DOCSLIB.ORG

Using Graduated Guidance to Teach Imitation of Manual Signs to Children with Intellectual Disabilities

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Using Graduated Guidance to Teach Imitation of Manual Signs to Children with Intellectual Disabilities University of Kentucky UKnowledge Theses and Dissertations--Early Childhood, Special Education, and Rehabilitation Early Childhood, Special Education, and Counseling Rehabilitation Counseling 2018 USING GRADUATED GUIDANCE TO TEACH IMITATION OF MANUAL SIGNS TO CHILDREN WITH INTELLECTUAL DISABILITIES Jacqueline Horsman University of Kentucky, [email protected] Digital Object Identifier: https://doi.org/10.13023/ETD.2018.102 Right click to open a feedback form in a new tab to let us know how this document benefits ou.y Recommended Citation Horsman, Jacqueline, "USING GRADUATED GUIDANCE TO TEACH IMITATION OF MANUAL SIGNS TO CHILDREN WITH INTELLECTUAL DISABILITIES" (2018). Theses and Dissertations--Early Childhood, Special Education, and Rehabilitation Counseling. 57. https://uknowledge.uky.edu/edsrc_etds/57 This Master's Thesis is brought to you for free and open access by the Early Childhood, Special Education, and Rehabilitation Counseling at UKnowledge. It has been accepted for inclusion in Theses and Dissertations--Early Childhood, Special Education, and Rehabilitation Counseling by an authorized administrator of UKnowledge. For more information, please contact [email protected]. STUDENT AGREEMENT: I represent that my thesis or dissertation and abstract are my original work. Proper attribution has been given to all outside sources. I understand that I am solely responsible for obtaining any needed copyright permissions. I have obtained needed written permission statement(s) from the owner(s) of each third-party copyrighted matter to be included in my work, allowing electronic distribution (if such use is not permitted by the fair use doctrine) which will be submitted to UKnowledge as Additional File. I hereby grant to The University of Kentucky and its agents the irrevocable, non-exclusive, and royalty-free license to archive and make accessible my work in whole or in part in all forms of media, now or hereafter known. I agree that the document mentioned above may be made available immediately for worldwide access unless an embargo applies. I retain all other ownership rights to the copyright of my work. I also retain the right to use in future works (such as articles or books) all or part of my work. I understand that I am free to register the copyright to my work. REVIEW, APPROVAL AND ACCEPTANCE The document mentioned above has been reviewed and accepted by the student’s advisor, on behalf of the advisory committee, and by the Director of Graduate Studies (DGS), on behalf of the program; we verify that this is the final, approved version of the student’s thesis including all changes required by the advisory committee. The undersigned agree to abide by the statements above. Jacqueline Horsman, Student Dr. Justin D. Lane, Major Professor Dr. Melinda Ault, Director of Graduate Studies University of Kentucky UKnowledge Theses and Dissertations--Early Childhood, Special Early Childhood, Special Education, and Education, and Rehabilitation Counseling Rehabilitation Counseling 2018 USING GRADUATED GUIDANCE TO TEACH IMITATION OF MANUAL SIGNS TO CHILDREN WITH INTELLECTUAL DISABILITIES Jacqueline N. Horsman Click here to let us know how access to this document benefits oy u. STUDENT AGREEMENT: I represent that my thesis or dissertation and abstract are my original work. Proper attribution has been given to all outside sources. I understand that I am solely responsible for obtaining any needed copyright permissions. I have obtained needed written permission statement(s) from the owner(s) of each third- party copyrighted matter to be included in my work, allowing electronic distribution (if such use is not permitted by the fair use doctrine) which will be submitted to UKnowledge as Additional File. I hereby grant to The nivU ersity of Kentucky and its agents the irrevocable, non-exclusive, and royalty- free license to archive and make accessible my work in whole or in part in all forms of media, now or hereafter known. I agree that the document mentioned above may be made available immediately for worldwide access unless an embargo applies. I retain all other ownership rights to the copyright of my work. I also retain the right to use in future works (such as articles or books) all or part of my work. I understand that I am free to register the copyright to my work. REVIEW, APPROVAL AND ACCEPTANCE The document mentioned above has been reviewed and accepted by the student’s advisor, on behalf of the advisory committee, and by the Director of Graduate Studies (DGS), on behalf of the program; we verify that this is the final, approved version of the student’s thesis including all changes required by the advisory committee. The undersigned agree to abide by the statements above. Jacqueline N. Horsman, Student Dr. Justin D. Lane, Major Professor Dr. Melinda Ault, Director of Graduate Studies USING GRADUATED GUIDANCE TO TEACH IMITATION OF MANUAL SIGNS TO CHILDREN WITH INTELLECTUAL DISABILITIES ________________________________________________ THESIS ________________________________________________ A thesis submitted in partial fulfillment of the requirements for the degree of Master of Science in Education in the College of Education at the University of Kentucky By Jacqueline Horsman Lexington, Kentucky Director: Dr. Justin D. Lane, Professor of Special Education Lexington, Kentucky 2018 Copyright© Jacqueline Horsman 2018 ABSTRACT OF THESIS USING GRADUATED GUIDANCE TO TEACH IMITATION OF MANUAL SIGNS TO CHILDREN WITH INTELLECTUAL DISABILITIES The purpose of this study was to test the effects of graduated guidance procedure on teaching imitation of manual signs to students with moderate to severe disabilities. Sessions began with student initiation and were embedded across already established reinforcement routines across the student’s day. A multiple baseline across participants design was used to evaluate these effects. KEYWORDS: Moderate and severe disabilities, imitation, graduated guidance, sign language, student initiated Jacqueline Horsman April 13, 2018 USING GRADUATED GUIDANCE TO TEACH IMITATION OF MANUAL SIGNS TO CHILDREN WITH INTELLECTUAL DISABILITIES By Jacqueline Horsman Dr. Justin D. Lane Director of Thesis Dr. Melinda Ault Director of Graduate Studies April 13, 2018 TABLE OF CONTENTS LIST OF FIGURES ........................................................................................................... v Section 1: Introduction .........................................................................................................1 Section 2: Research Question ..............................................................................................6 Section 3: Methods ..............................................................................................................7 Participants ...................................................................................................................... 7 Students. ..................................................................................................................... 7 Investigator ................................................................................................................ 9 Instructional Assistant……………………………………………………….……....9 Instructional Setting and Arrangement ........................................................................... 9 Materials/Equipment ..................................................................................................... 10 Dependent Variable and Recording System ................................................................. 11 General Procedures ....................................................................................................... 13 Procedures……………………………………………………………………….……….13 Probe Procedures ..................................................................................................... 13 Graduated Guidance. ............................................................................................... 14 Generalization. ......................................................................................................... 15 Maintenance……………………………………………………………….……….16 Experimental Design ..................................................................................................... 16 Reliability ...................................................................................................................... 18 Dependent variable reliability. ................................................................................. 18 Independent variable reliability. .............................................................................. 18 Results……………………………………………………………………………………19 Reliability………………………………………………………………………...21 Production of Manual Signs……………………………………………...………21 Generalization……………………………………………………………..……..24 Discussion…………………………………………………………………………..……25 Limitations………………………………………………………………………….……25 iii Implications………………………………………………………………...…………….26 Future Research………………………………………………………….………………27 Appendix A: Reinforcement Items....................................................................................3 0 Appendix B: Sign Language Motions................................................................................31 Appendix C: Data Sheet-Baseline .....................................................................................32 Appendix D: Data Sheet-Intervention ...............................................................................33 Appendix E: Reliability Data Sheet-Baseline ....................................................................34
Load more

Recommended publications
  • Children Who Are Deaf Deserve Researched Based Education Cheryl Ann Hermann University of Missouri-St
    University of Missouri, St. Louis IRL @ UMSL Dissertations UMSL Graduate Works 5-4-2016 Children Who are Deaf Deserve Researched Based Education Cheryl Ann Hermann University of Missouri-St. Louis, [email protected] Follow this and additional works at: https://irl.umsl.edu/dissertation Part of the Education Commons Recommended Citation Hermann, Cheryl Ann, "Children Who are Deaf Deserve Researched Based Education" (2016). Dissertations. 119. https://irl.umsl.edu/dissertation/119 This Dissertation is brought to you for free and open access by the UMSL Graduate Works at IRL @ UMSL. It has been accepted for inclusion in Dissertations by an authorized administrator of IRL @ UMSL. For more information, please contact [email protected]. Running Head: CHILDREN WHO ARE DEAF DESERVE RESEARCH BASED EDUCATION Children Who are Deaf Deserve Researched Based Education Cheryl Ann Hermann Ed.S. in Educational Administration, University of Missouri-St. Louis, December, 2014 M.Ed. in Educational Administration, University of Missouri–St. Louis, August, 2012 Associate in Applied Science: Deaf Communication/Interpreter - St. Louis Community College, August 2006 B.A. in Deaf Education, Fontbonne University - St. Louis, May, 1979 A Dissertation in Practice Proposal Submitted to The Graduate School at the University of Missouri-St. Louis in partial fulfillment of the requirements for the degree Doctor of Educational Practice May, 2016 Doctoral Committee Kathleen Sullivan-Brown, Ph.D. Chairperson Carole G. Basile, Ed.D. Co-Chair Gerard Buckley, Ed.D James Shuls, Ph.D. Copyright, Cheryl Ann Hermann - May, 2016 CHILDREN WHO ARE DEAF DESERVE RESEARCH BASED EDUCATION Page 2 Table of Contents Page I. Dedication 4 II.
    [Show full text]
  • The Effect of Baby Sign on Early Language Development for "At-Risk" Populations" (2016)
    St. Cloud State University theRepository at St. Cloud State Culminating Projects in Communication Sciences Department of Communication Sciences and and Disorders Disorders 5-2016 The ffecE t of Baby Sign on Early Language Development for "At-Risk" Populations Sarah S. Anderson St Cloud State University, [email protected] Follow this and additional works at: https://repository.stcloudstate.edu/csd_etds Recommended Citation Anderson, Sarah S., "The Effect of Baby Sign on Early Language Development for "At-Risk" Populations" (2016). Culminating Projects in Communication Sciences and Disorders. 3. https://repository.stcloudstate.edu/csd_etds/3 This Thesis is brought to you for free and open access by the Department of Communication Sciences and Disorders at theRepository at St. Cloud State. It has been accepted for inclusion in Culminating Projects in Communication Sciences and Disorders by an authorized administrator of theRepository at St. Cloud State. For more information, please contact [email protected]. Running header: EFFECT OF BABY SIGN ON LANGUAGE FOR AT-RISK POPULATIONS 1 The Effect of “Baby Sign” on Early Language Development for “At-Risk” Populations By Sarah S. Anderson A Thesis Submitted to the Graduate Faculty of St. Cloud State University in Partial Fulfillment of the Requirements for the Degree of Master of Science in Communication Sciences and Disorders May 2016 Thesis Committee: Dr. Sarah Smits-Bandstra, Chairperson Dr. Rebecca Crowell Dr. Amy Knopf EFFECT OF BABY SIGN ON LANGUAGE FOR “AT-RISK” POPULATIONS 2 Abstract The purpose of this case study was to examine the effect of exposure to symbolic gestures or “Baby Sign” on the development of joint attention, receptive and expressive language of children from low socioeconomic backgrounds, including culturally/linguistically diverse children aged 9 to 20 months.
    [Show full text]
  • Unit 1 Speaking Skills: Giving an Introduction to a Presentation Language
    ACADEMIC SKILLS PLUS Applied linguistics: Early language acquisition Listening skills: Identifying main ideas in a presentation Unit 1 Speaking skills: Giving an introduction to a presentation Language 1 SPEAKING 3 PRONUNCIATION Stress and pausing a Write these two expressions on the board: acquire a In pairs, students predict the stresses and pauses in the a language, learn a language. Elicit students’ ideas on the two sentences. Suggest they read them aloud to each difference in meaning. Check by asking if we acquire or other. Don’t check answers at this point. learn our first language (acquire). In pairs, students discuss b 1.2 Play the recording for students to listen and check. and explain their ideas. Take feedback as a class. You may need to play it two or three times. Check the b Make a gesture that you know your students will answers as a class on the board. Highlight the fact that understand. Ask What did I just make? Elicit gesture and syllables are stressed and not the whole word. teach make a gesture. (Point to the gestures in the photos Answers and ask what they mean. Picture 1 = peace sign; picture (stresses underlined; || = pause) 2 = angry questioning.) In small groups, students ask and Since then || it’s generally been understood || that using sign answer the questions. Take feedback as a class. If some language || helps a child’s first language development. || However || students know gestures from another culture, ask them to more recently || research has suggested || that this may not be the demonstrate. case at all. 2 LISTENING 1 c In pairs, students discuss the statements and choose the correct ones.
    [Show full text]
  • Sign Langauge and Spoken Language Development: Literature Review
    Running head: SIGN LANGAUGE AND SPOKEN LANGUAGE DEVELOPMENT: LITERATURE REVIEW Sign Language and Spoken Language Development in Normal Hearing Children, Children with Mild to Moderate Hearing Impairments, and Autism Spectrum Disorder: A Review of the Literature Appalachian State University Hayley Behm SIGN LANGAUGE AND SPOKEN LANGUAGE DEVELOPMENT: LITERATURE REVIEW ABSTRACT: The influence of sign language on spoken language development has been extensively studied in typically developing children for many years. However, less is known about the influence of sign language on spoken language development for those with a mild hearing loss, or those with autism spectrum disorder. The goal of this thesis is to review the literature regarding the influence of sign language on spoken language development for those with mild hearing impairments, and those with autism spectrum disorder, in addition to those with normal hearing. Consistent with previous work, our review suggests that the presence of a signed language system neither helps, nor impairs spoken language development for those with normal hearing. However, exposure to sign language in addition to spoken language may improve verbal communication in children with autism spectrum disorder. There is insufficient data to determine the influence of sign language exposure on spoken language development for those with a mild to moderate hearing impairment. Introduction: Across cultures and languages, the ability to communicate is consistently one of the earliest and most essential goals that will be set for a child. However, not all parents are equipped with the knowledge of how to encourage and support language development for their children. In addition, for parents with a hearing-impaired child, or a child who shows a language delay for no apparent reason, parents may expect to by unsure of how to proceed in supporting language development for their child.
    [Show full text]
  • American Sign-Language (ASL) for Audiologists
    City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 5-2019 American Sign-Language (ASL) for Audiologists Colette Vossler-Welch Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/3276 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] AMERICAN SIGN-LANGUAGE (ASL) FOR AUDIOLOGISTS By COLETTE VOSSLER-WELCH A capstone project submitted to the Graduate Faculty in Audiology in partial fulfillment of the requirements for the degree of Doctor of Audiology, The City University of New York 2019 ©2019 Colette Vossler-Welch All Rights Reserved ii American Sign-Language (ASL) for Audiologists By Colette Vossler-Welch This manuscript has been read and accepted for the Graduate Faculty in Audiology in satisfaction of the capstone project requirement for the degree of Doctor of Audiology. Date Barbara Weinstein, Ph.D. Advisor Date Brett Martin, Ph.D. Executive Officer THE CITY UNIVERSITY OF NEW YORK iii Table of Contents ....................................................................................... iv Abstract ......................................................................................................................................................... v Acknowledgements .......................................................................................................................................
    [Show full text]
  • Critical Review: Does Baby Sign Language Have a Positive Affect on the Language Development of Typically Developing, Hearing Infants of Hearing Parents?
    Copyright © 2007 by Paling, J. Critical Review: Does Baby Sign Language have a Positive Affect on the Language Development of Typically Developing, Hearing Infants of Hearing Parents? Jennifer Paling M.Cl.Sc (SLP) Candidate University of Western Ontario: School of Communication Sciences and Disorders This critical review examines the effects that introducing sign language to typically developing, hearing infants under the age of 36 months with hearing parents has on language development. Study designs include: systematic review, prospective cohort, and case study. Overall, research to date has failed to support claims that signing with typically developing hearing infants with hearing parents facilitates language development. Introduction Objectives The primary objective of this review is to All parents want what is best for their child. critically evaluate the existing literature regarding the Products and ideas that claim to advance children’s impact of baby sign language on language development leave parents wondering whether they development of typically developing hearing infants or not they are doing enough for their child. One with hearing parents. The secondary objective is to such idea, baby sign language, is quickly growing in propose evidence-based practice recommendations popularity in the media, on the internet and in the integrating the results into clinical practice. Finally, clinical setting. Some hearing parents worry that recommendations will be given as to how to improve introducing sign language will hinder their hearing the quality of articles dealing with this topic. child from developing spoken English. Conversely, another group of hearing parents are becoming Methods increasingly interested in using different techniques, such as introducing signs in addition to modeling Search Strategy spoken English to advance their hearing child’s Information and references were gathered language development.
    [Show full text]
  • Baby Sign FAQ for Parents
    Baby Sign FAQ for Parents Why Should My Child Learn Sign Language? • Signing decreases frustration in babies and toddlers • Signing improves communication and increases vocabulary • Signing may help English Language Learners acquire spoken English faster • Preschoolers and school age children can also benefit from learning sign language too by fingerspelling spelling words and decoding written words. Will Signing Delay My Child’s Speech/ Language? We have plenty of research to support that learning a second (or third, or fourth!) language, including a manual language like American Sign Language, does not hinder language development. Period. In fact, once your child learns to say the spoken word, they will drop the sign in favor of speech, because speaking is faster. Are these baby signs or American Sign Language? You will be learning American Sign Language (ASL) Signs to facilitate spoken language development. They are not modified, watered-down baby signs. They are the same signs your child may see at daycare, elementary school, high school and college. While these are ASL signs, what you will learn is only the vocabulary used in ASL, not the syntax, morphology, and phonology of ASL. You would learn those in an ASL class. When will my child sign back? On average, most babies will sign back around their first birthday when they learn the give and take of communication. That is, they need to give you something (a sign, a word, a gesture) in order to get something. Most babies will use at least two gestures (clapping, waving, pointing, etc) before signing, so don’t forget to use lots of gestures with your pre- verbal child.
    [Show full text]
  • Infnat-B-Feb..Pdf
    Infant Program Infant Class: Infant B, 6-12 Months Date: February 5-9,2018 Approach Towards Learning: Communication, Curiosity, Persistence, Attention Parents as Partners: English Vocabulary: Clap, rattle,mirror Spanish Vocabulary: a plaudire, el sonajero American Sign Language (ASL): Face, Fingers, Hands, I love you, milk LESSON Monday Tuesday Wednesday Thursday Friday COMPONENTS Unite: Sing, “Open Shut them” Unite:Sing, “Baby Face (Peek-a- Unite:Sing, “Skidamarink” Pg. 62. Unite:Sing, “If you're happy and Unite:Sing, “Hush little baby” Pg. 62. Pg. 64 Boo” Pg. 66 Calm: Big stretches with baby. you it” Pg. 62 Calm:Sensory bottle play Brain Start Way to Calm:Breathe, inhale slowly. Calm: Laughing with baby. Connect: Rub baby's hands while Calm: Stretches and breathing. Connect: Have children hold hands Connect:Talk about which baby Connect: Hold hands with baby singing “I Love You” Connect: Sit baby in lap and read with each other. Start the Day are absent. and sing. Commit: Hold each child in your a book. Commit: Make direct eye contact Commit:Remind the baby's that Commit:Talk one on one with lap. Commit:Hold the hands of baby's with baby. Let them know they are they are safe each baby. with your hand. safe. L31 L33 L36 L21 L22 Copy Me "Look at Me" "Point of View" "Floor Covers" " Find the Music" Play pat a cake and encourage Language Sit in front of a mirror with baby Get down on the floor and crawl Change a baby's environment by Hide a toy under a scarf or children to clap along with you.
    [Show full text]
  • Pr Gramguide
    A quarterly publication FALL 2016 listing the programs and services pr gramof Cuyahoga County Publicguide Library FREE Connect With Us: IN THIS ISSUE All Cuyahoga County Public Library branches will be closed Saturday, September 3 thru Monday, September 5 for Labor Day, and from 5:30 PM on Wednesday, November 23 thru Message Our Executive Director a from 3 Thursday, November 24 in celebration of Thanksgiving. 4-6 • Meet the Authors 7 • Technology 8-11 • Book Discussions Greetings, 12-13 • Business + Career Programs A Card for Every Kid 14-15 • Storytimes This September, in conjunction The "A Card for Every Kid" initiative If there’s one thing that I consistently find in short supply, it’s time. Time for phone 16-17 • Writing Programs 18-20 • Featured Youth Programs with National Library Card Sign- was developed in response to the calls, time to respond to emails, time with family and friends and, of course, time to 21-23 • Featured Adult Programs Up Month, we’re teaming up with Obama administration’s national read. More and more, I find myself squeezing in my reading during stolen moments BRANCH PROGRAMMING local library systems to put a library ConnectED Library Challenge and between appointments, on the treadmill, standing in line at the grocery store or Pages 24-39 card in the hands of every student calls upon public libraries to work when I have an uninterrupted couple of hours on a flight. in Cuyahoga County through an with their mayors, school leaders Like many of you, convenience is a priority for my lifestyle, which is why I’m thrilled initiative we’re calling "A Card for and school librarians to ensure to announce the launch of Cuyahoga County Public Library’s new app.
    [Show full text]
  • Faculty of Education Thesis Abstract Finding New Methods to Achieve
    Faculty of Education Thesis abstract Department of Educational Sciences and Teacher Education Author Intercultural Teacher Education Monney Mariette Title “Hearing” the Signs: Influence of Sign Language in an Inclusive Classroom Major subject Type of thesis Year Number of pages education Master’s thesis 2017 85 Abstract Finding new methods to achieve the goals of Education For All is a constant worry for primary school teachers. Multisensory methods have been proved to be efficient in the past decades. Sign Language, being a visual and kinesthetic language, could become a future educational tool to fulfill the needs of a growing diversity of learners. This ethnographic study describes how Sign Language exposure in inclusive classroom affects hearing children. The comprehensive literature review discusses well-known educational theories such as The theory of Multiple Intelligence by Howard Gardner. The theoretical background presents major studies related to the use of Sign Language with hearing children while identifying how existing literature is lacking in terms of studies made on hearing students exposed to Sign Language in inclusive setting. The empirical research focuses on an inclusive classroom in Canada which features hearing and deaf students as well as American Sign Language interpreters. The five weeks observations of the classroom interactions and the interviews of twelve hearing students brings an overall understanding of this unusual learning environment. This research uses data driven content analysis and inductive category development to extract clear concepts resulting from the exposure to Sign Language. The findings suggest that many of the hearing students have developed a certain level of interest towards Sign Language and are positively affected by the exposure to Sign Language.
    [Show full text]
  • The Efficacy of Baby Sign Language in Reducing Problem Behaviors in Typically Developing Children" (2018)
    University of Texas at El Paso DigitalCommons@UTEP Open Access Theses & Dissertations 2018-01-01 The fficE acy of Baby Sign Language in Reducing Problem Behaviors in Typically Developing Children Nguyen-Chau Dinh University of Texas at El Paso, [email protected] Follow this and additional works at: https://digitalcommons.utep.edu/open_etd Part of the Speech and Hearing Science Commons, and the Speech Pathology and Audiology Commons Recommended Citation Dinh, Nguyen-Chau, "The Efficacy of Baby Sign Language in Reducing Problem Behaviors in Typically Developing Children" (2018). Open Access Theses & Dissertations. 1423. https://digitalcommons.utep.edu/open_etd/1423 This is brought to you for free and open access by DigitalCommons@UTEP. It has been accepted for inclusion in Open Access Theses & Dissertations by an authorized administrator of DigitalCommons@UTEP. For more information, please contact [email protected]. THE EFFICACY OF BABY SIGN LANGUAGE IN REDUCING PROBLEM BEHAVIORS IN TYPICALLY DEVELOPING CHILDREN NGUYEN-CHAU DINH Master’s Program in Speech-Language Pathology APPROVED: _________________________________ Vannesa Mueller, Ph.D, CCC-SLP, Chair _________________________________ Robert Trussell, Ph.D _________________________________ Patricia Lara, Ph.D, CCC-SLP ________________________ Charles H. Amber, Ph.D Dean of the Graduate School THE EFFICACY OF BABY SIGN LANGUAGE IN REDUCING PROBLEM BEHAVIORS IN TYPICALLY DEVELOPING CHILDREN by NGUYEN-CHAU DINH, B.S., CSD THESIS Presented to the Faculty of the Graduate School of The University of Texas at El Paso in Partial Fulfillment of the Requirements for the Degree of MASTER OF SCIENCE Department of Rehabilitation Sciences THE UNIVERSITY OF TEXAS AT EL PASO May 2018 Acknowledgements I would like to begin by thanking my mentor, Dr.
    [Show full text]
  • ASL Dictionaries with Signing Videos
    ASL dictionaries with signing videos www.babysignlanguage.com www.lifeprint.com www.handspeak.com www.signingsavvy.com ​ ​ www.commtechlab.msu.edu (or google ASL Browser) ​ www.aslpro.com ​ ​ Phone Apps for kids ASL Kids (aslkids.com) StorySign ASL American Sign Language Tons of Videos on internet/utube Using Sign Language with Preschoolers | NO SMALL ... www.youtube.com › watch Parents and preschool teachers alike are using sign language to teach young children literacy ... ​ ​ ​ ​ Jan 14, 2017 · Uploaded by No Small Matte ASL Songs for Kids | Educational Sign Language - YouTube www.youtube.com › watch Subscribe! - http://bit.ly/1OT2HiC Visit our Amazon Page - http://amzn.to/2B3tE22 this is one way you can ... Sep 29, 2015 · Uploaded by Laura Berg Life Baby Language Song ASL | American Sign Language ... www.youtube.com › watch Baby Sign Language ASL American Sign Language Collection and 14 more signing videos. 35 ​ ​ ​ ​ minutes. 50 ... Jul 1, 2016 · Uploaded by Patty Shukla Kids TV - Children's songs Baby Sign Language | American Sign Language for Toddlers ... www.youtube.com › watch Baby sign language for infants and toddlers | Learn basic American Sign Language for ... Patty ​ ​ ​ ​ Shukla ... Apr 4, 2017 · Uploaded by Patty Shukla - Nursery Rhymes and Preschool videos Free Sign Language for Kids - Videos & Handouts ...kidcourses.com › ​ ​ sign-language-asl ... (American Sign Language) to verbal communication helped to enhance the vocabulary, spelling, ​ ​ and ... Jul 20, 2014 · Uploaded by kidcourses ASL COLORS - signing for kids. - YouTube www.youtube.com › watch The Little Monster series Lets Learn series, learning Colors in ASL I started signing with my baby ​ ​ and have ... Aug 12, 2017 · Uploaded by reel motion design Start Signing! Why Kids Should Learn Sign Language | Parents www.parents.com › ..
    [Show full text]