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BACKGROUND

“ Who, What, Where? ” The Impact of Visual Support Charts on the Acquisition of WH—Questions of a Deaf Kindergartener Meghan F Seay, MS Candidate in Deaf Education Department of Theory & Practice in Teacher Education University of Tennessee, Knoxville, TN. BACKGROUND.

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BACKGROUND

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  1. “Who, What, Where?” The Impact of Visual Support Charts on the Acquisition of WH—Questions of a Deaf Kindergartener Meghan F Seay, MS Candidate in Deaf Education Department of Theory & Practice in Teacher Education University of Tennessee, Knoxville, TN

  2. BACKGROUND • One main strategy often used in deaf education is the use of visual learning approaches. • Language Acquisition of the Deaf • Deaf children do not learn language effortlessly. • 96% of deaf children have hearing parents (Karchmer & Mitchell, 2002). • Most hearing parents cannot give their child the every day, real-world experiences to learn language (Easterbrook & Baker, 2002).

  3. BACKGROUND • Acquisition of WH—questions • Preschoolers (12-46 months) should already understand & mastered WH—questions (Schirmer, 1994). • Children acquire WH—question words from ages 2-4, but results showed considerable variability in the order & timing of when they were attained (Luinge, Post, Wit, and Goorhuis-Brouwer, 2006). • Children should receptively understand the words who, what, & where between 3-4 years old (Bowen, 1998).

  4. BACKGROUND • Language Interventions and Instructions • Language learning happens when communication opportunities arise within natural contexts (Luetke-Stahlman, 1993; Marvin, 1996). • Marvin’s study (1996) • Language strategies are needed when working with children who are deaf & language delayed (Lee and Mulhern, 1975; Luetke-Stahlman, 1993; Luetke-Stahlman, Bloom & Lahey, 1978; Marvin, 1996).

  5. BACKGROUND • Using Visual Scaffolds with Visual Language Users • “Deaf people are primarily visual beings whose eyes are their portal to the world of information & knowledge”(World Federation of the Deaf, 2007). • Dialogic reading intervention program • Utilize visual materials (Fung, Chow, & McBride-Chang, 2005).

  6. BACKGROUND • Multiple Pathways for Children with Cochlear Implants • If a child with hearing loss is learning a first language at school, educators must determine the child’s language pathway (Easterbrook & Baker, 2002). • The research question guiding this study asks: Will a visual chart effectively support a severely language delayed student’s understanding of three WH—questions during daily authentic communication?

  7. METHODS • Single Subject Design, Multiple Baseline Design, across skills • Participant & Setting: • Cole: • 5 year, 5 month old male • enrolled in kindergarten at a residential school for the deaf • Adopted in China in 2009 by hearing parents. • Profound sensorineural bilateral hearing loss • Cochlear implant since December of 2009 • Mode of communication: gesturing with some American Sign Language

  8. METHODS • Variables: • Dependent: Student’s ability to respond appropriately to WH—questions • Independent:

  9. METHODS • Procedures: Intervention • 30 minutes of daily explicit instruction • Asked WH—questions only during authentic opportunities that arose outside the classroom or during explicit instruction. • Instruction involved: • child led play • opportune questioning • the printing of representative pictures • using visual support chart

  10. DATA COLLECTION • Baseline:10 what, who, & where questions per day for five days total. • Intervention:10 questions throughout the school day during authentic opportunities only. • Student must show upward trend by 2/3 or 3/3 data points for each WH—question before moving onto the next word. • Appropriate responses were tallied and graphed. • After one week of no intervention, maintenance data were collected.

  11. RESULTS • The intervention was highly effective in improving his receptive understanding of WH—question words what & who. • Maintenance data show that Cole sustained his understanding of ‘what’ over a two week time span when no intervention was present, resulting in long term retention.

  12. RESULTS

  13. DISCUSSION • The approach of the intervention was very visually stimulating due to: • Children’s books & toys • Digital & printed pictures of the actual manipulatives being used. • One-on-one and portable visual support charts add pictures of each 3

  14. DISCUSSION • All data phases were collected only during authentic communication to ensure Cole was fully engaged. • ‘Who’ showed an upward trend that occurred at a more rapid rate because daily explicit instruction involved authentic & meaningful hands on approach rather than looking at children’s books.

  15. DISCUSSION • The researcher planned ahead by providing the right manipulatives & activities to help create meaningful opportunities (Lee & Mulhern, 1975; Leutke-Stahlman, 1993; Marvin, 1996) • Cole generalized the information & transferred it to other environments throughout the school day. • Cole’s socialization skills increased.

  16. LIMITATIONS • Inter-rater reliability • Small sample size • Collection of data within all three phases

  17. FUTURE RESEARCH • Further examine how visual scaffolds support language understanding & growth. • Increase the number of weeks to include more WH—question words like ‘where’, ‘when’, ‘which’, & the more advanced ‘why’ & ‘how’. • Use chart for concepts, other words, & vocabulary in general. • Will the intervention or the visual support chart be successful with Autistic children?

  18. REFERENCES Bowen, C. (1998). Ages and Stages: Developmental Milestones. Retrieved October 31, 2010, From Caroline Bowen PhD Speech-Language Pathologist. http://www.speech-language-Therapy.com/devel2.htm Easterbrooks, S., & Baker, S. (2002). Language Learning in Children Who are Deaf and Hard of Hearing. Boston, MA: A Pearson Education Company. Fung, P.-C., Chow, B. W.-Y., & McBride-Chang, C. (2005). The Impact of a Dialogic Reading Program on Hard-of-Hearing Kindergarten and Early Primary School-Aged Students in Hong Kong. Journal of Deaf Studies and Deaf Education, 10 (1), 82-95. Lee, L., Koenigsknecht, R., & Mulhern, S. (1975). Interactive language development teaching. Evanston, IL.: Northwestern University Press. Luetke-Stahlman, B. (1993). Reseach-Based Language Intervention Strategies Adapted for Deaf And Hard of Hearing Children. American Annals of the Deaf , 138 (5), 404-410. Luinge, M., Post, W., Wit, H., & Goorhuis-Brouwer, S. (2006). The Ordering of Milestones in Language Development for Children from 1 to 6 Years of Age. Journal of Speech, Language, and Hearing Research, 49, 923-940. Marvin, C., & Kasal, K. (1996). A Semantic Analysis of Signed Communication in an Activity-Based Classroom for Preschool Children Who are Deaf. Language, Speech, and Hearing Services in Schools, 27, 57-67. Schirmer, B. R. (1994). Language and literacy development in children who are deaf. New York: Macmillan Publishing Company. World Federation of the Deaf, Education Rights for Deaf Children. (2007). Policy of the WFD Education Rights for Deaf Children. Retrieved from http://www.wfdeaf.org/pdf/policy_child_ed.pdf

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