The purpose of this study was twofold: first, to assess the feasibility of conducting speech conditioning sessions within a preschool classroom, and second, to examine the process of transfer of learned verbalizations from those sessions to classroom free time. The results indicated that the former was not only feasible but effective. A nonverbal boy, enrolled in a special education preschool, was taught to imitate reliably six words in 46 15-minute sessions. Furthermore, the child's use of spontaneous whole words during the rest of the classroom day seemed to be responsive to the contingencies of the speech sessions.
L ittle information is available on the education, employment, and independent living status of young deaf and hard of hearing adults who have transitioned from high school. The present article reports post-secondary outcomes of 46 young adults who had attended for at least 4 years a non–public agency school in the northwestern United States specializing in deaf education. School administrators had developed a specific philosophy and operationalized it in an academic and literacy-based curriculum incorporating a grammatically accurate signing system. The researchers found that most or all participants had finished high school, had earned a college degree, were employed, and were living independently. Findings are discussed in terms of the available literature and the study’s contribution to a limited body of recent research on young postsecondary deaf and hard of hearing adults.
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