Journal of Deaf Studies and Deaf Education最新文献

Although previous studies have suggested that language deprivation may affect the development of executive functions (EFs), there are no assessment tools adapted to the language needs of deaf-and-hard-of-hearing (DHH) children. The present study had two objectives: (1) to examine the feasibility of the Executive Brain Battery in assessing 40 prelingually deaf-and-hard-of-hearing children between 6 and 12 years, and (2) to explore whether some sociodemographic and clinical variables could be associated with the performance of deaf children. The results showed that all tasks included in the Executive Brain Battery were practicable for more than 75% of participants, with the decision-making task being the only one that demonstrated an improvement in the performance of children between 6-8 and 9-12 years of age. Moreover, the 6-8 years group displayed a sex effect in inhibition and decision-making tasks. However, this effect disappears in the 9-12 years group, which showed only a negative effect of cochlear implants on the theory of mind task.

This paper reports upon an evaluation of a school-based screening program aimed at detecting psychological problems1 in 495 deaf and hard of hearing (DHH) students. The first aim of the study was to evaluate the actual implementation of this program. Furthermore, the prevalence of internalizing and externalizing problems in a subset of 277 DHH students was analysed and subsequently how these problems vary as a function of age, gender, context, and negative life circumstances (NLCs). The results show higher prevalence rates of psychological problems compared to typical hearing peers, but lower than in previous studies. More problems were observed in the context of school than at home. No age or gender differences were found, but significantly more internalizing problems in DHH adolescents than externalizing problems. Prevalence of psychological problems among DHH students without NLCs were significantly lower than among students with one or more NLCs. The results shows a screening program to identify psychological problems in special schools can be successfully implemented. Such programs will help to identify psychological problems at an early stage and provide care for DHH children and adolescents with psychological problems.

This study concerns adult Codas, or hearing children of deaf1, signing parents. They are of significant interest to language researchers as bimodal bilinguals who grew up in a multifaceted bicultural environment. The study is based on interviews with 12 Coda adults in Sweden (aged 18-50 years). The interviews were translated, transcribed, and coded for thematic analysis. The analysis draws on the theoretical concepts of social identity and investment proposed by Norton (Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 1(29), 9-31 https://faculty.educ.ubc.ca/norton/Norton%201995%20p.pdf.). The main findings indicate that for these Codas, the everyday experience of bimodal bilingualism acts as a driving force in the formation of social identities, fostering linguistic, cultural, and social awareness, which, in turn, influences how individuals invest in their languages and cultures.

The main group of interest in this study are deaf parents of hearing children and the aim is to describe the phenomenon of the inverted sandwich generation effect with deaf parents of hearing children. The basic research framework for this study was Interpretative Phenomenological Analysis as defined by Smith et al. (Smith, J. A., Larkin, M., & Flowers, P. (2009). Interpretative phenomenological analysis: Theory, method and research. Sage.). Five themes were defined-grandparent help, child help with interpretation and life support, help from neighbors and others, parental dependency, child independence, and interpretation of childhood and parenthood. These themes were interpreted by analyzing data from two groups of respondents-deaf parents and their hearing children (children of deaf adults). The main finding relates to the reverse sandwich model operating within these generations.

Within the Hungarian Deaf minority in Romania, a combination of two distinct types of culturally rooted minority identity occurs, which generates a minority situation at several levels. Our research conducted in a multicultural city of western Romania (Oradea) aimed to find out what are the prevailing means of linguistic communication within the local Deaf Association community; what are the linguistic communication opportunities available for ethnic Hungarian Deaf community members; and what resources the ethnic Hungarian Deaf employ to maintain and nurture their ethno-linguistic and national identity. The research is based on a combination of quantitative and qualitative approaches: questionnaire survey, participant observation within the local association Deaf community, and life course interviews with ethnic Hungarian Deaf. We found that in case of ethnic Hungarian Deaf minority members the sense of belonging to the ethnically heterogeneous local Deaf community tends to override the belonging to the ethnically defined Hungarian Deaf sub-community. While assigning a great importance to their own ethnic identity, Hungarian minority Deaf demonstrate a high capacity and willingness to adapt to the specific sign language communicational mode of the ethnic Romanian Deaf majority in order to gain and preserve full recognition as equal members of the community.

At the time of publication, there are no evidence-based psychotherapies to treat any behavioral health condition with Deaf clients. This article describes unique study design considerations for psychotherapy clinical trials conducted in the U.S. Deaf community. We synthesized emergent themes from participant exit interviews with feasibility data and real-life challenges that our team encountered when implementing the Signs of Safety pilot clinical trial, conducted from 2019 to 2022. Particularly illustrative participant accounts were selected to demonstrate five major lessons learned-expanding reach for recruitment; formally assessing participants' ASL fluency; selecting ethically-sound control groups; streamlining video fidelity monitoring; and making crystallized outcome assessments ASL-accessible. These lessons learned informed the design of the first-ever full-scale psychotherapy trial in the U.S. Deaf community, to be conducted from late autumn 2024 through 2028. This trial will potentially validate the first evidence-based therapy for Deaf people and provide a vital roadmap for conducting Deaf community-engaged clinical trials.

In this study, we present a basic General Service List for Chinese Sign Language (basic GSL for CSL) that is developed on the basis of a corpus of 103,061 sign tokens by examining their frequency, range ratio, and dispersion. To test its reliability, we compared it to a frequency list in (Yuko, L. 2015. A Quantitative study of vocabulary in Shanghai Sign Language. Fudan University) and found a substantial overlap of lexical items and a positive correlation in their rank order. Focusing on the frequency information, we found that lexical richness of CSL is highly similar to that of other sign languages and is relatively modest compared with written English. The basic list consists of 902 sign types and has a coverage of about 77% of the sign tokens in the corpus. It provides (a) a valuable source of reference for compilation and further perfection of CSL dictionaries and (b) a useful guideline for CSL teaching and learning.