The Experts below are selected from a list of 222 Experts worldwide ranked by ideXlab platform

John S. Oghalai - One of the best experts on this subject based on the ideXlab platform.

  • Joint Attention in Hearing Parent–Deaf Child and Hearing Parent–Hearing Child Dyads
    IEEE Transactions on Cognitive and Developmental Systems, 2020
    Co-Authors: Heather Bortfeld, John S. Oghalai
    Abstract:

    In this paper, we characterize establishment of joint attention in hearing parent–deaf child dyads and hearing parent–hearing child dyads. Deaf children were candidates for cochlear implantation who had not yet been implanted and who had no exposure to formal Manual Communication (e.g., American Sign Language). Because many parents whose deaf children go through early cochlear implant surgery do not themselves know a visual language, these dyads do not share a formal Communication system based in a common sensory modality prior to the child’s implantation. Joint attention episodes were identified during free play between hearing parents and their hearing children ( $N = 4$ ) and hearing parents and their deaf children ( $N = 4$ ). Attentional episode types included successful parent-initiated joint attention, unsuccessful parent-initiated joint attention, passive attention, successful child-initiated joint attention, and unsuccessful child-initiated joint attention. Group differences emerged in both successful and unsuccessful parent-initiated attempts at joint attention, parent passive attention, and successful child-initiated attempts at joint attention based on proportion of time spent in each. These findings highlight joint attention as an indicator of early communicative efficacy in parent–child interaction for different child populations. We discuss the active role parents and children play in Communication, regardless of their hearing status.

Susan Goldinmeadow - One of the best experts on this subject based on the ideXlab platform.

  • once is not enough standards of well formedness in Manual Communication created over three different timespans
    Language, 1993
    Co-Authors: Jenny L Singleton, Jill P Morford, Susan Goldinmeadow
    Abstract:

    In these studies, the As compare (1) a conventional sign language used by a community of signers and passed down from generation to generation with (2) gestures invented by a deaf child over a period of years and (3) gestures invented by nonsigning hearing individuals on the spot. Thus, they compare Communication in the Manual modality created over three different timespans - historical, ontogenic and microgenetic - focusing on the extent to which the gestures become codified and adhere to internal standards in each of these timespans. Their findings suggest that an individual can introduce standards of well-formedness into a self-generated gesture system, but that gradual development over a period of time is necessary for such standards to be constructed

Philip L Gunter - One of the best experts on this subject based on the ideXlab platform.

  • online versus traditional classroom delivery of a course in Manual Communication
    Exceptional Children, 2004
    Co-Authors: Nanci A Scheetz, Philip L Gunter
    Abstract:

    Outcome measures for students enrolled in separate sections of a Manual Communication course taught by the same instructor were compared. One group received instruction in a traditional university classroom setting. The other group received instruction through asynchronous, videostreamed online delivery. No statistically significant differences in expressive Manual Communication skills, as well as content knowledge, were found. There was a significant difference in the receptive comprehension of Manually communicated information, even though the difference was only 6%. Results are discussed in terms of potential for online instruction to aid in addressing the critical shortage of personnel needed to provide services for students who are deaf and hard of hearing.

Heather Bortfeld - One of the best experts on this subject based on the ideXlab platform.

  • Joint Attention in Hearing Parent–Deaf Child and Hearing Parent–Hearing Child Dyads
    IEEE Transactions on Cognitive and Developmental Systems, 2020
    Co-Authors: Heather Bortfeld, John S. Oghalai
    Abstract:

    In this paper, we characterize establishment of joint attention in hearing parent–deaf child dyads and hearing parent–hearing child dyads. Deaf children were candidates for cochlear implantation who had not yet been implanted and who had no exposure to formal Manual Communication (e.g., American Sign Language). Because many parents whose deaf children go through early cochlear implant surgery do not themselves know a visual language, these dyads do not share a formal Communication system based in a common sensory modality prior to the child’s implantation. Joint attention episodes were identified during free play between hearing parents and their hearing children ( $N = 4$ ) and hearing parents and their deaf children ( $N = 4$ ). Attentional episode types included successful parent-initiated joint attention, unsuccessful parent-initiated joint attention, passive attention, successful child-initiated joint attention, and unsuccessful child-initiated joint attention. Group differences emerged in both successful and unsuccessful parent-initiated attempts at joint attention, parent passive attention, and successful child-initiated attempts at joint attention based on proportion of time spent in each. These findings highlight joint attention as an indicator of early communicative efficacy in parent–child interaction for different child populations. We discuss the active role parents and children play in Communication, regardless of their hearing status.

Jenny L Singleton - One of the best experts on this subject based on the ideXlab platform.

  • once is not enough standards of well formedness in Manual Communication created over three different timespans
    Language, 1993
    Co-Authors: Jenny L Singleton, Jill P Morford, Susan Goldinmeadow
    Abstract:

    In these studies, the As compare (1) a conventional sign language used by a community of signers and passed down from generation to generation with (2) gestures invented by a deaf child over a period of years and (3) gestures invented by nonsigning hearing individuals on the spot. Thus, they compare Communication in the Manual modality created over three different timespans - historical, ontogenic and microgenetic - focusing on the extent to which the gestures become codified and adhere to internal standards in each of these timespans. Their findings suggest that an individual can introduce standards of well-formedness into a self-generated gesture system, but that gradual development over a period of time is necessary for such standards to be constructed