Young Children With Hearing Impairment and Other Diagnoses: Effects of Sound-Field Amplification

2020 ◽  
Vol 39 (3) ◽  
pp. 152-166
Author(s):  
Lois Furno ◽  
MaryAnn Demchak ◽  
Ann Bingham
Keyword(s):  
General Education ◽  
Hard Of Hearing ◽  
Single Case ◽  
Sound Field ◽  
Educational Opportunities ◽  
Effective Strategy ◽  
Field Amplification ◽  
Multiple Probe ◽  
Improve Access ◽  
Sound Field Amplification

This study examined the effects of sound-field amplification (SFA) use for children who are deaf or hard of hearing (DHH) with additional diagnosed conditions enrolled in preschool and first and second grades in a rural district. Four focus children who are DHH with additional diagnoses were matched with hearing peers and observed for attending behaviors and latency in compliance to following routine directions with introduction of SFA. The study used a single-case multiple probe across participants design. All participants demonstrated improved attending behaviors and compliance to directions with SFA, with the focus children who are DHH with additional diagnoses showing stronger results than their hearing peers. Teachers indicated SFA was beneficial to the children who are DHH and they would use it again. SFA is an effective strategy to improve access to educational opportunities by increasing attending behaviors and promoting participation for children who are DHH with other diagnoses in special and general education preschool and first and second grades.

Sound-Field Amplification

2003 ◽  
Vol 25 (1) ◽  
pp. 29-34 ◽  
Author(s):  
Carol Flexer ◽  
Stephanie Long
Keyword(s):  
Sound Field ◽  
Field Amplification ◽  
Sound Field Amplification

Children With Developmental Disabilities

1990 ◽  
Vol 21 (3) ◽  
pp. 177-182 ◽  
Author(s):  
Carol Flexer ◽  
Joseph P. Millin ◽  
Lisa Brown
Keyword(s):  
Developmental Disabilities ◽  
Word Identification ◽  
Sound Field ◽  
Verbal Communication ◽  
Identification Task ◽  
Primary Level ◽  
Field Amplification ◽  
Children With Developmental Disabilities ◽  
Sound Field Amplification

Because teachers manage and instruct students through verbal communication, it would seem logical that improvement of pupil's abilities to detect and attend to the teacher's speech could improve pupil performance. Using sound field amplification which increased the intensity of the teacher's voice by 10 dB, nine children who attended a primary-level class for children with developmental disabilities, made significantly fewer errors on a word identification task than they made without amplification. Observation showed the children to be more relaxed and to respond more quickly in the amplified condition.

Interactive Storybook Reading Instruction for Preschoolers Who Are Deaf and Hard of Hearing: A Multiple Probe Across Behaviors Analysis

2018 ◽  
Vol 49 (4) ◽  
pp. 922-937 ◽  
Author(s):  
Jessica W. Trussell ◽  
Janna Hasko ◽  
Joy Kane ◽  
Brittany Amari ◽  
Alison Brusehaber
Keyword(s):  
Hard Of Hearing ◽  
Instructional Strategy ◽  
Service Providers ◽  
Single Case ◽  
Word Meaning ◽  
Functional Relation ◽  
Vocabulary Knowledge ◽  
Storybook Reading ◽  
Spoken English ◽  
Multiple Probe

Purpose Interactive storybook reading (ISR) improves the picture labeling vocabulary of children who are deaf and hard of hearing (DHH). Vocabulary knowledge consistently predicts the later reading achievement of children who are DHH. In this study, ISR was modified to include teaching word meanings along with the vocabulary picture label. Method A multiple probe across behaviors single-case experimental design was implemented to determine the effects of ISR with word meaning instruction on picture labeling and word meaning knowledge of 6 preschoolers who are DHH and use spoken English. The student and teacher participants engaged in ISR for 15–20 min a day, 4 days a week for 3 weeks. Results A functional relation was established between ISR and the increase in the preschoolers' word labeling and meaning knowledge. The preschoolers' word knowledge was generalized and was maintained over time. Conclusions ISR may be an effective vocabulary labeling and word meaning instructional strategy for young children who are DHH and use spoken English. Teachers and related service providers who work with this population may want to implement ISR with word meaning in 1-to-1 or small groups to individualize the target vocabulary and maximize the benefit. Future researchers should replicate this to expand its generalizability to other subpopulations of children who are DHH.

Behavioral Self-Regulation: A Comparison of Goals and Self-Monitoring for High School Students With Disabilities

2021 ◽  
pp. 106342662110514
Author(s):  
Sara Estrapala ◽  
Allison Leigh Bruhn ◽  
Ashley Rila
Keyword(s):  
High School ◽  
Special Education ◽  
High School Students ◽  
General Education ◽  
Academic Engagement ◽  
Single Case ◽  
Self Regulation ◽  
School Students ◽  
Self Monitoring ◽  
Multiple Probe

High school students, particularly those with disabilities, often struggle with academic engagement in general education classes. One empirically supported method for improving academic engagement includes self-regulation interventions. However, individual effects of frequently used self-regulation strategies’ goal setting and self-monitoring remain unknown. To address this issue, we implemented a multiple-probe single-case design with embedded alternating treatments to evaluate the differential impact of behavioral goal reminders and self-monitoring. The sample included three high school students with emotional or behavioral disorders (EBD) in general education classes who also received special education services. Innovative approaches to intervention design included student-determined behavioral goals and self-monitoring procedures informed by triangulated behavioral assessment data. Although visual analysis indicated only moderate improvements in academic engagement, and no functional relations were determined for either the multiple-probe or alternating treatments designs, the intervention was rated with high social validity from teachers and students, and the study represents an exemplar of high-quality special education single-case research. Practical implications, limitations, and directions for future research are discussed.

The Use of Sound-Field Amplification Devices in Different Types of Classrooms

2011 ◽  
Vol 42 (4) ◽  
pp. 395-407 ◽  
Author(s):  
Wayne J. Wilson ◽  
Julie Marinac ◽  
Kathryn Pitty ◽  
Carolyn Burrows
Keyword(s):  
Sound Field ◽  
Field Amplification ◽  
Different Types ◽  
Sound Field Amplification
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