American annals of the deaf Journal Impact Factor & Information

Publisher: Convention of American Instructors of the Deaf; Conference of Superintendents and Principals of American Schools for the Deaf; Conference of Executives of American Schools for the Deaf; Conference of Educational Administrators Serving the Deaf, Gallaudet University Press

Journal description

For 150 years, the American Annals of the Deaf, has been a professional journal dedicated to quality in education and in related services for children and adults who are deaf and hard of hearing. The Annals publishes articles about deaf education and recent research into trends and issues in the field of deafness.

Current impact factor: 0.88

Impact Factor Rankings

2015 Impact Factor Available summer 2016
2009 Impact Factor 0.324

Additional details

5-year impact 0.75
Cited half-life >10.0
Immediacy index 0.04
Eigenfactor 0.00
Article influence 0.22
Website American Annals of the Deaf website
Other titles American annals of the deaf, AAD, A.A.D
ISSN 0002-726X
OCLC 5695496
Material type Periodical, Internet resource
Document type Journal / Magazine / Newspaper, Internet Resource

Publisher details

Gallaudet University Press

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Eligible UK authors may deposit in OpenDepot
    • Publisher's version/PDF cannot be used
  • Classification
    ​ green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: In deaf education , the sign language skills of teacher and interpreter candidates are infrequently assessed; when they are, formal measures are commonly used upon preparation program completion, as opposed to informal measures related to instructional tasks. Using an informal picture storybook task, the authors investigated the receptive and expressive narrative sign language skills of 10 teacher and interpreter candidates in a university preparation program. The candidates evaluated signed renditions of two signing children, as well as their own expressive renditions, using the Signed Reading Fluency Rubric (Easterbrooks & Huston, 2008) at the completion of their fifth sign language course. Candidates' evaluations were compared overall and across 12 sign language indicators to ratings of two university program professors. Some variation existed across ratings for individual indicators, but generally the candidates were aware of and could accurately rate their own abilities and those of two signing children.
    American annals of the deaf 08/2015; 160(3):316-33. DOI:10.1353/aad.2015.0027
  • [Show abstract] [Hide abstract]
    ABSTRACT: The present study examined the efficacy of using an informal reading inventory to assess literacy levels in elementary-age deaf students, grades 3-5: the period when the gap between deaf and hearing learners often begins to widen, and the need to identify and remediate specific skill deficits becomes increasingly imperative. Emphasis was placed on exploring how results of a formative assessment can inform instruction across a variety of literacy skills (e.g., word identification, reading accuracy, reading fluency, reading comprehension, writing) and among a broad range of learners. A case study approach is used to present in-depth overviews of the performance profiles of three students; also, instructional implications of the findings are discussed. The results illustrate how an informal reading inventory can be used to design interventions that are differentiated and targeted based on identified needs in both the code- and language-related domains of literacy skill development.
    American annals of the deaf 08/2015; 160(3):289-302. DOI:10.1353/aad.2015.0025
  • [Show abstract] [Hide abstract]
    ABSTRACT: The study investigated how social and emotional learning (SEL) is reflected in the attitudes, beliefs, and practices of itinerant teachers of the deaf and hard of hearing (ITDHHs). A mixed-methods approach was taken to survey 53 ITDHHs about their comfort with teaching SEL, commitment to ongoing professional development in SEL skills, and perceptions of SEL in school cultures. Follow-up interviews with 11 ITDHHs provided a deeper perspective on how these teachers prioritize and teach SEL skills within their unique teaching role. Overall, the findings revealed that ITDHHs overwhelmingly recognized the need to provide SEL support to their students, and very often provided direct teaching of SEL skills. However, they did not necessarily feel adequately prepared, nor supported by their schools, in terms of teaching SEL. Implications of the findings for professional preparation and practice are discussed.
    American annals of the deaf 08/2015; 160(3):273-88. DOI:10.1353/aad.2015.0024
  • [Show abstract] [Hide abstract]
    ABSTRACT: In recent years , increasing attention has been given to the development of deaf children, though few studies have included Deaf parents. The present study examined emotional availability (EA) and functions of touch used by Deaf or hearing parents with hearing or deaf infants during free play. Sixty dyads representing four hearing status groups were observed when the infants were 18 months old. Comparisons among all four groups revealed significant differences in regard to parental sensitivity and child responsiveness, with hearing mothers with deaf infants tending to score lowest in the various subcategories of EA. Significant differences were also found for attentional touch and total touch, with deaf mothers of deaf or hearing infants using both types of touch more than hearing mothers of deaf or hearing infants. The importance of support and interventions for hearing mothers with deaf infants is discussed.
    American annals of the deaf 08/2015; 160(3):303-15. DOI:10.1353/aad.2015.0026
  • [Show abstract] [Hide abstract]
    ABSTRACT: In a qualitative study conducted in the southern United States, the researchers explored the perceptions of seven itinerant teachers of students who are deaf or hard of hearing regarding the formation and maintenance of collaborative relationships during consultation services the teachers provide to general educators. The researchers used the theoretical construct of collaboration proposed by Friend and Cook (1990, 2007) in the analysis of interviews. It was found that itinerants employed elements of collaboration as outlined by Friend and Cook and that these teachers regarded these collaborative relationships as essential to fulfilling their consultative responsibilities. However, as the itinerant teachers strived to establish and maintain collaborative relationships, they faced barriers related to time constraints, insufficient administrative support, and variable perceptions of the necessity of collaborating with general educators.
    American annals of the deaf 08/2015; 160(3):255-72. DOI:10.1353/aad.2015.0023
  • [Show abstract] [Hide abstract]
    ABSTRACT: The Advancement of deaf education and services in numerous developing countries can be traced to the pioneering efforts of many Gallaudet University alumni. In Africa, for instance, the work of one such great alumnus, Dr. Andrew Foster, stands out. Foster is credited with efforts that resulted in the establishment of over 30 educational institutions for the deaf in different countries in that continent. This article focuses on educational programs and services for deaf people in Nigeria that were made possible by the efforts of Foster and other Gallaudet University alumni he mentored. The authors describe the current condition and challenges of deaf education, as well as implications for strategies that could enhance education and related services provided to deaf people in Nigeria.
    American annals of the deaf 07/2015; 160(2):75-83. DOI:10.1353/aad.2015.0020
  • American annals of the deaf 06/2015; 160(1):7-8.
  • [Show abstract] [Hide abstract]
    ABSTRACT: In this, the first article in the American Annals of the Deaf special issue on English reading development for individuals who are d/Deaf and hard of hearing, the coeditors aim to promote interdisciplinary dialogue among researchers regarding literacy research with d/Deaf and hard of hearing (d/Dhh) students by setting the tone for an open and inclusive forum. Researchers from various disciplines are invited to discuss the similarities and differences between students who are d/Dhh and their typically developing hearing peers in terms of aspects such as reading process, reading development, and reading assessment. Challenges related to the acquisition of language and literacy by d/Dhh students are described. The article highlights the purpose of the special issue, which is to explore what works where, when, why, and for whom.
    American annals of the deaf 09/2014; 159(4):319-22. DOI:10.1353/aad.2014.0028
  • [Show abstract] [Hide abstract]
    ABSTRACT: In a qualitative meta-analysis, the researchers systematically reviewed qualitative and quantitative meta-analyses on reading research with PK-12 students published after the 2000 National Reading Panel (NRP) report. Eleven qualitative and 39 quantitative meta-analyses were reviewed examining reading research with typically developing hearing students, special education hearing students (including English Language Learners), and d/Deaf or hard of hearing (d/Dhh) students. Generally, the meta-analysis yielded findings similar to and corroborative of the NRP's. Contradictory results (e.g., regarding the role of rhyme awareness in reading outcomes) most often resulted from differing definitions of interventions and their measurements. The analysis provided evidence of several instructional approaches that support reading development. On the basis of the qualitative similarity hypothesis (Paul, 2010, 2012; Paul & Lee, 2010; Paul & Wang, 2012; Paul, Wang, & Williams, 2013), the researchers argue that these instructional strategies also should effectively support d/Dhh children's reading development.
    American annals of the deaf 09/2014; 159(4):323-45. DOI:10.1353/aad.2014.0029
  • [Show abstract] [Hide abstract]
    ABSTRACT: Quarter century ago, Hanson (1989) asked, "Is reading different for deaf individuals?" (p. 85). Appealing to evidence available at the time, she argued that skilled deaf readers, like their hearing counterparts, relied on their knowledge of English structure, including phonological information. This perspective on the role phonology plays in the reading process for deaf learners continues to generate much debate in the field, and little consensus exists on whether it is a necessary aspect of learning to read for this population. The present article revisits this question in terms of what is known about phonology and reading in typically developing learners, and in light of two reviews of the research from the field of deafness. The authors conclude that there is stronger empirical evidence for the argument for a relationship between phonology and reading in the population of deaf readers than for the counter-argument.
    American annals of the deaf 09/2014; 159(4):359-71. DOI:10.1353/aad.2014.0032
  • [Show abstract] [Hide abstract]
    ABSTRACT: Brief review is provided of recent research on the impact of early visual language exposure on a variety of developmental outcomes, including literacy, cognition, and social adjustment. This body of work points to the great importance of giving young deaf children early exposure to a visual language as a critical precursor to the acquisition of literacy. Four analyses of data from the Visual Language and Visual Learning (VL2) Early Education Longitudinal Study are summarized. Each confirms findings from previously published laboratory findings and points to the positive effects of early sign language on, respectively, letter knowledge, social adaptability, sustained visual attention, and cognitive-behavioral milestones necessary for academic success. The article concludes with a consideration of the qualitative similarity hypothesis and a finding that the hypothesis is valid, but only if it can be presented as being modality independent.
    American annals of the deaf 09/2014; 159(4):346-58. DOI:10.1353/aad.2014.0030
  • [Show abstract] [Hide abstract]
    ABSTRACT: A defining feature of autism spectrum disorders is atypical behaviors, e.g., stereotypy, noncompliance, rituals, and aggression. Deaf and hard of hearing individuals with autism present a greater challenge because of additional issues related to their hearing status. One conceptualization of problem behavior is that it serves a communication function, i.e., the person has learned that certain misbehaviors may be reinforced in some way. The present article describes "functional behavior assessment," a group of state-of-the-art methodologies that allow a caregiver to determine the cause of the behavior, so that treatment--based on that cause--will be more effective. Different methods of functional assessment are described, along with a step-by-step implementation sequence. The results of a functional assessment should lead to more effective programming, resulting in quicker elimination of the behavioral concerns, and allow the person to gain access to greater independence and more reinforcement.
    American annals of the deaf 04/2014; 158(5):555-66. DOI:10.1353/aad.2014.0008
  • [Show abstract] [Hide abstract]
    ABSTRACT: Teacher preparation programs and educational programs serving children with hearing loss have been closing at an alarming rate since the beginning of the new millennium. Is the education of deaf and hard of hearing children evolving into a permutation of speech-language pathology, educational audiology, and special education? Is the field moving from a primarily educational discipline into a primarily clinical discipline? It gives this impression, I believe. This is due to politics, incidence, and economics. With medical advances (cochlear implants and now brainstem implants), plus technological improvements (digital hearing aids), college and university administrations and school district boards are cutting these programs, believing that with these new advances the students do not need to be educated distinctly as before, and can be served in the general or special education classrooms, receiving oral/aural service from speech-language pathologists or educational audiologists. The perception is that these students who are implanted or aided today are gaining much more hearing, and thereby require less restrictive classrooms. Of course, this idea means it will be less costly for the district to educate these students in classes/rooms for children with hearing loss. This is a large factor in closures. The envelopment of audiology to now include actual aural rehabilitation, as well as evaluation, diagnosis, and amplification, is having an impact, especially on classroom teachers of children with hearing loss and providers of related services to deaf or hard of hearing students. With the closing of resource rooms and contained classes for deaf and hard of hearing children, the teacher preparation programs are also terminating, as the reduction of positions in the field is inducing this situation. This was evidenced in 2004 at Adelphi University in New York, when the deaf education program I was hired to teach in closed, as a result of politics, incidence, and economics. Since I had a background in speech, linguistics, and basic audiology, I was kept on at Adelphi. However, some of the other adjunct faculty in the program were not so fortunate, and, of course, the appointed professor line was eliminated. Where are the voices of the experts, administrators, and educators in the field? They seem to be silent. Where is the clout of the Council on Education of the Deaf (CED) and its five groups (AG Bell Association, CAID, CEASD, ACE-DHH, and NAD) in discussion and action concerning the downfall of the field? What about coming together to acknowledge and address this issue? Start with local/regional forums, expand the discussion to a national symposium, and possibly expand it to an international symposium, as this may be an international problem also? Unique education, expertise, skills, and experience are required to work with children with hearing loss; plus, these students need and deserve this attention. Speech-language pathologists, educational audiologists, and special educators lack this preparation; thereby, their proficiency and capability are limited in this important educational/clinical area. At my university, aural rehabilitation as a distinct course has been dropped for graduate students and is now incorporated into a course called Advanced Audiology, in which aural rehabilitation and audiology are cut in half and combined into a three-credit course. At a time when speech-language pathologists are working with more students with hearing loss, they are receiving less preparation for this work. Here is the paradox: This reduced preparation for speech-language pathologists to work with these children is being provided at a time when they are increasing their case-loads of these children and may be the only service provider for these children, many of whom have been removed from resource rooms and contained classes. At my university some of the aural rehabilitation courses are being taught by audiologists, most of whom have limited practical knowledge and experience in working with these children. How well are we preparing these prospective speech-language pathologists, educational audiologists, and special education teachers to work with deaf and hard of hearing children and clients? Let us hope the transition from a field of specialized education to a field of related service provision does not eventually lead to the demise of the education of children who are deaf or hard of hearing! The time is now to...
    American annals of the deaf 04/2014; 158(5):484-5. DOI:10.1353/aad.2014.0001
  • [Show abstract] [Hide abstract]
    ABSTRACT: The researchers explored the phonological awareness (PA) competency and confidence of educators working with children who are d/Deaf or hard of hearing. Performance comparisons were made between the two surveyed professional groups, teachers of the deaf (TODs; n = 58) and speech-language pathologists (SLPs; n = 51). It was found that both respondent groups demonstrated gaps in PA knowledge and skills; however, SLPs performed significantly better, on average, than TODs. The educators expressed feelings of moderate confidence in their skills related to teaching children with hearing loss and assessing their PA. Correlations between educator demographics or levels of confidence and educator performance on PA measures did not yield significant findings. The results underscore the need for improved personnel preparation and PA continuing education for educators supporting literacy education of children who are d/Deaf or hard of hearing.
    American annals of the deaf 04/2014; 158(5):522-38. DOI:10.1353/aad.2014.0004
  • [Show abstract] [Hide abstract]
    ABSTRACT: This longitudinal study explored the rate of language growth of children in an early intervention program providing auditory-verbal therapy. A retrospective investigation, the study applied a linear growth model to estimate a mean growth curve and the extent of individual variation in language performance on the Preschool Language Scale, 4th ed. (PLS-4; Zimmerman, Steiner, & Pond, 2002) for 24 children with hearing loss in a convenience sample. A statistically significant change in raw scores was observed across 6-month intervals. However, growth in standard scores did not show statistically significant predictable change across the 6-month intervals. Scores on the language measure were closer to expectations for younger peers with normal hearing when compared to data reported for the PLS-4 normative sample. Language outcomes varied significantly for individual children based on time spent in early intervention, suggesting that intervention was contributing to growth.
    American annals of the deaf 04/2014; 158(5):539-54. DOI:10.1353/aad.2014.0006