Writing instruction with grade-level/college-bound secondary deaf students.

In the current study, we used a sequential explanatory design to examine secondary writing instruction for deaf students in various school settings. An examination of secondary writing instruction was carried out in two cycles using a survey and subsequent focus group discussions. The first cycle (n = 222) presented an overview of secondary writing instruction for deaf students with diverse skill levels. The second cycle (n = 18) focused on writing instruction specific to grade-level or college-bound deaf students. We compared results from both cycles to investigate the similarities and differences in instructional practices and research needs between the two groups. We found that teachers are generally more prepared to instruct deaf students who are at grade level due to widely available curricula aligned with grade-level benchmarks. This contrasts with the challenges teachers face with creating or adapting materials for those who have experienced language deprivation. According to teachers, grade-level students receive 1.5 hr more weekly in writing instruction compared to the full sample. This study also indicates the importance of training teachers to teach skills in crafting arguments through writing, given its applicability to deaf students' future academic and personal goals.

Developing expressive language skills of deaf students through specialized writing instruction.

Writing is an essential element of literacy development, and language plays a central role in the composing process, including developing, organizing, and refining ideas. Language and writing are interconnected, making it paramount for educators to attend to the development of deaf students' language skills. In this quasi-experimental study, we examined the impact of strategic and interactive pedagogical approaches, namely Strategic and Interactive Writing Instruction, implemented with deaf students in grades 3-6 to develop genre-specific traits in their expressive language (spoken or signed) and writing. In this study, a total of 16 teachers and their 69 students participated in the treatment and comparison groups. Expressive language and writing samples were collected at the beginning and end of the year for three different genres. Students in the treatment group showed statistically significant gains in their expressive and written language for recount and information genres when compared to students in the comparison group. There was not a significant treatment effect on persuasive expressive language or writing. In addition, there was a significant positive correlation between expressive language and writing at both time points across all three genres. This study provides evidence on the importance of attending to language skills during literacy instruction.

Writing knowledge, practices, efficacy, interests, attitudes, and beliefs of deaf education teachers: a randomized controlled trial.

Writing teachers play an extraordinarily important role in their students' writing development. Teachers' motivational beliefs, such as attitudes toward writing, perceptions of their efficacy to teach writing, or preparation to use evidence-based instructional practices, impact their writing instruction, which directly affects the advancement of students' writing skills. Deaf writers are a subpopulation of writers who may face discriminatory beliefs toward their writing development stemming from ableism, audism, or linguicism. Deaf education teachers may doubt their abilities to teach bilingual/multilingual students or teach deaf students experiencing language deprivation. The current study investigates whether deaf education teachers' beliefs can be fostered through an intensive one-year professional development (PD) program designed specifically for deaf education teachers. In this randomized controlled trial, we examine the extent to which the participation of deaf education teachers in specialized PD and subsequent writing instruction implementation (n = 26) impacts their pedagogical content knowledge, use of evidence-based practices for teaching writing, interest, attitudes, efficacy in teaching writing, and epistemological beliefs about writing compared to teachers in a business as usual condition (n = 24). Pre-post regression analyses indicate statistically significant group differences (with the treatment group scoring higher) on all variables except attitude and some epistemological beliefs. We speculate that specialized, sustained PD paired with supported implementation of writing instruction and ongoing teacher reflection are contributing factors to changes in teachers' motivational beliefs.

Patients' Perceptions of Physical Therapists Addressing Opioid Misuse.

INTRODUCTION: In the US, rising numbers of patients who misuse illicit or prescribed opioids provides opportunities for physical therapists (PTs) to be engaged in their care. Prior to this engagement, it is necessary to understand the perceptions of patients who access physical therapy services about their PTs playing such a role. This project examined patients' perceptions of PTs addressing opioid misuse. METHODS: We surveyed patients, newly encountering outpatient physical therapy services in a large University-based healthcare setting, via anonymous, web-based survey. Within the survey, questions were rated on a Likert scale (1 = completely disagree to 7 = completely agree) and we evaluated responses of patients who were prescribed opioids versus those who were not. RESULTS: Among 839 respondents, the highest mean score was 6.2 (SD = 1.5) for "It is OK for physical therapists to refer their patients with prescription opioid misuse to a specialist to address the opioid misuse." The lowest mean score was 5.6 (SD = 1.9) for "It is OK for physical therapists to ask their patient why they are misusing prescription opioids." Compared to those with no prescription opioid exposure while attending physical therapy, patients with prescription opioid exposure had lower agreement that it was OK for the physical therapist to refer their patients with opioid misuse to a specialist (ß = -.33, 95% CI = -0.63 to -0.03). CONCLUSIONS: Patients attending outpatient physical therapy seem to support PTs addressing opioid misuse and there are differences in support based on whether the patients had exposure to opioids.

A Call for a Diversity of Perspectives in Deaf Education Research: A Response to Mayer and Trezek (2020).

Scott, Dostal, and Lane-Outlaw challenge findings and conclusions from a literature review by Mayer and Trezek regarding the literacy achievement of deaf children who are educated in schools and programs that espouse bilingual ASL/English instruction. Mayer and Trezek's article appeared in the Winter 2020 American Annals of the Deaf. In addition to responding to Mayer and Trezek's findings and conclusions, Scott et al. outline factors they consider important for all researchers and practitioners who generate and consume knowledge regarding bi- and multilingual deaf education. Specifically, they recommend careful attention to and inclusion of individual- and school-level variables, use of appropriate comparison groups, and valuing of information acquired through various methodologies (both quantitative and qualitative). These recommendations are made in the spirit of improving the state of knowledge and the production and consumption of research that informs policy and practice in bi- and multilingual deaf education.

Does Teacher Self-Efficacy Predict Writing Practices of Teachers of Deaf and Hard of Hearing Students?

Forty-four elementary grade teachers of deaf and hard of hearing students were surveyed about how they taught writing and their beliefs about writing. Beliefs about writing included their self-efficacy to teach writing, attitude toward writing, and epistemological beliefs about writing. These teachers from fifteen different states in the United States slightly agreed that they were efficacious writing teachers and they were slightly positive about their writing. They slightly agreed that learning to write involves effort and process, moderately disagreed that writing development is innate or fixed, slightly disagreed that knowledge about writing is certain, and were equally split about whether writing knowledge comes from authorities and experts. On average, teachers applied the twenty-two instructional writing practices surveyed at least once a month. They reported their students wrote weekly, and their writing was supported through goal setting, feedback, and prewriting activities. Writing instruction mostly focuses on teaching grammar and how to plan compositions. Teacher self-efficacy uniquely and statistically predicted reported teaching practices after attitude toward writing, and epistemological beliefs were first controlled. Recommendations for future research and implications for practice are presented.

Written Language Outcomes of Deaf Elementary Students Engaged in Authentic Writing.

This study explores the impact of Strategic and Interactive Writing Instruction (SIWI) on six students' written language skills through the application of a multiple-baseline probe single case design with embedded condition. This was part of a larger Institute of Education Sciences (IES)-funded project focused on the development and feasibility of implementation of SIWI. For the majority of skills analyzed, there were improvements in the mean level of performance with the implementation of SIWI, as well as more consistent responding and positive trends in the data. The study also revealed that teachers are in need of additional tools to aid the systematic identification and tracking of syntax skills in children's written language development, and to distinguish these from other writing skills such as conventions or handwriting.

Datasets from an impact evaluation of a targeted prekindergarten program.

Given general trends in extant research on the impact of prekindergarten and that the structure and implementation of prekindergarten programs vary by state, researchers, educators, and policymakers are raising questions about what works, for whom, under what conditions, and the cost-benefit of such endeavors. Yet not all states have formally examined program impacts and few datasets have been expressly collected to evaluate effects. The current data article represents empirical examinations in the state of Connecticut on the comparability of treatment and control groups, tests of the robustness of impact estimates, and the psychometric properties of outcome measures. Stata code for replication purposes is included.

The Writing Performance of Elementary Students Receiving Strategic and Interactive Writing Instruction.

Strategic and Interactive Writing Instruction (SIWI) has led to improved writing and language outcomes among deaf and hard of hearing (DHH) middle grades students. The purpose of this study was to examine the effects of SIWI on the written expression of DHH elementary students across recount/personal narrative, information report, and persuasive genres. Five multiple-probe case studies demonstrate a relationship between implementation of SIWI and improvements in genre-related writing performance. The effect of instruction was most immediately demonstrated with information reports and persuasive writing, whereas several sessions of recount instruction were needed for students to satisfy performance criteria. Additionally, pre- and post-data from a larger group of students (N = 31) were compared. Wilcoxon signed-rank test statistics were statistically significant for each genre with medium to high effect sizes. Data suggest SIWI as a promising practice with elementary students, and comments regarding further development and research are provided.

"I was born full deaf." Written language outcomes after 1 year of strategic and interactive writing instruction.

Nonstandard grammatical forms are often present in the writing of deaf students that are rarely, if ever, seen in the writing of hearing students. With the implementation of Strategic and Interactive Writing Instruction (SIWI) in previous studies, students have demonstrated significant gains in high-level writing skills (e.g., text structure) but have also made gains with English grammar skills. This 1-year study expands on prior research by longitudinally examining the written language growth (i.e., writing length, sentence complexity, sentence awareness, and function words) of 29 deaf middle-school students. A repeated-measures analysis of variance with a between-subjects variable for literacy achievement level was used to examine gains over time and the intervention's efficacy when used with students of various literacy levels. Students, whether high or low achieving, demonstrated statistically significant gains with writing length, sentence complexity, and sentence awareness. Subordinate clauses were found to be an area of difficulty, and follow up strategies are suggested. An analysis of function word data, specifically prepositions and articles, revealed different patterns of written language growth by language group (e.g., American Sign Language users, oral students, users of English-based sign).