The Transformation Process of Fathers of Children with Disabilities: An Exploratory Case Study

While the vital role that fathers play in the development of their children is emphasized in recent literature, the majority of research relative to child development focuses on mothers. This imbalance is even more evident relative to research with parents of children with disabilities, leaving human service providers with few evidence based practices for appropriately addressing the needs of fathers raising children with disabilities. Research suggests that having a child with a disability, while challenging, can also have a significant positive impact on the family system and potentially offer a transformational experience for the parent. Guided by a theoretical model of transformational outcomes, the purpose of this qualitative case study was to investigate how two veteran fathers of children with disabilities describe their transformative process. Using qualitative inquiry methods, the fathers’ were interviewed and their narratives were transcribed and analyzed to discover emerging themes. Findings indicated that laughter was a prominent emotion throughout the narrative and that the fathers used both positive and negative descriptors to define their experiences. Implications of these findings for human service professionals supporting families of children with disabilities are discussed. Attending to the unique needs of fathers can improve the overall functionality of the family system

What Do You Meme? Meme Humor Comprehension in Adolescents with Language Disorder or Hearing Loss

Easy access to the internet allows adolescents to share humor, such as memes, via social media. This quasi-experimental study investigated whether there was a difference in the number of memes comprehended on an assessment test among adolescents who were typically developing, adolescents who were deaf or hard of hearing, and adolescents with language disorders. It also sought to determine if the meme’s picture, whether related to the text or unrelated, contributed to adolescents’ comprehension. Participants were given a short reading screening and a multiple-choice test of meme comprehension. Adolescents who were typically developing out-performed adolescents who were deaf or hard of hearing or who had language disorders. Supporting pictures did not appear to aid in meme comprehension. Findings from this study suggest the need for professionals to include direct instruction of humor when working with adolescents who are deaf or hard of hearing or who have language disorders