Health status of hearing-impaired children and adolescents

The test-retest stabilitv of the Hiskey-Nebraska Test of Learning Aptitude (H-NTLA) was examined in a group of hearing-impaired children and adolescents. Test-retest correlations for subjects retested after approximately 1 year, 3 years, and 5 vears were .79, .85, and .62 respectively. These findings are similar to those reported for normal subjects in studies using verbal intelligence measures. In spite of reasonably high test-retest correlations, more than one half of the sample showed a 10-point or greater difference in Learning Quotient between the two evaluations, and more than one third of the sample showed a 15-point or greater difference. These findings demonstrate the necessity of basing important decisions on more than one measure of intelligence.

Download Full-text

Hearing-Impaired Children and Adolescents

Art as Language ◽

10.4324/9780203782583-13 ◽

2013 ◽

pp. 85-98

Keyword(s):

Children And Adolescents ◽

Hearing Impaired ◽

Impaired Children ◽

Hearing Impaired Children

Download Full-text

Social Skills Training with Hearing-Impaired Children and Adolescents

Behavior Modification ◽

10.1177/01454455860101004 ◽

1986 ◽

Vol 10 (1) ◽

pp. 55-71 ◽

Cited By ~ 15

Author(s):

Kathleen L. Lemanek ◽

Donald A. Williamson ◽

Frank M. Gresham ◽

Bernard J. Jensen

Keyword(s):

Social Skills ◽

Children And Adolescents ◽

Social Skills Training ◽

Skills Training ◽

Hearing Impaired ◽

Impaired Children ◽

Hearing Impaired Children

Download Full-text

Systematic Modification of Parental Input to Train Language Symbols

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1201.04 ◽

1981 ◽

Vol 12 (1) ◽

pp. 4-12 ◽

Cited By ~ 6

Author(s):

Barbara Culatta ◽

Donna Horn

Keyword(s):

Language Learning ◽

Meaningful Use ◽

Hearing Impaired ◽

Specific Language ◽

Parental Input ◽

Language Exposure ◽

Therapy Sessions ◽

Impaired Children ◽

Hearing Impaired Children ◽

At Home

This study attempted to maximize environmental language learning for four hearing-impaired children. The children's mothers were systematically trained to present specific language symbols to their children at home. An increase in meaningful use of these words was observed during therapy sessions. In addition, as the mothers began to generalize the language exposure strategies, an increase was observed in the children's use of words not specifically identified by the clinician as targets.

Download Full-text

Equivalent Noise Dose Obtained Through Hearing Aids in the Classrooms of Hearing-Impaired Children

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.2103.147 ◽

1990 ◽

Vol 21 (3) ◽

pp. 147-150

Author(s):

Ronald A. Wilde

Keyword(s):

Hearing Aids ◽

High Gain ◽

Hearing Impaired ◽

Deaf Children ◽

Impaired Children ◽

Very High ◽

Hearing Impaired Children

A commercial noise dose meter was used to estimate the equivalent noise dose received through high-gain hearing aids worn in a school for deaf children. There were no significant differences among nominal SSPL settings and all SSPL settings produced very high equivalent noise doses, although these are within the parameters of previous projections.

Download Full-text

The Development of Language-Training Programs for Postrubella Hearing-Impaired Children

Journal of Speech and Hearing Disorders ◽

10.1044/jshd.3801.15 ◽

1973 ◽

Vol 38 (1) ◽

pp. 15-24 ◽

Cited By ~ 2

Author(s):

Linda Lynch ◽

Annette Tobin

Keyword(s):

Hearing Impaired ◽

Treatment Programs ◽

Individual Treatment ◽

Target Behaviors ◽

Systematic Fashion ◽

Development Of Language ◽

The Individual ◽

Impaired Children ◽

Hearing Impaired Children

This paper presents the procedures developed and used in the individual treatment programs for a group of preschool, postrubella, hearing-impaired children. A case study illustrates the systematic fashion in which the clinician plans programs for each child on the basis of the child’s progress at any given time during the program. The clinician’s decisions are discussed relevant to (1) the choice of a mode(s) for the child and the teacher, (2) the basis for selecting specific target behaviors, (3) the progress of each program, and (4) the implications for future programming.

Download Full-text