A single-subject design utilized three mainstreamed hard-of-hearing students in middle school to evaluate whether cooperative learning was effective in encouraging conversational interaction with hearing peers and teachers. Results indicated that cooperative learning positively influenced the conversational turns, initiations, moves, and mean…

This study compared effects of either a teacher-mediated social skills intervention or an integrated activities intervention on social interaction among young (ages four to six) children with and without hearing impairments. The social skills intervention successfully increased social interactions among deaf and hard-of-hearing children, but…

This study examined the effectiveness of embedding a targeted linguistic structure within an interactive instructional context with 10 deaf and hard-of-hearing students in grades 6 and 7. Comparison with control subjects supported the effectiveness of adopting instructional strategies consistent with a social-interaction perspective on language…