Matching Items (4)
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- All Subjects: Deaf
- All Subjects: Parent training
- Genre: Academic theses
- Creators: Gray, Shelley
- Creators: Hensley, Jennifer Scarboro
- Creators: Horejes, Thomas
A bilingual, bicultural interpreter and researcher navigates blurry boundaries and intersectionality
Description
A researcher reflects using a close reading of interview transcripts and description to share what happened while participating in multiple roles in a larger ethnographic study of the acculturation process of deaf students in kindergarten classrooms in three countries. The course of this paper will focus on three instances that took place in Japan and America. The analysis of these examples will bring to light the concept of taking on multiple roles, including graduate research assistant, interpreter, cultural mediator, and sociolinguistic consultant within a research project serving to uncover challenging personal and professional dilemmas and crossing boundaries; the dual roles, interpreter and researcher being the primary focus. This analysis results in a brief look at a thought provoking, yet evolving task of the researcher/interpreter. Maintaining multiple roles in the study the researcher is able to potentially identify and contribute "hidden" knowledge that may have been overlooked by other members of the research team. Balancing these different roles become key implications when interpreting practice, ethical boundaries, and participant research at times the lines of separation are blurred.
ContributorsHensley, Jennifer Scarboro (Author) / Tobin, Joseph (Thesis advisor) / Artiles, Alfredo (Committee member) / Horejes, Thomas (Committee member) / Arizona State University (Publisher)
Created2011
Description
The purpose of this study was to evaluate the effects of parent training in the Enhanced Milieu Teaching with Phonological Emphasis (EMT+PE) intervention program, using telepractice, on parent strategy use and child speech and language outcomes for children with repaired cleft palate with or without lip (CP/L). Four parent child dyads participated in the study. Child participants ranged in age from 28 to 53 months at the beginning of intervention and all had a diagnosis of nonsyndromic CP/L. Participants received two-to-three parent training sessions and twice weekly telepractice intervention sessions. Parents increased their use of EMT+PE strategies throughout intervention with the Modeling and Expansion and Prompting and Recasting strategies resulting in significant intervention effects. Moreover, parents maintained increased strategy use following the conclusion of direct intervention. A positive improvement in child speech and language outcomes was seen across intervention. This study showed that telepractice is an effective service delivery model for parent training and subsequent intervention session in EMT+PE strategy use to support the speech and language development for children with CP/L.
ContributorsEllis, Paige Kathryn (Author) / Scherer, Nancy J (Thesis advisor) / Gray, Shelley (Committee member) / Peter, Beate (Committee member) / Lien, Kari (Committee member) / Arizona State University (Publisher)
Created2022
Description
Children with hearing impairment are at risk for poor attainment in reading decoding and reading comprehension, which suggests they may have difficulty with early literacy skills prior to learning to read. The first purpose of this study was to determine if young children with hearing impairment differ from their peers with normal hearing on early literacy skills and also on three known predictors of early literacy skills – non-verbal cognition, executive functioning, and home literacy environment. A second purpose was to determine if strengths and weaknesses in early literacy skills of individual children with hearing impairment are associated with degree of hearing loss, non-verbal cognitive ability, or executive functioning.
I assessed seven children with normal hearing and 10 children with hearing impairment on assessments of expressive vocabulary, expressive morphosyntax, listening comprehension, phonological awareness, alphabet knowledge, non-verbal cognition, and executive functioning. Two children had unilateral hearing loss, two had mild hearing loss and used hearing aids, two had moderate hearing loss and used hearing aids, one child had mild hearing loss and did not use hearing aids, and three children used bilateral cochlear implants. Parents completed a questionnaire about their home literacy environment.
Findings showed large between-group effect sizes for phonological awareness, morphosyntax, and executive functioning, and medium between-group effect sizes for expressive vocabulary, listening comprehension, and non-verbal cognition. Visual analyses provided no clear pattern to suggest that non-verbal cognition or degree of hearing loss were associated with individual patterns of performance for children with hearing impairment; however, three children who seemed at risk for reading difficulties had executive functioning scores that were at the floor.
Most prekindergarten and kindergarten children with hearing impairment in this study appeared to be at risk for future reading decoding and reading comprehension difficulties. Further, based on individual patterns of performance, risk was not restricted to one type of early literacy skill and a strength in one skill did not necessarily indicate a child would have strengths in all early literacy skills. Therefore, it is essential to evaluate all early literacy skills to pinpoint skill deficits and to prioritize intervention goals.
I assessed seven children with normal hearing and 10 children with hearing impairment on assessments of expressive vocabulary, expressive morphosyntax, listening comprehension, phonological awareness, alphabet knowledge, non-verbal cognition, and executive functioning. Two children had unilateral hearing loss, two had mild hearing loss and used hearing aids, two had moderate hearing loss and used hearing aids, one child had mild hearing loss and did not use hearing aids, and three children used bilateral cochlear implants. Parents completed a questionnaire about their home literacy environment.
Findings showed large between-group effect sizes for phonological awareness, morphosyntax, and executive functioning, and medium between-group effect sizes for expressive vocabulary, listening comprehension, and non-verbal cognition. Visual analyses provided no clear pattern to suggest that non-verbal cognition or degree of hearing loss were associated with individual patterns of performance for children with hearing impairment; however, three children who seemed at risk for reading difficulties had executive functioning scores that were at the floor.
Most prekindergarten and kindergarten children with hearing impairment in this study appeared to be at risk for future reading decoding and reading comprehension difficulties. Further, based on individual patterns of performance, risk was not restricted to one type of early literacy skill and a strength in one skill did not necessarily indicate a child would have strengths in all early literacy skills. Therefore, it is essential to evaluate all early literacy skills to pinpoint skill deficits and to prioritize intervention goals.
ContributorsRunnion, Elizabeth (Author) / Gray, Shelley (Thesis advisor) / Dorman, Michael (Committee member) / Thompson, Marilyn (Committee member) / Arizona State University (Publisher)
Created2017
Description
The purpose of this study is to evaluate the effects of parent training in the Enhanced Milieu Teaching with Phonological Emphasis (EMT+PE) intervention program, using a secure internet-based conferencing software (telepractice), on parent strategy use and child speech and language outcomes for children with repaired cleft lip and/or palate (CL/P). Three participant dyads composed of a parent and child participated in this study. Children ranged in age from 21 to 27 months at the beginning of this study and all had a diagnosis of nonsyndromic CL/P. Participating dyads received three in- person training sessions and three weekly telepractice intervention sessions. Assessment and intervention sessions were administered by a trained Speech Language Pathologist (SLP) and a graduate SLP student clinician. Parents demonstrated a positive intervention effect by significantly increasing their use of EMT+PE intervention strategies during training. Based on preliminary results, parents were able to maintain their increased use of strategies following the conclusion of intervention as well. Telepractice proved to be a valid service delivery model for conducting early intervention sessions and for supporting the early speech and language development for children with CL/P.
ContributorsPhilp, Jennifer Lynn (Author) / Scherer, Nancy (Thesis advisor) / Nett Cordero, Kelly (Committee member) / Williams, Jessica (Committee member) / Gray, Shelley (Committee member) / Arizona State University (Publisher)
Created2020