A Picture Identification Test for Hearing-Impaired Children

1970 ◽  
Vol 13 (1) ◽  
pp. 44-53 ◽  
Author(s):  
Mark Ross ◽  
Jay Lerman
Keyword(s):  
Correlation Coefficients ◽  
Hearing Impaired ◽  
Second Phase ◽  
Speech Discrimination ◽  
Clinical Tool ◽  
Discrimination Ability ◽  
Identification Test ◽  
Impaired Children ◽  
Picture Identification ◽  
Hearing Impaired Children

A picture identification test for measuring speech discrimination ability in hearing-impaired children was developed in two phases. In the first phase the word stimuli were evaluated to determine whether they were within the recognition vocabulary of the children and whether the pictorial representations of the words were adequate. Before the second phase, the test was revised to consist of 25 plates with 6 pictures on each plate, with only 4 of the pictures on each plate used as test stimuli. These 4 lists were given to 61 hearing-impaired children on two separate occasions. The results indicate reliability coefficients in excess of 0.87 for all four lists, with mean differences of less than 3% and correlation coefficients between lists greater than 0.84. The test appears to be a potentially valuable clinical tool in pediatric audiology. We call it the Word Intelligibility by Picture Identification test (WIPI).

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.

scholarly journals Performance of Severely Hearing-Impaired Children on a Closed-Response, Auditory Speech Discrimination Test

1974 ◽  
Vol 17 (3) ◽  
pp. 531-540 ◽  
Author(s):  
Kenneth O. Jones ◽  
Gerald A. Studebaker
Keyword(s):  
Hearing Impaired ◽  
Speech Discrimination ◽  
Discrimination Test ◽  
Auditory Speech ◽  
Speech Discrimination Test ◽  
Hearing Function ◽  
Response Set ◽  
Comparison Of The Results ◽  
Impaired Children ◽  
Hearing Impaired Children

The performance of 23 hearing-impaired children on a closed-response, auditory speech discrimination test and on an open-response, auditory speech discrimination test was compared to their performance on auditory tests of sensitivity, teacher-evaluated categories, and other related subject data. A comparison of the results of closed-response, auditory speech discrimination test and the open-response, auditory speech discrimination test indicates that the closed-response set test paradigm appears more productive for use with severely hearing-impaired subjects whose level of performance is low (but not 0%) on the open-response, auditory speech discrimination test. The closed-response test scores for this group are highly positively correlated to data dependent upon hearing function, whereas the open-response scores are not. Analyses of the closed-response set test results indicate that a closed-response set test paradigm can successfully demonstrate auditory speech discrimination error patterns on a subject group basis.

scholarly journals Speech discrimination abilities of hearing impaired children using conventional hearing aids and radio neckloop at different signal-to-noise ratios

1985 ◽  
Vol 32 (1) ◽  
Author(s):  
Asoka Moodley
Keyword(s):  
Frequency Response ◽  
Hearing Aids ◽  
Hearing Impaired ◽  
Radio Receiver ◽  
Speech Discrimination ◽  
Classroom Situation ◽  
Signal To Noise ◽  
Excellent Performance ◽  
Impaired Children ◽  
Hearing Impaired Children

Speech discrimination scores of 20 hearing impaired children with a mean age of 14 years were examined when using their own conventional hearing aids on the microphone setting and the radio neck loop with and without the use of the environment microphone of the radio receiver. Testing of speech discrimination was administered in noise where S/N of +20dB, +10dB and OdB were used. Electroacoustic measurements of the hearing aids used were carried out to ascertain the extent to which the frequency response was altered when the aid was coupled to the neck loop used on the telecoil setting. Results highlighted the excellent performance of individual hearing aids when the favourable S/N + 20dB was used. The use of the environment microphone on the radio receiver did not significantly affect speech discrimination scores, implications regarding the radio neck loop and the use of amplification in the classroom situation are discussed.

Assessment of expressive vocabulary outcomes in hearing-impaired children with hearing aids: do bilaterally hearing-impaired children catch up?

2006 ◽  
Vol 120 (8) ◽  
pp. 619-626 ◽  
Author(s):  
C Kiese-Himmel ◽  
M Reeh
Keyword(s):  
Hearing Loss ◽  
Hearing Aids ◽  
Repeated Measures ◽  
Binaural Hearing ◽  
Normal Hearing ◽  
Hearing Impaired ◽  
Expressive Vocabulary ◽  
Clinical Tool ◽  
Impaired Children ◽  
Hearing Impaired Children

Objective: To evaluate expressive vocabulary growth in hearing-impaired preschool children wearing hearing aids.Design: Prospective analysis of the outcomes of children included in the 1994 German ‘Goettinger Hoer-Sprachregister’ (GHR) series, using a repeated-measures paradigm in six- to nine-month intervals (t1–t3).Subjects: Twenty-seven children (aged 2.0–4.4 years) with bilateral sensorineural hearing loss (with averages at frequencies of 0.5, 1, 2 and 4 kHz of >20 to >90 dB in the better ear) from the 1994 GHR series. The children were diagnosed at a mean age of 31.4 months (standard deviation (SD) 10.6 months) and fitted with a binaural hearing aid at a mean age of 32.3 months (SD 10.5 months). Nonverbal intelligence was average (five missing data entries). Standardized, age-appropriate picture naming tests (the ‘Sprachentwicklungstest für 2-jährige Kinder’, the Kaufman Assessment Battery for Children subtest vocabulary, and the ‘Aktiver Wortschatztest für drei- bis sechsjährige Kinder’) were carried out at three time points and results compared with data from children with normal hearing. The test raw scores were converted to T scores (mean = 50; SD = 10).Results: On average, the children scored far below the normative population at t1 (mean = 28.9; SD = 11.3) and slowly improved as they got older (at t3, mean = 34.1; SD = 16.1; p = 0.010). Children with mild or moderate hearing loss improved most notably (mean difference t1–t3; p = 0.001), except for one child of deaf parents. Two of the five mildly hearing-impaired children and two of the eleven moderately hearing-impaired children caught up with their normal hearing peers with regards to expressive vocabulary. Such expressive vocabulary achievements were not seen in any children with >70 dB hearing loss or in six of the eleven children (55 per cent) with a 40–70 dB hearing loss, despite receiving adequate personal amplification.Conclusion: Testing expressive vocabulary size is a useful clinical tool in assessing linguistic lexical outcome.

Room Acoustics Effects on Monosyllabic Word Discrimination Ability for Normal and Hearing-Impaired Children

1978 ◽  
Vol 21 (3) ◽  
pp. 440-458 ◽  
Author(s):  
Terese Finitzo-Hieber ◽  
Tom W. Tillman
Keyword(s):  
Educational Achievement ◽  
Hearing Impaired ◽  
Room Acoustics ◽  
Monosyllabic Word ◽  
Classroom Acoustics ◽  
Discrimination Ability ◽  
Educational Environments ◽  
Word Discrimination ◽  
Impaired Children ◽  
Hearing Impaired Children

The monosyllabic word discrimination of normal and hearing-impaired children was evaluated in situations selected to simulate acoustical conditions in current educational environments. All listeners were tested in a high-fidelity (loudspeaker-aided) condition under 12 combinations of reverberation and noise. Hearing-impaired subjects were also evaluated in the same 12 conditions while listening through a monaural hearing aid. Performance of the normal-hearing group was superior to the hearing-impaired listeners in all environments. Results suggest that classroom acoustics should be considered a critical variable in the educational achievement of children.

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.

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