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D2.22 Guidelines for Assessment in Sign Language And Ref. Ares(2020)2324520 - 30/04/2020 Project Number: 693349 D2.22 Guidelines for assessment in sign language and recommendations stemming from the results of assessment Naama Friedmann, Caterina Donati, Carlo Cecchetto, Neta Haluts, Lilach Pe'er Strugo, Doron Levy, Valentina Aristodemo, Giorgia Zorzi, Jordina Sánchez Amat, Beatrice Giustolisi Tel Aviv University Version 1.0 – 30/04/2020 Project title: The SIGN-HUB: preserving, researching and fostering the linguistic, historical and cultural heritage of European Deaf signing communities with an integral resource Lead contractor: Universitat Pompeu Fabra Contact person: Josep Quer Departament de Traducció i Ciències del Llenguatge Roc Boronat, 138 08018 Barcelona Spain Tel. +34-93-542-11-36 Fax. +34-93-542-16-17 E-mail: [email protected] Work package: WP 2 Affected tasks: Task 2.3 Nature of deliverable1 R DEM DEC O Dissemination level2 PU PP RE CO 1 R: Report, DEM: Demonstrator, pilot, prototype, DEC: Websites, patent fillings, videos, etc., O: Other 2 PU: public, PP: Restricted to other programme participants (including the commission services), RE Restricted to a group specified by the consortium (including the Commission services), CO Confidential, only for members of the consortium (Including the Commission services) D.2.22 Guidelines and recommendations Page 2 of 38 COPYRIGHT © COPYRIGHT SIGN-HUB Consortium consisting of: • UNIVERSITAT POMPEU FABRA Spain • UNIVERSITA' DEGLI STUDI DI MILANO-BICOCCA Italy • UNIVERSITEIT VAN AMSTERDAM Netherlands • BOĞAZICI ÜNIVERSITESI Turkey • CENTRE NATIONAL DE LA RECHERCHE SCIENTIFIQUE France • UNIVERSITÉ DE PARIS France • TEL AVIV UNIVERSITY Israel • GEORG -AUGUST-UNIVERSITÄT GÖTTINGEN Germany • UNIVERSITA CA' FOSCARI VENEZIA Italy • CONSORZIO INTERUNIVERSITARIO NAZIONALE PER L'INFORMATICA Italy CONFIDENTIALITY NOTE THIS DOCUMENT MAY NOT BE COPIED, REPRODUCED, OR MODIFIED IN WHOLE OR IN PART FOR ANY PURPOSE WITHOUT WRITTEN PERMISSION FROM THE SIGN-HUB CONSORTIUM. IN ADDITION TO SUCH WRITTEN PERMISSION TO COPY, REPRODUCE, OR MODIFY THIS DOCUMENT IN WHOLE OR PART, AN ACKNOWLEDGMENT OF THE AUTHORS OF THE DOCUMENT AND ALL APPLICABLE PORTIONS OF THE COPYRIGHT NOTICE MUST BE CLEARLY REFERENCED ALL RIGHTS RESERVED. This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 693349. Version 1.0 – 30/04/2020 D.2.22 Guidelines and recommendations Page 3 of 38 History of changes VERSION DATE CHANGE REVIEWER(S) 1.0 30/4/2020 Initial version. Josep Quer Version 1.0 – 30/04/2020 D.2.22 Guidelines and recommendations Page 4 of 38 CONTENTS Scope of the document ...................................................................................... 6 Part 1: Recommendations and conclusions ...................................................... 7 A. Guidelines for the assessment of language impairments ................................... 8 B. The importance of testing deaf children in their first language ......................... 10 C. The importance of early exposure to a sign language ..................................... 11 D. The importance of consistent exposure to a natural language ........................ 12 Part 2: Turning the tests into clinical tests and applying their logic to other sign languages ....................................................................................................... 14 1. What is needed to turn these tests into clinical tests .................................. 14 1.1. Lexical tests ......................................................................................................... 15 1.1.1. Lexical comprehension with phonological distractors task ................................... 15 1.1.2. Lexical comprehension with semantic distractors task .......................................... 16 1.1.3. Picture naming task ................................................................................................ 16 1.1.4. Opposites lexical task ............................................................................................. 17 1.2. Syntactic tests ..................................................................................................... 18 1.2.1. Role shift comprehension ....................................................................................... 18 1.2.2. Agreement comprehension ..................................................................................... 19 1.2.3. Constituent question comprehension ..................................................................... 19 1.2.4. Relative clause comprehension .............................................................................. 20 1.2.5. Pseudo-Cleft comprehension .................................................................................. 21 2. What is needed to reproduce the same kind of test in a new sign language ................................................................................................................. 22 2.1. Lexical tests ......................................................................................................... 22 2.1.1. Lexical comprehension with phonological distractors task ................................... 22 2.1.2. Lexical comprehension with semantic distractors task .......................................... 23 2.1.3. Picture naming task ................................................................................................ 24 2.1.4. Opposites lexical task ............................................................................................. 25 2.2. Syntactic tests ..................................................................................................... 26 2.2.1. Role shift comprehension ....................................................................................... 26 2.2.2. Agreement comprehension ..................................................................................... 27 2.2.3. Constituent question comprehension ..................................................................... 27 2.2.4. Relative clause comprehension .............................................................................. 28 Appendix: pretest validations ........................................................................... 29 1. Lexical tests .................................................................................................... 29 1.1. Matching agreement (pictures) ........................................................................ 29 1.2. Transparency agreement (signs) ...................................................................... 29 1.3. Articulatory complexity agreement ................................................................. 29 1.4. Frequency validation ......................................................................................... 30 Version 1.0 – 30/04/2020 D.2.22 Guidelines and recommendations Page 5 of 38 1.5. Iconicity validation ............................................................................................. 30 2. Syntactic tests ................................................................................................. 30 References .......................................................................................................... 31 Version 1.0 – 30/04/2020 D.2.22 Guidelines and recommendations Page 6 of 38 Scope of the document This deliverable draws from the results of SIGN-HUB a list of guidelines and recommendations on early sign language exposure and testing tools which may be helpful for researchers, professionals who work with Deaf signers – speech-language pathologists, teachers, kindergarten teachers, medical professionals, and learning disability diagnosticians. It is also relevant for language policy makers, and for parents of deaf children. It is articulated into two parts. The first part contains general recommendations. The second part lists some more specific guidelines on 1) how to turn the assessment tools into clinical tests and 2) how to reproduce these tools in other sign languages. Version 1.0 – 30/04/2020 D.2.22 Guidelines and recommendations Page 7 of 38 Part 1: Recommendations and conclusions Within the framework of SIGN-HUB, the assessment work group focused on the conception, design, creation, administration, and analysis of syntactic and lexical tests in five sign languages. For some of the languages, these were the very first assessment tools ever developed to allow the assessment of language impairments in children and adults, and the empirical examination of differences between early and late signers. Here, we summarize a list of the main outcomes of this endeavor, which may be helpful for professionals who work with Deaf signers – speech-language pathologists, teachers, kindergarten teachers, medical professionals, and learning disability diagnosticians. It is also relevant for language policy makers, and for parents of deaf children. We shall dwell in particular on four main issues, listed below: A. For the assessment of language impairments, we recommend a procedure in which the properties that are known to be specific markers of language impairment are identified in the local sign language, as the basis for the development of sensitive tests for the diagnosis of language deficits, both acquired and developmental. B. For the assessment of language impairments in signers with a concern about language difficulties, either following brain damage or with a developmental difficulty, we recommend the diagnosis in the native language.
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