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Journal of Deaf Studies and Deaf Education

Jian Hao, Chunsha Wu
The present study examined deaf children's moral development with experimental tasks. Experiment 1 investigated lying and sharing behavior in 37 six- to 11-year-old deaf children, 39 age-matched hearing children and 33 twelve- to 16-year-old deaf adolescents who were matched with the hearing children on vocabulary ability. The results showed that the deaf children did not lie more but shared less than the hearing children. The deaf adolescents' sharing behavior was similar to the hearing children. Experiment 2 further investigated moral reasoning and emotion attribution among 20 deaf children and 30 age-matched hearing children...
January 31, 2019: Journal of Deaf Studies and Deaf Education
Ana Teresa Martins, Luís Faísca, Helena Vieira, Gabriela Gonçalves
Studies addressing the recognition of emotions in blind or deaf participants have been carried out only with children and adolescents. Due to these age limits, such studies do not clarify the long-term effects of vision and hearing disabilities on emotion recognition in adults. We assessed the ability to recognize basic emotions in 15 deaf adults (aged 32.4 ± 8.1 yrs) and in 15 blind adults (48.3 ± 10.5 yrs). Auditory and visual stimuli expressing six basic emotional states were presented to participants (Florida Affect Battery)...
January 21, 2019: Journal of Deaf Studies and Deaf Education
Khaloob Kawar, Joel Walters, Jonathan Fine
The present study investigated oral personal narratives elicited from Arabic speaking adolescents with and without hearing loss. Analyses focused on macrostructure, microstructure, and Modern Standard Arabic (MSA). For macrostructure, narratives were examined for structural components (abstract, orientation, complication, evaluation, resolution, and coda) and narrative patterns: classic (a high point followed by a resolution), high point ending, chronological, and leap frogging (jumps from one event to another)...
January 21, 2019: Journal of Deaf Studies and Deaf Education
Bobbie Bushman, Mary K Fagan
In today's public libraries, children's librarians are challenged to provide inclusive programming that welcomes all individuals, including deaf and hard-of-hearing children at risk for delayed reading and literacy development. This study, using quantitative survey data and qualitative interview methods, investigated the programs and accommodations public libraries provide for deaf and hard-of-hearing children, the impetus for providing these programs, and the training required. Nearly 500 public libraries in the United States with service areas greater than 100,000 patrons were invited to participate in an online survey...
December 28, 2018: Journal of Deaf Studies and Deaf Education
Hillary Ganek, Stephanie Nixon, Ron Smyth, Alice Eriks-Brophy
This embedded mixed methods study explores how cultural differences in language socialization practices influence parent-child verbal interactions. The Language ENvironment Analysis (LENA) System audio recorded families of children who are and are not deaf and hard of hearing in Canada and Vietnam. Software automatically calculated an average conversational turn count. Canadian families participated in more turns than Vietnamese families regardless of hearing status. Interviews with the children's caregivers provided context for these results...
December 28, 2018: Journal of Deaf Studies and Deaf Education
Carrie A Davenport, Moira Konrad, Sheila R Alber-Morgan
This study examined the effects of a reading racetrack game on acquisition, maintenance, and generalization of sight words for four kindergarten students who are deaf. The game consisted of placing sight words around a racetrack board and prompting the participant to read the words. A multiple probe design across word sets demonstrated a functional relation between the intervention and the participants' acquisition of vocabulary to 100% mastery on at least three consecutive sessions for each participant. Three out of four participants maintained most of the sight words acquired for 2-4 weeks after intervention and generalized reading the words to another presentation format...
December 28, 2018: Journal of Deaf Studies and Deaf Education
Marc Marschark, Lindsey Edwards, Candida Peterson, Kathryn Crowe, Dawn Walton
Theory of Mind-the understanding that people have thoughts, wants, and beliefs that influence their interpersonal behavior-is an aspect of social cognition that develops with consistent, increasing complexity across age groups, languages, and cultures. Observed delays in theory of mind development among deaf children and others has led to a conversational account of theory of mind development and its delays in terms of the nature and amount of social communication experienced by children directly (conversationally) and indirectly (via overhearing)...
December 28, 2018: Journal of Deaf Studies and Deaf Education
Jena McDaniel, Carlos R Benítez-Barrera, Ana C Soares, Andrea Vargas, Stephen Camarata
Effective vocabulary interventions for children with hearing loss, including children who are bilingual, are needed because of persistent vocabulary deficits in this population. Current instructional practices for children with hearing loss who are bilingual vary in the degree to which they incorporate the language the child uses at home. Unfortunately, there is little direct evidence as to whether bilingual or monolingual instructional practices yield greater benefits for these children. Three Spanish-English-speaking children participated in this single case adapted alternating treatments design study that evaluated the effectiveness and efficiency of bilingual and monolingual teaching procedures for an expressive vocabulary intervention...
December 28, 2018: Journal of Deaf Studies and Deaf Education
Manfred Hintermair, Klaus Sarimski
Studies on fathers with deaf and hard-of-hearing (DHH) children are quite rare in deaf education; if they are conducted, they narrowly focus on preschool-age or school-age children. The study reported here presents data from a survey on 92 fathers of very young DHH children with a mean age of 26 months. Questionnaires were used to measure the impact of children's hearing loss on parenting, the frequency of fathers' participation in early intervention appointments, and the level of fathers' involvement in daily care as well as in early intervention activities...
December 28, 2018: Journal of Deaf Studies and Deaf Education
Nicola Bell, Anthony J Angwin, Wayne J Wilson, Wendy L Arnott
This study compared the spelling skills and sub-skills of young children with cochlear implants (CIs) who use spoken language only (n = 14) with those of a same-aged typically hearing (TH) control group (n = 30). Spelling accuracy was assessed using irregular and nonsense word stimuli. Error and regression analyses were conducted to provide insight into the phonological and orthographic spelling strategies used by each group. Results indicated that children with CIs were as accurate as the TH group. However, misspellings made by the CI group were less phonologically plausible, and while nonword spelling accuracy was related to letter-sound knowledge for the TH group, the same relationship was non-significant for the CI group...
December 28, 2018: Journal of Deaf Studies and Deaf Education
Rinat Michael, Joseph Attias, Eyal Raveh
This study examined the contribution of cochlear implants (CIs) to the social-emotional functioning of children who are deaf or hard of hearing (dhh). Sixty-three parents of children who are dhh participated in the study. Thirty children were CI users and 32 used hearing aids (HAs). They completed the Strengths and Difficulties Questionnaire and a background questionnaire. Parents of children with CIs reported lower levels of hyperactivity/inattention and higher levels of pro-social behavior compared to parents of children with HAs...
November 12, 2018: Journal of Deaf Studies and Deaf Education
John L Luckner, Sara Movahedazarhouligh
To be successful in school and life individuals need to learn to understand and manage their emotions, get along with others and exercise good judgment. Children and youth who are deaf or hard of hearing have long been considered a population at risk for not developing age-appropriate social-emotional skills. The purpose of this study was to identify, review, and summarize the intervention research addressing social and emotional learning with children and youth who are deaf or hard of hearing. We examined the research published in professional peer-reviewed journals between the years 1996 and 2017...
November 12, 2018: Journal of Deaf Studies and Deaf Education
Helen Chilton, Connie Mayer, Wendy McCracken
The link between Theory of Mind (ToM) and literacy is increasingly being recognized in the literature. However, the focus to date has concentrated on the connections between reading and ToM, with an emphasis on the ways in which ToM is implicated in making inferences from text and suggestions that engaging in reading fiction can support the development of ToM. The exploratory study presented in this paper is unique in its approach as it widens the focus to consider the relationship between ToM and writing. Using a developmental framework based on the work of Westby and Robinson (Westby, C...
October 27, 2018: Journal of Deaf Studies and Deaf Education
Huizhi Wang, Yifang Wang, Yousong Hu
Emotional understanding plays an important role in the physical and mental health of children. To determine whether the development of emotional understanding is delayed in children with a cochlear implant (CI), 30 children with a CI and 30 matched children with typical hearing aged between 3 and 9 years old completed three tasks (facial expression, tone expression and scene of emotion matching), in which they identified four basic emotions (happiness, sadness, anger, and fear). The participants included 40 preschool children and 20 school-aged children...
October 6, 2018: Journal of Deaf Studies and Deaf Education
Valerie Freeman
This study continues a project on speech-based impressions of early-implanted cochlear implant (CI) users. It examined relationships between listeners' attitudes or personal traits and how they judged CI users upon hearing their speech. College students with typical hearing (TH) listened to speech samples from CI users and TH young adults and rated the speakers' personalities and attractiveness as friends. CI users varied in speech intelligibility (proportion of words recognized by transcribers in prior work)...
October 1, 2018: Journal of Deaf Studies and Deaf Education
Jesper Dammeyer, Marc Marschark, Ingo Zettler
A variety of studies have examined ways in which cognitive and social-emotional factors may be linked to and affected by hearing loss, use of cochlear implants (CIs), and sign language. A related domain that largely has been overlooked, however, is personality. This paper reports a study of personality traits and self-efficacy among deaf and hard-of-hearing (DHH; n = 223) college students, with and without CIs, as compared to hearing peers (n = 106). All participants completed (HEXACO) personality trait and self-efficacy inventories; DHH participants also completed a communication questionnaire...
October 1, 2018: Journal of Deaf Studies and Deaf Education
Jena McDaniel, Stephen Camarata, Paul Yoder
Although reducing visual input to emphasize auditory cues is a common practice in pediatric auditory (re)habilitation, the extant literature offers minimal empirical evidence for whether unisensory auditory-only (AO) or multisensory audiovisual (AV) input is more beneficial to children with hearing loss for developing spoken language skills. Using an adapted alternating treatments single case research design, we evaluated the effectiveness and efficiency of a receptive word learning intervention with and without access to visual speechreading cues...
October 1, 2018: Journal of Deaf Studies and Deaf Education
Zed Sevcikova Sehyr, Marcel R Giezen, Karen Emmorey
This study investigated the impact of language modality and age of acquisition on semantic fluency in American Sign Language (ASL) and English. Experiment 1 compared semantic fluency performance (e.g., name as many animals as possible in 1 min) for deaf native and early ASL signers and hearing monolingual English speakers. The results showed similar fluency scores in both modalities when fingerspelled responses were included for ASL. Experiment 2 compared ASL and English fluency scores in hearing native and late ASL-English bilinguals...
October 1, 2018: Journal of Deaf Studies and Deaf Education
Aileen Aldalur, Deborah Schooler
The sociocultural model of eating disorders highlights the role of internalization of the thin ideal in the development of negative body image and disordered eating. Considering the limited diversity of models in mainstream media, individuals belonging to minoritized cultural groups may resist identifying with and internalizing mainstream beauty messages. The extent of internalization may also depend on an individual's acculturation status and experiences of acculturative stress. This study applied the sociocultural model to culturally Deaf women...
September 12, 2018: Journal of Deaf Studies and Deaf Education
Nancy Quick, Melody Harrison, Karen Erickson
This study examines the spelling of nine elementary school children with cochlear implants (CIs) who use spoken language, and compares their performance with children who have typical hearing and children who are hard of hearing (HH). Compared to children with typical hearing, children with CIs did not produce a significantly different percentage of misspelled words (p = 0.431, d = 0.38), but their spelling errors comprised significantly lower percentages of homophone substitutions (p = 0.019, r = 0.61) and legal vowel errors (p = 0...
September 12, 2018: Journal of Deaf Studies and Deaf Education
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