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1995 Index by Author

Afzali-Nomani, E., Educational Conditions Related to Successful Inclusion Programs Involving Deaf/Hard of Hearing Children, 140(5), 396-401.

Anthony, S. and Gibbons, S., Believability and Importance as Determinants of Rumor Among Deaf College Students, 140(3), 271-278.

Beaver, D., Hayes, P. and Luetke-Stahlman, B., In-service Trends: General Education Teachers Working with Educational Interpreters, 140(1), 38-46.

Brown Zahn, S. and Kelly, L., Changing Attitudes About the Employability of the Deaf and Hard of Hearing, 140(5), 381-385.

Clark, J., Health Curricula in Residential Schools for the Deaf, 140(5), 410-414.

Dancer, J., Burl, N. and Waters, S., Effects of Unilateral Hearing Loss on Teacher Responses to the SIFTER, 140(3), 291-294.

Evans, J., Conversation at Home: A Case Study of a Young Deaf Child's Experiences in a Family in Which All Others Can Hear, 140(4), 324-332.

Gaines, R. and Halpern-Felsher, B., Language Preference and Communication Development of a Hearing and Deaf Twin Pair, 140(1), 47-55.

Holt, J., Efficiency of Screening Procedures for Assigning Levels of the Stanford Achievement Test (Eighth Edition) to Students Who Are Deaf or Hard of Hearing, 140(1), 23-27.

Joint Committee of ASHA and the Council on Education of the Deaf, Technical Report: Service Provision Under the Individuals with Disabilities Education Act Part H, as Amended (IDEA Part H), 140(1), 65-70.

Joseph, J., Sawyer, R. and Desmond, S., Sexual Knowledge, Behavior and Sources of Information Among Deaf and Hard of Hearing College Students, 140(4), 338-345.

Kelly, L., Encouraging Faculty to Use Writing as a Tool to Foster Learning in the Disciplines Through Writing Across the Curriculum, 140(1), 16-22.

Lampropoulou, M. and Konstantareas, M., Stress in Greek Mothers with Deaf Children: Effects of Child Characteristics, Family Resources and Cognitive Set, 140(3), 264-270.

Luetke-Stahlman, B., Social Interaction: Assessment and Intervention With Regard to Students Who Are Deaf, 140(3), 295-303.

Maile, R. and Luetke-Stahlman, B., Support and Practice of CEASD Program Standards in One Midwestern State, 140(5), 415-421.

Meadow-Orlans, K., Sources of Stress for Mothers and Fathers of Deaf and Hard of Hearing Infants, 140(4), 352-357.

Meadow-Orlans, K., Smith-Gray, S. and Dyssegaard, B., Infants Who Are Deaf or Hard of Hearing, With and Without Physical/Cognitive Disabilities, 140(3), 279-286.

Miller, K., Cooperative Conversations: The Effect of Cooperative Learning on Conversational Interaction, 140(1), 28-37.

Nelson Lartz, M. and Lestina, L., Strategies Deaf Mothers Use When Reading to Their Young Deaf or Hard of Hearing Children, 140(4), 358-362.

Schick, B. and Gale, E., Preschool Deaf and Hard of Hearing Students' Interactions During ASL and English Storytelling, 140(4), 363-370.

Schildroth, A. and Hotto, S., Race and Ethnic Background in the Annual Survey of Deaf and Hard of Hearing Children and Youth, 140(2), 96-99.

Schneiderman, E., The Effectiveness of an Interactive Instructional Context, 140(1), 8-15.

Serrano Pau, C., The Deaf Child and Solving Problems of Arithmetic: The Importance of Comprehensive Reading, 140(3), 287-291.

Siegel, P., What They Didn't Know May Have Helped Us: How the Supreme Court Misinterpreted the Role of Sign Language Interpreters, 140(5), 386-395.

Slate, J. and Fawcett, J., Validity of the WISC-III for Deaf and Hard of Hearing Persons, 140(3), 250-254.

Slike, S., Thornton, N., Hobbis, D., Kokosa, S and Job, K., The Development and Analysis of Interactive Videodisc Technology to Teach Speechreading, 140(4), 346-351.

Smith-Gray, S. and Sanford Koester, L., Defining and Observing Social Signals in Deaf and Hard of Hearing Infants, 140(5), 422-427.

Stewart, D., Akamatsu, C. and Becker, B., Aiming for Consistency in the Way Teachers Sign, 140(4), 314-323.

Strong, M., A Review of Bilingual/Bicultural Programs for Deaf Children in North America, 140(2), 84-94.

Taylor, P., Combining Conventional Group and Individualized Instruction: An Instructional Strategy for Deaf and Hard of Hearing Learner-Diverse Groups, 140(4), 333-337.

Titus, J., The Concept of Fractional Number Among Deaf and Hard of Hearing Students, 140(3), 255-263.

Volterra, V., Pace, C., Pennacchi, B. and Corazza, S., Advanced Learning Technology for a Bilingual Education of Deaf Children, 140(5), 402-409.

Williams, C., Preschool Teachers' Theoretical and Pedagogical Stances on the Language and Literacy Development of Deaf and Hard of Hearing Children, 140(1), 56-64.