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W YA T T E C . H A L L , P H . D .
N A T I O N A L C E N T E R F O R D E A F H E A LT H R E S E A R C H
UNIVERSITY OF ROCHESTER
JON HENNER, M.S., DOCTORAL CANDIDATE
B O S T O N U N I V E R S I T Y A N D H O LY C R O S S C O L L E G E
Written
English
ASL
Ausbrooks, Gentry, & Martin, 2014; Chamberlain & Mayberry, 2000; Cummins (1991; 2006); Fish, Hoffmeister, & Trasher, 2005; Hoffmeister, 2000; Hoffmeister, de
Villiers, Engen, & Topol, 1997; Hoffmeister, Fish, Henner, Benedict, Rosenburg, & Conlin-Luippold, 2014; Kuntze, 1994; Lichenstein, 1998; Mayberry, 1992; Padden
& Ramsey (1996; 2000); Mounty, Pucci, & Harmon, 2013; Prinz & Strong, 1998; Singleton, Supalla, Litchfield, & Schley (1998); Strong & Prinz, 2000
Why does it matter if Deaf children have good ASL vocabulary skills?
TA S K
SIGNING ABILITIES
PREDICTIVE SCORE ON
T H E S AT- 1 0 R E A D I N G
COMPREHENSION TEST
ASLAI: ANTONYMS
N AT I V E
54%
ASLAI: ANTONYMS
N O N - N AT I V E
48%
ASLAI: SYNONYMS
N AT I V E
50%
ASLAI: SYNONYMS
N O N - N AT I V E
48%
Bilingual Bimodal schools for the Deaf are the best place for them
The longer they are in Bilingual Bimodal schools, the better their ASL
becomes and consequentially, the better their language scores are
(Pollard, n.d.)
(Pollard, n.d.)
L A N G U A G E D E L AY S
Neurolinguistic structures
Grammar and second-language
acquisition
Mental
Health
Trauma
Deaf
Socialization
Addiction
Anderson & Leigh (2011); Fellinger, Holzinger, & Pollard (2012); Glickman (2009); Kvam, Loebs, & Tambs (2007)
Mental
Health
Trauma
Language
Deprivation
Socialization
Addiction
Anderson & Leigh (2011); Fellinger, Holzinger, & Pollard (2012); Glickman (2009); Kvam, Loebs, & Tambs (2007)
Addiction
Deaf Youth
Earlier age
Greater severity
Greater rates of dependence
Depression
Traumatic stress
Conduct problems
ADHD-type behaviors
T i t u s , S c h i l l e r, & G u t h m a n n ( 2 0 0 8 )
ADDICTION
Language
Difficulty
Deprivation expressing
self
Increase
in Distress
Difficulty
with
Coping Skills
Drugs and
Alcohol Use
D E A F A N D H E A R I N G I N PAT I E N T S
100
Deaf
90
80
70
60
50
40
30
20
10
0
Psychotic Disorders
Language Dysfluent
Hearing
L A N G U A G E D E P R I V AT I O N D I S O R D E R ?
Criterion A: Language Deprivation
Criterion B: Language Dysfluency
Criterion C: Fund of Information Deficits
Criterion D: Disruptions in Thinking, Mood, and/or Behavior
Criterion E: Clinical Significance
Criterion F: Exclusion
Adapted from Glickman (2009)
S Y S T E M AT I C C A U S E S
defective hearing people paradigm
Medical school curriculum does not address language development
Community sources (teachers, ministers, etc.) not knowledgeable about language,
English-only
Ideology
English-only
Testing Policies
Subtractive
Bilingualism
Westerlund (2015)
Children dont
have Access
to Education
in their L1
School Disengagement,
Loss of Identity
Delayed sign
language exposure
Davidson, Lillo-Martin, & Pichler (2013)
Hearing children
W H AT C A N W E , A S A C O M M U N I T Y, D O ?
V A L U E A S L A N D W R I T T E N E N G L I S H E Q U A L LY
ACKNOWLEDGEMENTS