This study aims to measure the effectiveness of "multiplex teaching method" in mastering vocabulary for deaf students. Multiplex teaching method consists of picture language, sign language, printed-word language, written language, and spoken language. The research was designed as a single subject research (SSR) with baseline,…

Measurement in early childhood is an increasingly large-scale endeavor addressing purposes of accountability, program improvement, child outcomes, and intervention decision making for individual children. The Early Communication Indicator (ECI) is a measure relevant to intervention decision making for infants and toddlers, including response to…

A 10-year evaluation of effects of introducing total communication into a previously oral/aural school focused on student achievement levels and communication skills. Staff perceptions and test results have indicated important changes in both aspects, some of which may be attributable to direct intervention, legislative aspects, and greater…

The paper examines the needs, presention procedures, professional role, and positive results of a comprehensive parent education program as a component of a total communication early intervention project for hearing parents of deaf infants. (Author)

In a study involving 20 Down's Syndrome children and 4 normal but language delayed preschoolers, standardized change score analyses revealed that the total communication group scored significantly higher on the Expressive scale and in the number of acquired signs. (Author/CL)

To be effective in providing a writing literacy program, regardless of communication approaches, educators should establish program-wide conditions that promote English writing literacy over time. The researcher's purpose for this study was to identify shared characteristics of writing intervention programs in three different communication school…

Follow-up on 14 originally mute, low-functioning autistic children one to four years after intensive simultaneous communication training indicated that half of the children who had become verbal by program termination remained verbal at follow-up. Maintenance at follow-up was related to such factors as length of program participation, quality of…

Data are presented on the use of the Monterey Reading program, a multilevel individualized approach to teaching basic reading skills and improving decoding skills, with 21 hearing impaired students in the Charlotte-Mecklenburg (NC) school system. The Monterey program is further explained to provide built in reinforcement, measurable feedback for…

The existing outcome literature on the use of oral-only and total communication approaches for young deaf children is reviewed and methodological and practical difficulties of outcome research explored. The authors propose a developmental/transactional, clinically based process model for evaluating the effectiveness of early intervention.…

Evaluates effects of age of initial intervention on hearing-impaired children's academic achievement, social-emotional adjustment, and speech comprehension. Early intervention was not associated with improved performance in any dependent measures. (Author/BB)

Investigates the administration and interpretation of deaf educational policy at a regular education campus. There was a breakdown in translation of policy and a lack of articulation between the County and the District, as well as confusion regarding language use in the classroom and a lack of knowledge concerning the bilingual education of the…

Presented is the third year interim report of a 4-year longitudinal study comparing effectiveness of seven preschool programs which serve approximately 69 deaf children. Schools are seen to emphasize either an oral-aural, Rochester (oral-aural plus fingerspelling), or total communication approach to language development. Reported are the following…

Presented is the fourth year report of a 4-year longitudinal study comparing effectiveness of seven preschool programs for deaf children. Schools are seen to emphasize either an oral-aural, Rochester (Oral-aural plus finger spelling), or total communication method of instruction. Included in the report are a brief review of literature on…

The project evaluated the effectiveness of using Total Communication (simultaneous use of sign language and speech) with six infants with Down syndrome as a means of fostering communication while verbal skills and articulatory proficiency develop. Each child was seen within the home environment every second week through 24 months of age and once a…

An inclusive kindergarten class of students with and without hearing impairments is described. The "Education Together" program used total communication, a combination of whole language and basal instruction, behavior management techniques, and extensive teacher collaboration. Issues such as communication problems, discipline,…