Shirin D Antia

Interests

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Courses

Scholarly Contributions

Books

• Antia, S. D., & Kreimeyer, K. H. (2015). Social Competence of Deaf and Hard-of-Hearing children.. New York, NY: Oxford University Press.

Chapters

• Antia, S. D. (2015). Enhancing academic and social outcomes: Balancing classroom, school, family and child assets and risks.. In Educating deaf students: Creating a global evidence base.(pp 527-546). New York, NY: Oxford University Press.
• Antia, S. D., & Metz, K. (2014). Co-enrollment in the United States: A critical analysis of benefits and challenges.. In Bilingualism and bilingual deaf education(pp 424-443). New York, NY: Oxford University Press.

Journals/Publications

• Antia, S. D., Cannon, J., & Guardino, C. (2016). Single-case design research: Building the evidence-base within the field of education of deaf/hard-of-hearing students.. American Annals of the Deaf, 160, 440-451.
• Rivera, M. C. (2016). Instruction and service time decisions: itinerant services to Deaf and Hard-of-Hearing students. Journal of Deaf Studies and Deaf Education, 21, 293-302. doi:10.1093/deafed/enw032
• Antia, S. D., Benedict, K. M., & Rivera, M. C. (2015). Instruction in Metacognitive Strategies to Increase Deaf and Hard of Hearing Students’ Reading Comprehension.. Journal of Deaf Studies and Deaf Education, 20(1), 1-15.
• Antia, S. D., Easterbrooks, S., Schick, B., Webb, M. Y., Lederberg, A., & Connors, C. (2015). Reading among diverse DHH learners: What, how, and for whom?. American Annals of the Deaf.
• Gann, C., Antia, S. D., Umbreit, J., & Liaupsin, C. J. (2015). Evaluating the effects of function-based interventions with D/HH students. Journal of Deaf Studies and Deaf Education.
• Guardino, C., & Antia, S. D. (2012). Modifying the classroom environment to increase engagement and decrease disruption with students who are deaf or hard of hearing. Journal of Deaf Studies and Deaf Education, 17(4), 518-533.
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  PMID: 22972903;Abstract: The goal of this study was to examine the effect of physical modifications on the academic engagement and disruptive behavior of Deaf or Hard-of-Hearing students in self-contained classrooms. Three classrooms at a school for the Deaf were modified after consultation with the classroom teachers. The modifications of the classroom environment included changes in seating arrangements, classroom organization, visual stimulation, and acoustic quality. A multiple-baseline design was used to examine the effects of the intervention on the frequency of student academic engagement and disruptive behaviors. Results show a functional relationship between the physical environment and both an increase in levels of academic engagement and a decrease in levels of disruptive behavior. Teachers maintained the majority of modifications after the study ceased. Social validity ratings by the teachers indicated high acceptability of the intervention. Limitations and practical implications for future research are discussed. © The Author 2012. Published by Oxford University Press. All rights reserved.
• Antia, S. D., Reed, S., & Shaw, L. (2011). Risk and resilience for social competence: Deaf students in general education classrooms. Resilience in Deaf Children: Adaptation Through Emerging Adulthood, 139-167.
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  Abstract: Increasing numbers of deaf students receive most of their education in general education classrooms. These students may not have easy access to peers and adults with whom they can communicate; consequently professionals have expressed fears that these students will be socially isolated and lack opportunities to develop the social competence necessary for success. We briefly review the available literature on social competence of deaf students in general education classrooms, paying particular attention to student-related, school-related, and family-related factors that influence risk and resiliency. Student-related risk factors include the presence of a hearing loss (however mild) and lack of social maturity due to age; resilience factors include an outgoing personality, good communication skills, and the ability to self-advocate. School-related risk factors include school transitions (e.g., from elementary to middle school); resilience factors include opportunities to work collaboratively and become familiar with hearing peers; access to extra-curricular activities; and stable, continuing services from teachers of the deaf. Family-related risk factors include lack of resources; resilience factors include parental communication with school personnel and social coaching by parents. Case studies of three deaf students are provided to illustrate the effects of risk and resilience factors. Although there continue to be gaps in our knowledge of the social competence of deaf students in general education classrooms, the current literature indicates that these students are not necessarily lonely or isolated. However, additional research on how to minimize risk and increase resilience is needed. © 2011 Springer Science+Business Media, LLC.
• Antia, S., Benedict, K. M., Johnson, H., & Antia, S. D. (2011). Faculty needs, doctoral preparation, and the future of teacher preparation programs in the education of deaf and hard of hearing students. American annals of the deaf, 156(1).
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  The purposes of the study were to obtain and analyze data on the need for, and desired characteristics of, faculty in deaf education at American institutions of higher education (IHEs), and to assess the present and projected status of doctoral-level teacher preparation programs in deaf education at American IHEs. Program directors and coordinators provided information on current and projected faculty openings, the number of active doctoral students, faculty research interests, program strengths, and needs in the field. Results indicated a pending shortage due to faculty retirements and a paucity of doctoral-level graduates. Most faculty listed literacy and language as a primary research interest as well as a program strength. The ability to generate new knowledge through research was found to be less desirable for future faculty than teaching ability. Suggestions for improving doctoral preparation and moving the field to evidence-based practices are provided.
• Benedict, K. M., Johnson, H., & Antia, S. D. (2011). Faculty needs, doctoral preparation, and the future of teacher preparation programs in the education of deaf and hard of hearing students. American Annals of the Deaf, 156(1), 35-46.
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  PMID: 21644448;Abstract: The purposes of the study were to obtain and analyze data on the need for, and desired characteristics of, faculty in deaf education at American institutions of higher education (IHEs), and to assess the present and projected status of doctoral-level teacher preparation programs in deaf education at American IHEs. Program directors and coordinators provided information on current and projected faculty openings, the number of active doctoral students, faculty research interests, program strengths, and needs in the field. Results indicated a pending shortage due to faculty retirements and a paucity of doctoral-level graduates. Most faculty listed literacy and language as a primary research interest as well as a program strength. The ability to generate new knowledge through research was found to be less desirable for future faculty than teaching ability. Suggestions for improving doctoral preparation and moving the field to evidence-based practices are provided.
• Antia, S. D., Sabers, D. L., & Stinson, M. S. (2007). Validity and reliability of the classroom participation questionnaire with deaf and hard of hearing students in public schools. Journal of Deaf Studies and Deaf Education, 12(2), 158-171.
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  PMID: 17114595;Abstract: The Classroom Participation Questionnaire (CPQ) was administered to 136 deaf or hard of hearing (D/HH) students attending general education classrooms in Grades 4 - 10. The CPQ is a student-rated measure that yields scores for Understanding Teachers, Understanding Students, Positive Affect, and Negative Affect. Validity and reliability of a long (28-item) and a short (16-item) form are reported. We provide evidence of (a) internal structure validity through an examination of the relationships between the subscales and an analysis of interitem reliability within each scale, (b) reliability over time by examining the scores of students over a 3-year period, and (c) external structure validity through an examination of the relationships of the CPQ with measures of teacher-rated academic competence and Stanford achievement scores. The results suggest that both the long and short form of the CPQ can be used to assess participation of D/HH students in general education classrooms. © 2007 Oxford University Press.
• Antia, S. D., & Dittillo, D. A. (1998). A comparison of the peer social behavior of children who are deaf/hard of hearing and hearing. Communication Disorders Quarterly, 19(2), 1-10.
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  Abstract: This study examined the peer social behaviors of 38 children who were deaf or hard of hearing (D/HH) and 44 hearing children during free play in small integrated groups. Nine minutes of free play data were videotaped for each child and analyzed for the presence of 15 social behaviors in four categories: peer interaction; play; peer initiations/child responses; child initiations/peer responses. Children who were D/HH and hearing engaged equally frequently in positive and negative interaction, parallel play, and solitary play. Both groups engaged in similar patterns of initiations and responses with peers. However, children who were D/HH engaged in less linguistic interaction and associative/cooperative play than the hearing children. © 1998 The Division for Children's Communication Development.
• Levine, L. M., & Antia, S. D. (1997). The effect of partner hearing status on social and cognitive play. Journal of Early Intervention, 21(1), 21-35.
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  Abstract: We observed the social/cognitive play of 46 young children who were deaf or hard of hearing (D/HH). The children were videotaped during play in small integrated groups consisting of D/HH and hearing children. Younger children engaged in more constructive play than dramatic play, whereas older children engaged in more dramatic play than functional play. With D/HH partners, children engaged primarily in constructive play, but in groups that included both D/HH and hearing partners they engaged most frequently in dramatic play. The findings indicate that the frequency of cognitive and social play of children who are D/HH is similar to that of hearing children, and that group play varies according to the hearing status of the play partner.
• Antia, S. D. (1982). Social interaction of partially mainstreamed hearing-impaired children. American Annals of the Deaf, 127(1), 18-25.
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  PMID: 7072563;
• Antia, S. D. (1979). Education of the hearing impaired in India: A survey. American Annals of the Deaf, 124(6), 785-789.
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  PMID: 389016;Abstract: Data were collected through questionnaires and personal interviews from 10 schools for the hearing impaired in India, in the areas of language instruction, preschool programs, parent programs, and teacher programs. The major problems in education of the hearing impaired in India are discussed.

Presentations

• Antia, S. D. (2016, October). Developing social competence and self-determination. 37th Annual Conference on Mainstreaming Students with Hearing Loss. Springfield, MA: Clarke School for the Deaf.
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  Keynote presentation
• Antia, S. D. (2016, Summer). Educating deaf learners in the mainstream: Individual, family, school, and community facilitators. Best Practices in Mainstream Education. Rochester, NY: National Technical Institute for the Deaf.
• Antia, S. D., Catalano, J., Catherine, C., & Andreacola, R. (2016, February). Vocabulary for Success. Association of College Educators: Deaf Hard-of-Hearing. New York City: Association of College Educators: Deaf Hard-of-Hearing.
• Antia, S. D. (2015, July). Individual, family, and school facilitators of social functioning in DHH children and youth. International Congress on Education of the Deaf. Athens, Greece.
• Antia, S. D., Lederberg, A., Schick, B., Easterbrooks, S., & Kushalnagar, P. (2015, July). The role of phonological awareness and language in early literacy development of Deaf and Hard-of-Hearing children. International Congress on Education of the Deaf. Athens, Greece.
• Antia, S. D., Rivera, M. C., Creamer, C., & Catalano, J. (2015, July). Vocabulary for Success. International Congress on the Education of the Deaf. Athens, Greece.
• Antia, S. D. (2014, June). Making inclusion happen: Factors leading to success. Symposium on Sign bilingualism and Deaf Education,. HongKong: The Chinese University of HongKong.
• Antia, S. D. (2014, March). Enhancing academic and social outcomes: Balancing classroom, school, family and child assets and risks. First International Conference on Teaching Deaf Learners. Amsterdam, Netherlands: Kentalis/Radboud University Nijmegen/Oxford University Press.
• Antia, S. D., Benedict, K., & Rivera, M. C. (2014, April). Instruction in metacognitive strategies to increase Deaf and Hard-of-Hearing students’ reading comprehension. International Conference of the American Education Research Association. Philadelphia: American Education Research Association.
• Antia, S. D., Lederberg, A., Easterbrooks, S., Schick, B., & Kushalnagar, P. (2014, February). Center on Literacy and Deafness: Assessment protocol; Conceptual model and initial outcomes.. National conference: Association of College Educators: Deaf/Hard of Hearing. Washington DC: Association of College Educators: Deaf/Hard of Hearing.

Poster Presentations

• Antia, S. D., & Easterbrooks, S. (2015, February). Center on Literacy and Deafness (CLAD): Year 3 activities. Association of College Educators-Deaf/Hard-of-Hearing. St Louis, MO.