THE DEVELOPMENT OF A RECEPTIVE COMMUNICATION SCALE FOR DEAF CHILDREN. FINAL REPORT.

Autor/in	WITHROW, FRANK B.
Institution	Illinois School for the Deaf, Jacksonville.
Titel	THE DEVELOPMENT OF A RECEPTIVE COMMUNICATION SCALE FOR DEAF CHILDREN. FINAL REPORT.
Quelle	(1966), (56 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adolescents; Auditory Evaluation; Children; Communication Skills; Communication (Thought Transfer); Deafness; Evaluation Methods; Exceptional Child Research; Finger Spelling; Handicapped Children; Hearing Impairments; Language Tests; Lipreading; Listening Skills; Manual Communication; Rating Scales; Sign Language; Test Construction + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Child; Kind; Kinder; Kommunikationsstil; Communication; thought; Kommunikation; Gedanke; Gehörlosigkeit; Taubstummheit; Fingeralphabet; Hearing impairment; Hörbehinderung; Language test; Sprachtest; Lippenlesen; Gebärdensprache; Rating-Skala; Testaufbau
Abstract	THE ILLINOIS COMMUNICATION SCALE WAS DEVELOPED ON 16 MM COLOR FILM TO ASSESS THE RECEPTIVE COMMUNICATION ABILITIES OF DEAF CHILDREN BETWEEN 6 AND 14 YEARS. FORMS WERE CONSTRUCTED TO MEASURE (1) AUDITORY RECEPTION, (2) LIPREADING AND LISTENING, (3) LIPREADING ONLY, (4) FINGERSPELLING, AND (5) LANGUAGE OF SIGNS. EACH FORM HAD 5 SUBPARTS (1) VOCABULARY, (2) SIMPLE SENTENCES, (3) STORIES, (4) NARRATIONS, AND (5) RANDOM SENTENCES AND PHRASES. THE SCALE (WITH THE EXCEPTION OF THE FIRST FORM WHICH COULD NOT BE ADMINISTERED AS A GROUP TEST) WAS GIVEN TO 417 SUBJECTS. RELATIONSHIPS BETWEEN TEST RESULTS AND AGE, NUMBER OF YEARS IN SCHOOL, IQ, ACHIEVEMENT TEST SCORES, PARAGRAPH MEANING SCORES, DEAFNESS OF RELATIVES, STATUS OF HEARING LOSS, AND SCHOOL ENTRANCE AGE WERE INVESTIGATED. TEST RESULTS WERE COMPARED WITH TEACHER RATINGS AS A CRITERION MEASURE. TWO VARIMAX ROTATED FACTOR MATRICES WERE OBTAINED FROM EACH OF THE TWO SCHOOLS IN THE STUDY. ONE USED THE SUBTESTS AS FACTORS. THE OTHER USED THE TOTAL SCORE FOR THE ENTIRE FORM AS A FACTOR. RESULTS INDICATED THAT THE TWO LIPREADING FORMS WERE VALID USING THE CRITERION OF TEACHERS' RATINGS. HOWEVER, THE "LIPREADING ONLY" FORM WAS NOT FOUND TO BE SIGNIFICANTLY DIFFERENT FROM THE "LIPREADING AND LISTENING" FORM. THE AUTHOR RECOMMENDED ELIMINATING THE FORMER. PERFORMANCE ON THE FINGERSPELLING AND LANGUAGE OF SIGNS FORMS WAS MORE CLOSELY RELATED TO AGE, YEARS IN SCHOOL, AND ACHIEVEMENT TEST SCORES THAN TO TEACHER RATINGS. IT WAS SUGGESTED THAT BETTER CRITERIA FOR RATING ABILITY IN FINGERSPELLING AND THE LANGUAGE OF SIGNS BE FOUND SINCE TEACHER RATINGS OF THESE ITEMS WERE MORE HIGHLY CORRELATED WITH AGE, YEARS IN SCHOOL, AND DEAFNESS OF RELATIVES THAN WITH PERFORMANCE ON THESE ITEMS. ANALYSIS OF DATA INDICATED THAT SUBPARTS ONE, TWO, AND FIVE WERE EVALUATING THE SAME FACTOR AND PARTS THREE AND FOUR ANOTHER. IT WAS RECOMMENDED THAT PARTS ONE, TWO, AND FIVE BE COMBINED AND AND THAT EITHER PART THREE OR PART FOUR BE ELIMINATED. NO RELIABILITY INFORMATION IS AVAILABLE AS YET. FIGURES, TABLES, AND TEST ITEMS ARE INCLUDED IN THE APPENDIXES. THERE ARE 6 REFERENCES. (HK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC