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Adolescent Depression: Differential Symptom Presentations in Deaf and Hard-of-Hearing Youth Using the Patient Health Questionnaire-9
<span class="paragraphSection"><div class="boxTitle">Abstract</div>The present study examined differences in symptom presentation in screening for pediatric depression via evaluation of the Patient Health Questionnaire-9 (PHQ-9). In particular, we examined whether PHQ-9 items function differentially among deaf and hard-of-hearing (DHH; <span style="font-style:italic;">n</span> = 75) and hearing (<span style="font-style:italic;">n</span> = 75) youth based on participants recruited from crisis assessment services. Multiple indicators multiple causes models were used to examine whethe...
Source: Journal of Deaf Studies and Deaf Education - February 21, 2017 Category: Audiology Source Type: research

Concurrent and Longitudinal Predictors of Reading for Deaf and Hearing Children in Primary School
<span class="paragraphSection"><div class="boxTitle">Abstract</div>Forty-one children with severe-profound prelingual hearing loss were assessed on single word reading, reading comprehension, English vocabulary, phonological awareness and speechreading at three time points, 1 year apart (T1–T3). Their progress was compared with that of a group of hearing children of similar nonverbal IQ, initially reading at the same level. Single word reading improved at each assessment point for the deaf children but there was no growth in reading comprehension from T2 to T3. There were no differences between children...
Source: Journal of Deaf Studies and Deaf Education - February 20, 2017 Category: Audiology Source Type: research

Legal Rights: An Important Update
<span class="paragraphSection">National Association of the Deaf. (2015). <span style="font-style:italic;">Legal Rights—The Guide for Deaf and Hard of Hearing People</span> (6th ed.). Washington, DC: Gallaudet University Press.</span> (Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - February 8, 2017 Category: Audiology Source Type: research

Made to Hear
<span class="paragraphSection">Mauldin, L. (2016) <span style="font-style:italic;">Made to Hear: Cochlear Implants and Raising Deaf Children</span>. Minneapolis, MN: University of Minnesota Press. 215 pages. Paperback.</span> (Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - February 8, 2017 Category: Audiology Source Type: research

Interactive Reading with Young Deaf and Hard-of-Hearing Children in eBooks Versus Print Books
<span class="paragraphSection"><div class="boxTitle">Abstract</div>Interactive storybook reading is effective in enhancing deaf and hard-of-hearing (DHH) children's emergent literacy skills. The current digital era gives parents more opportunities to read books with their child. From an early age on, interaction between parent and child during literacy activities is very important for the development of emergent literacy skills. The purpose of the present study was to explore the opportunities of eBooks on a tablet for interactive reading with young DHH children. Parent and child interactive behavior in r...
Source: Journal of Deaf Studies and Deaf Education - January 30, 2017 Category: Audiology Source Type: research

The Magic Years of Early Childhood
<span class="paragraphSection">SpencerP. & KoesterL. S. (2016). <span style="font-style:italic;">Nurturing Language and Learning: Development of Deaf and Hard-of-Hearing Infants and Toddlers</span>. New York, NY: Oxford University Press. 404 pages. Paperback. $55.00</span> (Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - December 27, 2016 Category: Audiology Source Type: research

Auditory Deprivation Does Not Impair Executive Function, But Language Deprivation Might: Evidence From a Parent-Report Measure in Deaf Native Signing Children
<span class="paragraphSection"><div class="boxTitle">Abstract</div>Deaf children are often described as having difficulty with executive function (EF), often manifesting in behavioral problems. Some researchers view these problems as a consequence of auditory deprivation; however, the behavioral problems observed in previous studies may not be due to deafness but to some other factor, such as lack of early language exposure. Here, we distinguish these accounts by using the BRIEF EF parent report questionnaire to test for behavioral problems in a group of Deaf children from Deaf families, who have a histor...
Source: Journal of Deaf Studies and Deaf Education - December 26, 2016 Category: Audiology Source Type: research

Vocabulary and Grammar Differences Between Deaf and Hearing Students
<span class="paragraphSection"><div class="boxTitle">Abstract</div>The present study investigated the development of literacy skills of deaf and hard-of-hearing (DHH) children in Japan. The three components of literacy, vocabulary, orthographic knowledge, and grammatical knowledge were assessed by using the subtests of the Adaptive Tests for Language Abilities (ATLAN), based on the item response theory developed by the authors). The participants consisted of 207 DHH children (first through twelfth grades) in Study 1, and 425 hearing children (first through sixth grades) in Study 2. The findings show that ...
Source: Journal of Deaf Studies and Deaf Education - December 26, 2016 Category: Audiology Source Type: research

Fingerspelled and Printed Words Are Recoded into a Speech-based Code in Short-term Memory
<span class="paragraphSection"><div class="boxTitle">Abstract</div>We conducted three immediate serial recall experiments that manipulated type of stimulus presentation (printed or fingerspelled words) and word similarity (speech-based or manual). Matched deaf American Sign Language signers and hearing non-signers participated (mean reading age = 14–15 years). Speech-based similarity effects were found for both stimulus types indicating that deaf signers recoded both printed and fingerspelled words into a speech-based phonological code. A manual similarity effect was not observed for printed words in...
Source: Journal of Deaf Studies and Deaf Education - December 26, 2016 Category: Audiology Source Type: research

American Sign Language and Academic English: Factors Influencing the Reading of Bilingual Secondary School Deaf and Hard of Hearing Students
<span class="paragraphSection"><div class="boxTitle">Abstract</div>For many years, researchers have sought to understand the reading development of deaf and hard of hearing (DHH) students. Guided by prior research on DHH and hearing students, in this study we investigate the hypothesis that for secondary school DHH students enrolled in American Sign Language (ASL)/English bilingual schools for the deaf, academic English proficiency would be a significant predictor of reading comprehension alongside ASL proficiency. Using linear regression, we found statistically significant interaction effects between aca...
Source: Journal of Deaf Studies and Deaf Education - December 26, 2016 Category: Audiology Source Type: research

Daily Stress, Hearing-Specific Stress and Coping: Self-reports from Deaf or Hard of Hearing Children and Children With Auditory Processing Disorder
This study evaluated stressors and coping strategies in 70 children who are deaf or hard of hearing (D/HH) or with auditory processing disorder (APD) attending Grades 5 and 6 of a school for deaf and hard-of-hearing children. Everyday general stressors and more hearing-specific stressors were examined in a hearing-specific modified stress and coping questionnaire. Reports were compared with normative data for hearing children. Regarding everyday general stressors, stress levels for children who are D/HH or with APD did not differ from those of hearing children. Within children with hearing problems, everyday stressors were...
Source: Journal of Deaf Studies and Deaf Education - December 26, 2016 Category: Audiology Source Type: research

The Profiles of Students With Significant Cognitive Disabilities and Known Hearing Loss
<span class="paragraphSection"><div class="boxTitle">Abstract</div>The present study describes the characteristics of students in Grades 3–12 with significant cognitive disabilities (SCD) and known hearing loss. The study analyzed results of a survey of teachers of students with SCD (<span style="font-style:italic;">n</span> = 38,367) who were slated to participate in an alternate assessment based on alternate achievement standards in 14 states in the United States. Analysis revealed similar profiles in academic achievement and symbolic language use combined with an increased incidence of ad...
Source: Journal of Deaf Studies and Deaf Education - December 26, 2016 Category: Audiology Source Type: research

Social Maturity and Executive Function Among Deaf Learners
<span class="paragraphSection"><div class="boxTitle">Abstract</div>Two experiments examined relations among social maturity, executive function, language, and cochlear implant (CI) use among deaf high school and college students. Experiment 1 revealed no differences between deaf CI users, deaf nonusers, and hearing college students in measures of social maturity. However, deaf students (both CI users and nonusers) reported significantly greater executive function (EF) difficulties in several domains, and EF was related to social maturity. Experiment 2 found that deaf CI users and nonusers in high school d...
Source: Journal of Deaf Studies and Deaf Education - December 26, 2016 Category: Audiology Source Type: research

The Transition From Early Intervention to School for Children Who Are Deaf or Hard of Hearing: Administrator Perspectives
<span class="paragraphSection"><div class="boxTitle">Abstract</div>Although the transition from early intervention (EI) to school is a significant milestone in the lives of young children, little research to date has investigated this transition among children who are deaf or hard of hearing (D/HH). The aims of this study were to investigate the organizational policies, procedures, and guidelines that facilitate or hinder the transition from the EI system to the school system for children who are D/HH from the perspective of program administrators. Using the Enhanced Critical Incident Technique methodolog...
Source: Journal of Deaf Studies and Deaf Education - December 26, 2016 Category: Audiology Source Type: research

Barriers and Facilitators to Deaf Trauma Survivors’ Help-Seeking Behavior: Lessons for Behavioral Clinical Trials Research
<span class="paragraphSection"><div class="boxTitle">Abstract</div>Deaf individuals experience significant obstacles to participating in behavioral health research when careful consideration is not given to accessibility during the design of study methodology. To inform such considerations, we conducted an exploratory secondary analysis of a mixed-methods study that originally explored 16 Deaf trauma survivors’ help-seeking experiences. Our objective was to identify key findings and qualitative themes from consumers’ own words that could be applied to the design of behavioral clinical trials methodolo...
Source: Journal of Deaf Studies and Deaf Education - December 26, 2016 Category: Audiology Source Type: research

Mental Disorders in Deaf and Hard of Hearing Adult Outpatients: A Comparison of Linguistic Subgroups
<span class="paragraphSection"><div class="boxTitle">Abstract</div>Deaf and hard of hearing (DHH) individuals who use signed language and those who use spoken language face different challenges and stressors. Accordingly, the profile of their mental problems may also differ. However, studies of mental disorders in this population have seldom differentiated between linguistic groups. Our study compares demographics, mental disorders, and levels of distress and functioning in 40 patients using Norwegian Sign Language (NSL) and 36 patients using spoken language. Assessment instruments were translated into NS...
Source: Journal of Deaf Studies and Deaf Education - December 26, 2016 Category: Audiology Source Type: research

Table_of_Contents
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - December 26, 2016 Category: Audiology Source Type: research

Subscription
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - December 26, 2016 Category: Audiology Source Type: research

Editorial_Board
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - December 26, 2016 Category: Audiology Source Type: research

Cover
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - December 26, 2016 Category: Audiology Source Type: research

In Memoriam: Amy Hile
<span class="paragraphSection">The field of deaf studies and deaf education lost a strong advocate for bilingual education with the sudden loss of Dr. Amy Hile. Her research and influence in the area of bilingual studies was clearly on the radar of many with an interest in bilingualism. Amy had just completed a review of the literature that she hoped to submit prior to her untimely death. At the encouragement of her colleagues and with the permission of her family, we considered publication of this review in her memory. As editor, I took the liberty of changing some minor grammatical issues such as verb tense and pro...
Source: Journal of Deaf Studies and Deaf Education - December 26, 2016 Category: Audiology Source Type: research

The Magic Years of Early Childhood
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - December 26, 2016 Category: Audiology Authors: Brown, A. S. Tags: Book Reviews Source Type: research

The Transition From Early Intervention to School for Children Who Are Deaf or Hard of Hearing: Administrator Perspectives
Although the transition from early intervention (EI) to school is a significant milestone in the lives of young children, little research to date has investigated this transition among children who are deaf or hard of hearing (D/HH). The aims of this study were to investigate the organizational policies, procedures, and guidelines that facilitate or hinder the transition from the EI system to the school system for children who are D/HH from the perspective of program administrators. Using the Enhanced Critical Incident Technique methodology, 146 incidents were extracted from 10 interviews and sorted into 10 helping, 9 hind...
Source: Journal of Deaf Studies and Deaf Education - December 26, 2016 Category: Audiology Authors: Curle, D., Jamieson, J., Buchanan, M., Poon, B. T., Zaidman-Zait, A., Norman, N. Tags: Empirical Manuscript Source Type: research

Barriers and Facilitators to Deaf Trauma Survivors Help-Seeking Behavior: Lessons for Behavioral Clinical Trials Research
Deaf individuals experience significant obstacles to participating in behavioral health research when careful consideration is not given to accessibility during the design of study methodology. To inform such considerations, we conducted an exploratory secondary analysis of a mixed-methods study that originally explored 16 Deaf trauma survivors’ help-seeking experiences. Our objective was to identify key findings and qualitative themes from consumers’ own words that could be applied to the design of behavioral clinical trials methodology. In many ways, the themes that emerged were not wholly dissimilar from the...
Source: Journal of Deaf Studies and Deaf Education - December 26, 2016 Category: Audiology Authors: Anderson, M. L., Wolf Craig, K. S., Ziedonis, D. M. Tags: Empirical Manuscript Source Type: research

Mental Disorders in Deaf and Hard of Hearing Adult Outpatients: A Comparison of Linguistic Subgroups
Deaf and hard of hearing (DHH) individuals who use signed language and those who use spoken language face different challenges and stressors. Accordingly, the profile of their mental problems may also differ. However, studies of mental disorders in this population have seldom differentiated between linguistic groups. Our study compares demographics, mental disorders, and levels of distress and functioning in 40 patients using Norwegian Sign Language (NSL) and 36 patients using spoken language. Assessment instruments were translated into NSL. More signers were deaf than hard of hearing, did not share a common language with ...
Source: Journal of Deaf Studies and Deaf Education - December 26, 2016 Category: Audiology Authors: Ohre, B., Volden, M., Falkum, E., von Tetzchner, S. Tags: Empirical Manuscript Source Type: research

Vocabulary and Grammar Differences Between Deaf and Hearing Students
The present study investigated the development of literacy skills of deaf and hard-of-hearing (DHH) children in Japan. The three components of literacy, vocabulary, orthographic knowledge, and grammatical knowledge were assessed by using the subtests of the Adaptive Tests for Language Abilities (ATLAN), based on the item response theory developed by the authors). The participants consisted of 207 DHH children (first through twelfth grades) in Study 1, and 425 hearing children (first through sixth grades) in Study 2. The findings show that more than 80% of DHH children's vocabulary variance was explained by the other two co...
Source: Journal of Deaf Studies and Deaf Education - December 26, 2016 Category: Audiology Authors: Takahashi, N., Isaka, Y., Yamamoto, T., Nakamura, T. Tags: Empirical Manuscript Source Type: research

Fingerspelled and Printed Words Are Recoded into a Speech-based Code in Short-term Memory
We conducted three immediate serial recall experiments that manipulated type of stimulus presentation (printed or fingerspelled words) and word similarity (speech-based or manual). Matched deaf American Sign Language signers and hearing non-signers participated (mean reading age = 14–15 years). Speech-based similarity effects were found for both stimulus types indicating that deaf signers recoded both printed and fingerspelled words into a speech-based phonological code. A manual similarity effect was not observed for printed words indicating that print was not recoded into fingerspelling (FS). A manua...
Source: Journal of Deaf Studies and Deaf Education - December 26, 2016 Category: Audiology Authors: Sehyr, Z. S., Petrich, J., Emmorey, K. Tags: Empirical Manuscript Source Type: research

American Sign Language and Academic English: Factors Influencing the Reading of Bilingual Secondary School Deaf and Hard of Hearing Students
For many years, researchers have sought to understand the reading development of deaf and hard of hearing (DHH) students. Guided by prior research on DHH and hearing students, in this study we investigate the hypothesis that for secondary school DHH students enrolled in American Sign Language (ASL)/English bilingual schools for the deaf, academic English proficiency would be a significant predictor of reading comprehension alongside ASL proficiency. Using linear regression, we found statistically significant interaction effects between academic English knowledge and word reading fluency in predicting the reading comprehens...
Source: Journal of Deaf Studies and Deaf Education - December 26, 2016 Category: Audiology Authors: Scott, J. A., Hoffmeister, R. J. Tags: Empirical Manuscript Source Type: research

Daily Stress, Hearing-Specific Stress and Coping: Self-reports from Deaf or Hard of Hearing Children and Children With Auditory Processing Disorder
This study evaluated stressors and coping strategies in 70 children who are deaf or hard of hearing (D/HH) or with auditory processing disorder (APD) attending Grades 5 and 6 of a school for deaf and hard-of-hearing children. Everyday general stressors and more hearing-specific stressors were examined in a hearing-specific modified stress and coping questionnaire. Reports were compared with normative data for hearing children. Regarding everyday general stressors, stress levels for children who are D/HH or with APD did not differ from those of hearing children. Within children with hearing problems, everyday stressors were...
Source: Journal of Deaf Studies and Deaf Education - December 26, 2016 Category: Audiology Authors: Eschenbeck, H., Gille, V., Heim-Dreger, U., Schock, A., Schott, A. Tags: Empirical Manuscript Source Type: research

The Profiles of Students With Significant Cognitive Disabilities and Known Hearing Loss
The present study describes the characteristics of students in Grades 3–12 with significant cognitive disabilities (SCD) and known hearing loss. The study analyzed results of a survey of teachers of students with SCD (n = 38,367) who were slated to participate in an alternate assessment based on alternate achievement standards in 14 states in the United States. Analysis revealed similar profiles in academic achievement and symbolic language use combined with an increased incidence of additional sensory impairments among students with SCD and known hearing loss compared to their peers without known hearing loss. Resul...
Source: Journal of Deaf Studies and Deaf Education - December 26, 2016 Category: Audiology Authors: Erickson, K., Quick, N. Tags: Empirical Manuscript Source Type: research

Social Maturity and Executive Function Among Deaf Learners
Two experiments examined relations among social maturity, executive function, language, and cochlear implant (CI) use among deaf high school and college students. Experiment 1 revealed no differences between deaf CI users, deaf nonusers, and hearing college students in measures of social maturity. However, deaf students (both CI users and nonusers) reported significantly greater executive function (EF) difficulties in several domains, and EF was related to social maturity. Experiment 2 found that deaf CI users and nonusers in high school did not differ from each other in social maturity or EF, but individuals who relied on...
Source: Journal of Deaf Studies and Deaf Education - December 26, 2016 Category: Audiology Authors: Marschark, M., Kronenberger, W. G., Rosica, M., Borgna, G., Convertino, C., Durkin, A., Machmer, E., Schmitz, K. L. Tags: Empirical Manuscript Source Type: research

Auditory Deprivation Does Not Impair Executive Function, But Language Deprivation Might: Evidence From a Parent-Report Measure in Deaf Native Signing Children
Deaf children are often described as having difficulty with executive function (EF), often manifesting in behavioral problems. Some researchers view these problems as a consequence of auditory deprivation; however, the behavioral problems observed in previous studies may not be due to deafness but to some other factor, such as lack of early language exposure. Here, we distinguish these accounts by using the BRIEF EF parent report questionnaire to test for behavioral problems in a group of Deaf children from Deaf families, who have a history of auditory but not language deprivation. For these children, the auditory deprivat...
Source: Journal of Deaf Studies and Deaf Education - December 26, 2016 Category: Audiology Authors: Hall, M. L., Eigsti, I.-M., Bortfeld, H., Lillo-Martin, D. Tags: Empirical Manuscript Source Type: research

In Memoriam: Amy Hile
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - December 26, 2016 Category: Audiology Authors: Easterbrooks, S. R. Tags: Editorials Source Type: research

Table_of_Contents
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - December 26, 2016 Category: Audiology Tags: Cover/Standing Material Source Type: research

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(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - December 26, 2016 Category: Audiology Tags: Cover/Standing Material Source Type: research

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(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - December 26, 2016 Category: Audiology Tags: Cover/Standing Material Source Type: research

Cover
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - December 26, 2016 Category: Audiology Tags: Cover/Standing Material Source Type: research

Concern for Others: A Study on Empathy in Toddlers with Moderate Hearing Loss
In conclusion, toddlers with MHL seem to be at risk for problems in their empathy development. Although they are aware of the emotions of others, the development of more complex skills needed for an adequate empathic response is delayed in comparison with their hearing peers.</span> (Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - December 6, 2016 Category: Audiology Source Type: research

Influences on Facial Emotion Recognition in Deaf Children
<span class="paragraphSection"><div class="boxTitle">Abstract</div>This exploratory research is aimed at studying facial emotion recognition abilities in deaf children and how they relate to linguistic skills and the characteristics of deafness. A total of 166 participants (75 deaf) aged 3–8 years were administered the following tasks: facial emotion recognition, naming vocabulary and cognitive ability. The children's teachers or speech therapists also responded to two questionnaires, one on children's linguistic-communicative skills and the other providing personal information. Results show a delay in ...
Source: Journal of Deaf Studies and Deaf Education - December 6, 2016 Category: Audiology Source Type: research

Working Together— with Families
<span class="paragraphSection">Sass-Lehrer  M. (2016). <span style="font-style:italic;">Early intervention for deaf and hard-of-hearing infants, toddlers, and their families: Interdisciplinary perspectives</span>. New York, NY: Oxford University Press. Paperback. 349 pp. $55.00.</span> (Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - December 6, 2016 Category: Audiology Source Type: research

Generation of Signs Within Semantic and Phonological Categories: Data from Deaf Adults and Children Who Use American Sign Language
<span class="paragraphSection"><div class="boxTitle">Abstract</div>Two key areas of language development include semantic and phonological knowledge. Semantic knowledge relates to word and concept knowledge. Phonological knowledge relates to how language parameters combine to create meaning. We investigated signing deaf adults’ and children's semantic and phonological sign generation via one-minute tasks, including animals, foods, and specific handshapes. We investigated the effects of chronological age, age of sign language acquisition/years at school site, gender, presence of a disability, and geograp...
Source: Journal of Deaf Studies and Deaf Education - November 22, 2016 Category: Audiology Source Type: research

A Case of Specific Language Impairment in a Deaf Signer of American Sign Language
This article describes the case of a deaf native signer of American Sign Language (ASL) with a specific language impairment (SLI). School records documented normal cognitive development but atypical language development. Data include school records; interviews with the child, his mother, and school professionals; ASL and English evaluations; and a comprehensive neuropsychological and psychoeducational evaluation, and they span an approximate period of 7.5 years (11;10–19;6) including scores from school records (11;10–16;5) and a 3.5-year period (15;10–19;6) during which we collected linguistic and neuropsychological ...
Source: Journal of Deaf Studies and Deaf Education - November 22, 2016 Category: Audiology Source Type: research

The Significance of Deaf Identity for Psychological Well-Being
This study examined how different forms of identity—deaf, hearing, bicultural (deaf and hearing), and marginal (neither deaf nor hearing)—were associated with levels of psychological well-being and a number of other variables. The sample was 742 adults with hearing loss in Denmark. The study found that those with a deaf, hearing or bicultural identity had significantly higher levels of psychological well-being than those with a marginal identity. Further, it found that additional disability, educational level, and feeling discriminated against significantly and independently explained the degree of psychological well-b...
Source: Journal of Deaf Studies and Deaf Education - November 22, 2016 Category: Audiology Source Type: research

Emotion Understanding in Preschool Children with Mild-to-Severe Hearing Loss
<span class="paragraphSection"><div class="boxTitle">Abstract</div>Deaf and hard of hearing school-aged children are at risk for delayed development of emotion understanding; however, little is known about this during the preschool years. We compared the level of emotion understanding in a group of 35 4–5-year-old children who use hearing aids to that of 130 children with typical hearing. Moreover, we investigated the parents’ perception of their child's level of emotion understanding. Children were assessed with the Test of Emotion Comprehension. Parents were presented with the same test and asked to...
Source: Journal of Deaf Studies and Deaf Education - November 22, 2016 Category: Audiology Source Type: research

Preliminary Evidence Assessing Social–Emotional Competences in Deaf and Hard of Hearing Infants and Toddlers Using a New Parent Questionnaire
<span class="paragraphSection"><div class="boxTitle">Abstract</div>Social–emotional competences are an important developmental domain for deaf and hard of hearing (DHH) children and early diagnosis of problems is needed to ensure that DHH children receive appropriate support in this domain. In order to explore the usefulness of an instrument, which was recently developed for very young children, two studies in DHH infants and toddlers were conducted from Germany using the Social–Emotional Assessment/Evaluation Measure (Squires et al. (2013). <span style="font-style:italic;">Social-Emotional Asse...
Source: Journal of Deaf Studies and Deaf Education - November 22, 2016 Category: Audiology Source Type: research

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Source: Journal of Deaf Studies and Deaf Education - September 1, 2016 Category: Audiology Source Type: research

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Source: Journal of Deaf Studies and Deaf Education - August 31, 2016 Category: Audiology Source Type: research

Table_of_Contents
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - August 31, 2016 Category: Audiology Source Type: research

Editorial_Board
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - August 31, 2016 Category: Audiology Source Type: research

Bridging the Gap Between Theory and Practice for Promoting Social Competence in DHH Children: A Complete Package
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - August 31, 2016 Category: Audiology Authors: Wolters-Leermakers, N. Tags: Book Reviews Source Type: research