Visual and Auditory Sequence Learning in Hearing-Impaired Children

1966 ◽  
Vol 9 (3) ◽  
pp. 441-449 ◽  
Author(s):  
Hans G. Furth ◽  
Peter B. Pufall
Keyword(s):  
Sequence Learning ◽  
Paired Associate ◽  
Visual Stimuli ◽  
Simultaneous Presentation ◽  
Hearing Impaired ◽  
The Other ◽  
Auditory Sequence ◽  
Discrete Task ◽  
Impaired Children ◽  
Hearing Impaired Children

Two hearing impaired groups, one diagnosed as deaf, the other as aphasic, at two age levels, CA 6–7 and CA 10–11, with 8 subjects in each group, were compared to a control hearing group of 16 subjects at each age level. All subjects were given four paired-associate tasks: a visual discrete task with six associations (DPA) and three 2- to 6-sequence tasks with combinatory sequences as stimuli; one sequence task showed visual stimuli in simultaneous presentation (SIM), another in successive (SUC), and a third presented auditory successive sequences (AUD). The main results indicated no differences between aphasic and deaf except that the younger aphasics were poorer on AUD. The younger hearing-impaired were equal to controls on DPA, but poorer on SUC and AUD. For all groups SIM and for controls also AUD was easier than SUC.

scholarly journals Dichotic Listening in Hearing-Impaired Children

1971 ◽  
Vol 14 (4) ◽  
pp. 793-803 ◽  
Author(s):  
Agnes H. Ling
Keyword(s):  
Dichotic Listening ◽  
Normal Hearing ◽  
Hearing Impaired ◽  
The Other ◽  
Impaired Hearing ◽  
Intersubject Variability ◽  
Impaired Group ◽  
Ear Advantage ◽  
Impaired Children ◽  
Hearing Impaired Children

Ear asymmetry for dichotic digits was used in an attempt to estimate speech laterality in 19 children with impaired hearing and 19 with normal hearing. Sequences of digits were also presented monaurally. The normal-hearing group was significantly superior to the hearing-impaired in the recall of both monaural and dichotic digits. No ear advantage was observed for either group on the monaural test. Right-ear dichotic scores were significantly superior for the normal-hearing group, but intersubject variability resulted in a nonsignificant right-ear trend for the hearing-impaired group, with individuals showing marked right- or left-ear advantage. No correlation was found between degree of ear asymmetry on the dichotic test and vocabulary scores for hearing-impaired subjects. Both members of a dichotic pair were rarely reported by hearing-impaired subjects, with one digit apparently masking or suppressing the other. It was concluded that speech lateralization could not safely be inferred from dichotic digit scores of hearing-impaired children.

Play Behavior of Hearing Impaired Children: Integrated and Segregated Settings

1989 ◽  
Vol 55 (5) ◽  
pp. 412-419 ◽  
Author(s):  
Beverly G. Esposito ◽  
Mark A. Koorland
Keyword(s):  
Free Play ◽  
Hearing Impaired ◽  
Play Behavior ◽  
The Other ◽  
Time Sampling ◽  
Baseline Design ◽  
Momentary Time Sampling ◽  
Impaired Children ◽  
Hearing Impaired Children

The free-play behavior of young hearing impaired children in integrated and segregated settings was compared using a multielement baseline design. Two children, aged 3 and 5, were observed using momentary time sampling of their play as they alternated from one setting to the other. Data were collected in each setting for various categories of play behavior. The categories were derived from the classic play categories of Parten and Smilansky. Results indicate that the children engaged in more socially advanced play in the integrated setting.

Systematic Modification of Parental Input to Train Language Symbols

1981 ◽  
Vol 12 (1) ◽  
pp. 4-12 ◽  
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.

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.

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

1973 ◽  
Vol 38 (1) ◽  
pp. 15-24 ◽  
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.

Direct Measurement of the Listening of Hearing-Impaired Children

1970 ◽  
Vol 13 (1) ◽  
pp. 65-73 ◽  
Author(s):  
Mary Mira
Keyword(s):  
Direct Measurement ◽  
Continuous Measurement ◽  
Hearing Impaired ◽  
Reinforcement System ◽  
School Aged Children ◽  
Conjugate Reinforcement ◽  
Impaired Children ◽  
Hearing Impaired Children

Listening, a significant dimension of the behavior of hearing-impaired children, may be measured directly by recording childrens' responses to obtain audio narrations programmed via a conjugate reinforcement system. Twelve hearing-impaired, school-aged children responded in varying ways to the opportunity to listen. Direct and continuous measurement of listening has relevance for evaluation of remediation methods and for discovery of variables potentially related to listening.

Underlying Structure of Auditory-Visual Consonant Perception by Hearing-Impaired Children and the Influences of Syllabic Compression

1988 ◽  
Vol 31 (2) ◽  
pp. 156-165 ◽  
Author(s):  
P. A. Busby ◽  
Y. C. Tong ◽  
G. M. Clark
Keyword(s):  
Hearing Aids ◽  
Free Field ◽  
Acoustic Parameter ◽  
Hearing Impaired ◽  
Visual Signal ◽  
Underlying Structure ◽  
Choice Procedure ◽  
Release Times ◽  
Impaired Children ◽  
Hearing Impaired Children

The identification of consonants in a/-C-/a/nonsense syllables, using a fourteen-alternative forced-choice procedure, was examined in 4 profoundly hearing-impaired children under five conditions: audition alone using hearing aids in free-field (A),vision alone (V), auditory-visual using hearing aids in free-field (AV1), auditory-visual with linear amplification (AV2), and auditory-visual with syllabic compression (AV3). In the AV2 and AV3 conditions, acoustic signals were binaurally presented by magnetic or acoustic coupling to the subjects' hearing aids. The syllabic compressor had a compression ratio of 10:1, and attack and release times were 1.2 ms and 60 ms. The confusion matrices were subjected to two analysis methods: hierarchical clustering and information transmission analysis using articulatory features. The same general conclusions were drawn on the basis of results obtained from either analysis method. The results indicated better performance in the V condition than in the A condition. In the three AV conditions, the subjects predominately combined the acoustic parameter of voicing with the visual signal. No consistent differences were recorded across the three AV conditions. Syllabic compression did not, therefore, appear to have a significant influence on AV perception for these children. A high degree of subject variability was recorded for the A and three AV conditions, but not for the V condition.

Interobserver Reliability Using the Phonetic Level Evaluation With Severely and Profoundly Hearing-Impaired Children

1991 ◽  
Vol 34 (5) ◽  
pp. 989-999 ◽  
Author(s):  
Stephanie Shaw ◽  
Truman E. Coggins
Keyword(s):  
Interrater Reliability ◽  
Interobserver Reliability ◽  
Intraclass Correlation ◽  
Correlation Coefficients ◽  
Hearing Impaired ◽  
Intraclass Correlation Coefficients ◽  
Assessment Measure ◽  
Impaired Children ◽  
Speech Assessment ◽  
Hearing Impaired Children

This study examines whether observers reliably categorize selected speech production behaviors in hearing-impaired children. A group of experienced speech-language pathologists was trained to score the elicited imitations of 5 profoundly and 5 severely hearing-impaired subjects using the Phonetic Level Evaluation (Ling, 1976). Interrater reliability was calculated using intraclass correlation coefficients. Overall, the magnitude of the coefficients was found to be considerably below what would be accepted in published behavioral research. Failure to obtain acceptably high levels of reliability suggests that the Phonetic Level Evaluation may not yet be an accurate and objective speech assessment measure for hearing-impaired children.

Sign in / Sign up

Export Citation Format

Share Document