Development of Deaf and Hard-Of-Hearing Students' Executive Function

Deaf Cognition: Foundations and Outcomes

Volumn , Issue , 2008, Pages

  Hauser, Peter C ^a   Lukomski, Jennifer ^b   Hillman, Tara ^a  

^a ROCHESTER INSTITUTE OF TECHNOLOGY   (United States)

^b ROCHESTER INSTITUTE OF TECHNOLOGY   (United States)

Author keywords

Deaf students; DHH; Education; EF

Indexed keywords

EID: 84921259694     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1093/acprof:oso/9780195368673.003.0011     Document Type: Chapter

References (124)

1. Altshuler, K., Deming, W., Vollenweider, J., Rainer, J., & Tendler, R. (1976). Impulsivity and profound early deafness: A cross-cultural inquiry. American Annals of the Deaf, 121, 331-345.
2. Anderson, V. (1998). Assessing executive functions in children: Biological, psychological and developmental considerations. Neuropsychological Rehabilitation, 8(3), 319-349.
3. Anderson, V. A., Anderson, P., Northam E., Jacobs, R., & Catroppa, C. (2001). Development of executive functions through late childhood and adolescence in an Australian sample. Developmental Neuropsychology, 20(1), 385-406.
4. Ardila, A., Rosselli, M, Matute, E., & Guajardo, S. (2005). The influence of the parents'educational level on the development of executive functions. Developmental Neuropsychology, 28(1), 539-560.
5. Barkley, R. A. (1997). ADHD and the nature of self-control. New York: Guilford Press.
6. Barkley, R. A. (2001). The Executive Functions and Self-Regulation: An Evolutionary Neuropsychological Perspective. Neuropsychology Review, 11, 1-29.
7. Bavelier, D., Dye, M.W.G., & Hauser, P. C. (2006). Do deaf individuals see better? Trends in Cognitive Science, 10, 512-518.
8. Berg, E. A. (1948). A sample objective technique of measuring flexibility in thinking. Journal of General Psychology, 39, 15-22.
9. Bernstein, J. H., & Waber, D. P. (1997). Pediatric neuropsychological assessment. In T. E. Feinberg & M. J. Farah (Eds.), Behavioral neurology and neuropsychology (pp. 721-728). New York: McGaw-Hill.
10. Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry. American Psychologist, 57, 111-127.
11. Borkowski, J. G., & Muthukrishna, M. (1998). Learning environments and skill generalization: How contexts facilitate regulatory processes and efficacy beliefs. In F. Weinert & W. Schneider (Eds.), Memory performance and competencies: Issues in growth and development (pp. 283-300). Mahwah, NJ: Erlbaum.
12. Brouwers, P., Riccardi, R., Poplack, D., & Fedio, P. (1984). Attentional deficits in long-term survivors of childhood acute lymphoblastic leukemia (ALL). Journal of Clinical Neuropsychology, 6, 325-336.
13. Campbell, S., & Douglas, V. (1972). Cognitive style and responses to the threat of frustration. Canadian Journal of Behavioral Sciences, 4, 30-42.
14. Carlson, S. M., Mandell, D. J, & Williams, L. (2004). Executive function and theory of mind:Stability and prediction from ages 2 to 3. Developmental Psychology, 40(6), 1105-1122.
15. Carlson, S. M., Moses, L. J., & Breton, C. (2002). How specific is the relation between executive function and theory of mind? Contributions of inhibitory control and working memory. Infant and Child Development, 11, 73-92.
16. Cawthon, S. W. (2001). Teaching strategies in inclusive classrooms with deaf children. Journal of Deaf Studies and Deaf Education, 6, 212-225.
17. Chess, S., & Fernandez, P. (1980). Neurologic damage and behavior disorder in rubella children. American Annals of the Deaf, 125, 505-509.
18. Craig, H. K. (1995). Pragmatic impairments. In P. Fletcher & B. MacWhinney (Eds.), The handbook of child language (pp. 623-640). Cambridge, MA: Blackwell.
19. Curtis, C., & Norgate, R. (2007). An evaluation of the promoting alternative thinking strategies curriculum at key stage 1. Educational Psychology in Practice, 23(1), 33-44.
20. D'Elia, L. F., Satz, P., Uchiyama, C. L., & White, T. (1996). Color trails test. Odessa, FL:Psychological Assessment Resources.
21. Dawson, P., & Guare, R. (2004). Executive skills in children and adolescents: A practical guide to assessment and intervention. New York: The Guilford Press.
22. de Villiers, P. A., Pyers, J., & Salkind, S. (1999, April). Language delayed deaf children understand "false" photographs but not false beliefs. Poster presented at the biennial meeting of the Society for Research in Child Development, Albuquerque, NM.
23. Diamond, A., Prevor, M. B., Callender, G., & Druin, D. P. (1997). Prefrontal cortex cognitive deficits in children treated early and continuously for PKU. Monographs of the society for research in child development, 62, 1-205.
24. Dye, M. W. G., Hauser, P. C., & Bavelier, D. (in press). Visual skills and cross-modal plasticity in deaf readers: Possible implications for acquiring meaning from print. New York Annals of Science.
25. Erting, C. J. (1980). Sign language and communication between adults and children. In C. Baker & R. Battison (Eds.), Sign language and the Deaf community (pp. 159-176). Silver Spring, MD: National Association of the Deaf.
26. Erting, C. J. (1988). Acquiring linguistic and social identity: Interactions of deaf children with a hearing teacher and a deaf adult. In M. Strong (Ed.), Language learning and deafness (pp. 192-219). New York: Cambridge University Press.
27. Eslinger, P. J., Biddle, K. R., & Grattan, L. M. (1997). Cognitive and social development in children with prefrontal cortex lesions. In N. A. Krasnegor, G. R. Lyon, & P. S. Goldman-Rakic (Eds.), Development of the prefrontal cortex: Evolution, neurobiology, and behavior (pp. 295-336). Baltimore: Paul H. Brooks.
28. Eslinger, P. J., & Grattan, L. M. (1991). Perspectives on the developmental consequences of early frontal lobe damage: Introduction. Developmental Neuropsychology, 7, 257-260.
29. Espy, K. A., Kaufmann, P. M., McDiarmid, M. D., & Glisky, M. L. (1999). Executive functioning in preschool children: Performance on A-not-B and other delayed response format tasks. Brain and Cognition, 41, 178-199.
30. Fletcher, J. M., Ewing-Cobbs, L., Miner, M. E., Levin, H. S., & Eisenberg, H. (1990). Behavioral changes after closing head injury in children. Journal of Consulting and Clinical Psychology, 58, 93-98.
31. Fridriksson, J., Nettles, C., & Davis, M. (2006). Functional communication and executive function in aphasia. Clinical Linguistics and Phonetics, 20, 401-410.
32. Gioia, G. A., Isquith, P. K., & Guy, S. C. (2001). Assessment of executive functions in children with neurological impairment. In R.J. Simeonsson & S.L. Rosenthal, (Eds.), Psychological and developmental assessment: Children with disabilities and chronic conditions (pp. 317-356). New York: Guilford Press.
33. Gioia, G. A., Isquith, P. K., Guy, S. C., & Kentworth, L. (2000). Behavior Rating Inventory of Executive Function (BRIEF) professional manual. Odessa, FL: Psychological Assessment Resources.
34. Goldstein, G. W. (1992). Developmental neurobiology of lead toxicity. In H. L. Needleman (Ed.), Human lead exposure (pp. 125-135). Anne Arbor, MI: CRC Press.
35. Greenberg, M. T., & Kusché, C. A. (1998). Preventive intervention for school-age deaf children: The PATHS curriculum. Journal of Deaf Studies and Deaf Education, 3, 49-63.
36. Greenberg, M. T., & Kusché, C. A. (2006). Building social and emotional competence: The PATHS curriculum. In S. R. Jimerson & M. J. Furlong (Eds.), Handbook of school violence and schools safety: From research to practice (pp. 395-412). Mahwah, NJ: Lawrence Erlbaum Associates.
37. Haith, M. M., Hazen, C., & Goodman, G. S. (1988). Expectation and anticipation of dynamic visual events by 3.5 months-old babies. Child Development, 59, 467-479.
38. Harris, R. (1978). The relationship of impulse control to parent's hearing status, manual communication, and academic achievement in deaf children. American Annals of the Deaf, 123, 52-67.
39. Hauser, P. C., Cohen, J., Dye, M. W. G., & Bavelier, D. (2007). Visual constructive and visual-motor skills in Deaf native signers. Journal of Deaf Studies and Deaf Education, 12, 148-157.
40. Hauser, P. C., Dye, M.W.G., Boutla, M., Green, C. S., & Bavelier, D. (2007). Deafness and visual enumeration: Not all aspects of attention are modified by deafness. Brain Research, 1153, 178-187.
41. Hauser, P. C., Lukomski, J., & Isquith, P. (2007). Deaf college students' performance on the BRIEF-A and Connors. Manuscript in preparation.
42. Hauser, P. C., Wills, K., & Isquith, P. K. (2005). Hard of hearing, deafness, and being deaf. In J. E. Farmer, J. Donders, & S. Warschausky (Eds.), Neuro-developmental disabilities:Clinical research and practice (pp. 119-131). New York: Guilford Publications, Inc.
43. Heaton, R. K. (2005). Wisconsin Card Sorting Test: Computer Version 4: Research Edition: User's Manual. Florida: Psychological Assessment Resources, Inc.
44. Heaton, R., Chelune, G., Talley, J., Kay, G., & Curtis, G. (1993). Wisconsin Card Sorting Test manual. Odessa, FL: Psychological Assessment Resources.
45. Hofstadter, M. C., & Reznick, J. S. (1996). Response modality affects human infant delayed-response performance. Child Development, 67, 646-658.
46. Howese, R. B., Lange, G., Farran, D. C., & Boyles, C. D. (2003). Motivation and selfregulation as predictors of achievement in economically disadvantaged young children. Journal of Experimental Education, 71, 151-174.
47. Hughes, D. M. (2006). Parent and self-ratings of executive function in adolescents with language impairments and typically developing peers. Dissertation Abstracts International, 67(5), 2515B.
48. Im-Bolter, N., Johnson, J., & Pascual-Leone, J. (2006). Processing limitations in children with specific language impairment: The role of executive function. Child Development, 77, 1822-1841.
49. Jamieson, J. R. (1994). Instructional discourse strategies: Differences between hearing and deaf mothers of deaf children. First Language, 14, 153-171.
50. Jenkins, J. M., Turrell, S., Kogushi, Y., Lollis, S., & Ross, H. A. (2003). Longitudinal investigation of the dynamics of mental state talk in families. Child Development, 74, 905-920.
51. Kagan, J. (1965). Impulsive and reflective children: Significance of conceptual tempo. In J. Krumboltz (Ed.), Learning and the educational process (pp. 133-161). Chicago: Rand McNally.
52. Kam, C., Greenberg, M. T., & Kusché, C. A. (2004). Sustained effects of the PATHS curriculum on the social and psychological adjustment of children in special education. Journal of Emotional and Behavioral Disorders, 12(2), 66-78.
53. Kaufman, A., & Kaufman, N. (2004). Kaufman Assessment Battery for Children (2nd ed.). Circle Pines, MN: American Guidance Services.
54. Kelly, B., Longbottom, J., Potts, F., & Williamson, J. (2004). Applying emotional intelligence:Exploring the Promoting Alternative Thinking Strategies curriculum. Educational Psychology in Practice, 20(3), 221-240.
55. King, B. H., Hauser, P. C., & Isquith, P. K. (2006). Psychiatric aspects of blindness and severe visual impairment, and deafness and severe hearing loss in children. In C. E. Coffey & R. A. Brumback (Eds.), Textbook of pediatric neuropsychiatry (pp. 397-423). Washington, DC: American Psychiatric Association.
56. Klenberg, L., Korkman, M., & Lahti-Nuuttila, P. (2001). Differential development of attention and executive functions in 3-to 12-year old Finnish children. Developmental Neuropsychology, 20, 407-428.
57. Kochanska, G., Coy, K. C., & Murray, K. T. (2001). The development of self-regulation in the first four years of life. Child Development, 72, 1091-1111.
58. Koester, L. S., Karkowski, A. M., & Traci, M. A. (1998). How do deaf and hearing mothers regain eye contact when their deaf infants look away? American Annals of the Deaf, 143, 5-13.
59. Koester, L. S., Papousek, H., & Smith-Gray, S. (2000). Intuitive parenting, communication, and interaction with deaf infants. In P. Spencer, C. Erting, & M. Marschark (Eds.), The deaf child in the family and at school (pp. 55-71). Mahwah, NJ: Lawrence Erlbaum.
60. Kuntze, M. (1998). Literacy and deaf children: The language question. Topics in Language Disorders, 18, 1-15.
61. Lahey, M., Edwards, J., & Munson, B. (2001). Is processing speed related to severity of language impairment? Journal of Speech, Language, and Hearing Research, 44, 1354-1361.
62. Leark, R. A., Dupuy, T. R., Greenberg, L. M., Corman, C. L., & Kindeschi, C. L. (1996). T.O.V.A. Test of Variables of Attention: Professional manual (Version 7.0). Los Alamitos, CA: Universal Attention Disorders Inc.
63. Lohmann, H., & Tomasello, M. (2003). The role of language in the development of false belief understanding: A training study. Child Development, 74, 1130-1144.
64. MacPherson, S. E., Phillips, L. H., & Della Sela, S. (2002). Age, executive function and social decision making: A dorsolateral prefrontal theory of cognitive aging. Psychology and Aging, 17, 598-609.
65. Marschark, M., & Everhart, V. S. (1999). Problem solving by deaf and hearing children:Twenty questions. Deafness and Education International, 1, 63-79.
66. Marton, K., Schwartz, R. G., & Farkas, L. (2006). Effect of sentence length and complexity on working memory performance in Hungarian children with specific language impairment. International Journal of Language and Communication Disorders, 41, 653-673.
67. Mather, S. M. (1989). Visually oriented teaching strategies with deaf preschool children. In C. Lucas (Ed.), The sociolinguistics of the Deaf community (pp. 165-187). San Diego, CA: Academic Press.
68. McEwen, B. S. (2001). From molecules to mind: Stress, individual differences, and the social environment. Annals of7 the New York Academy of Sciences, 935, 42-49.
69. Meadow, K. P., Greenberg, M. T., & Erting, C. (1983). Attachment behavior of deaf children with deaf parents. Journal of the American Academy of Child Psychiatry, 22, 23-28.
70. Meadow, K., Greenberg, M., Erting, C., & Carmichael, H. (1981). Interactions of deaf mothers and deaf preschool children: Comparisons with three other groups of deaf and hearing dyads. American Annals of the Deaf, 126, 454-468.
71. Meadow-Orlans, K. P. (1997). Effects of mother and infant hearing status on interactions at twelve and eighteen months. Journal of Deaf Studies and Deaf Education, 2, 26-36.
72. Meadow-Orlans, K. P., Dyssegaard, B., & Smith-Gray, S. (2004). Hearing parents reactions to the identification of deafness and cognitive or motor disabilities. In K.P. Meadow-Orlans, P.E. Spencer, & L. S. Koester, (Eds.), The world of deaf infants: A longitudinal study (pp. 66-91). New York: Oxford University Press.
73. Meadow-Orlans, K. P., & Spencer, P. E. (1996). Maternal sensitivity and the visual attentiveness of children who are deaf. Early Development and Parenting, 5, 1213-1223.
74. Mezzacappa, E. (2004). Alerting, orienting, and executive attention: Developmental properties and sociodemographic correlates in an epidemiological sample of young, urban children. Child Development, 75, 1373-1386.
75. Miller, C. A., Kail, R., Leonard, L. B., & Tomblin, J. B. (2001). Speed of processing in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 44, 416-433.
76. Moeller, M. P., & Schick, B. (2006, May/June). Relations between maternal input and theory of mind understanding in deaf children. Child Development, 77, 751-766.
77. Mohay, H. (2000). Language in sight: Mothers' strategies for making language visually accessible to deaf children. In P. E. Spencer, C. J. Erting, & M. Marschark (Eds.), The deaf child in the family and at school (pp. 151-166). Mahwah, NJ: Lawrence Erlbaum.
78. Nelson, C. A., & Luciana, M. (Eds). (2001). Handbook of developmental cognitive neuroscience. Cambridge, MA: MIT Press.
79. Noble, K. G., Norman, M. F., & Farah, M. J. (2005). Neurocognitive correlates of socioeconomic status in kindergarten children. Developmental Science, 8(1), 74-87.
80. Oberg, E. (2007). Assessing Executive Functioning in Children with a Hearing Loss. Unpublished Master's Thesis. Rochester Institute of Technology, Rochester, NY.
81. Ouellette, S. (1988). The use of projective drawing techniques in the personality assessment of prelingually deafened young adults: A pilot study. American Annals of the Deaf, 133, 212-218.
82. Panksepp, J. (1998). Affective neuroscience: The foundations of human and animal emotions. New York: Oxford University Press.
83. Papousek, M., & Papousek, H. (1987). Didactic adjustments in fathers' and mothers' speech to their 3-month-old infants. Journal of Psycholinguistics Research, 16, 491-516.
84. Parasnis, I., Samar, V. J., & Berent, G. P. (2003). Deaf adults without attention deficit hyperactivity disorder display reduced perceptual sensitivity and elevated impulsivity on the Test of Variables of Attention (T.O.V.A.) Journal of Speech, Language, and Hearing Research, 46, 1166-1183.
85. Peterson, C. C. (2004). Theory-of-mind development in oral deaf children with cochlear implants or conventional hearing aids. Journal of Child Psychology and Psychiatry, 45, 1096-1106.
86. Peterson, C. C., & Siegal, M. (1999). Representing inner worlds: Theory of mind in autistic, deaf, and normal hearing children. American Psychological Society, 10, 126-129.
87. Porteus, S. D. (1965). Porteus maze test. Palo Alto, CA: Pacific Books.
88. Posner, M., & Rothbart, M. K. (1998). Attention, self-regulation and consciousness. Transactions of the philosophical society of London, 353, 1915-1027.
89. Pratt, B., Campbell-LaVoie, F., Isquith, P. K., Gioia, G. A., & Guy, S. C. (2000). The comparative development of executive function in elementary school with reading disorder and attention-deficit/hyperactivity disorder. Journal of the International Neuropsychological Society, 6, 127.
90. Ramsey, C. (1997). Deaf children in public schools: Placement, context, and consequences. Washington, DC: Gallaudet University Press.
91. Ramsey, C., & Padden, C. (1998). Natives and newcomers: Gaining access to literacy in a classroom for deaf children. Anthropology and Education Quarterly, 29, 5-24.
92. Rehkemper, G. M. (2004). Executive functioning and psychosocial adjustment in deaf subjects with non-hereditary and hereditary etiologies. Dissertation Abstracts International, 64, (11-B).
93. Remmel, E. (2002). Theory of mind development in signing deaf children. Unpublished doctoral dissertation. Stanford University, Stanford, CA.
94. Rhine, S. (2002). Assessment of Executive Function. Unpublished master's thesis, Gallaudet University, Washington, DC.
95. Rhine-Kahlback, S. (2004). The Assessment of Developmental Language Differences, Executive Functioning, and Social Skills in Deaf Children. Unpublished doctoral dissertation, Gallaudet University, Washington, DC.
96. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
97. Rogoff, B. (2003). The cultural nature of human development. New York: Oxford University Press.
98. Rosenweig, M. R., & Bennett, E. L. (1996). Psychobiology of plasticity: Effects of training and experience on brain and behavior. Behavioural Brain Research, 78, 57-65.
99. Roth, R. M., Isquith, P. I., & Gioia, G. A. (2005). Behavior Rating Inventory of Executive Function-Adult Version. Lutz, FL: Psychological Assessment Resources.
100. Ruff, H. A., & Rothbart, M. K. (1996). Attention in early development: Themes and variations. New York: Oxford University Press.
101. Ruffman, T., Slade, L., & Crowe, E. (2002). The relations between childrens' and mothers' mental state language and theory-of-mind understanding. Child Development, 73, 734-751.
102. Sabbagh, M. A., Xu, F., & Carlson, S. M. (2006). The development of executive functioning and Theory of Mind: A comparison of Chinese and U.S. preschoolers. Psychological Science, 17, 74-81.
103. Samuel, K. A. (1996). The relationship between attachment in deaf adolescents, parental sign communication and attitudes, and psychosocial adjustment. Dissertation Abstracts International, 57, 2182B. (UMI No. 9623718).
104. Schick, B., Hoffmeister, R., de Villiers, P. A., & de Villiers, J. (2000). American sign language and theory of mind in deaf children with deaf or hearing parents. Paper presented at the 7th Conference on Theoretical Issues in Sign Language Research, Amsterdam.
105. Siegel, L. S., & Ryan, E. B. (1989). The development of working memory in normally achieving and subtypes of learning disabled children. Child Development, 60, 973-980.
106. Singer, H. S., & Walkup, J. T. (1991). Tourette syndrome and other tic disorders. Medicine, 70, 15-32.
107. Singleton, J., & Morgan, D. D. (2004, April). Becoming deaf: Deaf teachers engagement practices supporting deaf children's identity development. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
108. Singleton, J. L., & Morgan, D. D. (2006). Natural signed language acquisition within the social context of the classroom. In B. Schick, M. Marschark, and P. E. Spencer (Eds.), Advances in the sign language development of deaf children (pp. 344-375). New York:Oxford University Press.
109. Spencer, P. E., Bodner-Johnson, B. A., & Gutfreund, M. K. (1992). Interacting with infants with a hearing loss: What can we learn from mothers who are deaf? Journal of Early Intervention, 16, 64-78.
110. Sporn, M. B. (1997). The assessment of the Test of Variables of Attention with deaf children. Unpublished Master's Thesis, Gallaudet University, Washington, DC.
111. Sporn, M. B. (1999). The use of the Test of Variables of Attention to predict attention and behavior problems in deaf adults. Unpublished doctoral dissertation, Gallaudet University, Washington, DC.
112. Steinberg, L., & Scott. E. (2003). Less guilty by reason of adolescence. American Psychologist, 58, 1009-1018.
113. Swisher, M. V. (2000). Learning to converse: How deaf mothers support the development of attention and conversational skills in their young deaf children. In P. E. Spencer, C. J. Erting, & M. Marschark (Eds.), The deaf child in the family and at school (pp. 21-39). Mahwah, NJ: Lawrence Erlbaum.
114. Travis, F. (1998). Cortical and cognitive development in 4th, 8th, and 12th grade students: The contribution of speed of processing and executive functioning to cognitive development. Biological Psychology, 48, 37-56.
115. Vaughn, B. E., Kopp, C. B., & Krakow, J. B. (1984). The emergence and consolidation of self-control form 18 to 30 months of age: Normative trends and individual differences. Child Development, 55, 990-1004.
116. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, and E. Soubernam, eds.). Cambridge, MA: Harvard University Press.
117. Waber, D. P., Gerber, E. B., Turcios, V. Y., Wagner, E. R., & Forbes, P. W. (2006). Executive functions and performance on high-stakes testing in children from urban schools. Developmental Neuropsychology, 29, 459-477.
118. Waxman, R. P., & Spencer, P. E. (1997). What mothers do to support infant visual attention: Sensitivities to age and hearing status. Journal of Deaf Studies and Deaf Education, 2, 104-114.
119. Welsh, M. C., & Pennington, B. F. (1988). Assessing frontal lobe functioning in children:Views from developmental psychology. Developmental Neuropsychology, 4, 199-230.
120. Windsor, J., & Hwang, M. (1999). Testing the generalized slowing hypothesis in specific language impairment. Journal of Speech, Language, and Hearing Research, 42, 1205-1218.
121. Wood, D., Wood, H., & Kingsmill, M. (1991). Signed English in the classroom, II. Structural and pragmatic aspects of teachers' speech and sign. First Language, 11, 301-315.
122. Woodcock, R. W., McGrew, K. S., & Mather, N. (2001). Woodcock-Johnson Tests of Achievement (3rd ed.). Itasca, IL: Riverside Publishing.
123. Woolfe, T., Want, S., & Siegal, M. (2002). Signposts to development: Theory of mind in deaf children. Child Development, 73, 768-778.
124. Zelazo, P. D., Reznick, J. S., & Piñon, D. E. (1995). Response control and the execution of verbal rules. Developmental Psychology, 31, 508-517.