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False Belief Understanding in Deaf Children With Cochlear Implants
AbstractTheory of mind (ToM) is crucial for social interactions. Previous research has indicated that deaf and hard-of-hearing children born into hearing families (DoH) are at risk of delayed ToM development. However, it is unclear whether this is the case for DoH children who receive cochlear implants (CIs) before and around the second year of life. The present study aimed to investigate false belief understanding (FBU) in DoH children with CIs. The relationships between false belief task (FBT) performance, sentence comprehension, age at implantation, duration of CI use, and Speech Recognition Threshold were explored. A t...
Source: Journal of Deaf Studies and Deaf Education - June 28, 2021 Category: Audiology Source Type: research

Effects of Schema-Enriched Communication in Teams With Diverse Hearing Status
This study examined the effects of (a) schema-enriched communication and (b) computer-based messaging on the sharing of knowledge and problem solving in teams with deaf or hard of hearing (DHH) and typical hearing (TH) postsecondary students. Four-member teams comprising either all DHH, all TH, or two DHH and two TH postsecondary students solved a complex problem. Measures consisted of (a) shared written information, (b) creation of a matrix with information for solving the problem, (c) recognition of information shared by team members, and (d) quality of the team ’s problem solution. A total of 126 DHH and 126 TH postse...
Source: Journal of Deaf Studies and Deaf Education - June 23, 2021 Category: Audiology Source Type: research

Acoustic Features of Cry of Deaf and Hard-of-Hearing Infants
This study aims at comparing the acoustic parameters of cries of infants with different degrees of deafness versus TH infants. About 110 infants aged 6 –12 months (61 TH infants, 34 infants with bilateral deafness of variable degrees and 15 infants with unilateral deafness) were enrolled in the study. Results indicated that the most important acoustic parameters to demonstrate the difference between the crying of TH infants and deaf and hard-of- hearing (DHH) infants as well as between the crying of infants with different degrees of deafness are F0, cry duration, intensity, F2, and F4. In terms of accuracy, the paramete...
Source: Journal of Deaf Studies and Deaf Education - June 14, 2021 Category: Audiology Source Type: research

Navigating Deaf and Hearing Cultures: An Exploration of Deaf Acculturative Stress
This study sought to explore experiences of acculturative stress among Deaf and Hard of Hearing (DHH) adults. Thirteen ethnically and racially diverse DHH adults, aged 21–52, participated in semi-structured focus groups.Krueger ’s (1994) framework analysis was used to analyze the data. Participants reported pressures from the Hearing community as Hearing, Speaking, and English Pressures; Hearing Cultural Expectations; and Family Marginalization. Pressures from the Deaf community included ASL Pressures; Deaf Cultural Expectations; and Small Community Dynamics. Participants also discussed unique stressors related to thei...
Source: Journal of Deaf Studies and Deaf Education - June 8, 2021 Category: Audiology Source Type: research

Reading Achievement of Deaf Students: Challenging the Fourth Grade Ceiling
AbstractHistorically it has been reported that deaf students do not achieve age-appropriate outcomes in reading, with this performance often being characterized in terms of a fourth grade ceiling. However, given the shifts in the field during the past 20  years (e.g., widespread implementation of newborn hearing screening, advances in hearing technologies), it would be timely to question whether this continues to serve as a meaningful benchmark. To this end, the purpose of this study was to investigate reading outcomes of a Canadian cohort of schoo l-aged deaf learners (N = 70) who all used listening and spoken langua...
Source: Journal of Deaf Studies and Deaf Education - June 1, 2021 Category: Audiology Source Type: research

Visual Sequence Repetition Learning is Not Impaired in Signing DHH Children
AbstractThe auditory scaffolding hypothesis states that early experience with sound underpins the development of domain-general sequence processing abilities, supported by studies observing impaired sequence processing in deaf or hard-of-hearing (DHH) children. To test this hypothesis, we administered a sequence processing task to 77 DHH children who use American Sign Language (ASL) and 23 hearing monolingual children aged 7 –12 years and found no performance difference between them after controlling for age and nonverbal intelligence. Additionally, neither spoken language comprehension scores nor hearing loss levels pr...
Source: Journal of Deaf Studies and Deaf Education - May 20, 2021 Category: Audiology Source Type: research

Does Teacher Self-Efficacy Predict Writing Practices of Teachers of Deaf and Hard of Hearing Students?
AbstractForty-four elementary grade teachers of deaf and hard of hearing students were surveyed about how they taught writing and their beliefs about writing. Beliefs about writing included their self-efficacy to teach writing, attitude toward writing, and epistemological beliefs about writing. These teachers from fifteen different states in the United States slightly agreed that they were efficacious writing teachers and they were slightly positive about their writing. They slightly agreed that learning to write involves effort and process, moderately disagreed that writing development is innate or fixed, slightly disagre...
Source: Journal of Deaf Studies and Deaf Education - May 20, 2021 Category: Audiology Source Type: research

Visuospatial and Tactile Working Memory in Individuals with Congenital Deafness
AbstractStudies examining visuospatial working memory (WM) in individuals with congenital deafness have yielded inconsistent results, and tactile WM has rarely been examined. The current study examined WM span tasks in the two modalities among 20 individuals with congenital deafness and 20 participants with typical hearing. The congenital deafness group had longer forward and backward spans than typical hearing participants in a computerized Corsi block-tapping test (Visuospatial Span), whereas no such difference was found in the Tactual Span (tactile WM). In the congenital deafness group, age of sign language acquisition ...
Source: Journal of Deaf Studies and Deaf Education - May 18, 2021 Category: Audiology Source Type: research

Developing Reading Skills in Prelingually Deaf Preschool Children: Fingerspelling as a Strategy to Promote Orthographic Learning
AbstractThe aim of this study was to clarify whether fingerspelling provides a sophisticated mechanism that promotes the development of detailed orthographic knowledge for deaf individuals even in the absence of paralleling phonological knowledge. An intervention program comprised of various procedures chaining between fingerspelled sequences; their written correlates and meaning were administered in a multiple probe single-subject research design across semantic categories to four children with severe to profound prelingual hearing loss (age 4.2 –6 years). Results demonstrate the occurrence of rapid orthographic learni...
Source: Journal of Deaf Studies and Deaf Education - May 18, 2021 Category: Audiology Source Type: research

Secondary School-based Interventions and Social Engagement of Deaf Young Adults
This study examined the effect of self-advocacy and social/life skill trainings in secondary school settings on social engagement after high school using propensity score modeling and data from the large-scale and nationally representative National Longitudinal Transition Study-2. Analyses focused on three types of post-high school social engagement: frequency of seeing friends, involvement in group activities, and participation in community service. A fourth outcome variable was created to indicate whether the individual was at least minimally engaged. Results found that deaf youth who received self-advocacy training in s...
Source: Journal of Deaf Studies and Deaf Education - May 17, 2021 Category: Audiology Source Type: research

Meta-Analytic Findings on Reading in Children With Cochlear Implants
AbstractThis meta-analysis study aims to quantify the group differences in reading skills between children with cochlear implants and their hearing peers and between children with cochlear implants and children with hearing aids (aged between 3 and 18  years old). Of the 5,642 articles screened, 47 articles met predetermined inclusion criteria (published between 2002 and 2019). The robust variance estimation based meta-analysis models were used to synthesize all the effect sizes. Children with cochlear implants scored significantly lower than th eir hearing peers in phonological awareness (g = −1.62,p <  0.00...
Source: Journal of Deaf Studies and Deaf Education - May 17, 2021 Category: Audiology Source Type: research

Explicit and Contextual Vocabulary Intervention: Effects on Word and Definition Learning
AbstractTwo single-case studies examined the effects of a vocabulary intervention on K-second grade Deaf or Hard-of-Hearing (DHH) children ’s vocabulary learning. The intervention consisted of (a) explicit instruction that included fast mapping, and drill and practice games and (b) in-context activities that included book reading, conceptual activities, and conversation. Study 1 compared the effectiveness of in-context alone and expl icit+in-context instruction for four DHH children. This multiple baseline across content study showed that children learned more words rapidly in the explicit + in-context condition. Study 2...
Source: Journal of Deaf Studies and Deaf Education - May 12, 2021 Category: Audiology Source Type: research

Literacy and Deaf Education: Toward a Global Understanding
Review of: (2020).Literacy and deaf education: toward a global understanding. Washington, DC:Gallaudet University Press. Hardback. 446  pp. (Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - April 23, 2021 Category: Audiology Source Type: research

Engagement of Children who are Deaf or Hard-of-Hearing Attending Mainstream Schools
This study compared the observed and the self-reported engagement of 16 students who are Deaf or hard-of-hearing (DHH) attending mainstream schools to that of matched controls with typical hearing. Observed engagement was measured through observations in the classroom setting using the Mainstream Version of the Code for Instructional Structure and Student Academic Reponses. Self-reported engagement was measured using the Classroom Participation Questionnaire. The results revealed no significant differences for either observed or self-reported engagement between the DHH and the control groups; however, three individual DHH ...
Source: Journal of Deaf Studies and Deaf Education - April 19, 2021 Category: Audiology Source Type: research

The School Career of Children With Hearing Loss in Different Primary Educational Settings —A Large Longitudinal Nationwide Study
AbstractChildren with hearing loss (HL) are at risk for a lower educational achievement. This longitudinal study compared the school career of a nationwide Dutch cohort with and without HL based on descriptive data of the governmental authority Statistics Netherlands. From 2008 to 2018, 3,367,129 children, of whom 1,193 used cochlear implants (CIs) and 8,874 used hearing aids (HAs), were attending primary and/or secondary education. Sixty-one percent of children with HL attended mainstream and 31% special primary education. Compared to mainstreamed pupils without HL, mainstreamed pupils with HL achieved lower levels for la...
Source: Journal of Deaf Studies and Deaf Education - April 19, 2021 Category: Audiology Source Type: research