I S I T D E A F N E S S O R L A N G U A G E D E P R I VAT I O N ?

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 U N I V E R S I T Y O F R O C H E S T E R

J O N H E N N E R , M . S . , D O C T O R A L C A N D I D A T E 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

D R . S A N J AY G U L AT I

The single greatest risk faced by deaf people is inadequate exposure to a usable first language.

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

L A N G U A G E I N T E R D E P E N D E N C E T H E O R Y - B I L I N G U A L B I M O D A L S

ASL

Written English

A S L D O E S M O R E T H A N B U I L D A F O U N D AT I O N F O R E N G L I S H ,

I T H E L P S B U I L D E N G L I S H .

Why does it matter if Deaf children have good ASL vocabulary skills?

TA S K S I G N I N G A B I L I T I E SP R E D I C T I V E S C O R E O N

T H E S AT- 1 0 R E A D I N G C O M P R E H E N S I O N T E S T

A S L A I : A N T O N Y M S N AT I V E 5 4 %

A S L A I : A N T O N Y M S N O N - N AT I V E 4 8 %

A S L A I : S Y N O N Y M S N AT I V E 5 0 %

A S L A I : S Y N O N Y M S N O N - N AT I V E 4 8 %

What about most kids who dont have signing parents?

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

Henner, Fish, & Hoffmeister, 2015

Effective schools for the Deaf can approximate good language environments at home

(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

Less grey matter

CI research

Highly variable

No focus on first-language acquisition

Implant language access

Duchesne, Sutton, & Bergeron (2009); Humphries et al. (2014c)

Deaf

TraumaMental Health

AddictionSocialization

Anderson & Leigh (2011); Fellinger, Holzinger, & Pollard (2012); Glickman (2009); Kvam, Loebs, & Tambs (2007)

Language Deprivation

TraumaMental Health

AddictionSocialization

Anderson & Leigh (2011); Fellinger, Holzinger, & Pollard (2012); Glickman (2009); Kvam, Loebs, & Tambs (2007)

AddictionDeaf 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 )

A D D I C T I O N

Language Deprivation

Difficulty 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

0

10

20

30

40

50

60

70

80

90

100

Psychotic Disorders Language Dysfluent

Deaf Hearing

Black & Glickman (2006)

L A N G U A G E D E P R I VAT 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

A d a p t e d f r o m G l i c k m a n ( 2 0 0 9 )

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, cognitive, and brain development

Parents misinformed about potential and probable implications of not giving fully accessible language exposure early

High expectations for CI, its the only option

Misinterpretation of brain imaging research (auditory cortex)

Bailes, Erting, Erting, & Thumann-Prezioso (2009); Humphries et al. (2014b; 2014c); Hyde, Punch, & Komesaroff (2010); Lyness, Woll, Campbell, & Cardin (2013)

English-only Ideology

English-only Testing Policies

Subtractive Bilingualism

Children dont have Access to Education

in their L1

School Disengagement, Loss of Identity

Westerlund (2015)

I M P L A N T E D C H I L D R E N V S H E A R I N G C H I L D R E N

Delayed sign language exposure

Hearing children

Davidson, Lillo-Martin, & Pichler (2013)

I M P L A N T E D C H I L D R E N V S H E A R I N G C H I L D R E N

Native sign language exposure

Hearing children

Davidson, Lillo-Martin, & Pichler (2013)

without a period of language deprivation before the implantation of the CI, children with CIs can develop spoken language skills appropriate for [their age] sign language input does no harm to a deaf childs spoken language development after h/she receives an implant

W H AT C A N W E , A S A C O M M U N I T Y, D O ?

Keep our children in schools for the Deaf

Demand higher accountability and signing skills from teachers of the Deaf

Understand the IEP process and know how to use it to create bilingual environments for our children

VA 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

A C K N O W L E D G E M E N T S

Data on slides 7 and 8 were collected through the Center for the Study of Communication and the Deaf at Boston University,

and by the work of Dr. Robert Hoffmeister