ACE-DHH Conference ~ February 20-22, 2014 · ACE-DHH Conference ~ February 20-22, 2014 Investing in...

ACE-DHH Conference ~

February 20-22, 2014

Investing in Children …

Our National Treasure

FOR PROPOSALS

The Kellogg Conference Center

On Gallaudet University’s campus in Washington, DC

2014 ACE-DHH CONFERENCE SCHEDULE 1

Wednesday, February 19, 2014 4:00-6:00pm Registration (Registration Booth at GUKCC – front lobby)

Thursday, February 20, 2014 8:00 AM-4:00 PM Registration (Registration Booth at GUKCC – front lobby) 8:30-9:30 AM Poster Session/Breakfast Ballroom C/D Sponsored by

Title: Presented by: Child Investment in Ethiopia. Ahmed Abdifatah The ABCs of Language (Sign Language). Peter Crume

Sharon Baker Diane Clark

The Transition Process from Early Intervention to School: Different Perspectives of a Shared Reality.

Deirdre Curle Janet Jamieson Nancy Norman

What Pre-Service Teachers Need to Know: Teaching Reading to Deaf and Hard of Hearing Students with the Common Core Standards.

Dave Dolman

ASL Handshape Stories, Word Recognition and Signing Deaf Readers: An Exploratory Study.

Merrilee Gietz Jean F. Andrews

What 40 years can Teach us about Educating Students with Hearing Loss: A Journal Analysis and Review of Findings.

Megan Kemmery Margo Appenzeller Mary V. Compton

Understanding College Students’ Preference on Reading Graphic Novels versus Traditional Novels.

Dae-Kun Kim

Research on Educational Placement for DHH Students: Low Impacts and Common Barriers.

Pam Luft

Building Capacity of General Education Teachers through Knowledge Translational Products and Tools!

Lynn McQuarrie

Exciting Updates About NSF’s Visual Language and Visual Learning (VL2) Center Research and Translation Products.

Laura-Ann Petitto Tom Allen Melissa Herzig Melissa Malzkuhn

A Study of Written Language CBM Scoring Protocols: e-Based vs. Paper-Pencil Options.

Susan Rose Simon Hooper Charles Miller

Morphemic Awareness and Reading Comprehension: A Descriptive Study.

Deborah Stryker


9:45-11:00 AM Introductions/Welcome Ballroom A/B Keynote Address – Mr. Michael K. Yudin

(Acting Assistant Secretary of OSERS)

11:00-12:15 PM Business Meeting 1 Ballroom A/B

12:00-5:00 PM Exhibit Hall Ballroom C/D 12:15-1:30 PM Lunch On Your Own Exhibit Hall closes at 5pm

1:30-2:15 PM Concurrent Sessions

Title Presenter

Ballroom A: What is Educational Neuroscience? The Contributions of

Parents, Educators, and Scientists in a Collaborative Discipline. Educational Neuroscience has the potential to transform how we teach children. This emerging discipline is devoted to understanding the brain processes governing human learning and to promoting two-way collaboration between educators, scientists, and administrators.

Adam Stone Geo Kartheiser

Ballroom B: Developing Evidenced-Based Teaching Strategies: The Pre-Service Teacher Perspective. Increasingly, teachers are utilizing evidenced-based strategies (EBS) as part of their teaching practice. This presentation will highlight examples of EBS strategies using video clips from pre-service lessons. A strategy identification activity which pre-service teachers complete as part of the EBS module will also be shared.

Maribeth Lartz

Room 6: Cued Speech in a Sign Bilingual Setting: Case Studies of Three Deaf Writers. The literacy profiles of three elementary students exposed to Cued Speech during reading and language instruction over a one-year period will be explored. An analysis of written language samples revealed an increased number of English language features included in written compositions from fall to spring.

Beverly J. Trezek Connie Mayer


2:30-3:15 PM Concurrent Sessions Title Presenter

Ballroom A: Assessing Children’s Expressive Skills in American Sign

Language. This presentation will describe the process of adapting and developing an assessment tool for expressive ASL skills based on a narrative elicitation task. In particular, the process of creating grammatically parallel sets of language-free video stimuli will be the focus of the discussion.

Charlotte Enns Patrick Boudreault Kyra Zimmer Cheryl Broszeit

Ballroom B: Comparing a Teacher Rating Scale with Competencies in Early Intervention. This presentation will describe how our program uses a rating scale (ARTBRS) to evaluate competencies being developed by graduate students. Competencies were compared to recommendations from the Joint Committee on Infant Hearing, the AG Bell Academy for Listening and Spoken Language, and the CEC/CED standards.

Marietta Paterson

Christina Perigoe

Room 6: Education for students who are Deaf or Hard of Hearing and English Language Learners: Perspectives of Service Providers. A qualitative research study was conducted to explore the perspectives of service providers of students who are deaf or hard of hearing and are English language learners (DHH/ELL). Findings will be presented as well as available resources to support the education of students who are DHH/ELL.

Sharon J. Becker

Sandy Bowen


Ballroom A: Motivating Deaf Students to Read through the Use of

Graphic Novels: A Pilot Study. Learn how a one-week Summer Camp, iREAD Graphic Novels, motivated deaf struggling readers to want to read. Graphic novels are highly engaging and of great interest to children who are deaf because of their visual dominant format. Results from a pilot study will be shared.

Caroline Guardino

Ballroom B: The Effects of a Storybook Intervention on Vocabulary. Deaf educators are continually seeking evidence-based literacy interventions to meet the needs of their students. This single case design study examined the functional relationship

Jessica W. Trussell Susan R. Easterbrooks


between an enhanced storybook intervention and children’s growth in picture vocabulary. The study extends and supports previous findings while increasing the minimal base of intervention research.

Room 6: Information and Resources for Educators of Students who are Deaf or Hard of Hearing. This presentation will review online resources designed to support educators/professionals working with deaf and hard of hearing children ages, birth to 21 years old. Participants will have an opportunity to become familiar with these resources and how they might be used in teacher training programs.

Elizabeth Meynardie


Ballroom A: A Few of Our Favorite Apps Remix.

This 3rd annual informal roundtable about the use of iPads in the field of deaf and hard of hearing education brings together professionals to share and discuss a favorite app or two. In addition, come learn about a potential new way to share favorite apps with colleagues in the field.

Elaine Gale

Ballroom B: Multimodal Instruction for Speech Perception and Speech Production in International Deaf Students. Increasingly, international deaf students with diverse language experiences arrive with relatively strong written English. Many are motivated to improve their perception and production of spoken English, especially those who are implanted and aided. This session demonstrates contemporary auditory, visual, and motor-phonetic procedures for improving English.

Brenda Seal Linda Jones-Oleson

Room 6: A New Test of Grammar Comprehension: From Development to Publication. The aim of this presentation is to discuss the process involved in designing a test of grammar comprehension for students who are deaf and hard of hearing, from the development stage, through data collection, and finally the initial process for publication.

Joanna E. Cannon Susan R. Easterbrooks

5:30-7:00 PM Welcome Reception (Cash Bar) Bistro, Second Floor


Friday, February 21, 2014 8:00 AM-4:00 PM Registration (Registration Booth at GUKCC – front lobby) Breakfast on your own 8:30-9:15 AM Concurrent Sessions

Title Presenter

Ballroom A: Exploring the Impact of Summer Regression on Reading Achievement. Results of achievement measures administered during a two-year period will be analyzed to determine factors (e.g., grade, degree of hearing loss, presence of additional disabilities) associated with summer skill regression and recoupment among elementary through high school age students educated in a sign bilingual setting.

Beverly J. Trezek Gregory R. Hancock

Ballroom B: Impact of Language Exposure on Executive Function Development. Language has been claimed to be important for executive function development. This study found that deaf children and adults who had visual access to a language at birth performed better on the Color Trails Test compared to deaf individuals who had late exposure to a signed language.

Peter C. Hauser Jessica Contreras

Room 6: View from Washington. This session will cover the latest educational decisions and information from our nation’s capital: education reform efforts, the reauthorization of general education and special education laws, Congressional and Administration priorities, and more.

Barbara Raimondo

9:00AM-5:00 PM Exhibit Hall Ballroom C/D 9:30-10:15 AM Concurrent Sessions

Title

Presenter

Ballroom A: Academic Engagement of Deaf and Hard of Hearing

Students in a Co-Enrollment Program. Deaf and hard of hearing students in a co-enrollment program were found to have equal levels of academic engagement as their hearing peers, indicating that this model of inclusion provides not just exposure to the general education curriculum but genuine access.

Kelly K. Metz


Ballroom B: Literacy Achievement of Deaf Learners with Cochlear

Implants. The focus of this quantitative study is to describe the literacy performance of a cohort of school-aged deaf learners who use cochlear implants to establish whether, as a group, their achievement approaches that of their hearing age peers.

Connie Mayer Pamela Millett

Room 6: A Walk through the Peter’s Picture Educational Video Series In ASL. In this presentation I will walk you through an episode from the Peter’s Picture Video Series; a research-based educational video series in ASL teaching language and literacy to young children (ages 3-6).

Debbie Golos

10:30-11:15 AM Concurrent Sessions Title Presenter

Ballroom A: Entering the Profession with a Framework of Support. Pre-service deaf education teachers encounter a vast array of concepts and pedagogy related to teaching children who are deaf/hard of hearing. This presentation discusses the use of mentoring and peer coaching throughout and after a deaf education teacher preparation program to develop instructional competencies.

Sarah Ammerman Blane Trautwein

Ballroom B: American Sign Language/English Bilingual Model: A Longitudinal Study of Academic Growth. This study examines reading and mathematics academic growth of deaf and hard-of-hearing students instructed through an ASL/English bilingual model.

Susan Lane-Outlaw Dyan Sherwood Cheryl Lange

Room 6: Teacher Demographics, Beliefs, and Practices: Results from a Survey in Early Mathematics Education for Deaf and Hard-of-Hearing Children. Using findings from an early childhood mathematics instruction needs assessment, this presentation will present important information regarding the current beliefs and practices of pre-school teachers of deaf/hard-of-hearing children in the U.S. and demonstrate areas of need not addressed by the current educational system.

Karen L. Kritzer Claudia M. Pagliaro



Ballroom A: Differentiated Instruction and Universal Design for Learning: Tools for Accessing the Common. Differentiated instruction and Universal Design for Learning (UDL) are processes educators can use to help students who are deaf or hard of hearing access the Common Core State Standards. Critical aspects of differentiated instruction, UDL and the Common Core State Standards will be discussed.

John Luckner Sharon Becker

Ballroom B: Capturing Language: A Longitudinal Snapshot of Deaf Students’ Receptive ASL Skills. Seventy-eight elementary through high school students’ receptive ASL skills were measured across two consecutive school years using the American Sign Language Receptive Skills Test. Results highlight three patterns of student performance overall and results across grammatical categories.

Jennifer Beal-Alvarez

Room 6: Exploring Connections between Professional Development and the Integration of Digital Tools during Writing Instruction. Advances in technology have changed the way this generation reads, writes, and communicates. Writing instruction must acknowledge these changes, and practice must evolve accordingly. This study examines digital tool integration by a group of elementary d/hh teachers’ before, during, and after technology focused professional development.

Jennifer Renée Kilpatrick Rachel Saulsbury Kimberly A. Wolbers Hannah M. Dostal Steve Graham

12:15-2:00 PM Lunch On Your Own

Exhibit Hall closes at 5pm 2:00-2:45 PM Concurrent Sessions Title Presenter

Ballroom A: Thinking Ahead: Parent and Adolescent Expectations as Predictors of Future Achievement. Expectations held about the future by deaf adolescents and their parents are related to future attainments in adult life, as demonstrated by regression analyses of a sample of over 1,000 deaf youths. Results indicate that parental expectations are strongly predictive of deaf adults’ postsecondary outcomes.

Carrie Lou Garberoglio Oscar Ocuto


Ballroom B: Accessing the IEP Process: Exploring Parental Involvement in the IEPs of Deaf Children. Reviewing parental access to Individualized Education Plans (IEPs), a step that has not been taken specifically in the deaf education field, is a necessity for greater parental and deaf student involvement. The question is whether or not parental involvement and potential cultural/linguistic barriers have an impact on deaf children’s academic progress. This study is a research in progress that will explore the extent of IEP involvement among parents of deaf children. The study will also interview parents about the obstacles as well as the opportunities that they experience in their participation of IEPs.

Angela K Trahan Damara Paris

Room 6: The Promise of Montessori’s Three-Period Lesson as Vocabulary Instruction for Students who are Deaf or Hard of Hearing. This study used a mixed methods design to investigate the effectiveness of Montessori’s three-period lesson as a method of vocabulary instruction. Results of the study showed that the three-period lesson was more effective than traditional direct instruction for 5 of the 6 first-grade d/hh participants.

Rebecca Jackson


Title Presenter

Ballroom A: Treasuring Integrated Expertise: A Cross-perspectival Approach to Deaf Education. Disciplines outside of deaf education may inform deaf education research and the converse. Current research within cognitive psychology, neuroscience, and family studies will be discussed. Benefits of these varied perspectives as current students and practicing researchers will be shared.

Margo Appenzeller Jenna Voss Uma Soman

Ballroom B: Considerations for a Bimodal Bilingual Approach in Deaf Education. This presentation will address considerations for using an ASL/English bimodal bilingual educational approach for young children who are deaf or hard of hearing. This approach includes establishment of language foundations and access to learning through two modalities (spoken and visual) and two languages (ASL and English).

Laurene Simms Susanne M. Scott

Room 6: Comparison of Deaf Postsecondary Attendance and Completion with Other Disabilities Across 10 Years. This presentation compares NLTS2 data across 12 disability

Pamela Luft Alaa Alsabei


groups to examine the trajectory of DHH for postsecondary attendance and completion across 10 years. DHH students take longer than several disability groups which has implications for realistic transition planning. .


Title Presenter

Ballroom A: Bilingual Education SIG’s Round Table Discussion: Envisioning Deaf Education through a “Deaf Gain” Perspective. During this round table session, participants will break into groups: Early Literacy/Language; Secondary Literacy/Language; International; Math/Science; and Technology. Each group will have the opportunity to share current/future research and teaching strategies relating to the theme: Envisioning Deaf Education through a Deaf Gain Perspective.

Marlon Kuntze Debbie Golos

Ballroom B: The Building Math Readiness: Parents as Partners Online Intervention: The Final Chapter. This presentation showcases the final online version of the Building Math Readiness in Young Deaf/Hard-of-Hearing Children: Parents as Partners intervention, and presents results from 20 deaf/hard-of-hearing children and their parents who were involved in the final phase of the project.

Claudia M. Pagliaro Karen L. Kritzer

Room 6: Understanding by Design Bringing Authentic Learning and Assessment to the Classroom. Dhh students often come with language delays, emotional issues, gifts, talents, and potholes in learning that require significant organization and planning. Understanding by Design makes sure that every activity, and teaching moment is aimed at the “big ideas” and is sparked by “essential questions”.

Nancy B. Forsberg

5:00-6:00 PM SIG Ballroom A/B

Dinner On Your Own


Saturday, February 22, 2014 8:00 AM-4:00 PM Registration (Registration Booth at GUKCC – front lobby) 8:30-9:30 AM Poster Session/Breakfast Ballroom C/D

Title: Presented by: Metacognition and Writing in Deaf ASL Dominant Adolescents.

Thangi Appanah Barbara Gerner de Garcia

A Cross-college, Cross-course Curriculum Fostering Collaboration between SLPs and Teachers of the Deaf.

Paula Brown Susan B. Foster

Communication Plans: Help for Classroom Teacher Or Yes, You do have to Share the IEP!

Margaret Finnegan

Neuroscience, and Neurotechnological Impacts upon Bio-psychosocial Realities of d/Deafness: The Need for Neuroethics and Education.

James Giordano Hannah Joharchi

Evidence-based Practices and Cognitive Learning Strategies in Teaching Mathematics to DHH Adolescents: What’s Out There?

John Kirsh

The Effectiveness of Two Storybook Reading Techniques Using Shared Book Reading, Picture Books and Taiwanese Sign Language (TSL) on Reading Skills of Young Deaf Taiwanese Readers.

Chun Jung Liu Hsiu Tan Liu Jean F. Andrews

Language and Play in Preschool: A Case Study of a Native ASL Deaf Child in ASL/English Bilingual Preschool Programs.

Millicent Musyoka

Teacher Practices in Science Literacy Instruction for Learners who are Deaf or Hard of Hearing in Kenya.

Abraham Wafula Namukoa Lynn McQuarrie

Parent Toolkit Website. Liana Price Charlotte Enns Lynn McQuarrie

Cross-Cultural Experiences in a Bimodal Classroom. Sarah Rabu Investigating Preschools: A Survey for Early Childhood Educators of the Deaf.

Brynn Roemen

‘Highly Qualifed’: Looking at 10 years of Graduates and the Praxis I Exam.

Mark Rust

Achieving Acceptance of ASL as a Foreign/Second Language in Institutions of Higher Education: Impact on Deaf Education Teacher Training Programs.

David Smith Jeffrey Davis

Teaching ASL as a Second Language: Learning Experiences of Undergraduate ASL Majors.

Zanthia Smith Millicent M. Musyoka

Culturally Responsive Teaching in Early Childhood Education: Teacher Preparation with Deaf & Hard of Hearing Teacher Candidates.

Julie Mitchiner Christi Batamula Bobbie Jo Kite


How Iconicity Effects the Learning of Taiwanese Sign Language (TSL) for L2 Sign Language Learners.

Hsiu Liu Tan Jean F. Andrews Chun Jung Liu

9:45-11:15 AM Business Meeting 2 Ballroom A/B 10:00-3:00 PM Exhibit Hall Ballroom C/D 11:30-12:15 PM Concurrent Sessions Title Presenter

Ballroom A:

A Mother’s Process of Developing as a Bilingual/Bicultural ASL User. Three hour long videotaped sessions of a mother and daughter engaged in free play are analyzed through discourse analysis. Themes emerge from the analysis and are discussed as the process the mother is undergoing to become a bilingual bicultural person.

Cara Keith Cynthia Neese Bailes

Ballroom B:

The Use of Phonology in Spelling for Children Who are Deaf or Hard of Hearing: Effects of Speech Perception and Communication Modality. Studies investigating the spelling ability of children who are DHH have revealed mixed findings about the use of phonological spelling strategies. This presentation investigates whether spelling for DHH children across a variety of educational settings differs based upon functional hearing and/or communication mode.

Michelle Gremp Amy Lederberg, Susan Easterbrooks

Room 6:

Supervision Practices: An Overview of Models and Perspectives. This presentation describes theoretical perspectives of supervision for student teaching and internship placements, discusses specific strategies for effective mentoring and coaching, and explores barriers to effective supervision.

Sandy Bowen Arlene Stredler Brown

12:15-2:00 PM Lunch On Your Own


2:00-2:45 PM Concurrent Sessions Title

Presenter

Ballroom A:

A Careful Look into the Use of Translation as a Part of the Formal Beginning Reading Program. We will describe the each level of translation that takes place during guided reading sessions and provide an analysis of how the frequency of each level correlates with reading competence. We will share our analysis within the context of natural reading development as opposed to word for word reading.

Marlon Kuntze Jessica Scott

Ballroom B:

Content Area Reading in the Deaf Education Classroom: An Instrumental Case Study of Four Teachers. Data from a multiple, instrumental case study investigating the frequency, duration and intensity of content area reading integration in four, upper-grade social studies classrooms will be shared, along with insights regarding how teacher preconceptions about their student’s reading abilities influence instructional practices.

Michella Maiorana-Basas

Room 6:

Center on Literacy and Deafness Session 1: Assessment Protocol; Conceptual Model and Initial Outcomes. The Center on Literacy and Deafness (CLAD) is in its second year of data collection on language and literacy in children who are DHH. This first session of three focuses on the iterative design of the assessment battery and some of the preliminary assessment data.

Antia, Shirin Lederberg, Amy Easterbrooks, Susan Schick, Brenda Kushalnagar, Poorna


Ballroom A:

A Case Study of Acculturation Process at Deaf Schools for New Deaf Students. Residential schools for the Deaf are unique contexts to study school culture and have been overlooked in school culture studies. These schools are the primary transmitters of Deaf culture. The visual language, ASL, is nurtured and preserved and is the essential vehicle for culture transmission.

Catherine O’Brien Marlon Kuntze

Ballroom B:

Bridging the Communication Divide: Computer-mediated Communication and the Contribution to Deaf Individuals’ English Literacy Skills. Increased access to English through computer-mediated communication (CMC) may contribute to improvements in

Carrie Lou Garberoglio


English literacy skills for deaf individuals, as indicated by a regression analysis of a sample of 510 deaf youths. Findings demonstrate that frequency of CMC usage positively predicted reading comprehension skills.

Room 6:

Center on Literacy and Deafness Session 2: Assessment Protocol: Language Assessments. This second session of three focuses on designing signed and/or oral language assessments to address a theoretical model of reading in young DHH children. We will discuss how the instruments were designed or adapted, demonstrate assessments, and address administration and scoring challenges.

Brenda Schick Poorna Kushalnagar Kathy Sterwerf-Jackson Beth Dierschow Nancy Bridenbaugh


Ballroom A:

Language Acquisition and Literate Thinking in Young Deaf Children with Deaf Caregivers. A convergence of critical ethnography and critical discourse analysis guides this extended inquiry of ASL/English bilingual interactions between six young Deaf children (i.e., age three) and their Deaf caregivers. We focus on discourse patterns that appear to mediate emergent literate thinking.

Julie Mitchiner Amy Hile Bobbie Jo Kite Carlene Thumann- Prezioso Cynthia Neese Bailes

Ballroom B:

Experiential Learning: A Tool for Personnel Preparation Instruction. This presentation will include an experiential learning simulation, discussion of components and strategies necessary for implementation, examples of experiential learning at the graduate level (IEP team meeting), and an opportunity to apply knowledge to participants’ own work environment.

P. Lynn Hayes

Uma Soman Dana Kan

Room 6:

Center on Literacy and Deafness Session 3: Assessment

Protocol: Listening, Cognitive, and Literacy Assessments.

This third session of three focuses on designing general listening,

cognitive, and literacy assessments to address a theoretical model

of reading in young DHH children. We will discuss how the

instruments were designed/chosen or adapted and address

administration and scoring challenges.

Susan Easterbrooks Michelle Gremp Catherine Creamer

4:45-7:00 PM Break – On Your Own Exhibit Hall closes at 3pm 7:00-10:00 PM Banquet – Ballroom

ACE-DHH Conference ~ February 20-22, 2014 · ACE-DHH Conference ~ February 20-22, 2014 Investing in...

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