Gallaudet University

This study examines how business activity responds to local taxation, specifically property tax and local sales tax, in Nevada. Using county-level data for the period 1999–2014, we assess the impact of these taxes on various business activity indicators, including employment, annual payroll, the number of establishments, and the number of small establishments categorized by size. Unlike previous studies that primarily focus on state-level taxation, our research delves into the effects of local tax instruments. By analyzing different components of the property tax (e.g., school district, county, and special district rates) and evaluating the specific effects of local sales tax changes, we provide a nuanced understanding of the local tax–business activity relationship. To address potential policy endogeneity in the sales tax rate, we instrument the sales tax rate using the lagged share of registered Democrats and implement an IV (control-function) spatial Durbin framework, ensuring robust estimates of within-period associations and spatial spillovers. Our analysis is intentionally confined to the 1999–2014 institutional regime, when Nevada businesses were primarily exposed to property and sales taxes. The estimates should, therefore, be interpreted as evidence on how the local tax mix and its components correlate with business activity under this pre-2015 fiscal structure, rather than as a direct forecast for the post-2015 environment shaped by subsequent policy changes and macroeconomic shocks. Across specifications, the IV-identified total effect of the sales tax rate is consistently negative for establishment-related outcomes. Nonetheless, the results remain informative for current debates on the design of local revenue systems because the underlying tax–service bundle and cross-jurisdictional spillover mechanisms continue to be central to local public finance.

Dr. Laurene Simms and Candace Jones address the systematic and historical barriers faced by Black Deaf students. Dr. Simms focuses on the history and existing disparities due to a lack of resources, role models, and white-centric educational systems. She underscores the dearth of Black Deaf teachers due to biased licensing requirements. Jones emphasizes the importance of recognizing and nurturing the distinct culture and language of Black Deaf students, criticizing the predominance of a white-centric approach in ASL education. Both presenters advocate for an educational transformation that includes a curriculum fostering a multicultural and bilingual perspective, tailored to uplift Black Deaf students’ cultural and linguistic heritage.

Radio frequency (RF) sensors have gained popularity in the past decade with advances in machine learning and small-package, high-sensitivity sensor design. Cost effi-ciency and robustness against environmental factors such as lighting, skin color or room layout make them ideal sen-sors for applications of human motion recognition. How-ever, most studies for sign language recognition are often conducted in controlled laboratory environments with cer-tain experimental restrictions and instructions limiting the user behavior, which consequently yield overoptimistic re-sults. Moreover, these studies often consist of repetitive ar-ticulation of the signs of interest, which is overwhelming for the participants. In this work, we explore the real-world challenges of RF sensors by freeing the data collection pro-cess from experimental restrictions by gamifying it. Essen-tially, we develop and deploy a radar-based sign language-controlled Chess game (RF-ChessSIGN) where users move the Chess pieces on the board by articulating the signs reg-istered to a particular position. The developed approach has enabled an entertaining and sustainable way of collecting data, and revealed the ineffectiveness of the datasets acquired under controlled experimental settings which cannot capture the nuances and intricacies of natural signing.

Abstract Sign languages have been shown to favor two-handed forms to express plural meanings, and in this paper we investigate whether this pattern is similarly found in silent gestures improvised by hearing non-signers. We use 100 concepts with corresponding plurality ratings as stimuli for a silent gesture elicitation task, in which five hearing non-signers are asked to improvise manual gestures for each of the concepts, and the elicited gestures are then coded for number of hands used (i.e., whether they are one- or two-handed). In line with previous findings from sign language research, we find that the silent gestures improvised by hearing non-signers favor two-handed forms when expressing plural meanings. Thus, we argue that the iconic pattern of mapping multiple articulators (the hands) to a plural conceptualization of meaning is salient in the visual modality, such that this pattern arises from general cognitive preferences available to gesturers and signers alike.

• Psychologists who are committed to working to further justice can use the transformative paradigm to guide their decision-making. • The transformative paradigm's assumptions explicitly address the need to address discrimination and oppression and address issues of power. • Examples illustrate applications in communities of color, people with disabilities, and members of the LGBTQ population.

The study by Jones et al titled “Early Communication Intervention for Deaf/Hard of Hearing Toddlers: A Randomized Clinical Trial” published in this issue of Pediatrics presents compelling evidence on the effectiveness of parent-mediated interventions (PMIs) for deaf and hard of hearing (DHH) toddlers.1 PMIs are therapeutic approaches that consist of clinicians educating, training, and coaching parents who then implement the intervention approach with their child.2 As a rare large-scale randomized clinical trial in this field, the findings of Jones et al provide critical insights into early intervention practices.1 Notably, the study highlights the positive impact of sign language exposure on PMIs, offering empirical support for a bilingual approach to language acquisition. Although the study makes valuable contributions, there are opportunities to further define and expand on the role of sign language in early intervention.The finding of sign language exposure resulting in significantly higher communication outcomes aligns with extensive research supporting the benefits of early sign language acquisition in PMIs.3 The results in Jones et al emphasize that sign language is more than a supplementary tool, as it is also a powerful enabler of linguistic and cognitive development.1 Early intervention often focuses on spoken language acquisition, often at the expense of sign language. Herzig and Holmes Hlibok critique this tendency as part of a “social deficit-thinking framework,” in which being deaf is a condition to be mitigated rather than being embraced as a rich linguistic and cultural identity.4 Deficit-based thinking has long been challenged in special education research for reinforcing low expectations and limiting opportunities for children with disabilities.5 A shift to a strength-based model that integrates both signed and spoken languages would better serve the needs of DHH children and their families.Jones et al study’s valuable insights is related to parental engagement and strategy use in PMIs, which supports the research on family-centered interventions and states that, when parents are primary facilitators of language development, outcomes can significantly improve.1,6 In concurrence, sign language does not hinder spoken language development in children with cochlear implants but instead serves as a bridge for language acquisition.7 This reinforces the argument that bilingual approaches optimize developmental outcomes for DHH children. However, further research is needed to define the optimal integration of sign language within PMIs. Although the study by Jones et al acknowledges the positive influence of sign language, it does not advocate for its inclusion as a foundational component of early intervention.1 Future studies could explore structured bilingual models that incorporate sign language early, with comprehensive guidance for families.A crucial opportunity arising from this study is the need to support a wider range of family experiences, including those of DHH-led households.1 Research has shown that DHH parents often provide richer linguistic environments for their DHH children, primarily through fluent sign language use.8 This study, however, mainly included families with at least 1 hearing parent, leaving room for further exploration into how interventions might be tailored for different linguistic backgrounds.1 Herzig and Holmes Hlibok also highlight that many families face systemic barriers to equitable early intervention, including socioeconomic constraints, geographic limitations, and linguistic biases.4 The US Government Accountability Office confirmed that access to early intervention for infants with hearing loss is inconsistent and influenced by factors such as location, availability of specialized services, and disparities in insurance coverage.9 A 2023 position statement by the American Academy of Pediatrics emphasized the importance of early identification and intervention for DHH children, including the use of sign language to prevent developmental delays.10 To maximize the impact of PMIs, it is essential to ensure that they are accessible, culturally responsive, and research-driven.The study by Jones et al represents an advancement in early intervention for DHH toddlers.1 It provides empirical evidence that PMIs are effective and that sign language exposure enhances these outcomes. These findings align with a substantial body of research supporting the benefits of sign language in early childhood development.11,12The study’s limitations should be seen as opportunities for further research and refinement. Future investigations could explore structured bilingual models, address the needs of DHH-led households, and expand access to PMIs through inclusive policies. By building on these findings, early intervention can move toward an integrative model that recognizes and maximizes the linguistic potential of all DHH children.

Abstract Idioms are phrases like English [hit the sack], meaning ‘go to bed’. For linguists working with sign languages, a question arises: “What do idioms look like in a sign language?” This paper proposes a definition of idiom that can be used to identify idioms across languages. Idioms are affective constructions, they are phrasal units, and they are conventional expressions for members of a language community. This definition is used to identify idioms in ASL such as [keep.quiet hard] ‘just have to accept it’. This approach to idioms motivates a constructionist approach to ASL grammar in general, in which all aspects of linguistic knowledge can be represented as meaning-form pairs that vary in their complexity and schematicity.