Deaf Students and Their Classroom Communication: An Evaluation of Higher Order Categorical Interactions among School and Background Characteristics

Autor/inn/en	Allen, Thomas E.; Anderson, Melissa L.
Titel	Deaf Students and Their Classroom Communication: An Evaluation of Higher Order Categorical Interactions among School and Background Characteristics
Quelle	In: Journal of Deaf Studies and Deaf Education, 15 (2010) 4, S.334-347 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/enq034
Schlagwörter	Classroom Communication; Placement; Language of Instruction; Deafness; Hearing Impairments; Surgery; Assistive Technology; Statistical Analysis; Age Differences; Parents; Parent Influence; Sign Language; Communication Strategies; Speech Communication + Suchen Sie Ihr Suchwort? Klassengespräch; Betriebspraktikum; Praktikum; Teaching language; Unterrichtssprache; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Chirurgie; Statistische Analyse; Age; Difference; Age difference; Altersunterschied; Eltern; Gebärdensprache; Kommunikationsstrategie
Abstract	This article investigated to what extent age, use of a cochlear implant, parental hearing status, and use of sign in the home determine language of instruction for profoundly deaf children. Categorical data from 8,325 profoundly deaf students from the 2008 Annual Survey of Deaf and Hard-of-Hearing Children and Youth were analyzed using chi-square automated interaction detector, a stepwise analytic procedure that allows the assessment of higher order interactions among categorical variables. Results indicated that all characteristics were significantly related to classroom communication modality. Although younger and older students demonstrated a different distribution of communication modality, for both younger and older students, cochlear implantation had the greatest effect on differentiating students into communication modalities, yielding greater gains in the speech-only category for implanted students. For all subgroups defined by age and implantation status, the use of sign at home further segregated the sample into communication modality subgroups, reducing the likelihood of speech only and increasing the placement of students into signing classroom settings. Implications for future research in the field of deaf education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10