Lacey, Cecilia
(2019)
Assessing the ASL and ASL-Stroop versions of the Computerized Revised Token Test with children.
Undergraduate Thesis, University of Pittsburgh.
(Unpublished)
Abstract
Background: Hearing loss is a risk factor for delayed and disordered communication development. For children who use American Sign Language (ASL) as their primary mode of communication, evaluations in written English may not accurately reflect their true language abilities. The ASL and ASL-Stoop versions of the Computerized Revised Token Test (CRTT) have been developed and studied in adult Deaf and hearing ASL signers but not in children. In this preliminary study, a small group of Deaf and normally hearing children were administered language-appropriate versions of the CRTT to determine if school-aged children are capable of completing the test.
Procedures: Three Deaf children proficient in both written English and ASL, and five typically developing hearing children proficient in oral and written English completed the CRTT English Reading Word Fade (CRTT-R-WF) and English Reading Word Fade Stroop (CRTT-R- STROOP) versions of the test. The Deaf children also completed the ASL version of the CRTT (CRTT-ASL), ASL Stroop version of the CRTT (CRTT-ASL-STROOP), and ASL Reading Self-Paced version of the CRTT (CRTT-R-ASL). In addition, the hearing children completed the Listening CRTT (CRTT-L) but no ASL versions.
Results: The Deaf and hearing children scored below adult levels on the CRTT-ASL, CRTT-L and CRTT-R-WF. Despite the limited number of children assessed, it appeared that the language development histories of the Deaf children related to their performance on the CRTT-ASL and CRTT-R-WF. On the Stroop versions, a Stroop interference effect was demonstrated by all children on the English reading version, however, the Stroop effect was less pronounced on the CRTT-ASL-STROOP.
Conclusions: The Deaf and hearing school-aged children in this study were capable of completing the targeted CRTT test versions. Potential differences were observed, but in most cases the pattern of performance was comparable to previous data obtained from adult populations. Age of language acquisition also appeared to affect these Deaf children’s performance on these language-processing tasks.
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