in a means by which a comprehensive understanding of the deaf
child, his experience of himself and his world is comprehended. Assessing reality
testing, reasoning and judgement, causal and means-end thinking, defense
functioning, self-concept and self-integrative efforts, and object relations
contribute to that understanding. To illustrate, these analyses are used to
extrapolate meanings from the sand tray productions of an adopted 10 year-old,
Central American born, congenitally deaf boy. (PsycInfo Database Record (c) 2023
AU - Wood, Geoffrey Alan
CY - US
KW - *Deafness
*Ego
*Emotional Maturity
Neuropsychological Assessment
PY - 2005
SN - 0419-4217(Print)
SP - 5427-5427
ST - Assessing the ego maturity of a prelingually deaf boy: A diagnostic case
study employing the "world" sand tray test
TI - Assessing the ego maturity of a prelingually deaf boy: A diagnostic case
study employing the "world" sand tray test
VL - 65
ID - 14407
ER -
TY - GEN
AB - This paper provides an overview of deaf or hard-of-hearing development, with
particular relevance to emerging cognitive skills. A contextual approach is
adopted, emphasising linguistic, cultural and 'nonverbal' factors. Some generic
assessment considerations are provided for the optimal, evidence-based assessment
of deaf or hard-of-hearing children. Thereafter, a number of potentially useful
psychometric tools are described. The limitation of adopting a purely standardised
approach to assessment with this population is discussed. Finally, a coherent model
of assessment pertinent to this population is depicted, that is, a 'situated
cognition' model emphasising fluidity and the importance of the wider context when
evaluating performances with this group of children, but suitably adapted to take
account of within-child factors. (PsycInfo Database Record (c) 2023 APA, all rights
reserved)
AD - Wood, Nicholas: School of Psychology, University of Hertfordshire, Hatfield,
United Kingdom, ALIO 9AB, n.l.wood@herts.ac.uk
AU - Wood, Nicholas
AU - Dockrell, Julie
DO - 10.53841/bpsecp.2010.27.2.11
*Cognitive Ability
*Deafness
*Sociocultural Factors
*Hearing Loss
Linguistics
Psychological Assessment
Psychometrics
M3 - doi:10.53841/bpsecp.2010.27.2.11
PB - British Psychological Society
PY - 2010
SP - 11-22
ST - Psychological assessment procedures for assessing deaf or hard-of-hearing
children
TI - Psychological assessment procedures for assessing deaf or hard-of-hearing
children
ID - 14356
ER -
TY - JOUR
AB - Background: There is a dearth of assessments of sign language development in
young deaf children. This study gathered age-related scores from a sample of deaf
native signing children using an adapted version of the MacArthur-Bates CDI (Fenson
et al., 1994). Method: Parental reports on children’s receptive and expressive
signing were collected longitudinally on 29 deaf native British Sign Language (BSL)
users, aged 8–36 months, yielding 146 datasets. Results: A smooth upward growth
curve was obtained for early vocabulary development and percentile scores were
derived. In the main, receptive scores were in advance of expressive scores. No
gender bias was observed. Correlational analysis identified factors associated with
vocabulary development, including parental education and mothers’ training in BSL.
Individual children’s profiles showed a range of development and some evidence of a
growth spurt. Clinical and research issues relating to the measure are discussed.
Conclusions: The study has developed a valid, reliable measure of vocabulary
development in BSL. Further research is needed to investigate the relationship
between vocabulary acquisition in native and non-native signers. (PsycInfo Database
AD - Woll, Bencie: 49 Gordon Square, London, United Kingdom, WC1H 0PD,
b.woll@ucl.ac.uk
AU - Woolfe, Tyron
AU - Roy, Penny
AU - Woll, Bencie
DO - 10.1111/j.1469-7610.2009.02151.x
IS - 3
KW - *Early Childhood Development
*Psychometrics
*Test Reliability
*Test Validity
Deafness
Indigenous Populations
Inventories
Sign Language
Vocabulary
PY - 2010
SP - 322-331
ST - Early vocabulary development in deaf native signers: A British Sign Language
adaptation of the communicative development inventories
T2 - Journal of Child Psychology and Psychiatry
TI - Early vocabulary development in deaf native signers: A British Sign Language
adaptation of the communicative development inventories
VL - 51
ID - 14647
ER -
TY - JOUR
AB - A Delphi consensus methodology was used to adapt the Autism Diagnostic
Interview–Revised for the assessment of deaf children with suspected autism
spectrum disorder. Each Autism Diagnostic Interview–Revised item was considered by
a panel of nine international experts in terms of relevance and acceptability.
Modifications were proposed and agreed by the expert panel for 45% of items. The
pre-specified criterion for agreement between experts was set at 80% for each item.
A first validation of the revised version, adapted for deaf children (Autism
Diagnostic Interview–Revised Deaf Adaptation), was undertaken with a UK sample of
78 parents/carers of deaf children with autism spectrum disorder and 126
parents/carers with deaf children without autism spectrum disorder. When compared
to National Institute for Health and Care Excellence guideline standard clinical
assessments, the Autism Diagnostic Interview–Revised Deaf Adaptation diagnostic
algorithm cut-off/threshold scores achieved a sensitivity of 89% (79%–96%) and
specificity of 81% (70%–89%) for autism spectrum disorder. The alpha coefficients
for each algorithm symptom domain ranged from 0.80 to 0.91, suggesting that the
items had high internal consistency. Our findings indicate that the Autism
Diagnostic Interview–Revised Deaf Adaptation is likely to be a useful measure for
the assessment of deaf children with suspected autism spectrum disorder, although
further research is needed. (PsycInfo Database Record (c) 2023 APA, all rights
reserved)
AD - Wright, Barry: Child Oriented Mental Health Intervention Centre (COMIC),
University of York, IT Centre building, Innovation way, Heslington, York, United
Kingdom, YO10 5NP, barry.wright1@nhs.net
AU - Wright, Barry
AU - Hayward, Emily
AU - Ralph-Lewis, Amelia
AU - Teige, Catarina
AU - Bland, Martin
DO - 10.1177/13623613211029116
IS - 2
*Deafness
*Psychometrics
*Test Validity
*Test Revision
Interviews
Pediatrics
Cross Cultural Test Adaptation
PY - 2022
SP - 446-459
ST - Adapting and validating the Autism Diagnostic Interview - Revised for use
with deaf children and young people
T2 - Autism
TI - Adapting and validating the Autism Diagnostic Interview - Revised for use
VL - 26
ID - 14518
ER -
TY - GEN
AB - A Delphi consensus methodology was used to adapt a screening tool, the Social
Responsiveness Scale– 2 (SRS-2), for use with deaf children including those whose
preferred communication method is sign language. Using this approach; 27
international experts (The Delphi International Expert Panel), on the topic of
autism spectrum disorder (ASD) in deaf people, contributed to the review of item
content. A criterion for agreement was set at 80% of experts on each item (with 75%
acceptable in the final fourth round). The agreed modifications are discussed. The
modified SRS-2 research adaptation for deaf people (referred to here as the “SRS-2
Deaf adaptation”) was then translated into British Sign Language using a robust
translation methodology and validated in England in a sample of 198 deaf children,
76 with Autism Spectrum Disorders (ASD) and 122 without ASD. The SRS-2 Deaf
adaptation was compared blind to a NICE (National Institute for Health and Care
Excellence) guideline standard clinical assessment. The area under the Receiver
Operating (ROC) curve was 0.811 (95% CI: 0.753, 0.869), with an optimal cut-off
value of 73, which gave a sensitivity of 82% and a specificity of 67%. The Cronbach
Alpha coefficient was 0.968 suggesting high internal consistency. The Intraclass
Correlation Coefficient was 0.897, supporting test-retest reliability. This
performance is equivalent to similar instruments used for screening ASD in the
hearing population. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - Wright, Barry: barry.wright1@nhs.net
AU - Wright, Barry
AU - Ralph-Lewis, Amelia
AU - Hayward, Emily
AU - Brennan, Alice
AU - Mulloy, Josie
AU - Day, Natalie
AU - Bland, Martin
DO - 10.1371/journal.pone.0243162
*Comorbidity
*Deafness
*Screening Tests
*Test Validity
Social Responsibility
Test Construction
PY - 2020
ST - Modifying and validating the Social Responsiveness Scale Edition 2 for use
TI - Modifying and validating the Social Responsiveness Scale Edition 2 for use
ID - 14591
ER -
TY - JOUR
AB - The aim of this study was to document receptive and expressive language
levels and reading skills achieved by Mandarin-speaking children who had received
cochlear implants (CIs) and used them for 4.75-7.42 years. The effects of possible
associated factors were also analyzed. Standardized Mandarin language and reading
tests were administered to 39 prelingually deaf children with Nucleus 24 devices.
The Mandarin Chinese version of the Peabody Picture Vocabulary Test was used to
assess their receptive vocabulary knowledge and the Revised Primary School Language
Assessment Test for their receptive and expressive language skills. The Graded
Chinese Character Recognition Test was used to test their written word recognition
ability and the Reading Comprehension Test for their reading comprehension ability.
Raw scores from both language and reading measurements were compared to normative
data of normal-hearing children to obtain standard scores. The results showed
that the mean standard score for receptive vocabulary measurement and the mean T
scores for the receptive language, expressive language and total language
measurement were all in the low-average range in comparison to the normative
sample. In contrast, the mean T scores for word and text reading comprehension were
almost the same as for their age-matched hearing counterparts. Among all children
with CIs, 75.7% scored within or above the normal range of their age-matched
hearing peers on receptive vocabulary measurement. For total language, Chinese word
recognition and reading scores, 71.8, 77 and 82% of children with CIs were age
appropriate, respectively. A strong correlation was found between language and
reading skills. Age at implantation and sentence perception scores account for 37%
of variance for total language outcome. Sentence perception scores and pre
implantation residual hearing were revealed to be associated with the outcome of
reading comprehension. We concluded that by using standard tests, the language
development and reading skill of Mandarin-speaking children who use CIs from a
young age appear to fall within the normal range of their hearing age mates, at
least after 4.8-7.4 years of experience. However, to fully evaluate the fine
linguistic skills of these subjects, a more detailed study and longer follow-up
period are needed. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - Liu, Tien-Chen: Department of Otolaryngology, National Taiwan University
Hospital, No. 7 Chung-Shan S. Road, Taipei, Taiwan, liuent@ntu.edu
AU - Wu, Che-Ming
AU - Chen, Yen-An
AU - Chan, Kai-Chieh
AU - Lee, Li-Ang
AU - Hsu, Kuang-Hung
AU - Lin, Bao-Guey
AU - Liu, Tien-Chen
DO - 10.1159/000322310
IS - 6
*Deafness
*Reading Skills
PY - 2011
SP - 359-380
ST - Long-term language levels and reading skills in Mandarin-speaking
prelingually deaf children with cochlear implants
T2 - Audiology & Neurotology
TI - Long-term language levels and reading skills in Mandarin-speaking
prelingually deaf children with cochlear implants
VL - 16
ID - 14292
ER -
TY - JOUR
AB - To investigate and compare educational placement and school adjustment of
children with cochlear implants between China and Czech Republic for more
appropriate educational placement, and facilitating school adjustment. This
comparative study of 43 children with cochlear implants between Czech and China was
conducted through questionnaire survey and in-depth interview followed by field
observation. Among a continuum of educational placement including regular class,
resource room, deaf school, institution and home stay, research findings suggest
participant children generally adapt to the placement based on three indicators:
environmental conditions, interpersonal relationship and academic achievement.
Statistically significant difference exists in overall school adjustment of
children between the groups. Child characteristics, family related and placement
related factors influence on both of educational placement and school adjustment.
Educational support provided in regular school is inadequate. Reported by both
groups that communication barrier and poor academic performance are main reasons
for children's transition from regular class to deaf school. (PsycInfo Database
AD - Wu, Jiaojiao: Xue Yuan Xiao Qu B-22-01, Bo Xue Road 56, Qi Xing Guan
District, Guizhou Province, Bijie City, China, 551700, joannahhwu@163.com
AU - Wu, Jiaojiao
AU - Liu, Shenglin
DO - 10.1016/j.childyouth.2019.05.018
*Cochlear Implants
*Educational Placement
*School Adjustment
Deafness
PY - 2019
SP - 107-115
ST - A comparative study of educational placement and school adjustment of
children with cochlear implants between China and Czech Republic
T2 - Children and Youth Services Review
TI - A comparative study of educational placement and school adjustment of
children with cochlear implants between China and Czech Republic
VL - 103
ID - 14450
ER -
TY - JOUR
AB - As a special group, nowadays deaf students obtain more and more attention.
Previous research found that their mental health lever was lower than normal
students, but little researches were applied to find the reason of that. In the
preliminary research, the inner and external factors related to the mental were
discussed based in Stress Respond Mechanisms. There are 114 deaf students in Suzhou
considered as subjects in the research, among which 67 are male and 47 are female.
Learning stress, coping style, achievement motivation, social support are
considered as antecedents to deaf students' mental health. Questionnaires and self-
administered technique are used in this research. Multiple regression analysis is
used to analyze the hypotheses. In order to prove the statistical results, this
research carried out an interview which including 8 deaf students and 6 teachers.
The results are summarized as follows: (1) Whether general questionnaire or three
sub-questionnaire of mental health, deaf students' lever is lower than that of
normal students, which is as same as the previous research; (2) The learning stress
of deaf students mainly comes from others' expectation, high learning object set up
by their own, heavy learning assignment or competition among classmates; (3) The
four coping style of deaf students commonly used are problem-solving, help-seeking
and withdrawal. Compared to normal students, deaf students are adapt to adopt
fantasy to cope with the frustration and trouble; (4) The social support of deaf
students is more than that of normal students; (5) Whether total achievement
motivation or external and inner achievement motivation of deaf students is higher
than that of normal students, and deaf students' inner achievement motivation is
higher than their external achievement motivation; (6) Deaf students with learning
stress, coping style, achievement motivation have predictive power over mental
health. The present findings shows the influencing Mechanisms of deaf students'
mental health, which can serve as the scientific base for improving deaf students'
mental health. At the same time, the result is useful for the development of
Special Education. Owning to the particularity of deaf students, their education
should be different from the normal students, especially reinforcing the education
of mental health. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
AD - Xinhua, Tao: Center of Psychological Counseling, Suzhou University, Suzhou,
China, 215006, xinhua.tao@hotmail.com
AU - Xinhua, Tao
AU - Yan, Zhu
AU - Bolin, Zhang
IS - 6
KW - *Academic Achievement Motivation
*Deafness
Mental Health
PY - 2007
SN - 0439-755X(Print)
SP - 1074-1083
ST - The interaction among deaf students' mental health, achievement motivation
and behavioral mode
T2 - Acta Psychologica Sinica
TI - The interaction among deaf students' mental health, achievement motivation
and behavioral mode
VL - 39
ID - 14203
ER -
TY - JOUR
AB - Background: While Video Remote Interpreting services provides prompt services
for emergency care and is cheaper than in-person interpreting services, there have
been several issues, such as poor connection and limited flexibility to maneuver.
Objectives: This study proposes three research questions and four hypotheses to
identify healthcare providers and deaf/hard of hearing (DHH) patients’ preferences
for VRI and in-person interpreting on critical care and non-critical care. Methods:
The study utilizes a mixed methods design incorporating both an online survey and
qualitative interviews. A total of 103 participants responded to the online survey.
This included 36 healthcare providers who worked with limited English proficiency
(LEP) patients, 26 healthcare providers who worked with DHH patients, and 41 DHH
patients. Qualitative interviews were also conducted with eight healthcare
providers and eight DHH patients to explore the online survey findings. Results: In
the Part I study, healthcare providers (n = 62) included 16 males and 45 females;
most professions were dentists, nurse practitioners, and students. DHH patients (n
= 41) included 17 males and 22 females; most education was graduate or professional
degrees. There was no statistical difference in their preference uses for critical
care (p = 1.000), but there was a statistical difference for non-critical care (p =
.035). In the Part II study, both healthcare providers and DHH patients preferred
in-person interpreting for critical care to obtain effective communication,
translation accuracy, and better treatment. Conclusions: Recommendation to improve
VRI equipment and training with healthcare providers, hospital administrators, VRI
companies, VRI interpreters, and DHH patients to improve healthcare communication.
AD - Yabe, Manako: University of Illinois at Chicago, Department of Disability and
Human Development, 1640 West Roosevelt Road, Chicago, IL, US, 60608, myabe3@uic.edu
AU - Yabe, Manako
DO - 10.1016/j.dhjo.2019.100870
IS - 2
KW - *Communication
*Deafness
*Health Personnel
*Interpreters
Emergency Services
Privileged Communication
Therapeutic Processes
PY - 2020
ST - Healthcare providers’ and deaf patients’ interpreting preferences for
critical care and non-critical care: Video remote interpreting
T2 - Disability and Health Journal
TI - Healthcare providers’ and deaf patients’ interpreting preferences for
critical care and non-critical care: Video remote interpreting
VL - 13
ID - 14640
ER -
TY - COMP
AB - Websites that are usable and accessible can have a positive impact on the
overall user experience. Usability Inspection Methods (UIMs) can be applied to
evaluate and measure the usability. The current research in the fields of Web
Accessibility and Human –Computer Interaction (HCI) is in need of additional UIMs
that can be applied to also measure the accessibility, in addition to the usability
alone. In this article, a novel UIM in the form of a heuristic evaluation is
presented. The heuristic evaluation aims to support HCI experts and Web developers
in designing and evaluating websites that provide positive user experiences to
users who are deaf. This article discusses the development of the Heuristic
Evaluation for Deaf Web User Experience (HE4DWUX). Following an iteration cycle,
version 2 of the HE4DWUX is presented in Appendix A. An existing three-phase
process to develop heuristics for specific application domains was applied to
construct the HE4DWUX. The outcome of this research is 12 heuristics, with each
containing its own set of checklist items to operationalize its applicability in
measuring the Web user experience for users who are deaf. The heuristics and their
checklist items can identify important aspects of design that will impact the Web
user experience for this particular user group. (PsycInfo Database Record (c) 2023
AD - Yeratziotis, Alexandros: Cyprus Interaction Lab, Department of Multimedia and
Graphic Arts, Cyprus University of Technology, P. O. Box 50329, Limassol, Cyprus,
3603, alexis@cyprusinteractionlab.com
AU - Yeratziotis, Alexandros
AU - Zaphiris, Panayiotis
CY - United Kingdom
DO - 10.1080/10447318.2017.1339940
ET - 3
KW - *Deafness
*Heuristics
Websites
M3 - doi:10.1080/10447318.2017.1339940
PY - 2018
SP - 195-217
ST - A Heuristic Evaluation for Deaf Web User Experience (HE4DWUX)
TI - A Heuristic Evaluation for Deaf Web User Experience (HE4DWUX)
VL - 34
ID - 14476
ER -
TY - THES
AB - The purpose of this project was to investigate self-esteem, as well as the
social acceptance, of hearing children within a mainstream school Children's self-
perceptions were investigated using the Self-Perception Profile for Children
(Barter, 1985). This self-report instrument taps children's perceptions of their
scholastic and athletic competence, social acceptance, physical attractiveness, and
appropriate behavior as well as feelings of global self-worth. A sociometric
measure was used to determine the participants' social status within peer groups: a
teacher version of the SPPC and a communication survey were also obtained. Deaf
students, and their hearing peers, ages 8 to 13 years who were participating in
mainstream school programs in two school districts participated in the project.
Results indicated that social comparison processes play an important role in the
formation of deaf students' self-esteem. Deaf students who utilized hearing peers
as their social comparison group reported lower levels of self-esteem in a number
of areas. Those deaf students who compared themselves to fellow deaf peers
maintained higher perceptions of their abilities across domains. Overall, deaf
participants reported significantly lower levels of self-esteem in comparison to
their hearing peers. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AU - Yetman, Michelle M.
CY - US
KW - *Deafness
*Mainstreaming (Educational)
*Peer Relations
Self-Esteem
PY - 2002
SN - 0419-4217(Print)
SP - 5984-5984
ST - Peer relations and self-esteem among deaf children in a mainstream school
environment
TI - Peer relations and self-esteem among deaf children in a mainstream school
environment
VL - 62
ID - 14626
ER -
TY - JOUR
AB - Objectives: Various animal models have been established and applied in
hearing research. In the exploration of novel cochlear implant developments, mainly
rodents have been used. Despite their important contribution to the understanding
of auditory function, translation of experimental observations from rodents to
humans is limited due to the size differences and genetic variability. Large animal
models with better representation of the human cochlea are sparse. For this reason,
we evaluated domestic piglets and Aachen minipigs for the suitability as a cochlear
implantation animal model with commercially available cochlear implants. Methods:
Four domestic piglets (two male and two female) and six Aachen minipigs were
implanted with either MED-EL Flex24 or Flex20 cochlear implants respectively, after
a step-by-step surgical approach was trained with pig cadavers.
Electrophysiological measurements were performed before, during and after
implantation for as long as 56 days after surgery. Auditory brainstem responses,
electrocochleography as well as electrically and acoustically evoked compound
action potentials were recorded. Selected cochleae were further analyzed
histologically or with micro-CT imaging. Results: A surgical approach was
established using a retroauricular single incision. Baseline auditory thresholds
were 27 ± 3 dB sound pressure level (SPL; auditory brainstem click responses, mean
± standard error of the mean) and ranged between 30 and 80 dB SPL in frequency-
specific responses (0.5 – 32 kHz). Follow-up measurements revealed deafness within
the first two weeks after surgery, but some animals partially recovered to a
hearing threshold of 80 dB SPL in certain frequencies as well as in click
responses. Electrically evoked compound action potential thresholds increased
within the first week after surgery, which led to lower stimulation responses or
increase of necessary charge input. Immune reactions and consecutive scalar
fibrosis following implantation were confirmed with histological analysis of
implanted cochleae and may result in increased impedances. A three-dimensional
minipig micro-CT segmentation revealed cochlear volumetric data similar to human
inner ear dimensions. Conclusions: This study underlines the feasibility of
cochlear implantation with clinically used cochlear implants in a large animal
model with representative inner ear dimensions comparable to humans. To bridge the
gap between small animal models and humans in translational research and to account
for the structural and size differences, we recommend the minipig as a valuable
animal model for hearing research. First insights into the induced trauma in
minipigs after cochlear implant surgery and a partial hearing recovery present
important data of the cochlear health changes in large animal cochleae. (PsycInfo
AD - Arnoldner, Christoph: Department of Otorhinolaryngology - Head and Neck
Surgery, Vienna General Hospital, Medical University of Vienna, Waehringer Guertel
18-20, Vienna, Austria, 1090, Christoph.arnoldner@meduniwien.ac.at
AU - Yildiz, Erdem
AU - Gerlitz, Matthias
AU - Gadenstaetter, Anselm Joseph
AU - Landegger, Lukas D.
AU - Nieratschker, Michael
AU - Schum, Dominic
AU - Schmied, Martin
AU - Haase, Astrid
AU - Kanz, Fabian
AU - Kramer, Anne-Margarethe
AU - Glueckert, Rudolf
AU - Staecker, Hinrich
AU - Honeder, Clemens
AU - Arnoldner, Christoph
DO - 10.1016/j.heares.2022.108644
KW - *Animal Models
*Cochlea
*Cochlear Implants
*Histology
*Infants (Animal)
*Neurosurgery
*Pigs
Responses
PY - 2022
SP - 1-11
ST - Single-incision cochlear implantation and hearing evaluation in piglets and
minipigs
TI - Single-incision cochlear implantation and hearing evaluation in piglets and
minipigs
VL - 426
ID - 14342
ER -
TY - JOUR
AB - Neurotrophins (NTs) play essential roles in the development and survival of
neurons in PNS and CNS. In the cochlea, NTs [e.g., NT-3, brain-derived neurotrophic
factor (BDNF)] are required for the survival of spiral ganglion neurons (SGNs).
Preservation of SGNs in the cochlea of patients suffering sensorineural deafness
caused by loss of hair cells is needed for the optimal performance of the cochlear
implant. Directly applying exogenous BDNF into the cochlea prevents secondary
degeneration of SGNs when hair cells are lost. However, a common translational
barrier for in vivo applications of BDNF is the poor pharmacokinetics, which
severely limits the efficacy. Here we report that 7,8-dihydroxyflavone and 7,8,3'-
trihydroxyflavone, both small-molecule agonists of tyrosine receptor kinase B
(TrkB), promoted SGN survival with high potency both in vitro and in vivo. These
compounds increased the phosphorylated TrkB and downstream MAPK and protected the
SGNs in a TrkB-dependent manner. Their applications in the bulla of conditional
connexin26 null mice offered significant protection for SGN survival. The function
of survived SGNs was assessed by measuring evoked action potentials (APs) in vitro
and electrically evoked auditory brainstem response (eABR) thresholds in vivo. APs
were reliably evoked in cultured single SGNs treated with the compounds. In
addition, eABR thresholds measured from the treated cochleae were significantly
lower than untreated controls. Our findings suggest that these novel small-molecule
TrkB agonists are promising in vivo therapeutic agents for preventing degeneration
of SGNs. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
AD - Lin, Xi: Emory University School of Medicine, Whitehead Building, Room 534,
Atlanta, GA, US, 30322, xlin2@emory.edu
AU - Yu, Qing
AU - Chang, Qing
AU - Liu, Xia
AU - Wang, Yunfeng
AU - Li, Huawei
AU - Gong, Shusheng
AU - Ye, Keqiang
AU - Lin, Xi
DO - 10.1523/JNEUROSCI.0854-13.2013
IS - 32
KW - *Ganglion Cells (Retina)
*Neural Receptors
*Brain Derived Neurotrophic Factor
*Neurodegeneration
*Neuroprotection
Mice
PY - 2013
SP - 13042-13052
ST - Protection of spiral ganglion neurons from degeneration using small-molecule
TrkB receptor agonists
TI - Protection of spiral ganglion neurons from degeneration using small-molecule
TrkB receptor agonists
VL - 33
ID - 14365
ER -
TY - JOUR
AB - The purpose of the current study was to investigate the effectiveness of
cognitive rehabilitation of attention and memory (ARAM) on phonological working
memory span and expressive and receptive language development in cochlear implant
deaf children. This study was a quasi-experimental design with a pretest-posttest
design with a control group and a one momnth follow-up. Participants were 16
cochlear implanted children aged 6 to 8/9 years in exceptional elementary schools
of Ahwaz in 2018- 2019 school year that were selected with an available sampling
method and randomly placed in the experimental and control groups. Each group
included 8 persons and both groups were evaluated by Wechsler Memory Scale subtest
and Told-p: 3 (Persian version) in the same condition. The experimental group
received 8 sessions and each session lasted for 45 minutes each month. The control
group did not received any training. Both groups were evaluated again at the end of
intervention and 1 month later. Data was analyzed with mixed analysis of variance
(2×3). Phonological working memory span and expressive and receptive language
development scores of children who received the ARAM was improved significantly
compared with those who did not received it. (PsycInfo Database Record (c) 2023
AD - Zare, Hossein: h_zare@pnu.ac.ir
AU - Zare, Hossein
AU - Sharifi, Ali Akbar
AU - Naami, Ashvagh
IS - 3
KW - *Attention
*Cochlear Implants
*Cognitive Rehabilitation
*Short Term Memory
Deafness
Memory
PY - 2019
SN - 1680-8436(Print)
SP - 254-268
ST - Effectiveness of cognitive rehabilitation of attention and memory (ARAM) on
phonological working memory span and language development of children with cochlear
implant
T2 - Journal of Psychology
TI - Effectiveness of cognitive rehabilitation of attention and memory (ARAM) on
phonological working memory span and language development of children with cochlear
implant
VL - 23
ID - 14240
ER -
TY - JOUR
AB - Objective: This study evaluated the effects of insertion depth on spatial
speech perception in noise for simulations of cochlear implants (CI) and single-
sided deafness (SSD). Design: Mandarin speech recognition thresholds were
adaptively measured in five listening conditions and four spatial configurations.
The original signal was delivered to the left ear. The right ear received either no
input, one of three CI simulations in which the insertion depth was varied, or the
original signal. Speech and noise were presented at either front, left, or right.
Study sample: Ten Mandarin-speaking NH listeners with pure-tone thresholds less
than 20 dB HL. Results: Relative to no input in the right ear, the CI simulations
provided significant improvements in head shadow benefit for all insertion depths,
as well as better spatial release of masking (SRM) for the deepest simulated
insertion. There were no significant improvements in summation or squelch for any
of the CI simulations. Conclusions: The benefits of cochlear implantation were
largely limited to head shadow, with some benefit for SRM. The greatest benefits
were observed for the deepest simulated CI insertion, suggesting that reducing
mismatch between acoustic and electric hearing may increase the benefit of cochlear
implantation. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
AD - Yuan, Wei: Department of Otolaryngology, Southwest Hospital, Third Military
Medical University, Gao Tan Yan Street, Shaping Ba District, Chongqing, China,
400038, weiyuan175@sina.com
AU - Zhou, Xiaoqing
AU - Li, Huajun
AU - Galvin Iii, John J.
AU - Fu, Qian-Jie
AU - Yuan, Wei
DO - 10.1080/14992027.2016.1197426
IS - Suppl 2
*Cochlear Implants
*Deafness
*Simulation
*Speech Perception
Auditory Masking
PY - 2017
SP - S41-S48
ST - Effects of insertion depth on spatial speech perception in noise for
simulations of cochlear implants and single-sided deafness
TI - Effects of insertion depth on spatial speech perception in noise for
simulations of cochlear implants and single-sided deafness
VL - 56
ID - 14355
ER -

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AB - The construct of the self-concept in general and more specifically self-

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