Caroline Guardino

American Sign Language Recognition Using Leap Motion Sensor

In this paper, we present an American Sign Language recognition system using a compact and affordable 3D motion sensor. The palm-sized Leap Motion sensor provides a much more portable and economical solution than Cyblerglove or Microsoft kinect used in existing studies. We apply k-nearest neighbor and support vector machine to classify the 26 letters of the English alphabet in American Sign Language using the derived features from the sensory data. The experiment result shows that the highest average classification rate of 72.78% and 79.83% was achieved by k-nearest neighbor and support vector machine respectively. We also provide detailed discussions on the parameter setting in machine learning methods and accuracy of specific alphabet letters in this paper.

Identification and Placement for Deaf Students With Multiple Disabilities: Choosing the Path Less Followed

Students with a hearing loss often have an additional disability. Although the number of deaf students with multiple disabilities is growing, research on this population has significantly decreased over the past quarter-century. The article reviews the literature on identification and placement of deaf students with multiple disabilities, specifically deaf students with one of the following disabilities: autism, emotional/behavior disorders, attention deficit disorders, or mental retardation. Degree of incidence is also reported, and is compared with statistics from the annual report of the Gallaudet Research Institute (2005). Included in the review are suggestions for future research and implications for professionals in the field of deafness.

Teaching Phonological Skills to a Deaf First Grader: A Promising Strategy

The researchers analyzed the effectiveness of teaching phonological skills to a deaf child using the Direct Instruction curriculum titled Teach Your Child to Read in 100 Easy Lessons (Engelmann, Haddox, & Bruner, 1983). There are few studies that support the use of phonological interventions with students who are deaf or hard of hearing. The present study extends this research base. The study participant was a 7-year-old male first grader with moderate-to-severe mixed bilateral progressive hearing loss. A case study design was implemented for a period of 8 weeks. Detailed journal entries and tests of nonsense words were used to track participant progress. Results indicate that the participant’s phonological decoding skills improved. Implications for practitioners and future research are addressed.

Further Evidence of the Effectiveness of Phonological Instruction with Oral-Deaf Readers.

The effectiveness of phonological instruction with 6 deaf students in an oral program was investigated. In a previous investigation (Syverud, Guardino, & Selznick, 2009), promising results had been obtained in a case study in which the Direct Instruction curriculum titled Teach Your Child to Read in 100 Easy Lessons (Engelmann, Haddox, & Bruner, 1983) was used with an oral-deaf child. Given these results, Syverud and Guardino were asked to replicate the procedures with additional struggling readers. A multiple case study design was implemented for a period of 10 weeks. Tests of nonsense words were administered to monitor weekly progress in phonological decoding. Intervention journals were completed for each tutoring session to provide qualitative information. Although the results were mixed, all 6 participants showed gains in phonological decoding skills. Suggestions for both practitioners and researchers are offered.

Building the Evidence-Base of Effective Reading Strategies to Use with Deaf English-Language Learners.

Nearly 25% of Deaf and Hard of Hearing (DHH) students come from homes where a language other than English is used and are known as English-Language Learners (ELLs). Evidence-based practices used to teach students who are DHH ELLs are imperative. To build an evidence-base, successful strategies must be examined across multiple researchers, sites, and participants. This research is a replication of an effective reading strategy; teaching vocabulary using repeated preteaching sessions paired with viewing American Sign Language books on DVD. Five participants with severe to profound hearing loss participated in this multiple-baseline design (ABC) across three sets of five vocabulary words study. Results indicated that after three sessions of preteaching and viewing the DVD, the majority of participants signed correctly 90% to 100% of the targeted vocabulary. Maintenance data were collected 1 to 5 weeks following the intervention. Implications for practitioners and researchers are discussed.

Literacy Strategies for Deaf/Hard-of-Hearing English Language Learners: Where Do We Begin?

Abstract The Gallaudet Research Institute confirms a 22.5 per cent increase from 2.7 per cent (2000) to 25.2 per cent (2011) in deaf and hard-of-hearing (DHH) students whose parents use a language ‘other’ than English or American sign language (ASL) at home. These DHH students who are also English language learners (ELLs) struggle to learn English, perhaps their native home language, and quite possibly a third language, ASL. In order to understand how to meet the needs of this growing population, a synthesis of evidence-based and best-practice research over the last 10 years is presented. Strategies for ELL students who have disabilities and DHH ELLs are reviewed. The criteria for inclusion of the studies were based on the US federal research standards. These studies were then categorized based on the components of an effective literacy programme. Recommendations of literacy strategies that practitioners and researchers can begin investigating to document evidence-based practices for this unique and often neglected population are presented

Evaluating Teachers' Preparedness to Work with Students Who Are Deaf and Hard of Hearing with Disabilities.

a national survey was conducted to determine the needs of teachers and service providers working with students who are deaf and hard of hearing with disabilities (DWD). Quantitative and qualitative questions were asked regarding knowledge of, training with, and strategies used with students who are DWD. Responses from 264 professionals working with this population are reported. Results are reviewed and tied to previous research before and after the 2008 revalidation of the Council on Education of the Deaf standards for teachers of the deaf. Final recommendations are made for (a) virtual learning opportunities, (b) hands-on field experiences and course work in teacher preparation programs, and (c) empirically based research. By understanding the needs of professionals who are currently working with students who are DWD, researchers can help improve teacher preparation programs as well as improve the educational systems currently in place for these learners.

Single-Case Design Research: Building the Evidence-Base in the Field of Education of Deaf and Hard of Hearing Students

The field of education of deaf and hard of hearing (DHH) students has a paucity of evidence-based practices (EBPs) to guide instruction. The authors discussed how the research methodology of single-case design (SCD) can be used to build EBPs through direct and systematic replication of studies. An overview of SCD research methods is presented, including an explanation of how internal and external validity issues are addressed, and why SCD is appropriate for intervention research with DHH children. The authors then examine the SCD research in the field according to quality indicators (QIs; at the individual level and as a body of evidence) to determine the existing evidence base. Finally, future replication areas are recommended to fill the gaps in SCD research with students who are DHH in order to add to the evidence base in the field.

Taking the Time out of Transitions.

Until now, studies have not looked at the importance of managing and reducing academic transition times in inclusion classrooms. In the present study, researchers examine the impact of teacher-approved, environmental modifications in the context of an inclusion class. The methodology used was a single-subject, multiple baseline design across four transitions in two early childhood inclusion classrooms, to evaluate the effectiveness of classroom modifications on transition time. The modifications included: lines on the rug to indicate seating rows, table inserts and chair bags to provide access to materials, visual aids to indicate center choices, and chimes to begin/end transitions. Results from the interventions show that teacher-prompted modifications in inclusion classrooms are relevant to the overall discourse of the importance of reducing transition times. Class-wide data analysis showed a decrease in transition times by an average of 1 minute and 36 seconds, following the introduction of the modifications. Teacher feedback indicated satisfaction with the modifications and the results.

Designing SmartSignPlay: An Interactive and Intelligent American Sign Language App for Children who are Deaf or Hard of Hearing and their Families

This paper describes an interactive mobile application that aims to assist children who are deaf or hard of hearing (D/HH) and their families to learn and practice American Sign Language (ASL). Approximately 95% of D/HH children are born to hearing parents. Research indicates that the lack of common communication tools between the parent and child often results in delayed development in the childs language and social skills. Benefiting from the interactive advantages and popularity of touchscreen mobile devices, we created SmartSignPlay, an app to teach D/HH children and their families everyday ASL vocabulary and phrases. Vocabulary is arranged into context-based lessons where the vocabulary is frequently used. After watching the sign demonstrated by an animated avatar, the user performed the sign by drawing the trajectory of the hand movement and selecting the correct handshape. While the app is still under iterative development, preliminary results on the usability are provided.