Karen Sadler

“Accuracy of Sign Interpreting & Real-Time to Deaf Students” – Karen Sadler, Ph.D., Part 2

“Accuracy of Sign Interpreting & Real-Time to Deaf Students” – Karen Sadler, Ph.D., Part 2

By Monette Benoit, All Rights Reserved.

Originally published: NCRA JCR, Beyond The Comfort Zone, April 2010

Monette:  Last month I shared “A Number of Firsts In Science Education With Karen Salder, Ph.D.”

Karen created ‘firsts’ graduating with a BS in Neuroscience and acceptance to the Center for Neuroscience at the University of Pittsburgh for graduate work.

Karen was born severely hard of hearing. She lost almost all hearing by 1991 and had a cochlear implant which failed. Then Karen “had to learn ASL, American Sign Language, to be able to get information in school.” Karen Sadler used ASL through her bachelor’s and master’s degree. When she started her Ph.D. work, Karen began to work with CART providers.

Now we share details within Karen’s May 2009 science education doctoral work: “Accuracy of Sign Interpreting and Real-Time Captioning of Science Videos for the Delivery of Instruction to Deaf Students.”

As a preface to Karen Sadler’s doctor of philosophy work I want to share that the term “Deaf” (big D) is a reference for individuals who typically use sign language as their first language. My opinion is this detail will assist court reporters and students to have a greater understanding within Karen’s research.

Karen Sadler: When I started, I worked on the interpreters first. Interpreters were easy to find. I had a horrible time for two years with different people I hired to ‘translate’ tapes with me. One girl sat on it for a year and did hardly anything, and a professional interpreter I know also didn’t do much of anything for a year. I ended up translating the majority of the interpreter tapes with assistance to ensure it was being done correctly.

CART personnel [CART captioning] were easier, except trying to find them. I located some via word of mouth, but had to talk to a couple of groups that do court reporting here. They were all very professional.

In a silent world, Deaf students must rely upon others to get their information in the classroom, especially in public school classrooms, where teachers will be unfamiliar with ASL, American Sign Language, and cannot spend significant time teaching one student with special needs.

It has become necessary to use third-party communicators to convey classroom information. Until recently, sign language interpreters were the usual choice for Deaf students.

With the advent of the computer and court reporting, more and more Deaf students in college, as well as Deaf professionals, are choosing to use court reporters in the classroom.

The drive is on to utilize court reporters in schools from K through 12. But just because third-party communicators are available in a classroom does not guarantee accuracy of delivery, especially in classrooms involving science and math.

With the continuing closure of schools for the Deaf in the United States, and placement of these Deaf students into public schools, it has become necessary to find means to ensure these students obtain the same amount and the same quality of information available to their hearing peers.

Steno-based services are becoming more common in secondary schools, but research is needed to determine how accurate the information is that these students are receiving, especially since Deaf students continue to have problems meeting national standards in science and math.

Since Deaf students must rely upon support services such as interpreters and steno-based systems, it was obvious that the first step was to find out exactly how much science information is actually conveyed to the Deaf students.

In my study, several NASA videotapes were used. Each interpreter and each captioner [CART captioning] were tested separately.

Karen Sadler’s dissertation abstract lists: “The purpose of this study was to quantitatively examine the impact of third-party support service providers on the quality of science information available to deaf students in regular science classrooms.

Three different videotapes that were developed by NASA for high school science classrooms were selected for the study, allowing for different concepts and vocabulary to be examined.

The focus was on the accuracy of translation as measured by the number of key science words included in the transcripts (captions) or videos (interpreted) …”

Interpreters were videotaped, so that what they signed could be documented and translated.

CART personnel [CART captioning] delivered their transcript to me. They were not allowed to correct their mistakes as I wanted to see exactly what Deaf students would see in the classroom.

Many Deaf students lag in reading skills and would not read the voluminous notes given to them. So what they obtained in the classroom, on the screen from a steno-based system, would be the information they would retain.

Three people involved in science ‘scored’ the transcripts. The number of key science words correctly delivered by each individual and each group was counted.

There was a significant difference between what the interpreters were able to deliver versus what the captioners [CART captioning] delivered.

CART providers [CART captioning] had an accuracy of 98% compared to the interpreters’ accuracy rate of 73% and were found to be significantly more accurate in the delivery of science words as compared to sign language interpreters in this study.

The few mistakes made by CART providers [CART captioning] was probably due to the fact that most often a legal dictionary was the software program used, and certain science terms were not recognized by those dictionaries.

Background information provided by all the participants indicated that the amount of training received by court reporters, as well as the fact that the training is standardized across the nation, made a huge difference in the information that would be conveyed to Deaf students.

Interpreters for the Deaf do not receive the same quality of training, nor are they required to meet the same national standards. It varies from state to state and from certification program to program.

So according to this information from this study, does that mean schools should rush out and hire court reporters instead of sign language interpreters for Deaf students? Not necessarily.

Deaf students come at the English language later in life than hearing students.

Their vocabulary is often smaller, and the reading skills required to follow a steno-based system in the classroom may make these systems difficult for some students to follow.

It has yet to be determined if and how much real-time captioning improves learning in Deaf students.

One thing that will determine how much these systems can be used in secondary classrooms, is the speed with which the student will see the captioning on the screen.

Previous research has shown that the faster the rate of captioning, the less understanding there is of the material.

Information that is moved too quickly off the screen not only decreases comprehension, but frustrates Deaf students. If students can be given some type of control over this rate, it may allow for more complete understanding.

Equal access and opportunity in education for Deaf students will not be achievable until they are able to receive the same information as their hearing peers.

Since they depend upon information given to them through third-party communicators, it is vital that that information is correct.

This preliminary research demonstrates that steno-based systems could increase the amount of information that Deaf students receive in public classrooms, and that would probably lead to better achievement in science and math on standardized tests.

Dissertation, details and abstract direct link: http://etd.library.pitt.edu/ETD/available/etd-07212009-201144/

Karen Salder, Ph.D., may be reached: klseduethics@hotmail.com

~~  Named the Court Reporting Whisperer by students, Monette may be reached:  Monette.purplebooks@CRRbooks.com

Purple Books – Court Reporter Reference Books & CDs: www.CRRbooks.com   * Advance skills, pass NCRA and State exams the 1st time

Monette Benoit, B. B.A., CCR, CRI, CPE, Paralegal, CART Captioner, Instructor, Consultant, Columnist

Since 1990: Multiple Title Author of Books & Purple Books Test Prep for the Court Reporting, CART Captioning Profession

An American RealTime/Captioning Services, LLC: www.ARTCS.com        Blog: Monette’s Musings, www.monettebenoit.com

Have you failed NCRA’s RPR, RDR, or a State exam?  More than once?   Purple Books “Done in One” has a 98% successful pass rate on exams with sets as evidenced by thousands of students and professionals who pass their RPR, CSR, and RDR exams on the first test.   Testimonials: www.CRRbooks.com.

Reach Your Goals:  http://crrbooks.com/index.php?cPath=29  Where do you want to go? Specific custom-designed guidance will efficiently assist you!

About Monette Benoit:    As a 30+ year court reporter, CART captioner, author of NCRA and State test-prep material, instructor, public speaker, Monette Benoit has taught multiple theories, academics, all speed classes, and 225-homeroom within NCRA-approved schools and a community college. She understands challenges many adults face in our industry.

In 1993, she began to CART caption to a large screen for a Deaf mass, San Antonio, Texas.  Wonderful opportunities then presented from Big D, Little D, Oral Deaf, HOH consumers -each with special moments.

Monette Benoit has worked with thousands of professionals, court reporters, CART captioners, students, instructors. She has helped to create new court reporting training programs, worked with federal grants, and assisted instructors in developing curriculum for both in-class and at-home students.

Her one-on-one tutoring, private coaching, has assisted thousands of students, novice and experienced professionals to reach the next level.

Monette’s Musings is an informative, motivational, and funny blog for busy professionals and students who seek to create their success and who seek to enjoy this special path.

07 Apr 2010

A Number Of Firsts In Science Education With Karen Sadler, Ph.D., Part I

A Number of Firsts In Science Education With Karen Sadler, Ph.D., Part I                                              

By Monette Benoit, All Rights Reserved

JCR, Beyond The Comfort Zone, March 2010, Part I

The October e-mail from Karen Sadler began, “Hi, Monette. I hope you remember me. A few years ago I asked you about court reporters being used for Deaf people in educational environments. I want to let you know that I finished my work and graduated with a Ph.D. in science education. I thought you might be interested in my research.

“The 2003 to 2009 study related the work of court reporters compared to interpreters (court reporters did so much better than interpreters). It’s been a long haul for me, with a lot of obstacles.

“I’m teaching sciences at two universities right now, both online and classroom.

“Your name is in my (doctoral) references, and you helped significantly with understanding what court reporters do. Basically, they did a phenomenal job, and the only mistakes were due to science words not recognized by the dictionary in the software. … You taught me things I didn’t know about court reporters. I also asked you about software programs that court reporters use.”

Karen and I, in real-time, stepped back into our email friendship.

As we wrote, she was teaching multiple science courses, reviewing homework, and then grading final exams. I asked Karen Sadler to share her personal story.

Court reporters and CART providers currently sharing – and desiring to provide – equal access accommodations with deaf and hard-of-hearing individuals in an academic setting or work environment or social gathering (yes, in all settings) have much to learn from Dr. Karen Sadler.

I am honored to introduce you to Karen L. Sadler, Ph.D.

“I was born in Salt Lake City severely hard of hearing, in 1956. But my parents did not ‘discover’ it until I was 3 years old, when my mom noticed I was not turning around when she rang a bell behind me. So that started all the testing and speech therapy, and what not that all HOH, hard of hearing, and Deaf children go through.

I am legally deaf. I have no hearing in my right ear, and have an over 90-110 db (decibel) loss in my left ear, in most tones, but especially tones that encompass the human voice.

I grew up in the San Francisco Bay Area in California where I went to a public school because there were no schools for the Deaf close enough that my mother felt comfortable sending me to. I had a great family, with two sisters. They were all musical, so I grew up with the piano constantly playing. I learned to understand music and play several instruments myself.

The schools were never comfortable having a deaf student in their classes, so I was constantly pulled out of class to take IQ tests. They thought they could test me out of the system and put me into a school for the mentally retarded.

This happened for three years, until I finally said something to my parents who put a stop to all this. My parents eventually received an apology from the district on this.

I received my first hearing aid at 13. It was amazing what I had missed. It was the first time I heard a bird, and I remember my mom crying when I said something about the bird making noise. I graduated with good grades and attended Brigham Young University. There I ran into problems prevalent at all universities: They wouldn’t let me major in what I wanted and kept shuttling me around. After four years I gave up.

I met my husband at college. We moved to Pittsburgh, PA, when he graduated where we raised three great children. After 12 years I decided I had to get a degree or get stuck in menial jobs all my life. I enrolled at the University of Pittsburgh.

My hearing loss intensified as I matured, but I lost almost all of it by 1991 and had a cochlear implant which failed. So I had to learn ASL, American Sign Language, to be able to get information in school.

I used ASL through my bachelor’s degree and my master’s degree. When I started my Ph.D. work, I started using CART personnel in my classrooms more often.

I set a number of ‘firsts’ graduating with a BS in Neuroscience and getting accepted to the Center for Neuroscience at the University of Pittsburgh for graduate work.

One of my advisors noticed, in her classes, the difference between what I was ‘getting’ with CART services versus what I would ‘get’ from my interpreters. She said that half the time I looked totally confused with interpreters, swinging my head around trying to get info from lipreading other students and (lipreading) my advisor who was teaching the class; I would look at the board, and watch my interpreters to get what I could out of them.

I often had to work much harder than everyone else, in order to receive only part of the info. My advisor suggested that I look into this as a research topic. It hadn’t been done, especially in the sciences or math, which is significantly different than topics like history … the vocabulary and concepts are a lot harder to convey.

I finished my Ph.D. in science education in 2009.

Currently, I work at several universities teaching a variety of sciences to hearing students, which I enjoy thoroughly.

So now, the Deaf person is teaching eight classes on different sciences.

I teach all hearing students … nursing students, anatomy/physiology, environmental health, meteorology, geology, and I’ve taught physics, chemistry, and cell biology labs.”

Karen Sadler’s e-mails contain the footer, “Ethical axioms are found and tested not very differently from the axioms of science. Truth is what stands the test of experience. ~Albert Einstein.”

Part II will share the results of Karen Sadler’s Ph.D. studies.

~~  Named the Court Reporting Whisperer by students, Monette may be reached:  Monette.purplebooks@CRRbooks.com

Purple Books – Court Reporter Reference Books & CDs: www.CRRbooks.com   * Advance skills, pass NCRA and State exams the 1st time

Monette Benoit, B. B.A., CCR, CRI, CPE, Paralegal, CART Captioner, Instructor, Consultant, Columnist

Since 1990: Multiple Title Author of Books & Purple Books Test Prep for the Court Reporting, CART Captioning Profession

An American RealTime/Captioning Services, LLC: www.ARTCS.com        Blog: Monette’s Musings, www.monettebenoit.com

Have you failed NCRA’s RPR, RDR, or a State exam?  More than once?   Purple Books “Done in One” has a 98% successful pass rate on exams with sets as evidenced by thousands of students and professionals who pass their RPR, CSR, and RDR exams on the first test.   Testimonials: www.CRRbooks.com.

Reach Your Goals:  http://crrbooks.com/index.php?cPath=29  Where do you want to go? Specific custom-designed guidance will efficiently assist you!

About Monette Benoit:    As a 30+ year court reporter, CART captioner, author of NCRA and State test-prep material, instructor, public speaker, Monette Benoit has taught multiple theories, academics, all speed classes, and 225-homeroom within NCRA-approved schools and a community college. She understands challenges many adults face in our industry.

In 1993, she began to CART caption to a large screen for a Deaf mass, San Antonio, Texas.  Wonderful opportunities then presented from Big D, Little D, Oral Deaf, HOH consumers -each with special moments.

Monette Benoit has worked with thousands of professionals, court reporters, CART captioners, students, instructors. She has helped to create new court reporting training programs, worked with federal grants, and assisted instructors in developing curriculum for both in-class and at-home students.

Her one-on-one tutoring, private coaching, has assisted thousands of students, novice and experienced professionals to reach the next level.

Monette’s Musings is an informative, motivational, and funny blog for busy professionals and students who seek to create their success and who seek to enjoy this special path.

 

17 Mar 2010