Challenging the "norm": a critical look at deaf-hearing comparison studies in research.

This study critically examines the biases and methodological shortcomings in studies comparing deaf and hearing populations, demonstrating their implications for both the reliability and ethics of research in deaf education. Upon reviewing the 20 most-cited deaf-hearing comparison studies, we identified recurring fallacies such as the presumption of hearing ideological biases, the use of heterogeneously small samples, and the misinterpretation of critical variables. Our research reveals a propensity to biased conclusions based on the norms of white, hearing, monolingual English speakers.

Associations of childhood hearing loss and adverse childhood experiences in deaf adults.

Childhood trauma and adverse childhood experiences have a strong relationship with health disparities across the lifespan. Despite experiencing approximately doubled rates of trauma, Adverse Childhood Experiences (ACEs) are poorly characterized in deaf populations. We sought to characterize deaf-specific demographic factors and their association with multiple experiences of ACEs before the age of 18 years old.

COVID-19 Vaccine Equity and Access: Case Study for Health Care Chatbots.

Background: Disparities in COVID-19 information and vaccine access have emerged during the pandemic. Individuals from historically excluded communities (eg, Black and Latin American) experience disproportionately negative health outcomes related to COVID-19. Community gaps in COVID-19 education, social, and health care services (including vaccines) should be prioritized as a critical effort to end the pandemic.

From Vicious Circles to Virtuous Cycles: Vygotskian-Inspired Conclusions for Biomedicine and Deaf Education.

In this concluding article of an American Annals of the Deaf Special Issue, we draw on Vygotsky's Fundamentals of Defectology to argue that the essence of deaf pedagogy is not centered on constructing deaf students' hearing abilities but on a biosocial orientation that considers the whole multimodal child with unfettered access to natural signed languages. In alignment with this biosocial view, we recognize and resist the overarching influence of biomedical professionals and systems on deaf education. Such biomedical influence comes with convenient detachment from accountability in education systems while arguably causing at least significant, if not maximal, harm to the optimal developmental outcomes of deaf children.

Characterization of sleep among deaf individuals.

Objectives: Numerous health disparities are documented in deaf population research, but few empirical sleep assessments exist for this under-served population, despite knowledge that sleep contributes to physical and mental health disparities. We sought to document subjective and objective sleep in deaf adults with cross-sectional and prospective measures.

Methods: Twenty deaf participants completed validated sleep and mental health questionnaires, 2-weeks of nightly sleep diaries and continuous wrist-worn actigraphy monitoring, and 1-week of nightly, reduced-montage EEG recordings.

No Taxation Without Representation: Addressing the "Deaf Tax" in Academic Medicine.

Minority faculty and trainees experience unique factors that can hinder their success in academic medicine-collectively referred to as "minority tax." The authors argue that a similar "deaf tax" of unique barriers, experiences, and responsibilities disproportionately burdens deaf trainees and faculty. The cumulative effects of these deaf tax experiences represent a significant disadvantage for deaf professionals in academic medicine.

American Sign Language Interpreters in Public Schools: An Illusion of Inclusion that Perpetuates Language Deprivation.

Purpose: Many deaf children have limited access to language, spoken or signed, during early childhood - which has damaging effects on many aspects of development. There has been a recent shift to consider deafness and language deprivation as separate but related conditions. As such, educational plans should differentiate between services related to deafness and services related to language deprivation.

Education and health of children with hearing loss: the necessity of signed languages.

Medical and educational interventions for children with hearing loss often adopt a single approach of spoken language acquisition through the use of technology, such as cochlear implants. These approaches generally ignore signed languages, despite no guarantees that the child will acquire fluency in a spoken language. Research with children who have a cochlear implant and do not use a signed language indicates that language outcomes are very variable and generally worse than their non-deaf peers.

Designated Interpreters: A Model to Promote the Diversity and Inclusion of Deaf Professionals in Academic Medicine.

Problem: Deaf professionals who use American Sign Language (ASL) are a growing population in academic medicine. Reasonable accommodations for this group include providing an ASL interpreter. Many institutions contract with external agencies to provide ad hoc interpreters, but this model has hidden costs for deaf professionals and institutions.

Considering parental hearing status as a social determinant of deaf population health: Insights from experiences of the "dinner table syndrome".

The influence of early language and communication experiences on lifelong health outcomes is receiving increased public health attention. Most deaf children have non-signing hearing parents, and are at risk for not experiencing fully accessible language environments, a possible factor underlying known deaf population health disparities. Childhood indirect family communication-such as spontaneous conversations and listening in the routine family environment (e.

Influence of Hearing Loss on Child Behavioral and Home Experiences.

Objectives: To assess the influence of hearing loss on child behavioral diagnoses, and socioemotional and behavior status.

Methods: We analyzed US National Health Interview Survey (NHIS) child data, years 2011 to 2015, for associations between reported hearing loss and relevant NHIS items.

Results: Compared with hearing children, NHIS respondents with a deaf child were more likely to report developmental delays (adjusted odds ratio [AOR] = 11.

Language deprivation syndrome: a possible neurodevelopmental disorder with sociocultural origins.

Purpose: There is a need to better understand the epidemiological relationship between language development and psychiatric symptomatology. Language development can be particularly impacted by social factors-as seen in the developmental choices made for deaf children, which can create language deprivation. A possible mental health syndrome may be present in deaf patients with severe language deprivation.

What You Don't Know Can Hurt You: The Risk of Language Deprivation by Impairing Sign Language Development in Deaf Children.

A long-standing belief is that sign language interferes with spoken language development in deaf children, despite a chronic lack of evidence supporting this belief. This deserves discussion as poor life outcomes continue to be seen in the deaf population. This commentary synthesizes research outcomes with signing and non-signing children and highlights fully accessible language as a protective factor for healthy development.

A Pilot Study of Deaf Trauma Survivors' Experiences: Early Traumas Unique to Being Deaf in a Hearing World.

Conducting semi-structured American Sign Language interviews with 17 Deaf trauma survivors, this pilot study explored Deaf individuals' trauma experiences and whether these experiences generally align with trauma in the hearing population. Most commonly reported traumas were physical assault, sudden unexpected deaths, and "other" very stressful events. Although some "other" events overlap with traumas in the general population, many are unique to Deaf people (e.