Auditory Disorders in School Children, 4th Edition

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

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Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1002.81 ◽

1979 ◽

Vol 10 (2) ◽

pp. 81-92

Author(s):

Susan Freedman Gilbert

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

School Children ◽

Developmental Delays ◽

Delayed Diagnosis ◽

Language Impairments ◽

Developmentally Delayed ◽

Speech And Language ◽

Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

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The Effect of Sensori-Neural Hearing Loss on Threshold-Duration Functions

Journal of Speech and Hearing Research ◽

10.1044/jshr.1104.842 ◽

1968 ◽

Vol 11 (4) ◽

pp. 842-852 ◽

Cited By ~ 26

Author(s):

H. N. Wright

Keyword(s):

Hearing Loss ◽

Differential Diagnosis ◽

Time Constant ◽

Present Series ◽

Auditory Disorders ◽

Threshold Duration

Previous findings on the threshold for tones as a function of their duration have suggested that such functions may be systematically affected by sensori-neural hearing losses of cochlear origin. The present series of investigations was designed to explore this relation further and to determine also whether the amount of hearing loss present has any effect upon the results which are obtained. Preliminary studies were also carried out on a conductively impaired listener to indicate whether hearing losses of this type affect the threshold-duration function. The results indicate that the threshold-duration function is systematically affected by sensori-neural hearing losses of cochlear origin. This effect is manifested by a progressive shortening of the time constant relating threshold to duration and is not uniquely related to the amount of hearing loss present. The results obtained from the conductively impaired listener suggested that this type of hearing loss has no effect on the threshold-duration function, thereby implying that such functions may contribute significantly to the differential diagnosis of auditory disorders.

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Use of Revision by Elementary-School Stutterers and Nonstutterers during Oral Reading

Journal of Speech and Hearing Research ◽

10.1044/jshr.1604.584 ◽

1973 ◽

Vol 16 (4) ◽

pp. 584-585 ◽

Cited By ~ 7

Author(s):

Franklin H. Silverman ◽

Dean E. Williams

Keyword(s):

Elementary School ◽

School Children ◽

Oral Reading ◽

Elementary School Children ◽

Reading Errors

This paper describes a dimension of the stuttering problem of elementary-school children—less frequent revision of reading errors than their nonstuttering peers.

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