EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
3/04/2021 | 2:50 PM - 3:10 PM | Thinking Outside the Box: Assessing Language of Young Deaf and Hard of Hearing Children | Topical Breakout
Thinking Outside the Box: Assessing Language of Young Deaf and Hard of Hearing Children
Studies performed on Deaf and Hard of Hearing children under the age of 5 indicated that their language development using a fully accessible and comprehensible language follows age-appropriate acquisition and developmental milestones. Despite advances in technology and increased knowledge amongst educators, without access to a visual language, Deaf children continue to show below-age-appropriate language development (Goldin-Meadow & Mayberry, 2001; Mayberry, 2007; Mayberry, Lock, & Kazmi, 2002). Such continued delays in language lead to early interventionists struggling to find solutions and strategies to ‘close the gap’. A key factor in closing the gap is effective evaluations which give professionals data from which interventions can be designed. The assessments used to evaluate the language development of Deaf and Hard of Hearing children in a language that is not fully accessible leads to results that is highly likely to be skewed. As early interventionists, we must be aware of how the tools we choose can have an impact on the child’s ability to master language. As many tools are developed with the purpose of measuring spoken English, they require accommodations to be used with Deaf and Hard of Hearing children who sign which lead to concerns regarding the impact such accommodations have on the validity of the data (Miller et al., 2015). Completed data analysis on the differences between using American Sign Language and English-based sign system (such as Signing Exact English) on an English-based, play-based language evaluation will be shared.
- identify and promote knowledge regardiing evaluation of the language deveopment of Deaf/HH children who use sign language
- Discuss and enhance current language evaluation protocols for Deaf/HH children
- explain the differences in ASL and English-based sign systems in language assessments
Presentation:
23278_13547HeidiMacGlaughlin.pdf
Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Heidi MacGlaughlin
(), Lamar University, hmacglaughli@lamar.edu;
Heidi M. MacGlaughlin is a faculty member of the Deaf Studies and Deaf Education Department at Lamar University. She received her doctoral degree from Lamar University in May 2018. Her research interests center on language and literacy among young Deaf children. Heidi also directs her research on the topics of research ethics within Deaf communities and social justice.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Ashley Greene
(), Lamar University, agreene7@lamar.edu;
Ashley Greene-Woods attended Texas Women's University for her Bachelor's and Master's in Education of the Deaf. She graduated with a doctoral degree from Lamar University in May 2020, where she also serves as a full-time faculty member. She has worked in the field of Deaf Education for ten years serving various roles from Pre-K to 12th grade, teaching different subjects. Her research interests include language acquisition, language assessments, and classroom best practices.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.