Tom Humphries
Biographic Data
| ID | 163043 |
|---|---|
| NAME | Tom Humphries |
| GIVEN NAMES | Tom |
| FAMILY NAME | Humphries |
| SIGNATURE | HUMPHRIES T |
| AFFILIATIONS | University of California San Diego |
| ORCID | 0000-0002-1824-9045 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 43 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Understanding the context of mental health in deaf populations is important
This commentary highlights the importance of understanding mental health in deaf populations within the context of language development and access. The authors, who are all Deaf professionals, emphasize that language deprivation—not hearing loss directly—is a primary cause of many mental health issues in deaf communities, and advocate for the inclusion of deaf experts in research and publications concerning deaf individuals' mental health
Deaf Children Need Rich Language Input from the Start: Support in Advising Parents
Bilingual bimodalism is a great benefit to deaf children at home and in schooling. Deaf signing children perform better overall than non-signing deaf children, regardless of whether they use a cochlear implant. Raising a deaf child in a speech-only environment can carry cognitive and psycho-social risks that may have lifelong adverse effects. For children born deaf, or who become deaf in early childhood, we recommend comprehensible multimodal lan…
Global Regulatory Review Needed for Cochlear Implants: A Call for FDA Leadership
Avoiding Linguistic Neglect of Deaf Children
Deaf children who are not provided with a sign language early in their development are at risk of linguistic deprivation; they may never be fluent in any language, and they may have deficits in cognitive activities that rely on a firm foundation in a first language. These children are socially and emotionally isolated. Deafness makes a child vulnerable to abuse, and linguistic deprivation compounds the abuse because the child is less able to repo…
Ensuring language acquisition for deaf children: What linguists can do
Parents of small deaf children need guidance on constructing home and school environments that affect normal language acquisition. They often turn to physicians and spiritual leaders and, increasingly, the internet. These sources can be underinformed about crucial issues, such as matters of brain plasticity connected to the risk of linguistic deprivation, and delay or disruption in the development of cognitive skills interwoven with linguistic ab…
Language acquisition for deaf children: Reducing the harms of zero tolerance to the use of alternative approaches
Children acquire language without instruction as long as they are regularly and meaningfully engaged with an accessible human language. Today, 80% of children born deaf in the developed world are implanted with cochlear devices that allow some of them access to sound in their early years, which helps them to develop speech. However, because of brain plasticity changes during early childhood, children who have not acquired a first language in the …
Deaf in the Time of the Cochlea
The American Deaf community for several decades has been involved in sometimes complicated and often contested ways of defining what it means to be Deaf. It is our thesis that the processes of identity construction and the recent discourse of Deaf identity are not unique phenomena at all but echo the experience of other embedded cultural groups around the world, particularly those that are stressed by the assertion of hegemony over them by others…
Deaf Studies by Any Other Name
Welcome to Volume 15 and the 15th year of the Journal of Deaf Studies and Deaf Education. Throughout this volume, the two of us will be co-editing a special section on Deaf Studies, to appear in each issue. A bit of history will be instructive. In 1985, the field of Deaf Studies was in its infancy. Studies of and by deaf people were about their languages, their behaviors, their community histories, and only occasionally about their cultures. In t…
Inside Deaf Culture
"Chaining" and other links: Making connections between American Sign Language and English in Two Types of School Settings
"Chaining" and other links: Making connections between American Sign Language and English in Two Types of School Settings
Ensuring language acquisition for deaf children: What linguists can do
Parents of small deaf children need guidance on constructing home and school environments that affect normal language acquisition. They often turn to physicians and spiritual leaders and, increasingly, the internet. These sources can be underinformed about crucial issues, such as matters of brain plasticity connected to the risk of linguistic deprivation, and delay or disruption in the development of cognitive skills interwoven with linguistic ab…
Avoiding Linguistic Neglect of Deaf Children
Deaf children who are not provided with a sign language early in their development are at risk of linguistic deprivation; they may never be fluent in any language, and they may have deficits in cognitive activities that rely on a firm foundation in a first language. These children are socially and emotionally isolated. Deafness makes a child vulnerable to abuse, and linguistic deprivation compounds the abuse because the child is less able to repo…
"Chaining" and other links: Making connections between American Sign Language and English in Two Types of School Settings
Inside Deaf Culture
Deaf Studies by Any Other Name
Welcome to Volume 15 and the 15th year of the Journal of Deaf Studies and Deaf Education. Throughout this volume, the two of us will be co-editing a special section on Deaf Studies, to appear in each issue. A bit of history will be instructive. In 1985, the field of Deaf Studies was in its infancy. Studies of and by deaf people were about their languages, their behaviors, their community histories, and only occasionally about their cultures. In t…
Deaf in the Time of the Cochlea
The American Deaf community for several decades has been involved in sometimes complicated and often contested ways of defining what it means to be Deaf. It is our thesis that the processes of identity construction and the recent discourse of Deaf identity are not unique phenomena at all but echo the experience of other embedded cultural groups around the world, particularly those that are stressed by the assertion of hegemony over them by others…
Language acquisition for deaf children: Reducing the harms of zero tolerance to the use of alternative approaches
Children acquire language without instruction as long as they are regularly and meaningfully engaged with an accessible human language. Today, 80% of children born deaf in the developed world are implanted with cochlear devices that allow some of them access to sound in their early years, which helps them to develop speech. However, because of brain plasticity changes during early childhood, children who have not acquired a first language in the …
Ensuring language acquisition for deaf children: What linguists can do
Parents of small deaf children need guidance on constructing home and school environments that affect normal language acquisition. They often turn to physicians and spiritual leaders and, increasingly, the internet. These sources can be underinformed about crucial issues, such as matters of brain plasticity connected to the risk of linguistic deprivation, and delay or disruption in the development of cognitive skills interwoven with linguistic ab…
Avoiding Linguistic Neglect of Deaf Children
Deaf children who are not provided with a sign language early in their development are at risk of linguistic deprivation; they may never be fluent in any language, and they may have deficits in cognitive activities that rely on a firm foundation in a first language. These children are socially and emotionally isolated. Deafness makes a child vulnerable to abuse, and linguistic deprivation compounds the abuse because the child is less able to repo…
Global Regulatory Review Needed for Cochlear Implants: A Call for FDA Leadership
Deaf Children Need Rich Language Input from the Start: Support in Advising Parents
Bilingual bimodalism is a great benefit to deaf children at home and in schooling. Deaf signing children perform better overall than non-signing deaf children, regardless of whether they use a cochlear implant. Raising a deaf child in a speech-only environment can carry cognitive and psycho-social risks that may have lifelong adverse effects. For children born deaf, or who become deaf in early childhood, we recommend comprehensible multimodal lan…
Understanding the context of mental health in deaf populations is important
This commentary highlights the importance of understanding mental health in deaf populations within the context of language development and access. The authors, who are all Deaf professionals, emphasize that language deprivation—not hearing loss directly—is a primary cause of many mental health issues in deaf communities, and advocate for the inclusion of deaf experts in research and publications concerning deaf individuals' mental health
Hearing Impairment and Communication (10 works) · Linguistics (9 works) · Psychology (9 works) · Sign language (9 works) · American Sign Language (7 works) · Spoken language (4 works) · Developmental psychology (3 works) · Aesthetics (2 works) · Assistive Technology in Communication and Mobility (2 works) · Cochlear implant (2 works)