A Case of Specific Language Impairment in a Deaf Signer of American Sign Language

Autor/inn/en	Quinto-Pozos, David; Singleton, Jenny L.; Hauser, Peter C.
Titel	A Case of Specific Language Impairment in a Deaf Signer of American Sign Language
Quelle	In: Journal of Deaf Studies and Deaf Education, 22 (2017) 2, S.204-218 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/enw074
Schlagwörter	Case Studies; Language Impairments; Deafness; American Sign Language; Native Speakers; Cognitive Development; Intelligence; Visual Perception; Spatial Ability; Psychomotor Skills; Memory; Cognitive Processes; Sequential Learning; Scores; Finger Spelling; Vocabulary; Reading Comprehension; Reading Fluency; Writing Difficulties; Diagnostic Tests; School Psychologists; Speech Language Pathology; Specialists; Data Collection; Student Records; Interviews; Psychological Evaluation; Psychoeducational Methods; Student Evaluation; Young Children + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Gehörlosigkeit; Taubstummheit; Muttersprachler; Kognitive Entwicklung; Intelligenz; Klugheit; Visuelle Wahrnehmung; Räumliches Vorstellungsvermögen; Psychomotorische Aktivität; Gedächtnis; Cognitive process; Kognitiver Prozess; Didaktische Sequenzierung; Lernsequenz; Fingeralphabet; Wortschatz; Leseverstehen; Schreibstörung; Diagnostic test; Diagnostischer Test; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Data capture; Datensammlung; Schülerakte; Interviewing; Interviewtechnik; Psychosoziale Beurteilung; Schulnote; Studentische Bewertung; Frühe Kindheit
Abstract	This article describes the case of a deaf native signer of American Sign Language (ASL) with a specific language impairment (SLI). School records documented normal cognitive development but atypical language development. Data include school records; interviews with the child, his mother, and school professionals; ASL and English evaluations; and a comprehensive neuropsychological and psychoeducational evaluation, and they span an approximate period of 7.5 years (11;10-19;6) including scores from school records (11;10-16;5) and a 3.5-year period (15;10-19;6) during which we collected linguistic and neuropsychological data. Results revealed that this student has average intelligence, intact visual perceptual skills, visuospatial skills, and motor skills but demonstrates challenges with some memory and sequential processing tasks. Scores from ASL testing signaled language impairment and marked difficulty with fingerspelling. The student also had significant deficits in English vocabulary, spelling, reading comprehension, reading fluency, and writing. Accepted SLI diagnostic criteria exclude deaf individuals from an SLI diagnosis, but the authors propose modified criteria in this work. The results of this study have practical implications for professionals including school psychologists, speech language pathologists, and ASL specialists. The results also support the theoretical argument that SLI can be evident regardless of the modality in which it is communicated. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01