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Increasing children's ASL classifier production: a multicomponent intervention.

Jennifer S Beal-Alvarez1, Susan R Easterbrooks

  • 1Department of Middle Grades, Secondary, Reading, and Deaf Education, Valdosta State University, Valdosta, GA,. USA.

American Annals of the Deaf
|October 19, 2013
PubMed
Summary
This summary is machine-generated.

This study shows that deaf students improved classifier production in narrative retells after an intervention using American Sign Language (ASL) stories and teacher support. Tailored methods like repeated ASL viewing and mediation benefit language development.

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Area of Science:

  • Linguistics
  • Developmental Psychology
  • Education

Background:

  • Classifier production is crucial for narrative skills in American Sign Language (ASL).
  • Deaf and hard of hearing students often require targeted interventions to enhance linguistic abilities.
  • Understanding factors influencing classifier use in narrative retells is essential for effective pedagogy.

Purpose of the Study:

  • To investigate the impact of a 6-week intervention on classifier production in deaf students.
  • To analyze the effectiveness of repeated ASL story viewings with teacher mediation.
  • To explore the influence of picture support and fading teacher mediation on classifier use.

Main Methods:

  • A multiple-baseline-across-participants design was employed.
  • Intervention involved repeated viewings of ASL stories with scripted teacher mediation.
  • Classifier production was assessed during narrative retells and analyzed using visual analysis and percentage of non-overlapping data.

Main Results:

  • Most students demonstrated increased classifier production post-intervention.
  • Significant improvements were observed in classifier use from pre- to post-intervention measures.
  • Picture support and fading teacher mediation had variable effects on classifier production.

Conclusions:

  • Repeated viewings of ASL models paired with teacher mediation can enhance classifier production in deaf students.
  • Tailored interventions, potentially including picture support, may be beneficial for improving narrative retells.
  • The findings support the development of specific instructional strategies for ASL narrative skills.