Visual Communication and Sign Language Checklist

Simms, Laurene; Baker, Sharon L.; Clark, M. Diane

doi:10.1037/t33627-000

Cited by 3 publications

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“…Eight items had to be replaced because they were not directly translatable into visual communication. For this purpose, we followed the Visual Communication and Sign Language Checklist for signing children (35). The adapted version was used in the same sample of 10 children growing up with Austrian Sign Language as the family language reported above (33).…”

Section: Language and Social Communicationmentioning

confidence: 99%

Communicative deficits associated with maladaptive behavior in individuals with deafness and special needs

et al. 2022

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BackgroundAt least one in three individuals who are prelingually deaf has special needs, most commonly due to intellectual disabilities. The scant literature on challenging behavior in this population, however, suggests high rates of prevalence and an important need to better understand the contributing factors.AimWe sought to analyze the prevalence of maladaptive behavior and its association with intellectual functioning, adaptive skills, language skills, and social communication in a population of adults with deafness and special needs.MethodsParticipants were 61 individuals from three therapeutic living communities established for people with deafness and special needs. The participants had a mean age of 54.7 years, 64% were male. Intellectual functioning was measured with two versions of the Snijders–Oomen Non-verbal Intelligence Scale. The Vineland-II Scales were used to assess adaptive and maladaptive behavior. Language skills were measured with instruments specifically adapted for this population, including the Reynell Developmental Language Comprehension Scale, the comprehension scale of the Child Development Inventory, and the Profile of Multiple Language Proficiencies. Due to high correlations between instruments, a composite language score was used. A specific questionnaire to measure social communication in adults with intellectual disabilities was also utilized.ResultsThe mean nonverbal developmental reference age was 6.5 years, whereas the equivalent for the language measures was about 3.5 years. The prevalence rate of elevated maladaptive behavior was 41% (v-scale score ≥18) and 18% of the participants had a clinically significant score (v-scale score ≥21). Regression analyses showed that only language and social communication skills were significantly associated with maladaptive behavior, while intellectual functioning and adaptive skills were not.ConclusionThese findings emphasize the importance of the constant promotion of communicative skills, as those people with better language and social communication skills demonstrate lower levels of maladaptive behavior.

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Section: Language and Social Communicationmentioning

confidence: 99%

Communicative deficits associated with maladaptive behavior in individuals with deafness and special needs

et al. 2022

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“…Therefore, different assessment tools are needed. Currently, there are three standardized ASL assessments to evaluate the development of ASL, including; (a) the Visual Communication Sign Language Checklist (Simms, Baker, & Clark, ); (b) the ASL Assessment Instrument (Hoffmeister et al, ); and (c) the ASL—Receptive Skills Test (Enns, Zimmer, Boudreault, Rabu, & Broszeit, ). Using these assessments requires fluency in ASL, including its grammar.…”

Section: Deaf Epistemologymentioning

confidence: 99%

How the medical professionals impact ASL and English families’ language planning policy

Kite

2019

Psychology in the Schools

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This article explores the journey of eight hearing families of bimodal-bilingual deaf children as they navigate the decisionmaking process reflecting their beliefs and values about American Sign Language (ASL) and English through their family language policy framework. The resources offered to families with deaf children often reflect a medical view, rather than a cultural perspective of being deaf. Because medical professionals, educators, and specialists who work with deaf and hard-of-hearing children have a strong influence on family members' opinions, beliefs, and attitudes about being deaf, it is even more crucial to correct misconceptions about ASL and empower families to develop a family language policy that is inclusive of their deaf and hard-of-hearing children. This article informs researchers, teachers, and other professionals about the potential benefits and challenges of supporting the families' ASL and English language planning policy.

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Sign language assessment tools for children – a review

Wiśniewska-Jankowska¹

2020

Now Audiofonol

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W artykule dokonano przeglądu przykładowych, tworzonych w Ameryce Północnej oraz Europie, narzędzi do oceny poziomu znajomości języka migowego u dzieci, w celu pokazania głównych założeń, którymi kierują się ich twórcy. Istniejące narzędzia zostały podzielone na dwie kategorie: skale obserwacyjne i testy kompetencji. Skale obserwacyjne pogrupowano w zależności od zakresu możliwej do przeprowadzenia za ich pomocą oceny poziomu funkcjonowania językowego dzieci. Zaproponowano również kategoryzacje testów kompetencji w oparciu o dwa kryteria -rodzaj ocenianych sprawności językowych oraz zakres materiału językowego poddawanego analizie. Słowa kluczowe: ocena znajomości języka migowego • rozwój języka migowego • testy do oceny znajomości języka migowego u dzieci AbstraktThis article reviews examples of tools, created in North America and Europe, for assessment of the level of sing-language linguistic competence among children, in order to demonstrate the main objectives of their authors. The existing tools were divided into two categories: assessment scales and proficiency tests. The assessment scales were further grouped depending on the scope of children's linguistic functioning assessment possible to be made when using them. The article follows with a suggestion for a categorization of the proficiency tests based on the basis of two criteria: type of language skills being assessed and the range of linguistic material subjected analysis.

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Visual Communication and Sign Language Checklist

Cited by 3 publications

References 0 publications

Communicative deficits associated with maladaptive behavior in individuals with deafness and special needs

Communicative deficits associated with maladaptive behavior in individuals with deafness and special needs

How the medical professionals impact ASL and English families’ language planning policy

Sign language assessment tools for children – a review

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