Administration of the WISC-R Performance Scale to Hearing-Impaired Children Using Pantomimed Instructions

1984 ◽  
Vol 2 (1) ◽  
pp. 1-7 ◽  
Author(s):  
Audrey S. Courtney ◽  
Frusanna B. Hayes ◽  
Kathy Watkins Couch ◽  
Max Frick
1989 ◽  
Vol 69 (1) ◽  
pp. 64-66 ◽  
Author(s):  
Marilyn Kline ◽  
Gary L. Sapp

When mean Carolina Picture Vocabulary Test standard scores were compared with WISC—R Performance Scale IQs significant differences were observed. The Carolina test scores were also correlated with both Performance IQs and the Performance Scale subtest scores. Most correlations were minimal as the two tests were independent; only WISC—R Picture Arrangement scores correlated significantly with Carolina scores. These outcomes coupled with the technical limitations of the Carolina raise serious questions regarding its utility for hearing-impaired children.


1975 ◽  
Vol 18 (4) ◽  
pp. 634-652 ◽  
Author(s):  
James J. Wilson ◽  
Isabelle Rapin ◽  
Barbara C. Wilson ◽  
Frances Victor Van Denburg

A neuropsychologic and medical study was carried out on a selected sample of 34 hearing-impaired children aged seven to 10 years at the onset of the study. In 16 children the cause of the hearing loss was thought to be exogenous. Eight of these had evidence for organic brain dysfunction. Nine children were thought to have genetic etiologies, and in nine no cause could be determined (sporadic hearing loss). Medical examination revealed several unsuspected abnormalities, particularly visual ones. Motor and visual motor deficits were frequent among hearing-impaired children with brain damage. The Performance Scale of the Wechsler Intelligence Scale for Children, and Raven’s Coloured Progressive Matrices, as well as the Paper Folding item of the Hiskey-Nebraska Test of Learning Aptitude appeared sensitive to the presence of brain damage. The mean score for the WISC Performance Scale fell within the average range for hearing children, supporting previous findings of cognitive competence of the deaf. In this sample, Hiskey-Nebraska scores tended to be lower than WISC scores. Reasons for this discrepancy were suggested and did not appear to be accounted for by brain damage. Deficits in items requiring visual memory, sequencing, and categorization were relatively prevalent but showed no etiologic predilection. They were thought to be related to the consequence of hearing loss rather than to brain damage. Difficulty with stereognosis highlighted the problem of deciding why a hearing-impaired child might fail a particular task. This difficulty suggested that failure might not indicate a deficit in the function the task was designed to measure, but rather, reliance on an inefficient strategy for success.


1981 ◽  
Vol 12 (1) ◽  
pp. 4-12 ◽  
Author(s):  
Barbara Culatta ◽  
Donna Horn

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.


1990 ◽  
Vol 21 (3) ◽  
pp. 147-150
Author(s):  
Ronald A. Wilde

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.


1973 ◽  
Vol 38 (1) ◽  
pp. 15-24 ◽  
Author(s):  
Linda Lynch ◽  
Annette Tobin

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.


1970 ◽  
Vol 13 (1) ◽  
pp. 65-73 ◽  
Author(s):  
Mary Mira

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.


1988 ◽  
Vol 31 (2) ◽  
pp. 156-165 ◽  
Author(s):  
P. A. Busby ◽  
Y. C. Tong ◽  
G. M. Clark

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.


1991 ◽  
Vol 34 (5) ◽  
pp. 989-999 ◽  
Author(s):  
Stephanie Shaw ◽  
Truman E. Coggins

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.


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