8/13/24 Notes Pre-Meeting
https://docs.google.com/document/d/1lO1w3NrfsIFd3uf9k9TfBhiGeA0uEtGK/edit?usp=sharing&ouid=118026209358966317176&rtpof=true&sd=true
https://docs.google.com/document/d/1oSJ45QumEW2fmXXdzqc6djY0SOfits7o/edit?usp=sharing&ouid=118026209358966317176&rtpof=true&sd=true
Dissertation/Pre-Dissertation Methods and research questions
- Is this about sign language or about any language? As noted, many questions are about “sign language” — does this include SEE? Cued speech? Oral English?
- If all recruited at Gallaudet, not a random sample of deaf people (ie, excluding deaf adults born with a hearing loss who have not learned ASL; biased towards younger adults — this group includes those growing up when CI technology was approved for babies/young children)
Hypothesis 1: Language support/access predict lower emotional regulation?
- 3 CLE questions: All yes/no about sign language history
- plan to combine? How?
- Need to define terms, eg, “consistently” in “In the first five years of your life, did anyone use sign language with you consistently?”
- DERS Composite Score
- DERS Composite Score without Awareness subscale
- Which one want to use?
- Quantitative?
- 5 interview questions
- How will these be combined for quantitative analysis?
- “How old were you when you learned sign language? What kind?”
- need to plan in advance how to code, eg, age in years, age in years plus months, how to code “at birth,” etc
- “code” means what kind of options you will give the participants, and exactly how you will word them, and how you will define any terms that might need clarification.
- Eg, if one person says that they learned sign language “since I was born,” and another person say, “I learned sign language when I was 6 months old,” is that the same thing?
- Eg, if they give their age, will you just ask for their age in years? Is it important if they started learning at 3 months vs 11 months? Etc.
- how will code kind of sign language?
- Again, how can you standardize this? Does SEE count? PSL? Spoken language with a few signs?
- When did you learn written English?
- plan in advance how to code “learn” — pre-K?
- When does anyone “learn” written English? It’s more a matter of when they started to learn written English, isn’t it?
- Will you ask for grade or age? What if they say “I think learned the letters in pre-school or kindergarten”? Etc.
- will this distinguish adult written English skills?
- Were you able to communicate with your family? Yes, who? No, who?
- define “able to communicate”
- What language is used at home (whether you use it or not)?
- Did you use sign language in school?
- What does a supportive language environment look like? What does good language access look like?
- How plan to combine interview questions?
- “Predict” or “correlate”? They are different. Predict is more straightforward analysis. But difficult to use many predictors unless you have a rather large sample size
Hypothesis 2: Having a different communication modality between parent and child will predict a lower quality of emotional regulation.
- Need to define “different”
- 5 CLE questions, all yes/no
- need to define terms, eg “usually” in “did parents usually sign with you.” Think about range of messy real-world situations and how someone might struggle to interpret and answer the questions. Eg, My parents usually spoke to me but then if I couldn’t understand, which was often the case, they would add some signs. Is that “usually”?
- DERS composite scores as above
- 5 interview questions, some overlapping with above
- What does a similar communicate modality look like? What does a different modality look like?
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- The Difficulties in Emotion Regulation Scale has not yet been used with the deaf community as per literature review therefore this will be an initial screening to see if it’s an appropriate measure for this population.
- how will this show whether it’s an appropriate measure for the population?
- ; the CLE is still currently being validated in a field study and an in person setting will allow for clarification as well as gathering information on any questions related to the questionnaires. In addition to gathering information from the questionnaires, this researcher will also use this information to see if the assessment is a good fit for the sample from a content perspective that may assist with future translation processes.
- how will this help see if CLE is a good fit?
- Plan for Hypothesis 1
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Environment construct. The questions from CLE are as follows:
“4) Did you have sign language and a spoken/written language available to you while you were growing up?
-
In the first five years of your life, did anyone use sign language with you consistently?
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Did you learn sign language before you were five years old?” (Hall et al., YEAR)
The construct will be scored as according to the table below:
| Type of Responses |
Name of Groups |
| 3 Yes, 0 No |
High Support |
| 2 Yes, 1 No |
Moderate Support |
| 1 Yes, 2 No |
Low Support |
| 0 Yes, 3 No |
Lack of Support |
- Was this from Hall or self made?
- Dru and Lori — looks good, ordinal scale
-
The null hypothesis will show no difference between Lack of Support or High Support in relation with the DERS score. This will be assessed using the ANOVA analysis, providing that all four assumptions are met for parametric tests. This is due to the predictor variables being categorical with the outcome being qualtiative. However there are currently no evidence showing this. Data collection will provide additional information about the distribution, population and parameters of the data. If the assumptions are not met, analysis will be done using the Kruskal-Wallis test.
- Why dichotomizing? Why ignoring moderate and low support answers? What if 95% have high support and only 1% have lack of support?
- will use all four categorical
- Want regression or ANOVA with linear trend contrast (or Kruskal-Wallis/Jonckheere-Terpstra if need nonparametric)