2022 Early Hearing Detection & Intervention Virtual Conference
March 13 - 15, 2022
3/10/2020 | 2:15 PM - 2:45 PM | The ASL-CDI 2.0: An updated, normed adaptation of the MacArthur Bates Communicative Development Inventory for American Sign Language | Empire C
The ASL-CDI 2.0: An updated, normed adaptation of the MacArthur Bates Communicative Development Inventory for American Sign Language
Vocabulary is a critical early marker of language development. The MacArthur Bates Communicative Development Inventory has been adapted to dozens of languages, and provides a birds-eye-view of children’s early vocabularies which can be informative both for research and clinical purposes. We present an update to the American Sign Language Communicative Development Inventory (the ASL-CDI 2.0), a normed assessment of early ASL vocabulary that can be widely administered online by people with no expertise in sign language linguistics. The ASL-CDI 2.0 includes receptive and expressive vocabulary and a gestures and phrases section; it also introduces an online interface that presents ASL signs as videos. We validated the ASL-CDI 2.0 with expressive and receptive in-person tasks administered to a subset of participants. The norming sample presented here consists of 108 deaf children (ages 9 to 73 months) with deaf parents. We present here an analysis of the measurement properties of the ASL-CDI 2.0. Vocabulary increases with age, as expected. We see an early noun-bias that shifts with age, and a lag between receptive and expressive vocabulary. We present these findings with indications for how the ASL-CDI 2.0 may be used in a range of clinical and research settings.
- evaluate a new assessment for ASL vocabulary
- formulate ways of applying the ASL-CDI 2.0 in clinical and research settings
- compare the ASL-CDI 2.0 to other existing assessment instruments
Presentation:
This presentation has not yet been uploaded.
Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Naomi Caselli
(), Boston University, nkc@bu.edu;
Naomi Caselli, PhD is an Assistant Professor in the Programs in Deaf Studies at Boston University. She is the PI on three NIH and NSF funded grants examining to vocabulary of ASL, and how language deprivation affects how people learn and process ASL signs. She earned a joint PhD in Psychology and Cognitive Science from Tufts University, as well as an Ed.M. in Deaf Education and an M.A. in Psychology from Boston University. She is hearing, and a native speaker of both ASL and English.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Amy Lieberman
(), Boston University, alieber@bu.edu;
Amy Lieberman, PhD is an Assistant Professor in the Boston University Wheelock College of Education & Human Development and Director of the Language Acquisition and Visual Attention Lab. Her research focuses on the acquisition and processing of American Sign Language (ASL) in deaf individuals, and the development of visual attention in deaf children. Her research employs multiple approaches to studying language and attention, ranging from naturalistic observations of parent-child interactions to the development of a novel eye-tracking paradigm to investigate real-time processing of ASL in deaf children and adults. Prior to joining the BU faculty, she was at the University of California, San Diego, where worked as a Research Scientist at the Center for Research on Language and the Mayberry Lab for Multimodal Language Development. She previously worked as an Early Childhood teacher at the Kendall Demonstration Elementary School at Gallaudet University’s Clerc Center.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Jennie Pyers
(), Wellesley College, jpyers@wellesley.edu;
Prof. Jennie Pyers was first exposed to ASL in the 70s when she was born to Deaf parents. She received her Ph.D. in Psychology from the University of California, Berkeley, where she worked with Dan Slobin and Alison Gopnik. Her interest in the language-specific effects on human cognition was ignited during a year-long visiting scholar position at the Max Planck Institute for Psycholinguistics. Since 2000, Prof. Pyers and Dr. Senghas have been collaborating on projects in Nicaragua, examining the cognitive impact of learning an emerging language. Prof. Pyers examined the acquisition of Theory of Mind in learners of Nicaraguan Sign Language in her dissertation. After graduate school, she completed a two-year postdoctoral position at the University of California, San Diego to study the effects of bimodal-bilingualism with Dr. Karen Emmorey. She is currently an Assistant Professor at Wellesley College.
ASHA DISCLOSURE:
Financial -
Nonfinancial -