• Chapter 1. Strengths-Based Reading Assessment: Applying Miscue Analysis to an African American Native ASL-User
(Pamela Luft, PhD, and Meghan Fochtman, Kent State University, Kent, OH, US, and others)
• Chapter 2. Using Miscue Analysis for Comprehensive, Accurate and Authentic Assessment of Reading Skills across the Diverse DHH Population
(Pamela Luft, PhD, Kent State University, Kent, OH, US)
• Chapter 3. Vibrotactile Perception: An Alternative to Facilitate Language Acquisition and Promote Neurodevelopment in Prelingual, Profoundly Deaf Individuals
(Vanessa D. Ruiz-Stovel, PhD, and Andrés A. González-Garrido, MD, PhD, Neuroscience Institute, University of Guadalajara, Guadalajara, Jalisco, Mexico)
• Chapter 4. Research on Deafness and ASD: Challenges, Opportunities, and Goals
(Aaron Shield, PhD, and Tory Sampson, Speech Pathology and Audiology, Miami University, Oxford, OH, US, and others)
• Chapter 5. Using Resilience Testing to Supplement Standardized Achievement Testing in Students Who Are Deaf or Blind
(Michelle A. Butler Samuels, PhD, and Andrew D. Katayama, PhD, Department of Behavioral Sciences and Leadership, U. S. Air Force Academy, Colorado Springs, CO, US)
• Chapter 6. Exploring the Use of an iPad App for Enhancing Communication between Student Pharmacists and Simulated Deaf/Hard of Hearing Patients
(Michelle L. Blakely, PhD, Kristyn McKnight, Rebecca Darling, PhD, and Eric J. Moody, PhD, Department of Pharmaceutical Sciences, University of Wyoming, Laramie, WY, US, and others)
Deafness: Current Perspectives and Research Developments presents the theoretical foundations for miscue analysis, its utilization with diverse and bilingual students, and prior research conducted with deaf and hard-of-hearing individuals.
The authors focus on a significant challenge to improving the reading achievement of deaf and hard-of-hearing individuals: finding non-biased assessments and compiling test pools of sufficient size in order to identify meaningful patterns.
The viability of vibrotactile stimulation as an alternative to complement and foster linguistic development in the profoundly deaf, particularly those with a prelingual age of onset, is examined.
The challenges, opportunities, and goals of researchers and clinicians working in the field of deafness and autism spectrum disorder are explored, emphasizing the need for training more culturally and linguistically competent deaf and hearing adults to conduct research and intervention with deaf children.
In an effort to improve validity, the authors re-design a previous cross-sectional study to measure resilience when deaf/hard of hearing or blind/low vision students entered high school as well as when they exited, usually four years later, and compare the two data points.
The first known project conducted within the United States to evaluate the use of assistive technology for healthcare interactions between student pharmacists and simulated deaf/hard of hearing patients is also discussed.