Examining the Language and Communication Factors of a Deaf Child with Autism Spectrum Disorder from an Immigrant Korean Family.

Extant research on learners who are d/Deaf or hard of hearing with disabilities who come from Asian immigrant families is extremely sparse. The authors conducted an intrinsic case study of a deaf student with autism who comes from a Korean immigrant family. To acquire a comprehensive understanding of language and communication characteristics, they analyzed (a) interview data of three administrators who worked with the student and family and (b) school documents/reports issued to the parents.

Ultrasonographic comparison of the intermediate patellar ligament in warmbloods versus quarter horses.

Striations are present on ultrasonography of the intermediate (middle) patellar ligament in the transverse plane, which can be confused with tears. Comparison to the contralateral limb is often performed to help differentiate anatomic variation from pathologic change. The purposes of this prospective, observational study were to describe the striation patterns in Warmbloods and Quarter Horses, determine if these patterns are bilaterally symmetrical, and compare striation characteristics between Warmbloods and Quarter Horses.

Effects of Social Stories on Increasing Social Interaction and Engagement of Deaf and Hard of Hearing Students with Autism Spectrum Disorder in Inclusive Settings.

d/Deaf or hard of hearing (d/Dhh) students with autism spectrum disorder (ASD) may require specific approaches to promote social inclusion. The purpose of this study was to investigate the effects of reading social stories with American Sign Language vocabulary to students who are d/Dhh with ASD (d/Dhh-ASD) and their peers in inclusive settings, using a non-concurrent multiple baseline design across participants. To examine the effectiveness of the intervention, the frequency of four communicative social behaviors and the duration of social engagement with peers were recorded for each participant during lunchtime and recess.

Single-Case Design Research on Early Literacy Skills of Learners Who Are d/Deaf and Hard of Hearing.

A systematic review explored the evidence base of literacy intervention studies that examined the early years of schooling (preschool through first grade) of participants who were d/Deaf or hard of hearing (d/Dhh). Specific inclusion criteria were used to select single-case design (SCD) studies published in peer-reviewed journals between 2004 and 2017. Fourteen studies met the criteria.

A Technology-based Intervention to Increase Reading Comprehension of Morphosyntax Structures.

The purpose of this study was to examine the effectiveness of a technology-based intervention (LanguageLinks: Syntax Assessment and Intervention®; Laureate Learning Systems, Inc., 2013) to improve reading comprehension for d/Deaf and hard of hearing (DHH) elementary students. The intervention was a self-paced, interactive program designed to scaffold learning of morphosyntax structures.

Deafness and Diversity: Reflections and Directions.

Concluding a two-part American Annals of the Deaf special issue on deafness and diversity (DAD), the editors provide reflections and guidance to the field regarding d/Deaf and hard of hearing (d/Dhh) children with a disability (DWD; e.g., learning or intellectual disability, autism) and d/Dhh children from homes where parents use a language other than English or American Sign Language (d/Dhh Multilingual Learners; DMLs).

Increasing Cultural And Linguistic Diversity In Deaf Education Teacher Preparation Programs.

As the field of education of the d/Deaf and hard of hearing (d/Dhh) continues to diversify, postsecondary institutions must pay close attention not only to the changing needs of d/Dhh students but to the practitioners they are preparing to serve this population. Students who are d/Dhh and come from homes where a language other than English or American Sign Language is used--d/Dhh Multilingual Learners (DMLs)--constitute 19.4%-35.

A New Kind of Heterogeneity: What We Can Learn From d/Deaf and Hard of Hearing Multilingual Learners.

The present article introduces a special issue of the American Annals of the Deaf. Students who are d/Deaf or hard of hearing and come from homes where a language other than English or American Sign Language is used constitute 19.4%-35.

Single-Case Design Research: Building the Evidence-Base in the Field of Education of Deaf and Hard of Hearing Students.

The field of education of deaf and hard of hearing (DHH) students has a paucity of evidence-based practices (EBPs) to guide instruction. The authors discussed how the research methodology of single-case design (SCD) can be used to build EBPs through direct and systematic replication of studies. An overview of SCD research methods is presented, including an explanation of how internal and external validity issues are addressed, and why SCD is appropriate for intervention research with DHH children.

Theory, Research, and Practice for Students Who Are Deaf and Hard of Hearing With Disabilities: Addressing the Challenges from Birth to Postsecondary Education.

Students who are deaf with a disability or disabilities (DWD) constitute nearly half of the population of K-12 learners who are deaf or hard of hearing. However, there is a dearth of information on theory, research, and practice related to these learners. The authors present an overview of (a) how the field of education of students who are D/deaf and hard of hearing might refer to this unique population in a way that represents the learner, not the disability; (b) the demographic data that further define these learners; (c) a theoretical framework within which to guide research and practice; (d) prevalence and frequency of the existing research; and (e) the practices and resources available to guide practitioners and the parents of students who are DWD.

Comprehension of Written Grammar Test: Reliability and Known-Groups Validity Study With Hearing and Deaf and Hard-of-Hearing Students.

The aim of the current study was to gather validation evidence for the Comprehension of Written Grammar (CWG; Easterbrooks, 2010) receptive test of 26 grammatical structures of English print for use with children who are deaf and hard of hearing (DHH). Reliability and validity data were collected for 98 participants (49 DHH and 49 hearing) in Grades 2-6. The objectives were to: (a) examine 4-week test-retest reliability data; and (b) provide evidence of known-groups validity by examining expected differences between the groups on the CWG vocabulary pretest and main test, as well as selected structures.

Technology intervention research with deaf and hard of hearing learners: levels of evidence.

The authors evaluated the research base relative to technology use with deaf and hard of hearing students, examining 29 peer-reviewed studies published January 2000-August 2013 that used technology-based intervention (multimedia instructional applications/software) and investigating its effects on academic variables (academic skills used in instructional settings). They then evaluated the studies according to quality indicators for evidence-based research, both individually and as a body of evidence supporting intervention for deaf and hard of hearing students (Gersten et al., 2005; Horner et al.

Grammar structures and deaf and hard of hearing students: a review of past performance and a report of new findings.

Results of a study are presented that suggest the grammatical structures of English some deaf and hard of hearing students struggle to acquire. A review of the literature from the past 40 years is presented, exploring particular lexical and morphosyntactic areas in which deaf and hard of hearing children have traditionally exhibited difficulty. Twenty-six participants from an urban day school for the deaf used the LanguageLinks software, produced by Laureate Learning Systems, for 10 minutes daily for 9 weeks.

Early puzzle play: a predictor of preschoolers' spatial transformation skill.

Individual differences in spatial skill emerge prior to kindergarten entry. However, little is known about the early experiences that may contribute to these differences. The current study examined the relation between children's early puzzle play and their spatial skill.

Improving DHH students' grammar through an individualized software program.

The purpose of this study was to determine if the frequent use of a targeted, computer software grammar instruction program, used as an individualized classroom activity, would influence the comprehension of morphosyntax structures (determiners, tense, and complementizers) in deaf/hard-of-hearing (DHH) participants who use American Sign Language (ASL). Twenty-six students from an urban day school for the deaf participated in this study. Two hierarchical linear modeling growth curve analyses showed that the influence of LanguageLinks: Syntax Assessment and Intervention (LL) resulted in statistically significant gains in participants' comprehension of morphosyntax structures.

Preventing illegal tobacco and alcohol sales to minors through electronic age-verification devices: a field effectiveness study.

Efforts to prohibit the sales of tobacco and alcohol products to minors are widespread. Electronic Age Verification (EAV) devices are one possible means to improve compliance with sales to minors laws. The purpose of this study was to evaluate the implementation and effectiveness of EAV devices in terms of the frequency and accuracy of age verification, as well as to examine the impact of EAV's on the retailer environment.