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PubMed2003

DFNB39, a recessive form of sensorineural hearing impairment, maps to chromosome 7q11.22-q21.12.

This article describes the identification of a novel locus (DFNB39) responsible for an autosomal recessive form of hearing loss segregating in a Pakistani consanguineous family. The hearing impaired members of this family present with profound prelingual sensorineural hearing impairment and use sign language for communications. Linkage was established to microsatellite markers located on chromosome 7q with a maximum multipoint lod score of 3.8. The region of homozygosity spans a 19 cM region that is bounded by markers D7S3046 and D7S644.

Chromosome Mapping↗

PubMed1978

Inflectional morphemes in the manual English of young hearing-impaired children and their mothers.

Spontaneous sign-language samples were collected in a controlled interactive situation from 20 young hearing-impaired children and their mothers. Inflectional morphemes in the samples were described by cher attributes and classified for syntactic function within utterances. Inflectional morpheme productivity did not increase significantly with age; mean manual English morphemes per utterance did increase with age. The first six inflectional morphemes used by the children studied were the same as those used by normal-hearing children. A good predictor of the child's use of inflectional morphemes was the mother's use of these morphemes.

Child↗

PubMed1991

Patterns of early lexical and cognitive development in premature and full-term infants.

The linguistic and cognitive development of 26 premature and 27 full-term infants was studied longitudinally over the first 3 years of life. Infants in the premature population included 12 who were below 1500 g in birthweight and an even larger number with "at risk" signs. Language samples were collected in the home approximately every other month, the children were given experimenter-designed tests periodically, and mothers were asked to keep diaries of their children's lexical development. The children were given standardized tests as they exited the study. Cognitive development was also measured periodically. The patterns of lexical and cognitive development of the prematures did not differ markedly from those of full-term infants. There were no significant differences between the prematures as a whole and the full-term infants on standard language test measures as they exited from the study. There were significant differences between the very low birthweight and full-term infants on two of the exit measures. However, the performance of the very low birthweight infants was well within the range of normal on these two measures. The nature of the study and the factors that might have led to lack of differences between the two groups are discussed.

Cognition↗

PubMed1991

Working hypnotically with deaf people.

Little attention has been given to the utilization of hypnosis with deaf people. In a recent study, we compared objective and subjective responses to two different hypnotic induction techniques by deaf and hearing undergraduate women. We presented hypnosis techniques orally to hearing subjects and visually, using sign-language, to deaf subjects. Results from this study failed to reveal any significant differences on objective or self-report levels of trance depth between the two populations. Our purpose in this article is to examine the similarities and differences of the induction process and hypnotic responses, including trance indicators, between deaf and hearing subjects.

Analysis of Variance↗

PubMed2001

Review of papers presented at the Round Table session on social and emotional development in deaf children: services in four countries.

In the Round Table discussion after the keynote lecture given by anthropologist Laura Lakshmi Fjord, presentations were given by Anna-Lena Tvingstedt, psychologist, PhD and research fellow, Malmö University College, Sweden; by Brita Edlund, Sign Language teacher and chair of the Finnish/Swedish association for parents of deaf children, Finland; by Dusan Kuhar, psychologist and family therapist at the Education center for deaf and hard-of-hearing children in Ljubljana, Slovenia and by Felicity Gifford, teacher of the deaf, State Coordinator of Services to Deaf and Hearing Impaired students, Department of Education, Tasmania, Australia. The focus of the session was set on needs and processes in a family when the diagnosis of a deaf child has just been given. This paper is a summary of the four presentations.

Affect↗

PubMed2005

Barriers to HIV/AIDS knowledge and prevention among deaf and hard of hearing people.

This study investigated knowledge about HIV/AIDS and barriers to HIV/AIDS education and prevention among deaf and hard of hearing people. Focus groups and individual interviews were used to elicit information from various groups of people with a hearing loss in different regions of New York State. Themes elicited in the interviews suggested that deaf sign language users are less knowledgeable about HIV/AIDS than oral deaf and hard of hearing participants, and that deaf adolescents have more knowledge than deaf adults. These findings likely reflect differences in levels of education and English proficiency. In addition, participants living in urban areas and in sizeable deaf communities are more exposed to information about HIV/AIDS than other participants. All participants reported difficulties in communication with medical providers, limiting their access to health information and proper medical care. Recommendations for the design and dissemination of educational materials and greater access to services for deaf and hard of hearing people are provided.

Acquired Immunodeficiency Syndrome↗

PubMed2005

HIV/AIDS information and services: the situation experienced by adolescents with disabilities in Rwanda and Uganda.

PURPOSE: The study had two aims: (2) To explore whether knowledge about HIV and AIDS was similar among adolescents with disabilities compared with their non-disabled peers; and (2) To determine factors which may increase vulnerability of disabled adolescents to HIV infection and/or inappropriate access to HIV-related services. METHOD: A qualitative study using focus group discussions and sem-structured interviews was conducted with purposefully selected participants in Rwanda and Uganda. The participants included disabled adolescents, non-disabled adolescents, parents, teachers, members of disabled people's organisations and representatives of HIV/AIDS organisations. Interviews explored issues of HIV/AIDS knowledge, access to HIV/AIDS services and perceptions of personal risk. RESULTS: Barriers preventing adequate access to information about HIV and AIDS experienced by adolescents with disabilities depended on the nature and severity of the impairment. For example, parents and health workers were unable to communicate with deaf adolescents using sign language, adolescents with physical impairments were often unable to access community meetings about HIV and print material was not adapted for those with visual impairments. Further, assumptions by health workers and community members that people with disabilities were not sexually active led to the marginalisation of disabled people from HIV services. Adolescents with disability described low self-esteem and issues of self-efficacy affecting control of safer sexual relationships. A high level of targeted abuse, rape and exploitation was reported leading to vulnerability among this population. CONCLUSION: The impact of the HIV epidemic among people with disabilities is a neglected area. This study supports the need to develop strategies in HIV prevention programmes that include people with disabilities.

Acquired Immunodeficiency Syndrome↗

PubMed2000

Do we understand the speech of deaf adolescents? An evaluation and comparison of the intelligibility in two similar research projects from 1979 and 1995.

The intelligibility of the speech of orally educated deaf pupils was the subject of a research project conducted in Norway in 1979. The sample consisted of all 15 adolescents from the 7th, 8th and 9th grades of a school that offered boarding accommodation. The pupils were videotaped as they uttered pre-constructed phrases. Normal hearing adults evaluated the speech. Some pupils were understood, while the speech of others was practically impossible to decipher. On average, about half of the words were understood. In the 1980s, teaching through sign language became common and articulation training became rare. To see if this change in teaching method reduced the intelligibility of oral speech, a replication study was conducted in 1995. The results of the two studies, however, were very similar.

Adolescent↗

PubMed2002

Norwegian deaf teachers' reflections on their science education: implications for instruction.

In this study, undertaken in an attempt to expand our understanding of science learning by deaf students, five teachers are interviewed about their views, based on their own experiences as Deaf students. They are all my former students and were among the first to successfully complete the upper secondary school with a university entrance certificate from a Norwegian school for deaf students. Physics was their major subject. These teachers see the systematic work in class discussions, especially on the concepts of physics, as a major contributor to their success, and they try to use similar methods in their own teaching. They believe that a thorough discussion of a topic using sign language prior to the reading of the textbook is crucial.

Journal Article↗

PubMed2003

Using verbal protocols to identify the reading strategies of students who are deaf.

The purpose of this study was to identify the reading strategies used by students who are deaf by investigating their self-reported thinking during reading. The participants were 10 elementary students attending a residential state school for the deaf. After each page of reading a short story, the participants were asked to think aloud (or think visibly, in the case of sign language). Analysis of these verbal reports indicated that the participants constructed meaning, monitored comprehension and activated strategies to improve comprehension, and evaluated, but did not demonstrate, each reading strategy within these three classifications. They engaged in a considerably greater variety of reading strategies for constructing meaning than for the other two classifications.

Journal Article↗

PubMed2003

Siblings and theory of mind in deaf native signing children.

We report a study designed to examine the basis of "theory of mind" (ToM) reasoning in deaf children who are native signers of British Sign Language. The participants were 20 native signers (aged 4-8 years) and their siblings. The children were given a measure of the quality of sibling relations together with a referential communication test concerning physical representations of objects and people. Sibling quality as perceived by siblings predicted children's ToM scores over and above age and referential communication. We conclude that the process of ToM understanding is linked to positive sibling relations that may permit access to knowledge about the inner worlds of beliefs and other mental states.

Journal Article↗

PubMed2005

Understanding Harry Potter: parallels to the deaf world.

Every so often there are stories that take the world by storm and make such an impact that they become part of our everyday world. These stories, characters, and themes become established elements of cultural literacy. This is exactly what has happened with J. K. Rowling's Harry Potter series. Harry and his cohort of wizards, witches, and their adventures have become an indispensable part of popular literature and popular culture. We have developed an innovative way to ensure that Deaf children, their families, and anyone studying literature (Deaf or general) gain a deeper understanding of this phenomenon. In fact, we go further by demonstrating how using a Deaf Lens provides the greatest insight into the fascinating world of Harry Potter. Utilizing a Deaf Studies Template and a Deaf Lens, we capitalize on the experiences of Deaf people everywhere while celebrating the valuable role American Sign Language has in academic programming.

Attitude↗

PubMed2005

Differences in arithmetic subtraction of nonsymbolic numerosities by deaf and hearing adults.

Previous research has demonstrated that both hearing adults and hearing children with no training in arithmetic successfully performed approximate arithmetic on large sets of elements. Here, the possibility is explored that the same phenomenon can be confirmed in deaf adults who have acquired a signed language as their first language. Results reveal that they can perform simple arithmetic subtraction on nonsymbolic numerosities. Their performance levels were even higher than those of hearing adults who participated in the experiment as a control group. On the other hand, the performance levels of subtraction of the deaf adults in the formal mathematics were lower than those of the hearing adults. The findings are argued in terms of the characteristics of cognitive capabilities the deaf adults acquired through their development.

Adult↗

PubMed1979

Are social workers turning a deaf ear? A study of social services to the deaf.

This study assessed the quality and quantity of social services received by deaf persons residing in Salt Lake County, Utah. It was found that although a majority of human service agencies in the county have had some contact with deaf clients, only those agencies that have made an effort to develop programs especially for the deaf and employ someone who is skilled in sign language could deliver services effectively to this population.

Adult↗

PubMed1996

The social adjustment of deaf adolescents in segregated parially integrated and mainstreamed settings.

This study examined the social adjustment of deaf adolescents enrolled in segregated (&egr; = 39), partially integrated (&egr; = 15), and mainstreamed (&egr; = 17) settings, comparing them with a control group of hearing students (&egr; = 88). Segregated students showed the lowest levels of adjustment overall. Partially integrated students reported better adjustment overall. Partially integrated students reported better adjustment than mainstreamed students with deaf peers; mainstreamed students reported better adjustment than partially integrated students with hearing peers, showing the same levels of adjustment with hearing peers as hearing students. Regardless of placement, deaf students reported better or equal adjustment with deaf than with hearing peers. Social adjustment with deaf peers was related to American Sign Language (ASL) skill and adjustment with hearing peers to spoken English. These findings suggest tht deaf students can benefit from both segregated and integrated placements as complememtary forms of social experience that each contribute to overal adjustment.

Journal Article↗

PubMed2006

The perceptual characteristics of voice-hallucinations in deaf people: insights into the nature of subvocal thought and sensory feedback loops.

The study of voice-hallucinations in deaf individuals, who exploit the visuomotor rather than auditory modality for communication, provides rare insight into the relationship between sensory experience and how "voices" are perceived. Relatively little is known about the perceptual characteristics of voice-hallucinations in congenitally deaf people who use lip-reading or sign language as their preferred means of communication. The existing literature on hallucinations in deaf people is reviewed, alongside consideration of how such phenomena may fit into explanatory subvocal articulation hypotheses proposed for auditory verbal hallucinations in hearing people. It is suggested that a failure in subvocal articulation processes may account for voice-hallucinations in both hearing and deaf people but that the distinct way in which hallucinations are experienced may be due to differences in a sensory feedback component, which is influenced by both auditory deprivation and language modality. This article highlights how the study of deaf people may inform wider understanding of auditory verbal hallucinations and subvocal processes generally.

Articulation Disorders↗

PubMed1998

Septo-orbitoperiostoplasty for the treatment of palpebral bags: a 10-year experience.

The orbital region is sensitive to the undesirable effects of any surgical intervention, because of its anatomical location and the importance of the eyelids in facial sign language. The procedures performed for correction of baggy eyelids may have remarkable undesired results. In recent years, we have made a special effort to analyze the causes, to minimize these undesirable effects, and to be able to offer patients more natural and safer results. We have designed a new technique called septo-orbitoperiostoplasty for the treatment of baggy eyelids, based on preservation of orbital fat and correction of the supportive layer. This technique consists of placing the orbital fat back into the orbital cavity and its retention by suturing the lax septum to the periosteum of the orbital rim. Neither an incision on the orbital septum nor an excision of the orbital fat is performed. It can be performed for both upper and lower eyelids. This paper describes the surgical procedure and shows the results obtained from 74 patients who had been treated with this technique over a 10-year period. All patients were followed up for an average of 5 years.

Adipose Tissue↗

PubMed1992

The extraction and use of facial features in low bit-rate visual communication.

A review is given of experimental investigations by the author and his collaborators into methods of extracting binary features from images of the face and hands. The aim of the research has been to enable deaf people to communicate by sign language over the telephone network. Other applications include model-based image coding and facial-recognition systems. The paper deals with the theoretical postulates underlying the successful experimental extraction of facial features. The basic philosophy has been to treat the face as an illuminated three-dimensional object and to identify features from characteristics of their Gaussian maps. It can be shown that in general a composite image operator linked to a directional-illumination estimator is required to accomplish this, although the latter can often be omitted in practice.

Face↗