Increasing Children’s ASL Classifier Production: A Multicomponent Intervention

Abstract

The Authors examined classifier production during narrative retells by 10 deaf and hard of hearing students in grades 2-4 at a day school for the deaf following a 6-week intervention of repeated viewings of stories in American Sign Language (ASL) paired with scripted teacher mediation. Classifier production, documented through a multiple-baseline-across-participants design, was followed by visual analysis and calculation of the percentage of non-overlapping data (Scruggs, Mastropieri, & Casto, 1987). Following the intervention, most students increased specific elements within their classifier production during narrative retells of stories they had watched and showed improved performance from pre- to postintervention measures. Picture support and fading of teacher mediation during retells variably affected classifier production. The results suggest that students may benefit from tailored intervention, including repeated viewings of ASL models paired with teacher mediation and possibly picture support, to increase classifier production during narrative retells.

Language Development and Deaf/Hard of Hearing Children

“…Other researchers have focused their attention on the use of ASL modeling as a tool for intervening on ASL proficiency, including both using ASL narratives and modeling features of ASL during instruction. These studies have found that opportunities to engage in repeated viewings of ASL narratives has potential to supply d/hh students who sign with ASL language models [33] and that this in turn may support the development and increased use of more advanced ASL linguistic structures [24]. These studies suggest that access to ASL linguistic models may be supportive of linguistic development.…”

“…Because our knowledge of and discourse around ASL has changed dramatically in recent years, this review focuses only on the research published on this topic within the last 20 years. The research in this area covers a wide range of methodologies, including qualitative studies [23] and single case design research [24,25], as well as larger quantitative group studies [3,[26][27][28][29] and quasi-experimental studies [30,31]. Currently, there are no instances of direct replication or extension of studies in this area, which limits the ability to create more generalizable research-based conclusions about the role of ASL in literacy development and acquisition.…”

“…According to the Gallaudet Research Institute, in 2010, 27.4% of d/hh were educated in classrooms that used sign language only, although 14.5% of classrooms reported using ASL regularly [32]. There has also been research on promising instructional interventions that may support language development in ASL among d/hh learners who do not have this early exposure to language [24,33]. There is evidence that the presence of a proficient ASL language model in the home is related to overall ASL proficiency because these models provide children with exposure to fluent use of the language in a naturalistic setting [27].…”

Emerging Evidence for Instructional Practice

“…We review these studies in detail below. All of these studies (Beal-Alvarez & Easterbrooks, 2013; Cannon et al, 2010; Golos & Moses, 2011; Guardino, Cannon, & Ebherst, in press; Mueller & Hurtig, 2010) except one (Golos, 2010) embedded live adult mediation before or during the repeated viewings. Repeated viewings without mediation (Beal-Alvarez & Easterbrooks, 2013; Golos, 2010) were compared with repeated viewings with varied levels of scripted teacher (Beal-Alvarez & Easterbrooks, 2013; Golos & Moses, 2011) and parent (Mueller & Hurtig) mediation.…”

“…The combination of inadequate sign language models, paired with a lack of evidence-based instructional strategies for teaching sign language, results in sign language, English, and reading delays for children who are D/HH. Specific instruction aimed at the development of fluent sign language skills may lead to improved sign language skills for students (Beal-Alvarez & Easterbrooks, 2013; Cannon, Fredrick, & Easterbrooks, 2010; Golos, 2010; Golos & Moses, 2011; Mueller & Hurtig, 2010). In turn, improved language skills may set the stage for better reading outcomes for children who are D/HH.…”