Translation and Validation of an Online Suite of Assessments in American Sign Language

Abstract This article reports on a National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR) Disability and Rehabilitation Research Project (DRRP; Federal Grant # 90DP0067). The project is being conducted by investigators in the Substance Abuse Resources and Disability Issues (SARDI) Program in the Boonshoft School of Medicine at Wright State University (WSU), in collaboration with nationally recognized experts on Deaf culture and substance abuse/mental health. The goal of this DRRP is to develop and test an online suite of instruments in American Sign Language (ASL), validated for deaf consumers, assessing substance use, mental health, and occupational interests. The translation process used to validate these assessments in ASL is discussed along with the current project status

Comparing Outcomes from an Online Substance Abuse Treatment Program and Residential Treatment Programs for Consumers who are Deaf: A Pilot Study

Numerous barriers exist when attempting to provide culturally appropriate substance use disorder (SUD) treatment to persons who are Deaf, including a lack of accessible community-based treatment providers. To address these barriers, the Deaf Off Drugs and Alcohol (DODA) Program has provided culturally and linguistically appropriate cessation and recovery support services via a telemedicine program to Deaf individuals who are clinically diagnosed with a SUD. This study was conducted to assess whether an online SUD treatment program, such as DODA, is an effective way to serve the Deaf population, which is underserved due to communication and other cultural barriers. DODA’s effectiveness was analyzed using five outcome measures: the Substance Abuse Screener in American Sign Language, substance use items from the Addiction Severity Index, Satisfaction with Life Scale, Rosenberg Self-Esteem Scale, and Beck Depression Inventory, which were administered before SUD treatment and six months after SUD treatment began. The intake and 6-month follow-up scores on the five selected outcome measures were compared between 8 Deaf individuals enrolled in the DODA program and 87 Deaf individuals receiving SUD services in specialized residential treatment settings for deaf individuals. The outcomes for Deaf consumers who receive online SUD treatment from DODA were compared to the outcomes for Deaf individuals who receive culturally appropriate residential SUD treatment. Significant differences between pre- and 6-month follow-up scores for all five outcome measures were found for both the online and residential treatment programs. In contrast, no significant differences were observed between outcome measures for the online and residential treatment programs, suggesting that the online treatment program may be as effective as the residential treatment programs

Interdisciplinary Collaboration to ensure the well-being of Deaf and Hard of Hearing Students with Complex Needs

Compared to their hearing counterparts, students who are deaf or hard of hearing face unique challenges as they transition from high school to post high school activities. Students who have co-occurring physical, behavioral health, intellectual or autism related challenges may be at higher risk of destabilization in placement or service access when they are no longer eligible for special education services. In this exploratory study, we aim to begin to quantify how transition coordinators and schools that serve deaf or hard of hearing students collaborate with behavioral health care providers, social service, or developmental disability providers when children they serve age out of educationally funded supportive services. We will also begin to analyze what barriers school personnel face as they aim to promote engagement with behavioral health and developmental disability services for the children and families that they have been serving in the educational system

Translation and Validation of an Online Suite of Assessments in American Sign Language

Abstract This article reports on a National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR) Disability and Rehabilitation Research Project (DRRP; Federal Grant # 90DP0067). The project is being conducted by investigators in the Substance Abuse Resources and Disability Issues (SARDI) Program in the Boonshoft School of Medicine at Wright State University (WSU), in collaboration with nationally recognized experts on Deaf culture and substance abuse/mental health. The goal of this DRRP is to develop and test an online suite of instruments in American Sign Language (ASL), validated for deaf consumers, assessing substance use, mental health, and occupational interests. The translation process used to validate these assessments in ASL is discussed along with the current project status

Comparing Outcomes from an Online Substance Abuse Treatment Program and Residential Treatment Programs for Consumers who are Deaf: A Pilot Study

Numerous barriers exist when attempting to provide culturally appropriate substance use disorder (SUD) treatment to persons who are Deaf, including a lack of accessible community-based treatment providers. To address these barriers, the Deaf Off Drugs and Alcohol (DODA) Program has provided culturally and linguistically appropriate cessation and recovery support services via a telemedicine program to Deaf individuals who are clinically diagnosed with a SUD. This study was conducted to assess whether an online SUD treatment program, such as DODA, is an effective way to serve the Deaf population, which is underserved due to communication and other cultural barriers. DODA’s effectiveness was analyzed using five outcome measures: the Substance Abuse Screener in American Sign Language, substance use items from the Addiction Severity Index, Satisfaction with Life Scale, Rosenberg Self-Esteem Scale, and Beck Depression Inventory, which were administered before SUD treatment and six months after SUD treatment began. The intake and 6-month follow-up scores on the five selected outcome measures were compared between 8 Deaf individuals enrolled in the DODA program and 87 Deaf individuals receiving SUD services in specialized residential treatment settings for deaf individuals. The outcomes for Deaf consumers who receive online SUD treatment from DODA were compared to the outcomes for Deaf individuals who receive culturally appropriate residential SUD treatment. Significant differences between pre- and 6-month follow-up scores for all five outcome measures were found for both the online and residential treatment programs. In contrast, no significant differences were observed between outcome measures for the online and residential treatment programs, suggesting that the online treatment program may be as effective as the residential treatment programs

Interdisciplinary Collaboration to ensure the well-being of Deaf and Hard of Hearing Students with Complex Needs

Compared to their hearing counterparts, students who are deaf or hard of hearing face unique challenges as they transition from high school to post high school activities. Students who have co-occurring physical, behavioral health, intellectual or autism related challenges may be at higher risk of destabilization in placement or service access when they are no longer eligible for special education services. In this exploratory study, we aim to begin to quantify how transition coordinators and schools that serve deaf or hard of hearing students collaborate with behavioral health care providers, social service, or developmental disability providers when children they serve age out of educationally funded supportive services. We will also begin to analyze what barriers school personnel face as they aim to promote engagement with behavioral health and developmental disability services for the children and families that they have been serving in the educational system

Satisfaction With Life Scale in American Sign Language: Validation and Normative Data

The Satisfaction With Life Scale (SWLS) is a brief instrument that assesses a person’s global life satisfaction. Using state-of-the-science techniques, the SWLS was translated into American Sign Language (ASL). A national sample of 350 deaf and hard of hearing individuals who preferentially use ASL completed the ASL version of the SWLS (SWLS-ASL) online. The individuals in this sample had a mean SWLS score of 23.4, well within the range of mean scores reported for samples from general populations of hearing individuals. No significant differences were identified in SWLS-ASL scores due to gender, cultural identification (identified as culturally Deaf or not), race, ethnicity, education, or employment status

Addressing the Need for Depression Inventories in American Sign Language

Using state-of-the-art techniques, the authors interpreted two commonly used depression inventories, the revised Beck Depression Inventory (BDI-II) and Patient Health Questionnaire–9 (PHQ-9), into American Sign Language (ASL): BDI-II-ASL and PHQ-9-ASL, respectively. A national sample of 361 deaf individuals who preferentially use ASL completed the BDI-II-ASL and PHQ-9-ASL online. BDI-II-ASL and PHQ-9-ASL scores were significantly and positively correlated. The results showed no significant differences in scores due to gender, Deaf cultural identification, race, ethnicity, or employment status. However, the results did show that less education was significantly associated with higher depression scores. The BDI-II-ASL and PHQ-9-ASL require norming in a comparative study of a confirmed diagnostic group and healthy control group