American Annals of the Deaf最新文献

The strategic incremental rehearsal intervention is a modified form of incremental rehearsal, known for its effectiveness as a flashcard technique in improving sight word acquisition among children with reading difficulties. Despite its efficacy, evaluations of this procedure with children who are deaf or hard of hearing and who have received special education services remain sparse. This study aimed to assess the impact of incremental rehearsal intervention on the acquisition of nine sight words among second-grade students who are hard of hearing. A single-case experimental design with a multiple probe across participants was used. Three hard of hearing students participated in the study. The data indicated a significant improvement in sight word recognition among the students following the intervention.

When an instructional strategy lacks evidence of its effectiveness with certain learner groups, educators can conduct action research in their classroom to determine strategy effectiveness. In the present study, seven preservice teachers of the deaf (TODs) implemented self-graphing interventions with deaf/hard of hearing (DHH) learners to change target on- and off-task behaviors. Preservice teachers were master's-level candidates in a university teacher preparation program. DHH learners were 5-16 years old, attended general education classrooms at their local schools or schools for the deaf, and used multiple forms of communication/language. Candidates successfully completed ABAB design studies, and three candidates collected maintenance data after the interventions were withdrawn. They conducted their studies with high interobserver agreement. All DHH learners changed their target behavior when self-graphing was introduced. This study expands self-graphing evidence from high-incidence disability groups to a diverse group of DHH students.

Children with cochlear implants (CIs) have difficulties developing overall language skills due to a lack of neurological adjustment for multimodality inputs. Fortunately, music perception might play a role in strengthening the connection between auditory and motor perception, as language and music have shared neural mechanisms in the left hemisphere of the brain. This review synthesized the recently peer-reviewed studies on the role of music perception in language development for children with CIs by containing the search on pertinent keywords in eight databases following systematic inclusion rubrics. A total of 17 most relevant studies published between 2014 and 2025 were identified. We analyzed the studies focusing on the special role of music perception linked to improved speech perception in children with CIs and the types of musical training that have been found to be effective in improving speech perception and/or spoken language in children with CIs. We analyzed them by the demographics of the participants, music training methods, and language assessment tools, etc. for language development in children with CIs. We concluded the following two major findings: (1) A strong correlation exists between music perception and language development, especially in children with CIs, and (2) music training can potentially bridge the gap in language performance between children with CIs and those with normal hearing by facilitating crossmodal neuroplasticity. The findings of this synthesis suggest that children with CIs may benefit from music perception in early childhood to strengthen their neuroplasticity through visual-motor connectivity through music. The findings of our systematic review highlight the unique role of music perception in bridging language gaps for children with CIs.

Students with a visual impairment and a concurring hearing impairment are considered deafblind under the Individuals With Disabilities Education Act (IDEA) of 2004. Deafblindness is not limited to students who are totally blind and profoundly deaf; rather, it ensures that when students have a visual impairment as well as a hearing impairment that impacts their learning, appropriate services are in place for them to receive an appropriate education in the school setting. In the United States, the deafblind intervener model has been implemented in some states, whereby the intervener acts as a communication bridge between the student who is deafblind and the student's teacher, peers, and other school community members. However, because the intervener model is not required by law, it has not been adopted in every school district where students who are deafblind attend, leaving these students and their families without the option of having an intervener. The purpose of this phenomenological study was to explore parents' perspectives when working with their child's deaf-blind intervener. Eight parents of children with deafblindness who have an intervener were interviewed about their experiences with their child's intervener. Findings from this study are presented, along with implications for practice and future research, to inform the field about the benefits associated with students who are deafblind having support from a deafblind intervener. Themes in the areas of awareness, access, and advocacy are highlighted.

Many studies have shown that excellent listening and spoken language outcomes are possible in babies and young children with hearing loss when they have access to a Continuum of Care in the first years of life. This Continuum of Care includes: (1) early identification of hearing loss, (2) family support and engagement, (3) timely fitting of hearing technology, and (4) the support of local professionals trained in audiology, auditory-verbal therapy, and early intervention. Families in low-resource countries face many limitations and challenges in accessing the essential services and support within this Continuum of Care to enable their babies and young children with hearing loss to listen, speak, and reach their full potential. This article discusses some of the issues faced by low-resource countries and describes the approach of the Global Foundation For Children With Hearing Loss to help strengthen care in collaboration with local partners.

With approximately 40-50% of deaf and hard of hearing (DHH) individuals also having a disability, complex communication needs are particularly prevalent in this population. Augmentative and alternative communication (AAC) systems can address these complex communication needs, support language acquisition, and facilitate communicative engagement. This article examines (a) the role of AAC in supporting DHH individuals with disabilities (DHH+), (b) the integration of AAC with sign language, and (c) the relevant considerations when assigning and implementing AAC for this group. The literature reviewed within this article specifically highlighted that effective implementation of AAC for DHH+ individuals who have complex communication needs may be improved by (a) increased diagnostic accuracy, (b) access to a first language, and (c) the development of standardized methods for AAC selection and implementation tailored to the individual.

This qualitative textual analysis explores the information shared on a social media group for parents of deaf and hard of hearing (DHH) children. The authors sought to investigate the type of information parents of DHH children are seeking and receiving from a community on social media related to their child's development. A thematic analysis was conducted on one month's worth of content from the group, and six major themes emerged from participants' posts and threaded comments. These emerging themes and accompanying subthemes provide insight into the immediate needs of parents of DHH children and may help inform the practice of professionals who work with DHH infants, toddlers, and their families. Results from this study may bring awareness to the concerns of parents with DHH children and help professionals best support them, thereby improving the overall early intervention process.