Language Development and Deaf/Hard of Hearing Children

Scott, Jessica; Dostal, Hannah M.

doi:10.3390/educsci9020135

Cited by 15 publications

(18 citation statements)

References 76 publications

(146 reference statements)

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“…This degraded representation by any sign communication system led LaSasso et al [55] to proffer Cued Speech/Language as the most viable, complete communication system for representing English. As noted by Scott and Dostal [29] and others (e.g., [20,57]), there is some evidence for the effectiveness of Cued Speech/Language for the development of English phonology. More important, as emphasized by Scott and Dostal [29], there is a need for intervention research in both domains-natural language and communication systems.…”

Section: Language Proficiencymentioning

confidence: 80%

“…It has been hypothesized that d/Dhh individuals who primarily use a signed language, or even a form of signing and have limited or nonfunctional hearing, perform differently than the group that can access and understand running speech. The psychological reality of this distinction provides support for understanding the effects of the use of a signed language in the development of English literacy skills [16,29]. At the least, this differentiates the role of through-the-air language and the use of code-related skills-constructs to be discussed later.…”

Section: Introductionmentioning

confidence: 87%

“…Although all areas are discussed briefly here, our major foci in the ensuing sections are language proficiency and the controversial area of code-related skills, which are also discussed in several articles in this Special Issue (e.g., [7,9,11,16,29]).…”

Section: English Literacymentioning

confidence: 99%

“…Scott and Dostal [29] reviewed, in part, the literature on the development of language and its effects on English literacy, utilizing two broad domains: natural languages (e.g., American Sign Language and English) and communication systems (e.g., a form of English sign, cued speech/language). We agree with their findings that there might be stronger evidence for natural languages as opposed to the communication systems, particularly the sign communication systems.…”

Section: Language Proficiencymentioning

confidence: 99%

“…The level of success with the use of sign communication is contingent on the individual's ability to access the structure of English, specifically the phonological and morphological components. Nevertheless, LaSasso et al's degraded hypothesis certainly lends support to the existence of language deprivation [16,29] and the need to address this serious concern for a number of d/Dhh children and adolescents.…”

Section: Language Proficiencymentioning

confidence: 99%

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Conclusion: Perspectives on Language, Literacy, and Deafness

Paul

Alqraini

2019

Education Sciences

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As indicated in this Special Issue, there has been much debate on the development of English language and literacy in d/Deaf and hard of hearing (d/Dhh) students. Questions remain on the nature of the first language and the relation of this language to the development of English literacy. There is also considerable controversy on the role of English phonology. Adding to the complexity is the increase of d/Dhh children for whom English is not the home language and the ongoing challenge of addressing the needs of those with disabilities or additional disabilities. After describing English literacy and the need for documenting desirable research characteristics, the authors of this conclusion article utilize a construct named the Qualitative Similarity Hypothesis (QSH) as the guiding framework for addressing issues such as the role of phonology and the nature of the through-the-air form of the language of print. The QSH asserts that d/Dhh students need to master the same set of fundamentals as typical English literacy learners. These fundamentals include code-related, language-related, and comprehension-related skills. One major assertion is that proficiency in the through-the-air form of English is essential for achieving proficiency in conventional English literacy skills. It is argued that the importance of English language proficiency has been emphasized in literacy models that delineate the strong connections among language, reading, and writing, even for second language learners of English or English learners. Another major assertion is that proficiency in English phonology is necessary (albeit not sufficient) for the development of emerging decoding skills. The use of English phonology facilitates the early and advanced literacy comprehension skills. The article concludes with recommendations for additional research, including the understanding of the visual representation of the structure of English, the development of comprehensive English language assessments, and the exploration of literacy-related skills such as decoding and comprehension. Finally, the validity of the QSH also needs to be further investigated.sections of a country. It should be acknowledged, however, that, in some countries, the relationship between the through-the-air and written forms is complex, due, in part, to the number of dialectical variations of speech or the encroachment of the influences of other languages on the mainstream society's language form [4,5]; also, see the review in [6], for Arabic as an example).Confining our emphasis to English, one of the major challenges for d/Dhh children and adolescents is to develop proficiency in literacy (reading and writing) skills in this majority language of society [7][8][9][10][11][12]. Since the beginning of the 20th century, it has been well documented that many students with severe to profound hearing loss and some with a moderate loss-in the better unaided ear-graduate from high school (after 12-15 years of compulsory education) reading at about a 4 th grade level. Albeit this lev...

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Section: Language Proficiencymentioning

confidence: 80%

Section: Introductionmentioning

confidence: 87%

Section: English Literacymentioning

confidence: 99%

Section: Language Proficiencymentioning

confidence: 99%

Section: Language Proficiencymentioning

confidence: 99%

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Conclusion: Perspectives on Language, Literacy, and Deafness

Paul

Alqraini

2019

Education Sciences

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Considerations for practitioners using applied behavior analysis therapy with autistic deaf/hard of hearing clients

Edmier,

Kazee,

Yosick

2023

Behavioral Interventions

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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.

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Language Intervention Isn't Just Spoken: Assessment and Treatment of a Deaf Signing Child With Specific Language Impairment

Kelley

McCann

2021

LSHSS

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Purpose This case study describes the language evaluation and treatment of a 5-year-old boy, Lucas, who is Deaf, uses American Sign Language (ASL), and presented with a language disorder despite native access to ASL and no additional diagnosis that would explain the language difficulties. Method Lucas participated in an evaluation where his nonverbal IQ, fine motor, and receptive/expressive language skills were assessed. Language assessment included both formal and informal evaluation procedures. Language intervention was delivered across 7 weeks through focused stimulation. Results Evaluation findings supported diagnosis of a language disorder unexplained by other factors. Visual analysis revealed an improvement in some behaviors targeted during intervention (i.e., number of different verbs and pronouns), but not others. In addition, descriptive analysis indicated qualitative improvement in Lucas' language production. Parent satisfaction survey results showed a high level of satisfaction with therapy progress, in addition to a belief that Lucas improved in language areas targeted. Conclusions This study adds to the growing body of literature that unexplained language disorders in signed languages exist and provides preliminary evidence for positive outcomes from language intervention for a Deaf signing child. The case described can inform professionals who work with Deaf signing children (e.g., speech-language pathologists, teachers of the Deaf, and parents of Deaf children) and serve as a potential starting point in evaluation and treatment of signed language disorders. Supplemental Material https://doi.org/10.23641/asha.16725601

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Language Development and Deaf/Hard of Hearing Children

Cited by 15 publications

References 76 publications

Conclusion: Perspectives on Language, Literacy, and Deafness

Conclusion: Perspectives on Language, Literacy, and Deafness

Considerations for practitioners using applied behavior analysis therapy with autistic deaf/hard of hearing clients

Language Intervention Isn't Just Spoken: Assessment and Treatment of a Deaf Signing Child With Specific Language Impairment

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