Preferred Mode Of Communication Research Articles

Problematizing the Familiar

The article is the result of tutor reflection and considers some dilemmas faced by Deaf students as they seek to work with d/Deaf and non-deaf people using a qualitative paradigm.1 Emerging themes are presented which challenge the appropriateness of academic research language in relation to sign language and the competing notions of Deaf people as invariably ‘experts’ or ‘the other’. Some case examples are given to stimulate debate. The position of Deaf researchers is related to that of ‘subalterns’ (Ladd, 2003) and seen as potentially ‘emancipatory’ (Truman et al., 2000). The article concludes by seeding the development of a new and critical paradigm of social work research among Deaf researchers and respondents within the seventh moment (Denzin, 2002) and therefore posing the question of how this will be achieved for students whose preferred mode of communication is sign language.

TEFL and Communication Styles in Japanese Culture

Japanese students often feel it is difficult to acquire communicative skills in English at school. Although many of them appear to have positive, favourable attitudes towards learning English, their annual Test of English as a Foreign Language (TOEFL) total score mean has been consistently low. The present paper discusses this paradox from two points of views, pedagogical and cultural. First, some features of TEFL in Japanese schools are highlighted. TEFL starts late (at junior high school), the class hours per week are comparatively few, and classes are large. In addition, while communicative language teaching (CLT) has been formally adopted, teachers and students are still conscious of grammar-translation skills, particularly because of their prominence in University entrance examinations. Second, certain aspects of Japanese communication styles have significant effects on students' motivation to learn English and their preferred modes of communication in English. These include 'dual structured' communication, implied meanings, tacit understanding, and sensitivity to social and contextual factors such as formality, status, power and social distance. This paper presents the results of a study on aspects of formality and politeness in the use of English by Japanese teachers and students, and concludes by discussing recent developments and future prospects.

Using SNAP Dragons to monitor narrative abilities in young deaf children following cochlear implantation

Objective: To assess the narrative abilities of young deaf children before cochlear implantation and 1 and 2 years following implantation, and to explore possible changes in the implanted children's preferred mode of communication in the narrative abilities task. Study Design: Prospective longitudinal study assessing the narrative abilities of young deaf children before and after cochlear implantation. Setting: Pediatric tertiary referral center for cochlear implantation. Patients and methods: The narrative abilities of 35 young profoundly deaf children were assessed before implantation and 1 and 2 years following implantation using the Stories/Narratives Assessment Procedure. Children with age at implantation less than 6 years were included in the study (mean age at implantation was 3.5 years; range 1.4–5.9 years). All children were filled with the Nucleus multichannel cochlear implant system. With respect to their communication modes, they came from a wide range of backgrounds and all children were encouraged to use their preferred mode of communication during the narrative task. Results: The data showed that there was a statistically significant increase in narrative abilities across the three data points ( P<0.001). Before receiving the implant, children were mostly in the pre-structural, receptive stages and could at most label or comment on the pictures (median narrative stage 2). By the 2-year interval, children were mostly using one or two categories or one complete episode with spontaneous retelling (median narrative stage 4). Although children were not pressured to use any particular communication mode, a shift to speech was found following implantation and this was statistically significant ( P<0.001). Conclusion: Young implanted deaf children showed a significant progress in their narrative abilities through time and a significant shift in the predominant mode of communication towards more speech orientated communication modes following cochlear implantation.

Preferred communication modes: prelinguistic and linguistic communication in non‐speaking preschool children with cerebral palsy

Seven non-speaking preschool children with severe cerebral palsy, 5-7 years of age, were studied with respect to the amount of prelinguistic versus linguistic modes of communication used in communicative interaction with a previously unknown adult. An attempt was also made to analyse this in relation to the childrens' physical, cognitive and linguistic capacities. No significant correlations were found, however. Given that all participants had reached preschool age and were of normal intelligence, the amount of linguistic communication used (12%) was much less than could be expected. Explanations for the results were suggested, including limited interaction possibilities with the environment due to motor dysfunction, which in turn might prevent development of linguistic skills necessary to take part in more complex communicative interaction later in life.

Communication Mode and the Information Processing Capacity of Hebrew Readers with Prelingually Acquired Deafness

Two groups of students, one with prelingually acquired deafness, and a hearing control group participated in an experiment designed to examine the effect of communication mode on working memory coding and information-processing capacity. A research paradigm based on a letter-processing task was used as a test tool. Sixteen of the participants who were deaf (mean grade 6.9) were raised by hearing parents advocating a strict oral approach at home and at school. Another 16 students with deafness (mean grade 6.9), all of them children of deaf parents, acquired sign language as their primary language. The mean grade of the hearing control group was 6.5. Contrary to expectations, the groups' information-processing capacity was not biased by their preferred communication mode. Although the stimuli material was linguistic in nature, no evidence for linguistic coding was found.

Will the Courts Go Bi-Bi? IDEA 1997, the Courts, and Deaf Education

An innovative instructional philosophy in the field of deaf education—bilingual-bicultural (bi-bi) education—is likely to raise new questions for courts to consider in interpreting the Individuals with Disabilities Education Act. This article reviews past litigation concerning the education of children who are deaf or hard of hearing and explores the new language of IDEA ′97 as it affects communication issues for these children. Arguing that IDEA ′97 and the 1999 implementing regulations make it more difficult for schools to ignore the primary language and preferred mode of communication of children who are deaf the authors speculate that courts may be less likely to view language and communication modes as educational methods and, therefore, less likely to defer to the decisions of school authorities than in past court cases.

Perception of prosodic phrasing by hard-of-hearing listeners

Severely to profoundly hard-of-hearing (HOH) listeners (n=12) were tested for their perception of prosodic phrase continuity in clear and conversational speech. In two experiments, fluently spoken sentences were compared with utterances artificially assembled from isolated words (experiment 1) and prosodic phrases (experiment 2) that replicated the sentences’ lexical composition. The difference in the overall duration of the assembled and fluent utterance was eliminated via signal processing, but the amplitude envelope and the intonational contour differences were left intact. Randomized repetitions of each utterance pair (72 pairs, 12 sentences × 2 speaking styles × 3 speakers, in experiment 1, and 40 pairs, 10 sentences × 2 speaking styles × 2 speakers, in experiment 2) were presented to each listener over several experimental sessions. In a 2IFC procedure, the listener identified the utterance that sounded more like fluent speech. Four normal-hearing (NH) controls were tested in white noise (S/N ratio=−20 dB). NH listeners identified the fluent sentences with accuracy greater than 90%. Across HOH listeners, identification accuracy varied from completely random to less than 75% correct, and was dependent on a listener’s sensation level and preferred communication mode (oral versus manual). [Work supported by NIDCD.]

I don't want to hear you, but I'd like to see you

Purpose: To compare attitudes towards clinical genetics between respondents who are Deaf and those who are Deaf-Blind. Previous studies involving Deaf patients have been limited by the barriers inherent in obtaining responses in a clinical setting as well as by a language barrier. This is the first work that elicited non-censored responses from Deaf and Deaf-Blind adults.Methods: Participants in a retreat for Deaf-Blind adults were interviewed concerning their views relating to genetic counseling and treatment of hearing and vision loss. Respondents consisted of Deaf adults (those who identify as part of the Deaf culture in the U.S. and Canada and whose primary language is American Sign Language) and Deaf-Blind adults (those who have both hearing and vision loss). Initial interviews were conducted in-person in the respondent's preferred language and mode of communication. Communication was direct (no interpreter needed) and included American Sign Language (ASL), tactile ASL (the Deaf-Blind respondent read ASL by placing his/her hands on the interviewer's hands while the interviewer signed), and spoken English. Follow-up interviews were obtained within a six-month period.Results: The Deaf adults had negative views towards medical genetics, drawing parallels between treatments to “cure deafness” with eugenics and genocide. However, one respondent would be interested in genetic counseling if the medical personnel had positive attitudes towards the Deaf and would meet the needs of Deaf clients. The Deaf-Blind adults fell into two categories. Those whose communication included both signing and oral methods were interested in preserving both their hearing and vision. Those who identified as culturally Deaf had similar responses as the Deaf adults in terms of resenting the idea of “curing deafness,” while at the same time interested in any avenues that would preserve or restore vision.Conclusions: To provide appropriate services to Deaf and Deaf-Blind adults, it is imperative to establish trust and effective communication. Identifying a contact in the Deaf community who can serve as a cultural mediator is an important tool. In addition, expanding the time frame for clinical appointments and utilizing the preferred mode(s) of communication conveys respect and allows for successful communication. The attitudes of Deaf-Blind adults towards medical interventions differed between those who communicate orally and those who identify as culturally Deaf.

Chronic Auditory Agnosia Following Landau-Kleffner Syndrome: A 23 Year Outcome Study

We report a 27-year-old woman with chronic auditory agnosia following Landau-Kleffner Syndrome (LKS) diagnosed at age 4 1/2 . She grew up in the hearing/speaking community with some exposure to manually coded English and American Sign Language (ASL). Manually coded (signed) English is her preferred mode of communication. Comprehension and production of spoken language remain severely compromised. Disruptions in auditory processing can be observed in tests of pitch and duration, suggesting that her disorder is not specific to language. Linguistic analysis of signed, spoken, and written English indicates her language system is intact but compromised because of impoverished input during the critical period for acquisition of spoken phonology. Specifically, although her sign language phonology is intact, spoken language phonology is markedly impaired. We argue that deprivation of auditory input during a period critical for the development of a phonological grammar and auditory–verbal short-term memory has limited her lexical and syntactic development in specific ways.

Using Hypnosis to Help Deaf Children Help Themselves: Report of Two Cases

This is a report of deaf children who demonstrated the ability to quickly learn hypnotic skills and apply them effectively to the management of their problems. The children were taught hypnosis through American Sign Language, their preferred mode of communication. As with hypnosis with hearing children, we focused upon induction with fantasy and imaginative involvement, creation in imagination of a metaphor for, or imagery of, the desired outcome, and associated sense of pride (ego-strengthening), positive expectation, and teaching self-hypnosis to emphasize the importance of repeated, daily practice. Case examples presented are an 11-year-old deaf girl who used hypnosis to eliminate multiple warts, and a 9-year-old deaf boy with mild developmental disability whose self-hypnosis skills were applied to the management of myoclonus. In the former, the clinician is also the sign language communicator and in the latter, a professional sign language interpreter and parent are both intimately involved in the communication and hypnosis process.

Computer‐mediated communication and the question of culture

There is a controversy surrounding the existence of a culture created by the people who use computers to communicate. Those who deny its existence argue that emotional contact is only possible within the face‐to‐face setting, and that computer‐mediated communication does not allow enough commonalty to form a culture. Through an analysis of computer‐mediated communication transcripts collected from Bitnet‐Relay, a synchronous computer system, it is argued that cultures are both possible and prevalent among communities connected only by the computer as the preferred mode of communication.

A Comparison of Communication Modes in Adult Psychiatry

The process and outcome of clinical tasks in an acute psychiatric unit were compared using four different communication modes: face to face, telephone, hands-free telephone, and a low-cost videoconferencing system. Six doctors and six patients took part in the study. Four assessment measures were used. The videoconferencing system was positively received by both patients and doctors. Both doctors and patients preferred communication modes with visual cues. However, there were few significant differences between communication modes when using single measures; only multiple levels of analysis can adequately assess the differences between such modes of communication.

ELIGIBILITY ISSUES AND COMPARABLE TIME LIMITS FOR DISABLED AND NONDISABLED SAT® EXAMINEES

This project used data from test administration timing records, the College Board's Scholastic Aptitude Test (SAT) history file, and a survey questionnaire to investigate two issues: comparable testing time and eligibility for special test accommodations for SAT examinees with disabilities. Comparable testing time for disabled examinees was found to be between 1½ and 2 times that for nondisabled examinees. Time limits in that range would assure that approximately equal percentages of disabled and nondisabled students would complete each section of the SAT The exception was blind students using braille or cassette versions of the test, who required between double and triple time. Eligibility for special test accommodations is tied to severity of disability and documentation of disability. Some levels of disability could be distinguished for students with sensory disabilities, based on self-reports and confirmed by the presence or absence of individualized education programs (IEPs). For example, IEPs were reported for 80 percent of totally blind candidates, 50 percent of legally blind candidates, and only 28 percent of visually impaired examinees who were not considered legally blind. Similarly, 90 percent of hearing-impaired students using American Sign Language (ASL) reported having IEPs, compared to 76 percent of those using total communication (English and sign) and 42 percent of those for whom English was the preferred communication mode. Severity of disability could not be defined for physically disabled or learning-disabled examinees, except on the basis of IEPs. However, it was difficult to isolate the need for test accommodations based on school practices (e.g., IEPs or special schools or classes), since examinees eligible for special test administrations were often tested under standard conditions. Alternatives to the current eligibility policy are discussed, including a change to school-based criteria and the use of individualized testing programs. A change to empirically derived testing times is also discussed.

The influence of personal characteristics on rumor knowledge and transmission among the deaf.

Students who viewed themselves as members of the deaf culture listed all the current rumors they knew and the number of people to whom they typically transmit rumors. These two rumor variables, knowledge and transmission, were related to general anxiety level, extraversion, gender, self-reported preferred mode of communication, and type of high school attended. Congruent with previous research on hearing populations, deaf participants who were more anxious knew more rumors than did less anxious deaf participants. Results unique to the deaf population are also discussed.

Coping and Adjustment in Alaryngeal Speakers

In this investigation the coping, adjustment, self-esteem, general well-being, perceived communication abilities, and preferred communication modes of 41 patients with laryngectomies were evaluated. Specifically, we wanted to determine how well patients with laryngectomies adjust to and cope with their cancer, whether differences in coping and adjustment vary as a function either of the type of alaryngeal voice used or the amount of time since the laryngectomy, and whether relationships exist between the speech of patients with laryngectomies and their adjustment. Standardized interview protocols and tests were employed during face-to-face interviews. Results revealed that 73% of the sample showed good adjustment and used predominantly problem-focused and seeking-social-support strategies to cope with their cancer. The 27% who were classified as poor copers also performed poorly on self-esteem and general well-being measures and used more self-blame and avoidance strategies. There were no significant differences among different types of preferred communication modes. Significant differences existed between patients with recent and distant laryngectomies; the latter showed better overall adjustment. The subjects who were well adjusted also tended to view their voice rehabilitation as more beneficial and rated themselves as more easily understood by listeners than did those subjects demonstrating psychological distress and poor adjustment. Implications for advanced voice therapy, the need for counseling and referrals, and the relationship among voice, self-esteem, and therapy are discussed.

Physicists on physics

ABSTRACT This paper offers an ethnographic account of the community of academic physicists. It seeks, on the basis of interviews with key informants, to construct a picture of what physics is like as a discipline; what features of its epistemology serve to differentiate it from other disciplines; and what characterises the disciplinary community itself, in terms of its career structure, value-system and preferred modes of communication. In conclusion, an attempt is made to identify the physicist's world-view.

Correlations among Scores on Woodcock-Johnson Achievement Subtest (Spanish), WISC—R (Spanish) and Columbia Mental Maturity Scale

Spanish translations of the Woodcock-Johnson Achievement Battery, the Wechsler Intelligence Scale for Children—Revised, and the Columbia Mental Maturity Scale were administered to 30 Puerto Rican first grade pupils. Analysis confirms the concurrent validity of the Spanish versions of WISC—R with Columbia Mental Maturity Scale and the Spanish Woodcock-Johnson achievement subtests. The Spanish WISC—R is a valid and reliable instrument to measure intellectual functioning of Puerto Rican children with Spanish as their preferred mode of communication. Scores on the nonverbal Columbia scale correlate more strongly with the WISC—R Verbal scaled scores and may be used with recently arrived nonEnglish speakers.

Historians on history

ABSTRACT This paper offers an ethnographic account of the community of professional historians. It seeks, on the basis of interviews with key informants, to construct a picture of what history is like as a discipline; what special features of its epistemology help to differentiate it from other disciplines; and what characterises the profession itself in terms of its career structure, value system and preferred modes of communication. In conclusion, an attempt is made to identify the historian's distinctive world-view.

Developing written literacy in deaf children through analyzing sign language.

This study addresses the effects of complementary sign language instruction on three measures of literacy. Six severely to profoundly deaf high school residential students, whose preferred mode of communication was either American Sign Language (ASL) or Pidgin Sign English (PSE) participated in a program of instruction comparing ASL and English. Literal and figurative translation and editing and grammatical English skills were taught. Seven control subjects did not receive any intervention during this time. No significant differences between the experimental and control groups were found on the pre-test measures. The post-test scores for the experimental group were significantly higher than those of the control group. Suggestions are given for further research in bilingual-bimodal literacy instruction.

Language Inadequacy and Intellectual Potential: An Educational Priority in Ghana

A persistent problem in many developing countries is the use of English as the medium of education, when the indigenous languages are still the preferred mode of interpersonal communication. The outcome can easily be that facility in English is at a very low level, because there are relatively few situations in which English is used in social interaction. In Ghana, through Primary School, English gradually becomes the medium of instruction and is wholly used by Secondary School level. However, outside the classroom, the various indigenous languages are preferred, though some Secondary Schools take steps to encourage use of English in informal communication. Thus the use of English in social interaction, clearly the most effective way of developing facility, may be restricted to infrequent and brief teacher-pupil exchanges. Vernon [1] describes a very similar situation in Uganda. Methods of dealing with the problem easily become confused with the very widespread desire to maintain and develop the indigenous languages, as part of the general political emphasis on independence and national identity. The effect of limited language facility becomes most marked at higher education levels. Until this point a strategy of extensive note taking and well developed memorization appears to be a fairly adequate method of compensation. The aims of higher education can hardly be realised with such study methods, and it is at times difficult to believe that acquisition of high level concepts and