Selected Projects Page

The purpose of this project is to adapt the tablet PC to create new educational tools to support mainstreamed deaf/hard-of-hearing students at middle and high school levels. A grant for $400,000 has been awarded by the U.S. Department of Education. Tablets are being adapted to work in real time with note taking and with C-Print speech-to-text support services. Tablets enable an individual to use an electronic stylus to create graphics and also permit standard keyboard input. The adaptation of the tablet and C-Print will include modifications so that a C-Print service provider in the classroom with the student can use an electronic pad to provide graphical information along with the predominantly text-based real-time display. The primary task this year is to analyze data and write a report.

Using Computer-Mediated Communication to Facilitate Learning In and Out of the Classroom

Stinson, M., Marchetti, C., Francis, P., Long, G., & Rasmussen, S.

The purpose of this new project is to adapt computer mediated communication (CMC) technologies, develop instructional approaches for their effective use, and evaluate the effectiveness of these technologies in classes. The project will identify effective combinations of technologies and instructionally effective procedures for group interaction activities, including cooperative learning. Potential technologies include Breeze and Multichat. The project will investigate whether these approaches can promote achievement, participation, and social integration in classes with deaf and hearing students and in classes with deaf students with a variety of communication characteristics. The project will also examine the manner in which these technologies can facilitate interaction and learning outside the classroom, such as in blended and work place situations. The primary task this year is to conduct classroom observations, to adapt a version of the technology, and to conduct a pilot trial.

Using Tablet C-Print to Support Deaf and Hard of Hearing Students: Year 1

Stinson, M., Elliot, L., Rasmussen, S., Francis, P., & Marchetti, C.

The purpose of this project is to conduct field trials with college students and develop training materials for using tablet technology in combination with C-Print Pro® software. This project is funded by a grant award of $50,000 from the NEC Foundation. C-Print Pro® software, an assistive technology for deaf/hard of hearing students used nationally and developed at the National Technical Institute for the Deaf (NTID), enables the display of real time captioning of classroom lectures on a student’s laptop computer. Students can save lecture notes for review after class. Recently developed C-Print Tablet software makes it possible to record graphs and other pictorial information (critical to the understanding of mathematics, science, foreign language, and other subjects) in addition to text. This combination of technology also allows students to add their own drawings to the real-time display, a feature not previously available. The primary task for this year is to conduct field trials with tablet C-Print at RIT and Miami-Dade College.

Cochlear Implants in a College Context

De Filippo, C., & Gustafson, M.

The purpose of this project is to identify common profiles among college students who use cochlear implants, in order to guide the future development of an efficient model of service provision for each profile. The study design will focus on the association between cochlear implant use and students' academic attainments and psychosocial status (specifically, identity) on US college campuses. The desired data set will inventory students' skills, behaviors, and attitudes, and will examine demographic variables, audiologic and amplification history, communication preferences and attitudes, social patterns, and content area mastery.

Deaf Readers’ Neural Networks: Impact of Communication Mode

Hauser, P., Hirshorn, E., Bavelier, D., Corina, D., Eden, G., & Emmorey, K.

There are a few things we know. One area of the brain can take over the functions of another area and the brain networks can develop differently depending on experience. Deaf individuals, generally, have difficulty developing literacy skills. Deaf individuals represent a heterogeneous group of people that experiences different types of visual communication. We do not know if the different educational and language options have an impact on the neural network for reading skills. This multi-center research effort (University of Rochester, Gallaudet University, Georgetown University, San Diego State University and the University of California-Davis) will conduct behavioral and neuroimaging experiments to explore the cognitive processes that different groups of deaf individuals use to comprehend what they read. The first phase of this project has been developed and data are currently being collected. We will develop the second phase of the project this year.

American Sign Language-Sentence Repetition Test (ASL-SRT)

Hauser, P., Supalla, T., Paludneviciene, R., & Bavelier, D.

The beta version of the American Sign Language-Sentence Repetition Test (ASL-SRT) has been developed and tested. It is sensitive enough to discriminate between native (exposure at birth) and non-native fluency in ASL among children and adults. The final version of this formal and global test of sign competency and its web-based administration and scoring is currently in development (with The Brain and Vision Laboratory and the Sign Language Research Center at the University of Rochester and the Science of Learning Center on Visual Language and Visual Learning at Gallaudet University). The ASL-SRT will be a useful tool for researchers and educational institutes that require a quick psychometrically sound assessment of ASL competency. This year we will complete the development of the final version of the ASL-SRT and conduct psychometric studies.

Development of a Blended-Advising Model for the Capstone Process

Long, G., Young, M., & Dorn, C.

Some Masters of Science in Secondary Education (MSSE) students have difficulty completing their Capstone Project within the two years of the MSSE program and, while the quality of these projects has gradually improved over the years, there is still room for improvement. This project is directed at improving the advising process for the Capstone by posting expectations and examples of past student work online. Faculty will be assigned students to advise and will meet individually with students to go over the online information posted on myCourses. This cohort of students will be followed to evaluate the effectiveness of this intervention.

Follow-up Study of the Deaf Faculty and Staff Perceptions of the Communication Environment at NTID

Kelly, R.

In Spring 2003 a Faculty/Staff Communication Questionnaire was distributed to all deaf members of the NTID faculty and staff to obtain their perceptions of the communication environment at NTID. Part of the initial implementation was to update this study every 5 years to see if their perceptions were similar or had changed. Academic Year 2007-2008 represents the 5-year milestone from the initial study and time for an update to be conducted.

Effects of Fingerspelling Complexity on Temporal Characteristics of Speech During Simultaneous Communication: Inexperienced Signers

Whitehead, R.

Data are lacking regarding fingerspelling complexity during simultaneous communication for inexperienced signers. Since many of the individuals with whom deaf children communicate (i.e., parents, siblings, peers) are not experienced signers, it would be useful to study these individuals to better understand the speech model which is being presented to deaf children as the manual task becomes more complex in simultaneous communication. Such information will add to the pool of knowledge regarding speech during simultaneous communication and eventually assist in developing and improving communication strategies between deaf and normally hearing persons.

Prosodic Characteristics of Speech Produced During Simultaneous Communication Produced by Inexperienced Signers

Whitehead, R.

Previous research with experienced signers using simultaneous communication indicated that they maintain some of the prosodic features of speech that are present when using speech alone. The prosodic features measured included duration and fundamental vocal frequency patterns for: interrogative versus declarative sentences and stressed versus unstressed words. Data are lacking regarding the prosodic characteristics of speech during simultaneous communication for inexperienced signers. Many of the individuals with whom the deaf child communicates (i.e., parents, siblings, peers) will probably not be skilled signers. Thus, it is important to study the speech of inexperienced signers during simultaneous to better understand the overall speech model being presented to deaf children.

Segmental, Suprasegmental, and Perceptual Characteristics of Speech in Simultaneous Communication Produced During Conversational Speech

Whitehead, R.

Previous research on the segmental, suprasegmental, and perceptual features of speech produced during simultaneous communication was conducted using prescribed stimulus materials. The need exists to collect these same data using speech that occurs in conservational mode. These new data will expand our understanding regarding the effects of sign language and fingerspelling on speech and the exactness of the speech model presented to deaf and hard-of-hearing children by teachers, parents, siblings, and peers who use simultaneous communication.

Language and Literacy: Spoken English

Using Tablet C-Print to Support Deaf and Hard of Hearing Students: Year 1

Stinson, M., Elliot, L., Rasmussen, S., Francis, P., & Marchetti, C.

Identifying Developmental Reading Disability in Deaf Students

Samar, V., & Parasnis, I.

Approximately 10-15% of deaf students have dyslexia (inherited reading disability). Unfortunately, dyslexia is extremely difficult to detect in deaf students because deafness alone also can greatly affect reading ability. We have found in previous studies that exceptionally poor reading skill is associated with deficits in the functioning of a specific part of the visual system in deaf students. Therefore, deficits on certain visual skills may provide a diagnostic marker for dyslexia in deaf students that is not contaminated by the effects of deafness alone on reading development. This project will investigate in detail the relationship of visual skills deficits to reading disability in deaf students. Our goal is to demonstrate that measuring these skills can help to diagnose dyslexia in deaf students. This year we will develop necessary psychophysical programs and background questionnaires and collect pilot data on a sample of deaf and hearing students.

National Center on Deaf Health Research

Samar, V., Lalley, P., & DeCaro, J.

The National Center for Deaf Health Research (NCDHR) is a national center for research on the health care and health promotion in the deaf community. It is funded by a 3.5 million dollar grant from the Centers for Disease control for 5 years starting in September, 2004. The center is in its fourth year of operation. The National Technical Institute for the Deaf has been awarded a subcontract to collaborate on research for the NCDHR that will help to define and prioritize the major health issues in the deaf community, and to identify barriers to accessing quality health care and health information. This year we will continue to collaborate with NCDHR to develop and deploy a new, interactive computerized sign language based health behavior survey to extend health surveillance to the general deaf and hard of hearing population. We will complete programming the computer survey interface, complete translating the signed English survey materials, and complete filming the ASL and signed English materials.

Follow-up Study of the Deaf Faculty and Staff Perceptions of the Communication Environment at NTID

Kelly, R.

Effects of Fingerspelling Complexity on Temporal Characteristics of Speech During Simultaneous Communication: Inexperienced Signers

Whitehead, R.

Prosodic Characteristics of Speech Produced During Simultaneous Communication Produced by Inexperienced Signers

Whitehead, R.

Segmental, Suprasegmental, and Perceptual Characteristics of Speech in Simultaneous Communication Produced During Conversational Speech

Whitehead, R.

Language and Literacy: Written English

Dissemination of Project Access: Partnerships at RIT and with PEPNet Northeast

Foster, S., & Long, G.

Over the past five years, supported by federal grants, the Project Access team has developed materials designed to promote inclusion of deaf and hard-of-hearing students within mainstream classes by providing their teachers with instructional strategies. This year Project Access activities and materials will be disseminated both within RIT and nationally. This plan includes three main components. At RIT, Sharon Rasmussen will work directly with the colleges of RIT to implement Project Access activities. Susan Foster and Gary Long will work with external school audiences at the secondary as well as postsecondary level. Finally, the Project Access Workshop Planner’s Guide will be produced and marketed through NTID and revenues from the sale of this book will be used to further promote the book and possibly to support workshops that demonstrate some of the most effective ways to use these materials with mainstream instructors.

Development and Evaluation of Real-time Systems for Converting Speech to Print (C-Print): Write-up of Questionnaire and ASR Studies Continued

Stinson, M., Elliot, L., & Francis, P.

This system consists of a word processor and a software package that enables a captionist to enter material more rapidly into the computer than simple typing. The system also includes automatic speech recognition. The system is called the C-Print system. The project involves research and development of a technology that helps meet NTID goals to develop new approaches for transferring information and knowledge. The C-Print technology provides an alternative to communication access that appears to benefit some of our mainstreamed students. This project was supported by a grant from the Office of Special Education Programs, Department of Education. This year the primary work will be to write for publication the multiple correlation study of relations between C-Print and classroom performance.

C-Print Model for Speech-to-Text Support Services with Educational Software and Automatic Speech Recognition: Year 5 (Continuation)

Stinson, M., Francis, P., Elliot, L., & Alepoudakis, A.

The purpose of this project is to refine, demonstrate, and evaluate new speech recognition technology and educational software to provide real-time speech-to-text transcription as a support for deaf and hard-of-hearing college students. A grant for $700,000 of support has been awarded by the U.S. Department of Education. The C-Print system includes the dual capacity to transcribe the teacher’s spoken message into text with automatic speech recognition (ASR) and with a keyboard-based computerized word abbreviation system. The captionist in the classroom with the deaf/hard-of-hearing student(s) dictates through a microphone using a dictation mask connected to a laptop computer containing the ASR software. It enhances deaf/hard-of-hearing students’ ability to participate in class discussion and it enables students to highlight the text produced by the captionist and to take their own notes. The primary task this year is to analyze the data and write a report.

Cochlear Implants in a College Context

De Filippo, C., & Gustafson, M.

Itinerant Specialist Teachers of D/HH Students: Application of Research Results to the Masters of Science in Secondary Education (MSSE) Curriculum

Foster, S., Bateman, G., Kurz, C., Lang, H., Long, G., & Shannon, N.

Trends in the education of D/HH students have shifted dramatically over the last 30 years. In the past, specialist instructors primarily taught these students directly in separate schools. Today, however, they are more likely to attend local public schools in classes with hearing peers and receive support from specialist “itinerant” teachers. Last year a study was completed documenting the work of itinerant teachers of mainstreamed deaf students, including areas in which they would like professional development. Based on this study, recommendations for the MSSE curriculum and external outreach were outlined and presented to the core MSSE faculty. This year we will develop recommendations related to MSSE curriculum into a detailed plan for possible implementation during the 2008-09 academic year.

Psychosocial Development of Deaf College Students and Its Impact on Education

Hauser, P., & Searls, J. M.

Parents’ and teachers’ perceptions of deaf students’ hearing loss have been studied related to their impact on student’s self-esteem and self-concept. However, the impact of these perceptions on the student’s academic performance, identity formation, and psychosocial behavior has not yet been explored. This year, we will develop studies to investigate the relationships between attitudes about deafness, deaf identity, self-esteem, academic self-concept, learned hopelessness/helplessness and academic achievement. Emphasis will be placed on attributes that deaf college students can change themselves to have a positive impact on their well being as college students and as independent learners.

American Sign Language-Sentence Repetition Test (ASL-SRT)

Hauser, P., Supalla, T., Paludneviciene, R., & Bavelier, D.

Improving Deaf Students’ Access to Education, Technology, and Intercultural Communication by Creating Web-Based Learning Experiences

Parasnis, I., Toscano, A., Toscano, R. M., & Ting, S.

This project’s goal is to create a model course in technical education that is visually based, language accessible, and promotes intercultural awareness to prepare students to learn and work in a global society. We have adapted a basic course in web design for use in blended learning and distance learning formats. The course materials will be delivered through classroom activities with the instructor, PowerPoint presentations, streaming videos, PDF files, graphics, and other visually based materials. The online discussion, an integral part of the course, is designed to increase intercultural communication and to infuse writing throughout the curriculum. This pilot course will be offered in the winter quarter to NTID deaf students and a select group of deaf students in India. The effectiveness of the course will be evaluated and a report will be prepared for internal dissemination.

Impact of NTID Experience on Development of Identity

Stinson, M., Durr, P., & Searls, J. M.

The goal of this project is to obtain new knowledge regarding the impact of the NTID experience upon students’ development of identity. The project will investigate the impact of various experiences, such as Deaf Studies courses at NTID, on students’ identification with Deaf culture. It will also investigate the impact of these experiences upon students’ identification with hearing culture. On the basis of research findings, project investigators will suggest implications for NTID educational and social programs. The major task for the year is to write a report of the findings for a presentation.

Language and Literacy: Reading

Dissemination of Project Access: Partnerships at RIT and with PEPNet Northeast

Foster, S., & Long, G.

C-Print Model for Speech-to-Text Support Services with Educational Software and Automatic Speech Recognition: Year 5 (Continuation)

Stinson, M., Francis, P., Elliot, L., & Alepoudakis, A.

Itinerant Specialist Teachers of D/HH Students: Application of Research Results to the Masters of Science in Secondary Education (MSSE) Curriculum

Foster, S., Bateman, G., Kurz, C., Lang, H., Long, G., & Shannon, N.

American Sign Language-Sentence Repetition Test (ASL-SRT)

Hauser, P., Supalla, T., Paludneviciene, R., & Bavelier, D.

Infusing Diversity to Enhance the First Year Enrichment Experience of NTID/RIT Students Through Electronic Social Networking

Parasnis, I., & Goodwin, L.

This project comprises two major activities: 1) creation of a Living and Learning in a Global Society Workshop for instructors in the First Year Enrichment (FYE) program, in which various issues related to differences in hearing status, gender, and race/ethnicity will be discussed, and 2) creation of an electronic network community where first year students can post on specific topics related to diversity. The purpose of the workshop is to provide information and strategies that will assist the instructors to infuse an existing FYE course with issues related to diversity. The purpose of the electronic network is to provide access (for the FYE instructors and first year students) to postings that will facilitate meaningful discussion of diversity issues. We will offer the seminar in the fall quarter, conduct the project with RIT first year students in the winter quarter, and evaluate the project in the spring quarter.

Improving Deaf Students’ Access to Education, Technology, and Intercultural Communication by Creating Web-Based Learning Experiences

Parasnis, I., Toscano, A., Toscano, R. M., & Ting, S.

Language and Literacy: Simultaneous Communication

American Sign Language-Sentence Repetition Test (ASL-SRT)

Hauser, P., Supalla, T., Paludneviciene, R., & Bavelier, D.

Follow-up Study of the Deaf Faculty and Staff Perceptions of the Communication Environment at NTID

Kelly, R.

Effects of Fingerspelling Complexity on Temporal Characteristics of Speech During Simultaneous Communication: Inexperienced Signers

Whitehead, R.

Prosodic Characteristics of Speech Produced During Simultaneous Communication Produced by Inexperienced Signers

Whitehead, R.

Segmental, Suprasegmental, and Perceptual Characteristics of Speech in Simultaneous Communication Produced During Conversational Speech

Whitehead, R.

Language and Literacy: Mathematics

Itinerant Specialist Teachers of D/HH Students: Application of Research Results to the Masters of Science in Secondary Education (MSSE) Curriculum

Foster, S., Bateman, G., Kurz, C., Lang, H., Long, G., & Shannon, N.

The Validity of the Behavior Rating Inventory of Executive Function – Adult Version (BRIEF-A) with Deaf and Hard of Hearing College Students

Hauser, P., & Lukomski, J.

In many cases, deaf individuals are misdiagnosed or under diagnosed due to poor assessment tools and limited understanding of deafness-related issues (Vernon, & Daigle-King, 1999). As a result, inappropriate educational recommendations and unsuccessful accommodations are made. Validity studies of measures that may be used with this population are necessary to ensure that these tests do indeed measure what they are designed to measure. Last year, we investigated the validity of the Behavior Rating Inventory of Executive Function-Adult Version (BRIEF-A, Roth, Isquith, & Gioia, 2005) when used with deaf and hard-of-hearing college students. Executive functions are higher-level regulatory functions that moderate the lower level and more basic cognitive functions. This year, we will be writing up our study and will be developing behavioral studies to further explore the executive functioning of deaf students.

Psychosocial Development of Deaf College Students and Its Impact on Education

Hauser, P., & Searls, J. M.

Language and Literacy: Curriculum development in language and literacy

Development and Evaluation of Real-time Systems for Converting Speech to Print (C-Print): Write-up of Questionnaire and ASR Studies Continued

Stinson, M., Elliot, L., & Francis, P.

Cochlear Implants in a College Context

De Filippo, C., & Gustafson, M.

The Validity of the Behavior Rating Inventory of Executive Function – Adult Version (BRIEF-A) with Deaf and Hard of Hearing College Students

Hauser, P., & Lukomski, J.

Psychosocial Development of Deaf College Students and Its Impact on Education

Hauser, P., & Searls, J. M.

Deaf Readers’ Neural Networks: Impact of Communication Mode

Hauser, P., Hirshorn, E., Bavelier, D., Corina, D., Eden, G., & Emmorey, K.

Language and Literacy: Other topics

Dissemination of Project Access: Partnerships at RIT and with PEPNet Northeast

Foster, S., & Long, G.

Development and Evaluation of Real-time Systems for Converting Speech to Print (C-Print): Write-up of Questionnaire and ASR Studies Continued

Stinson, M., Elliot, L., & Francis, P.

C-Print Model for Speech-to-Text Support Services with Educational Software and Automatic Speech Recognition: Year 5 (Continuation)

Stinson, M., Francis, P., Elliot, L., & Alepoudakis, A.

Using a Tablet PC and C-Print to Support Deaf and Hard-of-Hearing Students: Year 3 (Continuation)

Stinson, M.

Using Computer-Mediated Communication to Facilitate Learning In and Out of the Classroom

Stinson, M., Marchetti, C., Francis, P., Long, G., & Rasmussen, S.

Increasing Access to STEM Instruction Through Specially Produced Notes using Tablet PC Technology and Speech-to-Text Services: Year 1

Stinson, M., Elliot, L., Rasmussen, S., Francis, P., & Marchetti, C.

The purpose of this project is to use C-Print to enhance access of undergraduate college students in several unrepresented groups to STEM instruction. This project is funded by a grant of $150,000 from the National Science Foundation. Students with learning disabilities (LD), those who are deaf or hard of hearing (D/HH), and those who are learners of English language (ELL) face significant communication barriers in STEM undergraduate courses. This project will provide students specially produced notes for review after class. These notes capture the course material in a comprehensive, thorough, yet condensed manner. The primary task for this year is to determine the impact of distribution of C-Print notes upon student learning.

Using Tablet C-Print to Support Deaf and Hard of Hearing Students: Year 1

Stinson, M., Elliot, L., Rasmussen, S., Francis, P., & Marchetti, C.

Survive and Thrive in College: Pilot Study of Students Entering NTID in 2007

Kelly, R., & Albertini, J.

This pilot study will identify factors (personality, intelligence, academic maturity, mathematical maturity, and study skills) that influence persistence, academic success, and attrition for a sample of entering NTID students. The future of NTID will increasingly require data based answers to questions about students’ educational progress and post-graduate career outcomes. Such data will benefit student recruitment, curriculum improvement, counseling, and student retention efforts. Results of these measures will be compared to students’ persistence and success in their first year (GPA, any early alerts, LOAs, and withdrawals).

Decoding Strategies used by Deaf and Hard of Hearing College Readers: A Miscue Analysis

Albertini, J.

To date, investigations of reading by deaf and hard-of hearing (D/HH) students have focused mainly on strategies related to comprehension. However, at its most fundamental level, reading depends on being able to accurately decode the words on the page. Our hypothesis is that this ability may not have been fully mastered by some deaf readers at the college level, and represents an aspect of the reading process that has not been studied in this group. A fuller understanding of this aspect of the reading process would help to provide a fuller explanation of the difficulties D/HH readers have with comprehension. To investigate this concern we pose the following research questions: 1) What are the decoding strategies used by D/HH college readers? 2) What is the relationship between decoding and level of comprehension for this population of readers? 3) What are the correlations between standard assessments of reading (e.g., SAT, ACT) and a reading assessment that considers both decoding and comprehension (e.g., QRI)?

Cochlear Implants in a College Context

De Filippo, C., & Gustafson, M.

Itinerant Specialist Teachers of D/HH Students: Application of Research Results to the Masters of Science in Secondary Education (MSSE) Curriculum

Foster, S., Bateman, G., Kurz, C., Lang, H., Long, G., & Shannon, N.

The Validity of the Behavior Rating Inventory of Executive Function – Adult Version (BRIEF-A) with Deaf and Hard of Hearing College Students

Hauser, P., & Lukomski, J.

Psychosocial Development of Deaf College Students and Its Impact on Education

Hauser, P., & Searls, J. M.

Test of Minimal Pairs in American Sign Language

Hauser, P., Bochner, J., Searls, J. M., & Christie, K.

There is a general lack of empirically sound measures of American Sign Language (ASL) receptive skills. We are creating a receptive ASL test that will measure sign language students’ skills and development over the course of their sign language education. This experiment has both basic science and applied science implications. The results will contribute to our understanding of the linguistic structure of ASL as well as provide us an assessment tool that can be used with college students, faculty, and staff to assess their ASL receptive skills. The test was developed last year and we will be collecting data this year.

Deaf Readers’ Neural Networks: Impact of Communication Mode

Hauser, P., Hirshorn, E., Bavelier, D., Corina, D., Eden, G., & Emmorey, K.

American Sign Language-Sentence Repetition Test (ASL-SRT)

Hauser, P., Supalla, T., Paludneviciene, R., & Bavelier, D.

Development of a Blended-Advising Model for the Capstone Process

Long, G., Young, M., & Dorn, C.

Infusing Diversity to Enhance the First Year Enrichment Experience of NTID/RIT Students Through Electronic Social Networking

Parasnis, I., & Goodwin, L.

Improving Deaf Students’ Access to Education, Technology, and Intercultural Communication by Creating Web-Based Learning Experiences

Parasnis, I., Toscano, A., Toscano, R. M., & Ting, S.

Identifying Developmental Reading Disability in Deaf Students

Samar, V., & Parasnis, I.

National Center on Deaf Health Research

Samar, V., Lalley, P., & DeCaro, J.

Impact of NTID Experience on Development of Identity

Stinson, M., Durr, P., & Searls, J. M.

Sign Language Proficiency Interview (SLPI) Reliability and Validity at NTID

Caccamise, F., & Samar, V.

A report on reliability and validity within SLPI Rating Teams of three raters for 160 SLPI Interviews conducted at NTID from 2003 through 2005 supports that the SLPI evaluation protocol successfully accomplishes its goal to converge toward increasingly reliable and valid ratings through the use of multiple stages of independent ratings and negotiated discussion in relation to a standardized scaled linguistic performance profile. This report has been prepared and will be submitted for publication. Plans are to continue monitoring ratings within NTID Ratings Teams of three raters and to initiate a study on SLPI reliability and validity across NTID Rating Teams of three raters each.

Follow-up Study of the Deaf Faculty and Staff Perceptions of the Communication Environment at NTID

Kelly, R.

Effects of Fingerspelling Complexity on Temporal Characteristics of Speech During Simultaneous Communication: Inexperienced Signers

Whitehead, R.

Prosodic Characteristics of Speech Produced During Simultaneous Communication Produced by Inexperienced Signers

Whitehead, R.

Segmental, Suprasegmental, and Perceptual Characteristics of Speech in Simultaneous Communication Produced During Conversational Speech

Whitehead, R.

Sign Language Interpreting: Sign language interpreting and issues in educational access

Using Computer-Mediated Communication to Facilitate Learning In and Out of the Classroom

Stinson, M., Marchetti, C., Francis, P., Long, G., & Rasmussen, S.

Evaluation of the Use of Tablet PCs and C-Print to Support Deaf and Hard-of-Hearing Students: Year 1

Stinson, M., Elliot, L., Marschark, M., Francis, P., & Foster, S.

The purpose of this project is to evaluate two options for using tablet PCs to provide support services for deaf/hard-of-hearing high school students. A grant of $900,000 has been awarded by the U.S. Department of Education for this project. One option uses the tablet to provide real-time note taking support and the other involves provision of graphical information along with a real-time display of text. Both the note taking and speech-to-text options use C-Print Pro® tablet software, which enables an individual to use an electronic stylus for graphic input. With the note taking option, students view notes in real-time on a tablet while the notes are being taken by a note taker whose tablet communicates wirelessly with the student’s. Students may add their own notes as well. In the second option, in which a tablet is used with speech-to-text support, a service provider uses either a tablet or an external electronic pad to provide graphical information along with the text-based real-time display for students. The major task for this year is to collect data for field study and for an experiment on effects of tablets upon classroom achievement with 90 students.

Development of a Blended-Advising Model for the Capstone Process

Long, G., Young, M., & Dorn, C.

Sign Language Interpreting: Training sign language interpreters

Sign Language Interpreting: Other topics

Using Computer-Mediated Communication to Facilitate Learning In and Out of the Classroom

Stinson, M., Marchetti, C., Francis, P., Long, G., & Rasmussen, S.

Evaluation of the Use of Tablet PCs and C-Print to Support Deaf and Hard-of-Hearing Students: Year 1

Stinson, M., Elliot, L., Marschark, M., Francis, P., & Foster, S.

Development of a Blended-Advising Model for the Capstone Process

Long, G., Young, M., & Dorn, C.

Teaching and Learning: Learning behaviors of deaf students

C-Print Model for Speech-to-Text Support Services with Educational Software and Automatic Speech Recognition: Year 5 (Continuation)

Stinson, M., Francis, P., Elliot, L., & Alepoudakis, A.

Increasing Access to STEM Instruction Through Specially Produced Notes using Tablet PC Technology and Speech-to-Text Services: Year 1

Stinson, M., Elliot, L., Rasmussen, S., Francis, P., & Marchetti, C.

Using Tablet C-Print to Support Deaf and Hard of Hearing Students: Year 1

Stinson, M., Elliot, L., Rasmussen, S., Francis, P., & Marchetti, C.

Decoding Strategies used by Deaf and Hard of Hearing College Readers: A Miscue Analysis

Albertini, J.

Input Enhancement in Teaching English to Deaf Students

Berent, G. P., Kelly, R., Schmitz, K., & Kenney, P.

The consequences of deafness make it very difficult for many deaf students to master the grammatical structures of a spoken language such as English. Yet meaningful improvement in English grammar is critical to students’ improvement in reading and writing skills. This project involves the exploration of "input enhancement" and other Focus-on-Form methodologies in teaching English grammar to deaf college students. This project continues assessing the efficacy of the methods, including the retention of improved grammatical knowledge over time. This year, pretest, posttest, and delayed posttest data will be analyzed, and new data will be gathered.

EFL and Deaf Students' Knowledge of English Quantifiers

Berent, G. P., Kelly, R., & Schueler-Choukairi, T.

English sentences containing quantifiers such as "each," "every", and "all" can be extremely challenging for both deaf students and students of English as a foreign language (EFL). A research study was conducted in which deaf and EFL college students’ knowledge of English sentences containing universal quantifiers revealed remarkably parallel performance between the deaf and EFL students. Both groups exhibited knowledge of the fundamental meanings of the quantifiers, but they differed from hearing college students in their interpretations of the target sentences. Continued analysis of the results is providing valuable information for informing the teaching of English to deaf and EFL students, anticipating comprehension problems in reading technical discourse, and facilitating students’ success in technological fields where quantifier sentences abound.

Cochlear Implants in a College Context

De Filippo, C., & Gustafson, M.

Itinerant Specialist Teachers of D/HH Students: Application of Research Results to the Masters of Science in Secondary Education (MSSE) Curriculum

Foster, S., Bateman, G., Kurz, C., Lang, H., Long, G., & Shannon, N.

The Validity of the Behavior Rating Inventory of Executive Function – Adult Version (BRIEF-A) with Deaf and Hard of Hearing College Students

Hauser, P., & Lukomski, J.

Psychosocial Development of Deaf College Students and Its Impact on Education

Hauser, P., & Searls, J. M.

Test of Minimal Pairs in American Sign Language

Hauser, P., Bochner, J., Searls, J. M., & Christie, K.

Deaf Readers’ Neural Networks: Impact of Communication Mode

Hauser, P., Hirshorn, E., Bavelier, D., Corina, D., Eden, G., & Emmorey, K.

American Sign Language-Sentence Repetition Test (ASL-SRT)

Hauser, P., Supalla, T., Paludneviciene, R., & Bavelier, D.

Deaf Students' Comprehension of Numeral Quantifiers

Kelly, R., & Berent, G. P.

Deaf students need to understand many types of English sentences containing numeral quantifier expressions as, for example in the sentence, "Three boys were carrying a box," in order to manage and express concepts in mathematical and scientific discourse. Despite the superficial simplicity of such sentences, they are semantically complex in that they can mean that three boys were carrying one and the same box or that each of three boys was carrying a different box. From the investigators’ research on deaf students’ knowledge of universal quantifiers ("each," "every," "all"), it is suspected that confusion also in the interpretation of numeral quantifier sentences contributes to deaf students’ academic challenges in math and science. The investigators are seeking to clarify the challenges by analyzing deaf college students’ interpretations of the relevant sentences in data gathered using the English Sentence Picture Task—Quantifiers.

Identifying Developmental Reading Disability in Deaf Students

Samar, V., & Parasnis, I.

National Center on Deaf Health Research

Samar, V., Lalley, P., & DeCaro, J.

Impact of NTID Experience on Development of Identity

Stinson, M., Durr, P., & Searls, J. M.

Sign Language Proficiency Interview (SLPI) Reliability and Validity at NTID

Caccamise, F., & Samar, V.

Teaching and Learning: Cognitive abilities of deaf students

C-Print Model for Speech-to-Text Support Services with Educational Software and Automatic Speech Recognition: Year 5 (Continuation)

Stinson, M., Francis, P., Elliot, L., & Alepoudakis, A.

Increasing Access to STEM Instruction Through Specially Produced Notes using Tablet PC Technology and Speech-to-Text Services: Year 1

Stinson, M., Elliot, L., Rasmussen, S., Francis, P., & Marchetti, C.

Decoding Strategies used by Deaf and Hard of Hearing College Readers: A Miscue Analysis

Albertini, J.

Input Enhancement in Teaching English to Deaf Students

Berent, G. P., Kelly, R., Schmitz, K., & Kenney, P.

EFL and Deaf Students' Knowledge of English Quantifiers

Berent, G. P., Kelly, R., & Schueler-Choukairi, T.

Cochlear Implants in a College Context

De Filippo, C., & Gustafson, M.

Itinerant Specialist Teachers of D/HH Students: Application of Research Results to the Masters of Science in Secondary Education (MSSE) Curriculum

Foster, S., Bateman, G., Kurz, C., Lang, H., Long, G., & Shannon, N.

The Validity of the Behavior Rating Inventory of Executive Function – Adult Version (BRIEF-A) with Deaf and Hard of Hearing College Students

Hauser, P., & Lukomski, J.

Psychosocial Development of Deaf College Students and Its Impact on Education

Hauser, P., & Searls, J. M.

American Sign Language-Sentence Repetition Test (ASL-SRT)

Hauser, P., Supalla, T., Paludneviciene, R., & Bavelier, D.

Infusing Diversity to Enhance the First Year Enrichment Experience of NTID/RIT Students Through Electronic Social Networking

Parasnis, I., & Goodwin, L.

Identifying Developmental Reading Disability in Deaf Students

Samar, V., & Parasnis, I.

National Center on Deaf Health Research

Samar, V., Lalley, P., & DeCaro, J.

Impact of NTID Experience on Development of Identity

Stinson, M., Durr, P., & Searls, J. M.

Sign Language Proficiency Interview (SLPI) Reliability and Validity at NTID

Caccamise, F., & Samar, V.

Teaching and Learning: Effective teaching strategies

Development and Evaluation of Real-time Systems for Converting Speech to Print (C-Print): Write-up of Questionnaire and ASR Studies Continued

Stinson, M., Elliot, L., & Francis, P.

EFL and Deaf Students' Knowledge of English Quantifiers

Berent, G. P., Kelly, R., & Schueler-Choukairi, T.

The Validity of the Behavior Rating Inventory of Executive Function – Adult Version (BRIEF-A) with Deaf and Hard of Hearing College Students

Hauser, P., & Lukomski, J.

Psychosocial Development of Deaf College Students and Its Impact on Education

Hauser, P., & Searls, J. M.

Test of Minimal Pairs in American Sign Language

Hauser, P., Bochner, J., Searls, J. M., & Christie, K.

Deaf Readers’ Neural Networks: Impact of Communication Mode

Hauser, P., Hirshorn, E., Bavelier, D., Corina, D., Eden, G., & Emmorey, K.

Deaf Students' Comprehension of Numeral Quantifiers

Kelly, R., & Berent, G. P.

Examination of Course Completion and Communication Ease in Online Learning Courses

Long, G., Fasse, R., Mallory, J., Starenko, M., & Foster, S.

The purpose of the project is to examine the interaction of deaf and hard-of-hearing students with their hearing peers and with their instructors in online and blended learning courses. The project will also examine the extent to which having an online component in a course leads to course completion for deaf and hard-of-hearing students. Prior research has established a link between ease of communication and academic achievement for these students. Students who can readily communicate with their teachers and peers in class are more engaged learners. This program of research will examine advantages and disadvantages of online instruction and which delivery methods appear to be most effective for fostering learning and course completion. This year a workshop on communication will be offered for RIT faculty, a new questionnaire will be developed and administered, and faculty responses to open ended questions will be analyzed.

Infusing Diversity to Enhance the First Year Enrichment Experience of NTID/RIT Students Through Electronic Social Networking

Parasnis, I., & Goodwin, L.

Improving Deaf Students’ Access to Education, Technology, and Intercultural Communication by Creating Web-Based Learning Experiences

Parasnis, I., Toscano, A., Toscano, R. M., & Ting, S.

Language-Appropriate Testing of ADHD in Postsecondary Deaf Students: Final Production

Parasnis, I., Berent, G. P., & Samar, V.

Attention Deficit Hyperactivity Disorder (ADHD) produces distractibility, impulsivity, and hyperactivity, which create an enormous challenge for students to learn in traditional classrooms and multimedia learning environments. To address the dire need for appropriate diagnosis and referral of deaf and hard-of-hearing college students with ADHD, the Attention Deficit Scales for Adults (Triolo & Murphy, 1996), an English language diagnostic survey, has been translated into ASL and into English-based sign language with or without voice to produce the Attention Deficit Scales for Adults: Sign Language Version (ADSA-SLV). The ADSA-SLV is in final production on CD and includes captions for all translated items, a test manual, an interactive program for data collection, and printable summaries and graphs of test scores.

Identifying Developmental Reading Disability in Deaf Students

Samar, V., & Parasnis, I.

National Center on Deaf Health Research

Samar