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PubMed1977

Sign language and multisensory input training of children with communication and related developmental disorders.

This report deals with the preliminary findings of a research project on simultaneous communication and multisensory input in the treatment of six autistic and communication disordered children. The children, aged 5 to 12, were taught manually signed English and speech using a multisensory-intrusion approach. The hypothesis was that such a technique would serve to alleviate the children's difficulties in information processing, organization of experience, and affect. The dependent measures were behavioral ratings derived from both structured (teaching) and unstructured (free play) sessions. The results indicate that the children manifested a consistent acquisition of sign lanuage, which in some cases transferred into verbal communication skills. Moreover, statistical analyses of some of the observed socioaffective behaviors (i.e., nonsolitary play, interaction with peers and adults, exploration, and detachment) revealed tendencies supportive of the hypothesis. The variability of the data preclude any categorical statement in relation to the hypothesis. However, the preliminary results strongly support the continuation of the study.

Auditory Perception↗

PubMed1984

Sign language as a communication prosthesis with language-impaired children.

Many language-impaired children rely on telegraphic speech for expression. Functors such as prepositions and pronouns are mostly absent from their utterances. In an experimental analogue to clinical work, 14 3- to 11-year-old children with various levels of language impairment were exposed to drawings portraying a single scene. A meaningful sentence including either a pronoun or a preposition, which the children were not spontaneously using at pretesting, was associated with each drawing. Training the children to use the functors followed one of two approaches. The experimenter either vocalized the functor, or she vocalized and signed it. Results revealed that, for both functor acquisition and functor recall, speech and sign training was superior to speech training. Type of functor trained was also important, with prepositions faring better than pronouns. Reasons for this speech facilitation through signs, and issues related to implementation, are discussed.

Child↗

PubMed1990

Preparing the educational interpreter. A survey of sign language interpreter training programs.

Despite rapid growth in the field of educational interpreting little is known about the formal training of educational interpreters. This gap in the research is the focus of this study. A questionnaire was sent to the directors of 50 interpreter training programs nationwide asking for information about their course work in educational interpreting and related areas; instruction in signed English systems; and the directors' opinions on certain ethical and professional questions facing the educational interpreter. The results suggest that graduates of interpreter training programs who obtain employment as public school interpreters are not adequately prepared. Training programs provide few courses on the education of deaf children, on the language systems used, and on issues specific to classroom interpreting. The directors of these programs overwhelmingly support the development of guidelines on the educational interpreter's role. They show some support for the "interpreter as tutor" role but are equivocal about the development of a special certification for educational interpreters.

Data Collection↗

PubMed1998

Fluency in American sign language.

I used two experimental designs to investigate the perception of fluency by native Deaf signers. In experiment 1, seven native signers described the signing ability of other native signers judged to have a wide range of signing ability. The judges provided numerical ratings and descriptions of signing skill. These positive and negative descriptions were used in experiment 2 to determine if the judgments were reliable, valid, and predictive of fluency. In this study a different group of five raters judged the same signing samples using 21 pairs of criteria gleaned from experiment 1. Between- and within-group analyses demonstrated that these criteria could be used to reliably judge and predict fluency. Rate of signing was not found to be a crucial criterion for fluency. I discuss implications for the types of sign models used with Deaf children and teaching of ASL to second language users.

Journal Article↗

PubMed1998

The diagnostic interview schedule for deaf patients on interactive video: a preliminary investigation.

OBJECTIVE: The authors investigated the feasibility of translating the National Institute of Mental Health Quick Diagnostic Interview Schedule-III, Revised, computer version, for deaf individuals. METHOD: The study involved translation of selected scales into American Sign Language, Signed English, and speech reading; review by an advisory panel and back translator; and collection and analysis of deaf individuals' reactions to translations. RESULTS: Focus groups responded favorably, translation problems were revealed, and solutions were suggested. CONCLUSIONS: The findings support the feasibility of translation of the Quick Diagnostic Interview Schedule-III, Revised, into American Sign Language, Signed English, and speech reading for deaf patients.

Adolescent↗

PubMed2004