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Kushalnagar P Topolski TD Schick B Edwards TC Skalicky AM Patrick DL 《Journal of deaf studies and deaf education》2011,16(4):512-523
Given the important role of parent-youth communication in adolescent well-being and quality of life, we sought to examine the relationship between specific communication variables and youth perceived quality of life in general and as a deaf or hard-of-hearing (DHH) individual. A convenience sample of 230 youth (mean age = 14.1, standard deviation = 2.2; 24% used sign only, 40% speech only, and 36% sign + speech) was surveyed on communication-related issues, generic and DHH-specific quality of life, and depression symptoms. Higher youth perception of their ability to understand parents' communication was significantly correlated with perceived quality of life as well as lower reported depressive symptoms and lower perceived stigma. Youth who use speech as their single mode of communication were more likely to report greater stigma associated with being DHH than youth who used both speech and sign. These findings demonstrate the importance of youths' perceptions of communication with their parents on generic and DHH-specific youth quality of life. 相似文献
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Fingerspelling is an integral part of American Sign Language (ASL) and it is also an important aspect of becoming bilingual in English and ASL. Even though fingerspelling is based on English orthography, the development of fingerspelling does not parallel the development of reading in hearing children. Research reveals that deaf children may initially treat fingerspelled words as lexical items rather than a series of letters that represent English orthography and only later begin to learn to link handshapes to English graphemes. The purpose of this study is to determine whether a training method that uses fingerspelling and phonological patterns that resemble those found in lexicalized fingerspelling to teach deaf students unknown English vocabulary would increase their ability to learn the fingerspelled and orthographic version of a word. There were 21 deaf students (aged 4-14 years) who participated. Results show that students were better able to recognize and write the printed English word as well as fingerspell the word, when training incorporated fingerspelling that is more lexicalized. The discussion focuses on the degree to which fingerspelling can serve as a visual phonological bridge as an aid to decode English print. 相似文献
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Theory-of-mind (ToM) abilities were studied in 176 deaf children aged 3 years 11 months to 8 years 3 months who use either American Sign Language (ASL) or oral English, with hearing parents or deaf parents. A battery of tasks tapping understanding of false belief and knowledge state and language skills, ASL or English, was given to each child. There was a significant delay on ToM tasks in deaf children of hearing parents, who typically demonstrate language delays, regardless of whether they used spoken English or ASL. In contrast, deaf children from deaf families performed identically to same-aged hearing controls (N=42). Both vocabulary and understanding syntactic complements were significant independent predictors of success on verbal and low-verbal ToM tasks. 相似文献
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F L Schick 《Bulletin of the Medical Library Association》1967,55(2):176-177
The series of studies by the Committee on Surveys and Statistics of MLA presents the first comprehensive statistical picture of American health science libraries. These studies fill a serious information gap, and constitute a solid base for both present planning and historical record. 相似文献
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This study investigates the relationship between theory of mind (ToM) skills in deaf children and input from their hearing mothers. Twenty-two hearing mothers and their deaf children (ages 4-10 years) participated in tasks designed to elicit talk about the mind. The mothers' mental state talk was compared with that of 26 mothers with hearing children (ages 4-6 years). The frequency of mothers' mental talk was correlated with deaf children's performance on ToM tasks, after controlling for effects of child language and age. Maternal sign proficiency was correlated with child language, false belief, and mothers' talk about the mind. Findings are discussed in relation to experiential accounts of ToM development and roles of maternal talk in children's social understanding. 相似文献
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For many deaf and hard-of-hearing students, access to the general education curriculum is provided, in part, by using the services of an educational interpreter. Even with a highly qualified interpreter, full access to the content and social life in a hearing classroom can be challenging, and there are many aspects of the educational placement that can affect success. The skills and knowledge of the educational interpreter are one critical aspect. This study reports results from a study of approximately 2,100 educational interpreters from across the United States. All the interpreters were evaluated using the Educational Interpreters Performance Assessment (EIPA), an evaluation instrument used to assess and certify classroom interpreters (see Schick, Williams, & Bolster, 1999). The results show that approximately 60% of the interpreters evaluated had inadequate skills to provide full access. In addition, educational interpreters who had completed an Interpreter Training Program had EIPA scores only .5 of an EIPA level above those who had not, on average. Demographic data and its relationship with EIPA ratings are explored. In general, the study suggests that many deaf and hard-of-hearing students receive interpreting services that will seriously hinder reasonable access to the classroom curriculum and social interaction. 相似文献
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Abstract The purpose of the present investigation was to examine the concurrent and construct validity of the three-mile (4.83 km) run as afield test of aerobic capacity. Subjects included 109 college-aged males whose three-mile run time (M = 1310.31 ± 184.48 s) was measured. Fifty of the subjects were given a maximal treadmill stress test, and their peak oxygen consumption (VO2peak) (M = 54.23 ± 7.08 ml.kg?1.min?1) was measured. The three-mile run was conducted on an outdoor 0.25 mile (0.425 km) track, and split tunes were recorded each 110 yds (100.32 m) for the first and last laps and total time was recorded for laps 2 through 11. The correlation coefficient between the run time and VO2peak was -.58, indicating only moderate concurrent validity for the run as afield test for aerobic capacity. A factor analysis conducted on the split time data revealed a three-factor structure of a stable pace phase, an initial sprint, and a final sprint with the stable pace factor accounting for most of the common factor variance (69%). The three-mile run time was used to discriminate successfully between two known groups of subjects in aerobic capacity. These data provide a degree of support for the construct validity of the three-mile run as afield test of aerobic capacity. 相似文献
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This study investigated the narrative scaffolding styles of Spanish-speaking and English-speaking mothers as they engaged their preschool-aged children in family reminiscing and book sharing interactions. Specifically, the study examined the dimensions of narrative elaboration and participation in mothers' scaffolding styles across the 2 narrative tasks. Cluster analyses identified 2 styles of maternal scaffolding for each context, differing in the degree to which mothers elaborated, the manner in which they did so, and the extent to which they encouraged child participation. Findings highlight the importance of both narrative elaboration and narrative participation as defining dimensions of maternal scaffolding styles. Results are discussed in relation to variations in socialization practices and the role these practices might play in children's development. 相似文献
10.
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. 相似文献