| 1. |
- Aanondsen, Chris Margaret, et al.
(författare)
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Validation of the Strengths and Difficulties Self-Report in Norwegian Sign Language
- 2020
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Ingår i: Journal of Deaf Studies and Deaf Education. - : Oxford University Press (OUP). - 1081-4159 .- 1465-7325. ; 25:1, s. 91-104
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Tidskriftsartikel (refereegranskat)abstract
- The majority of studies on mental health in deaf and hard-of-hearing (DHH) children report a higher level of mental health problems. Inconsistencies in reports of prevalence of mental health problems have been found to be related to a number of factors such as language skills, cognitive ability, heterogeneous samples as well as validity problems caused by using written measures designed for typically hearing children. This study evaluates the psychometric properties of the self-report version of the Strengths and Difficulties Questionnaire (SDQ) in Norwegian Sign Language (NSL; SDQ-NSL) and in written Norwegian (SDQ-NOR). Forty-nine DHH children completed the SDQ-NSL as well as the SDQ-NOR in randomized order and their parents completed the parent version of the SDQ-NOR and a questionnaire on hearing and language-related information. Internal consistency was examined using Dillon-Goldstein's rho, test-retest reliability using intraclass correlations, construct validity by confirmatory factor analysis (CFA), and partial least squares structural equation modeling. Internal consistency and test-retest reliability were established as acceptable to good. CFA resulted in a best fit for the proposed five-factor model for both versions, although not all fit indices reached acceptable levels. The reliability and validity of the SDQ-NSL seem promising even though the validation was based on a small sample size.
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| 2. |
- Andersson, Ulf, et al.
(författare)
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Cognitive correlates of visual speech understanding in hearing impaired individuals
- 2001
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Ingår i: Journal of Deaf Studies and Deaf Education. - : Oxford University Press (OUP). - 1081-4159 .- 1465-7325. ; 6:2, s. 103-116
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Tidskriftsartikel (refereegranskat)abstract
- This study examined the extent to which different measures ofspeechreading performance correlated with particular cognitiveabilities in a population of hearing-impaired people. Althoughthe three speechreading tasks (isolated word identification,sentence comprehension, and text tracking) were highly intercorrelated,they tapped different cognitive skills. In this population,younger participants were better speechreaders, and, when agewas taken into account, speech tracking correlated primarilywith (written) lexical decision speed. In contrast, speechreadingfor sentence comprehension correlated most strongly with performanceon a phonological processing task (written pseudohomophone detection)but also on a span measure that may have utilized visual, nonverbalmemory for letters. We discuss the implications of this pattern.
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| 3. |
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| 4. |
- Brunnberg, Elinor, 1948-, et al.
(författare)
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Self-rated mental health, school adjustment, and substance use in hard-of-hearing adolescents
- 2008
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Ingår i: Journal of Deaf Studies and Deaf Education. - : Oxford University Press (OUP). - 1081-4159 .- 1465-7325. ; 13:3, s. 324-335
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Tidskriftsartikel (refereegranskat)abstract
- This survey, "Life and Health—Young People 2005," included all 15/16-year-old adolescents in mainstream schools in the county of Örebro, Sweden. Just students with a slight/mild or moderate hearing loss were included. There were 56 (1.9%) "hard-of-hearing (HH) students with multiple disabilities," 93 (3.1%) students who were "just HH," 282 (9.7%) students with some "other disability than HH," and 2,488 (85.2%) students with "no disability." "HH with multiple disabilities" reported considerably higher scores for mental symptoms, substance use, and school problems than the "no disability" group. Those with "just HH" and those with "other disability than HH" had more mental symptoms and school problems than the "no disability" group but no significant differences in substance use. In conclusion, the combination of a hearing loss and some other disability strongly increases the risk for mental symptoms, school problems, and substance use. This group, thus, is an important target for preventive measures.
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| 5. |
- Cramér-Wolrath, Emelie, 1954-
(författare)
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Attention Interchanges at Story-Time: A Case Study From a Deaf and Hearing Twin Pair Acquiring Swedish Sign Language in Their Deaf Family
- 2012
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Ingår i: Journal of Deaf Studies and Deaf Education. - : Oxford University Press (OUP). - 1081-4159 .- 1465-7325. ; 17:2, s. 141-162
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Tidskriftsartikel (refereegranskat)abstract
- This case study longitudinally analyzes and describes the changes of attentional expressions in interchanges between a pair of fraternal twins, 1 deaf and 1 hearing, from the age of 10–40 months, and their Deaf family members. The video-observed attentional expressions of initiating and reestablishing interchange were grouped in 5 functional categories: “getting,” “directing,” “maintaining,” “redirecting,” and “checking” attention. Changes appear to be associated with development during the twins’ ages of 10–13, 15–24, and 28–40 months, including the use of vision in communication. Although there are similarities in the changes of each twin's communicative initiations, there are also differences based on hearing status, personality, and use of modality. This is evident in the ways in which each twin's individual attention interchanges unfold over time; it is also connected with the parents' negotiating attention and arranging “seating positions” with them. Implications and findings for special educational purposes are discussed.
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| 6. |
- Falkman, Kerstin Watson, 1970, et al.
(författare)
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Do you see what I mean? Shared reference in non-native signing deaf children.
- 2006
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Ingår i: Journal of Deaf Studies and Deaf Education. - : Oxford University Press (OUP). - 1081-4159 .- 1465-7325. ; 11, s. 410-420
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Tidskriftsartikel (refereegranskat)abstract
- A group of non-native, early signing deaf children between the ages of 7 and 11 years were tested on a referential communication task. A group of hearing children matched for sex and mental and chronological age were also included in the study. The aim was to study the deaf children's ability to take another persons perspective in a task that resembled a real-life communicative situation to a higher extent than the standard theory of mind (ToM) tasks. A further aim was to investigate the possible importance of a number of background variables such as mental and chronological age, working memory, and false-belief attribution. Results show that the hearing children outperformed the deaf children on the referential communication task and that results were highly correlated with both chronological and mental age, as well as with working memory. There was a positive, but not significant, correlation between false belief and success on the referential communication task. This is an indication that the two tasks tap different abilities and that false belief might be necessary, but not sufficient in order to be skilled in the art of referential communication. The possible role of working memory in the referential communication task is also discussed. The results support the hypothesis of the importance of early talk about mental states for the later development of ToM abilities.
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| 7. |
- Gärdenfors, Moa, 1991-
(författare)
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Writing Development in DHH Students : A Bimodal Bilingual Approach
- 2023
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Ingår i: Journal of Deaf Studies and Deaf Education. - : Oxford University Press (OUP). - 1081-4159 .- 1465-7325. ; 28:2, s. 211-225
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Tidskriftsartikel (refereegranskat)abstract
- This article describes the lexical and syntactic development of written narratives in 24 deaf and hard-of-hearing (DHH) students aged between 8 and 18 and takes into account how their varying linguistic backgrounds may predict their written performance. All participants use spoken Swedish, but the study also considers their proficiency in Swedish Sign language, which ranged from zero to fluent. Their narrative texts were analyzed in regard to syntax and lexicon, which demonstrated a strong developmental trend in which increased age predicted more complex texts. Age of acquisition did not predict any writing outcome, which is suggested to occur because all participants were exposed to language early, that is, within the critical time window for language acquisition. Sign language proficiency showed a tendency to predict adjective density and number of clauses, which encourages future research in this area, especially since this connection argues for the benefits of early access to a language and the positive relationship between sign language proficiency and writing.
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| 8. |
- Holmer, Emil, 1983-, et al.
(författare)
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Computerized Sign Language-Based Literacy Trainingfor Deaf and Hard-of-Hearing Children
- 2017
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Ingår i: Journal of Deaf Studies and Deaf Education. - Oxford : Oxford University Press. - 1081-4159 .- 1465-7325. ; 22:4, s. 404-421
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Tidskriftsartikel (refereegranskat)abstract
- Strengthening the connections between sign language and written language may improve reading skills in deaf and hard-of-hearing (DHH) signing children. The main aim of the present study was to investigate whether computerized sign language-based literacy training improves reading skills in DHH signing children who are learning to read. Further, longitudinal associations between sign language skills and developing reading skills were investigated. Participants were recruited from Swedish state special schools for DHH children, where pupils are taught in both sign language and spoken language. Reading skills were assessed at five occasions and the intervention was implemented in a cross-over design. Results indicated that reading skills improved over time and that development of word reading was predicted by the ability to imitate unfamiliar lexical signs, but there was only weak evidence that it was supported by the intervention. These results demonstrate for the first time a longitudinal link between sign-based abilities and word reading in DHH signing children who are learning to read. We suggest that the active construction of novel lexical forms may be a supramodal mechanism underlying word reading development.
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| 10. |
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