Open Access. Powered by Scholars. Published by Universities.®
Communication Sciences and Disorders Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Discipline
- Publication
Articles 1 - 2 of 2
Full-Text Articles in Communication Sciences and Disorders
Deaf Students And Their Classroom Communication: An Evaluation Of Higher Order Categorical Interactions Among School And Background Characteristics, Thomas Allen, Melissa Anderson
Deaf Students And Their Classroom Communication: An Evaluation Of Higher Order Categorical Interactions Among School And Background Characteristics, Thomas Allen, Melissa Anderson
Melissa L. Anderson
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 …
The Contribution Of Processing Impairments To Sli: Insights From Attention-Deficit/Hyperactivity Disorder, Janis Cardy, Rosemary Tannock, Andrew Johnson, Carla Johnson
The Contribution Of Processing Impairments To Sli: Insights From Attention-Deficit/Hyperactivity Disorder, Janis Cardy, Rosemary Tannock, Andrew Johnson, Carla Johnson
Andrew M. Johnson
Slowed speed of processing and impaired rapid temporal processing (RTP) have been proposed to underlie specific language impairment (SLI), but it is not clear that these dysfunctions are unique to SLI. We considered the contribution of attention-deficit/hyperactivity disorder (ADHD), which frequently co-occurs with language impairments, to performances on processing tasks. School-aged children who had SLI without concurrent ADHD (n=14), ADHD without concurrent SLI (n=14), and typical development (TD, n=28) performed two nonverbal speeded tasks and one auditory RTP task. RTP impairments were found in many children with SLI and ADHD, and some children with TD. Children with ADHD demonstrated slower …