Spring Meeting Summaries: April 10-14,1991, Chicago, Illinois: Language, Interpersonal Relationships and Symbolic Development in Deaf Children

1991 ◽  
Author(s):  
Susan Kolod ◽  
Keyword(s):  
Interpersonal Relationships ◽  
Deaf Children ◽  
Spring Meeting

scholarly journals SPECIFIC FEATURES OF INTERPERSONAL COMMUNICATION IN DEAF CHILDREN

2020 ◽  
Vol 1 ◽  
pp. 81-87
Author(s):  
Diyana Georgieva ◽  
Gencho Valchev
Keyword(s):  
Interpersonal Communication ◽  
Interpersonal Relationships ◽  
Personal Relationships ◽  
Deaf Children ◽  
Control Group ◽  
Hearing Impairments ◽  
Communicative Behavior ◽  
Successful Communication ◽  
Hearing Children ◽  
Experimental Group

Under certain conditions, associated with the presence of early and significant hearing loss, there are some peculiarities observed in children's interpersonal communication. Their knowledge can serve as a guide for overcoming difficulties and maximizing successful communication. The present study is dedicated to identifying the peculiarities of communicative behavior and the type of interpersonal relationships between children with hearing impairments integrated into mainstream schools. The experiment involved 40 children, divided into two groups:  control group (hearing children) and experimental group (deaf children). The Diagnostic toolkit contains 3 methodologies: the Raven progressive matrices for determining the level of nonverbal intelligence; a test for evaluation of communicative and initiating abilities, the T. Leary's psycho-diagnostic methodology for establishing interpersonal relationships in the subjects studied. The results of the first test revealed that the intellectual profile of 7-9-year-old students was significantly different from that of their hearing peers. The second test also found differences between the hearing and the deaf, but these were not statistically significant. The Leary test clearly showed that in the process of interpersonal communication, deaf children tend to be authoritarian, selfish, aggressive and suspicious of relationships. At the same time, their hearing peers seek to form an altruistic type of personal relationships.

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

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.

Evaluation of Special Hearing Aids for Deaf Children

1971 ◽  
Vol 36 (4) ◽  
pp. 527-537 ◽  
Author(s):  
Norman P. Erber
Keyword(s):  
Hearing Aids ◽  
High Frequency ◽  
Hearing Aid ◽  
Low Frequency ◽  
Acoustic Stimulation ◽  
Deaf Children ◽  
Frequency Range ◽  
Frequency Limit ◽  
Unpublished Studies ◽  
Published Research

Two types of special hearing aid have been developed recently to improve the reception of speech by profoundly deaf children. In a different way, each special system provides greater low-frequency acoustic stimulation to deaf ears than does a conventional hearing aid. One of the devices extends the low-frequency limit of amplification; the other shifts high-frequency energy to a lower frequency range. In general, previous evaluations of these special hearing aids have obtained inconsistent or inconclusive results. This paper reviews most of the published research on the use of special hearing aids by deaf children, summarizes several unpublished studies, and suggests a set of guidelines for future evaluations of special and conventional amplification systems.

The Use of Real-Time Visual Displays of Speech in the Training of a Profoundly Deaf, Nonspeaking Child: A Case Report

1971 ◽  
Vol 36 (3) ◽  
pp. 397-409 ◽  
Author(s):  
Rachel E. Stark
Keyword(s):  
Case Report ◽  
Real Time ◽  
Speech Production ◽  
Behavior Problem ◽  
Deaf Children ◽  
Developmental Sequence ◽  
Visual Displays ◽  
Individual Instruction ◽  
Academic Record ◽  
Extract Information

Real-time amplitude contour and spectral displays were used in teaching speech production skills to a profoundly deaf, nonspeaking boy. This child had a visual attention problem, a behavior problem, and a poor academic record. In individual instruction, he was first taught to produce features of speech, for example, friction, nasal, and stop, which are present in vocalizations of 6- to 9-month-old infants, and then to combine these features in syllables and words. He made progress in speech, although sign language and finger spelling were taught at the same time. Speech production skills were retained after instruction was terminated. The results suggest that deaf children are able to extract information about the features of speech from visual displays, and that a developmental sequence should be followed as far as possible in teaching speech production skills to them.

Tools & Resources: Impairment and Disability Web Sites

1999 ◽  
Vol 4 (6) ◽  
pp. 5-6
Keyword(s):  
Personality Disorder ◽  
Personality Disorders ◽  
Interpersonal Relationships ◽  
Web Sites ◽  
Outpatient Psychotherapy ◽  
Obsessive Compulsive ◽  
Not Otherwise Specified ◽  
Cluster B Personality Disorders ◽  
Clinically Significant ◽  
And Behavior

Abstract Personality disorders are enduring patterns of inner experience and behavior that deviate markedly from those expected by the individual's culture; these inflexible and pervasive patterns reflect issues with cognition, affectivity, interpersonal functioning and impulse control, and lead to clinically significant distress or impairment in social, occupational, or other important areas of functioning. The AMA Guides to the Evaluation of Permanent Impairment, Fourth Edition, defines two specific personality disorders, in addition to an eleventh condition, Personality Disorder Not Otherwise Specified. Cluster A personality disorders include paranoid, schizoid, and schizotypal personalities; of these, Paranoid Personality Disorder probably is most common in the legal arena. Cluster B personality disorders include antisocial, borderline, histrionic, and narcissistic personality. Such people may suffer from frantic efforts to avoid perceived abandonment, patterns of unstable and intense interpersonal relationships, an identity disturbance, and impulsivity. Legal issues that involve individuals with cluster B personality disorders often involve determination of causation of the person's problems, assessment of claims of harassment, and assessment of the person's fitness for employment. Cluster C personality disorders include avoidant, dependent, and obsessive-compulsive personality. Two case histories illustrate some of the complexities of assessing impairment in workers with personality disorders, including drug abuse, hospitalizations, and inpatient and outpatient psychotherapy.

Attachment Organization in Suicide Prevention Research

Crisis ◽  
2014 ◽  
Vol 35 (1) ◽  
pp. 60-66 ◽  
Author(s):  
Amanda Venta ◽  
Carla Sharp
Keyword(s):  
Risk Factors ◽  
Suicidal Ideation ◽  
Suicide Attempt ◽  
Interpersonal Relationships ◽  
Suicide Ideation ◽  
Suicide Attempts ◽  
Critical Role ◽  
Self Report ◽  
Future Research ◽  
Self Harm

Background: Identifying risk factors for suicide-related thoughts and behaviors (SRTB) is essential among adolescents in whom SRTB remain a leading cause of death. Although many risk factors have already been identified, influential theories now suggest that the domain of interpersonal relationships may play a critical role in the emergence of SRTB. Because attachment has long been seen as the foundation of interpersonal functioning, we suggest that attachment insecurity warrants attention as a risk factor for SRTB. Aims: This study sought to explore relations between attachment organization and suicidal ideation, suicide attempts, and self-harm in an inpatient adolescent sample, controlling for demographic and psychopathological covariates. Method: We recruited 194 adolescents from an inpatient unit and assigned them to one of four attachment groups (secure, preoccupied, dismissing, or disorganized attachment). Interview and self-report measures were used to create four variables reflecting the presence or absence of suicidal ideation in the last year, single lifetime suicide attempt, multiple lifetime suicide attempts, and lifetime self-harm. Results: Chi-square and regression analyses did not reveal significant relations between attachment organization and SRTB, although findings did confirm previously established relations between psychopathology and SRTB, such that internalizing disorder was associated with increased self-harm, suicide ideation, and suicide attempt and externalizing disorder was associated with increased self-harm. Conclusion: The severity of this sample and methodological differences from previous studies may explain the nonsignificant findings. Nonsignificant findings may indicate that the relation between attachment organization and SRTB is moderated by other factors that should be explored in future research.

The Relationship Between Personality and Self-Report Abilities

2011 ◽  
Vol 32 (1) ◽  
pp. 47-53 ◽  
Author(s):  
Julie Aitken Schermer ◽  
Andrew M. Johnson ◽  
Philip A. Vernon ◽  
Kerry L. Jang
Keyword(s):  
Interpersonal Relationships ◽  
Self Report ◽  
Personality Factors ◽  
Personality Factor ◽  
Factor Scores ◽  
Environmental Correlations ◽  
Ability Factor ◽  
Genetic Level ◽  
The Relationship ◽  
Common Environmental Factor

The relationship between self-report abilities and personality was examined at both the phenotypic (zero-order) level as well as at the genetic and environmental levels. Twins and siblings (N = 516) completed self-report ability and personality questionnaires. A factor analysis of the ability questions revealed 10 factors, including politics, interpersonal relationships, practical tasks, intellectual pursuits, academic skills, entrepreneur/business, domestic skills, vocal abilities, and creativity. Five personality factors were examined, including extraversion, conscientiousness, dependence, aggression, and openness. At the phenotypic level, the correlations between the ability factor scores and personality factor scores ranged from 0 to .60 (between political abilities and extraversion). The relationship between the two areas at the genetic level was found to range between –.01 and .60; the environmental correlations ranged from –.01 to .48. The results suggest that some of the self-report ability scores are related to self-report personality, and that some of these observed relationships may have a common genetic basis while others are from a common environmental factor.

Peer interaction in young deaf children: The effect of partner hearing status and familiarity.

1986 ◽  
Vol 22 (5) ◽  
pp. 691-700 ◽  
Author(s):  
Amy R. Lederberg ◽  
Helena B. Ryan ◽  
Bonnie L. Robbins
Keyword(s):  
Peer Interaction ◽  
Deaf Children ◽  
Hearing Status
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