A Psychiatric Unit for the Deaf

1972 ◽  
Vol 120 (557) ◽  
pp. 423-428 ◽  
Author(s):  
John G. Denmark ◽  
Frank Warren
Keyword(s):  
Hearing Impaired ◽  
Early Infancy ◽  
Deaf Children ◽  
Psychiatric Unit ◽  
Lip Reading ◽  
Development Of Language ◽  
Communication Methods ◽  
Impaired Children ◽  
Hearing Impaired Children

Lack of speech, i.e. dumbness, has long been equated with backwardness, and probably for this reason and because of success in teaching some hearing impaired children to speak, the terms ‘deaf and dumb’ and ‘deaf mute’ have fallen into disrepute. When deafness is profound and prelingual (i.e. congenital or acquired in early infancy), there is a formidable barrier to the development of language. Many deaf children still leave school with poor language, incomprehensible speech and little ability in lip reading and consequently come to rely upon manual communication methods (finger spelling and signing).

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.

scholarly journals Comparison between lip-reading ability in normal and hearing impaired children

QJM ◽  
2020 ◽  
Vol 113 (Supplement_1) ◽  
Author(s):  
A M Saad ◽  
M A Hegazi ◽  
M S Khodeir
Keyword(s):  
Speech Perception ◽  
Reading Ability ◽  
Sensory Modality ◽  
Normal Hearing ◽  
Hearing Impaired ◽  
Lip Reading ◽  
Hearing Children ◽  
Age Range ◽  
Impaired Children ◽  
Hearing Impaired Children

Abstract Background Lip-reading is considered an important skill which varies considerably among normal hearing and hearing impaired (HI) children. It helps HI children to perceive speech, acquire spoken language and acquire phonological awareness. Speech perception is considered to be a multisensory process that involves attention to auditory signals as well as visual articulatory movements. Integration of auditory and visual signals occurs naturally and automatically in normal individuals across all ages. Many researches suggested that normal hearing children use audition as the primary sensory modality for speech perception, whereas HI children use lip-reading cues as the primary sensory modality for speech perception. Aim of the Work The aim of this study is to compare the lip-reading ability between normal and HI children. Participants and methods This is a comparative descriptive case control study. It was applied on 60 hearing impaired children (cases) and 60 normal hearing children (controls) of the same age and gender. The age range was (3-8 years). The Egyptian Arabic Lip-reading Test was applied to all children. Results There was statistically significant difference between the total mean scores of the EALRT between normal and HI children. Conclusion The results of the study proved that normal children are better lip-readers than HI children of the matched age range.

Audiologic Evaluation of Deaf Children

1976 ◽  
Vol 41 (2) ◽  
pp. 256-267 ◽  
Author(s):  
Norman P. Erber ◽  
Christine M. Alencewicz
Keyword(s):  
Speech Perception ◽  
Pure Tone Audiometry ◽  
Test Battery ◽  
Hearing Impaired ◽  
Deaf Children ◽  
Canal Irrigation ◽  
Word Categorization ◽  
Age Range ◽  
Impaired Children ◽  
Hearing Impaired Children

This paper describes an audiologic test battery for hearing-impaired children which includes otoscopic examination, tympanometry, pure-tone audiometry, speech perception testing, and hearing aid evaluation. Several of the procedures and modifications to apparatus have been developed specifically for use with deaf children. Clinical data are presented from 160 hearing-impaired children (age range three-16 years). Eighteen percent of their ears were found to contain excessive cerumen and to require ear canal irrigation. The incidence of abnormal tympanograms was high for young children but decreased with increasing age. A simple auditory speech perception test designed for use with both severely and profoundly deaf children is described, which provides for evaluation of a child’s ability to recognize words, categorize them into stress patterns, or both. The children’s word recognition and word categorization scores were found to relate to their audiometric averages. The overall test battery is easy to administer and also is efficient, in that considerable audiologic information can be obtained quickly.

Changing the Attitudes of Non-Handicapped Children to the Mainstreaming of Hearing Impaired Children

1980 ◽  
Vol 4 (2) ◽  
pp. 40-42 ◽  
Author(s):  
Jeff Bailey
Keyword(s):  
Regular Education ◽  
Hearing Impaired ◽  
Deaf Children ◽  
Natural Setting ◽  
Careful Scrutiny ◽  
The Family ◽  
Current Concern ◽  
Special Concern ◽  
Impaired Children ◽  
Hearing Impaired Children

It is interesting to speculate on the concept of decision-making and change in education. A particularly appropriate trend in education which is worthy of careful scrutiny is the concept of ‘mainstreaming’ – a topic of current concern to educators and one which will be mentioned many times, no doubt, during this Conference. Of special concern in this paper is the question of the mainstreaming of hearing impaired children and the attitudes of the non-handicapped peers to the inclusion of deaf children in their class. As a brief preamble to the particular study under question, let us consider the multi-faceted nature of mainstreaming, together with some of the decisions which have to be made about this trend. Reynolds (1976) suggests that mainstreaming is ‘an enlargement of the stream of regular education … to accommodate children who present special needs.’ Clearly, mainstreaming is part of the wider trend of ‘normalization’. In his landmark book, The Futures of Children, Hobbs (1975) says that normalization implies that the handicapped person should be kept as close as possible to his natural setting and that the normal socializing agencies, the family, school and neighbourhood, should be used, rather than special agencies.

scholarly journals Strangers in the house? Communication between mothers and their hearing impaired children who sign

2000 ◽  
Vol 47 (1) ◽  
Author(s):  
Lavanithum Joseph ◽  
Erna Alant
Keyword(s):  
Family Relationships ◽  
Rating Scales ◽  
Survey Design ◽  
Well Being ◽  
Primary Phase ◽  
Hearing Impaired ◽  
Deaf Children ◽  
Schools For The Deaf ◽  
Impaired Children ◽  
Hearing Impaired Children

Many hearing impaired children rely on signing as a method of communication and are educated through this medium at school. While there is a paucity of information on the use of signing in the home, the impression in the literature is that these children are often unable to communicate through this medium in their homes. This has serious implications for family relationships as well as the personal well-being, educational success and social integration of the child. The present study explored the signing experience of 45 mothers of children in the junior primary phase at schools for the deaf in the Durban region of KwaZulu-Natal as a reflection of the use of signing within the home. A descriptive survey design, using two researcher administered questionnaires, was used to obtain information on the signing practice of mothers, exploring aspects related to the extent to which signing is used, the type of signing used and signing proficiency. The findings revealed mothers' signing skill to be inadequate in terms of their own assessment on rating scales and descriptions of their signing. They signed less frequently than their children did, using speech more often, and with the vast majority using simultaneous communication when they did sign. Signing ability was judged to be below that of their children, with sign vocabularies of between 0-50 words for 85% of the participants. It appears that sign learning by hearing parents of deaf children in this region needs to be actively promoted. The implications of these findings are discussed to address the communication needs of signing deaf children and their families within the South African context.

A Note on the Use of the Hiskey-Nebraska Test of Learning Aptitude with Deaf Children

1985 ◽  
Vol 16 (1) ◽  
pp. 53-57 ◽  
Author(s):  
Betty U. Watson ◽  
David E. Goldgar
Keyword(s):  
Hearing Impaired ◽  
Deaf Children ◽  
Wechsler Scales ◽  
Impaired Children ◽  
Hearing Impaired Children

This study examined the deaf norms of the Hiskey-Nebraska Test of Learning Aptitude (H-NTLA) (Hiskey, 1966) by comparing the distribution of scores obtained on the H-NTLA with those from the Wechsler Performance Scales (Wechsler, 1955, 1967, 1974) for the same hearing-impaired children. A correlation of .85 was found between the H-NTLA and the Wechsler Performance Scales; however, the H-NTLA yielded a greater number of subjects with extreme scores (i.e., scores <70 and > 119) than the Wechsler scales. These findings indicate the need for caution and convergent evidence in the interpretation of extreme H-NTLA scores in hearing-impaired children.

Effects of Stimulus Intensity on Speech Perception by Deaf Children

1977 ◽  
Vol 42 (2) ◽  
pp. 271-278 ◽  
Author(s):  
Norman P. Erber ◽  
Linda H. Witt
Keyword(s):  
Word Recognition ◽  
Stimulus Intensity ◽  
Stress Pattern ◽  
Hearing Impaired ◽  
Deaf Children ◽  
Word Perception ◽  
Severe Group ◽  
Stress Patterns ◽  
Impaired Children ◽  
Hearing Impaired Children

Ten monosyllabic, 10 trochaic, and 10 spondaic words were presented monaurally to 10 severely (70–95 dB HTL) and 10 profoundly (x0003E 95 dB HTL) hearing-impaired children at sensation levels (SL) ranging from near detection to near discomfort. Two methods were used to evaluate word perception as a function of stimulus intensity: the percentage of words recognized correctly and the percentage of words categorized correctly as to stress pattern. Both word-recognition and categorization scores reached maxima at 24–36 dB SL for the severe group, supporting previous results. For the profoundly deaf group, word-recognition scores were low regardless of SL, but their perception of the stress patterns of words improved as a function of increasing intensity, reaching maxima at 12–30 dB SL. The procedure and results described in this paper may be used by audiologists to help select optimal hearing aid volume settings for young hearing-impaired children.

scholarly journals Cochlear implant: Speech and language development in deaf and hard of hearing children following implantation

2011 ◽  
Vol 68 (4) ◽  
pp. 349-352 ◽  
Author(s):  
Sanja Ostojic ◽  
Sanja Djokovic ◽  
Nadezda Dimic ◽  
Branka Mikic
Keyword(s):  
Hearing Aids ◽  
Normal Hearing ◽  
Speech Development ◽  
Hearing Impaired ◽  
Deaf Children ◽  
Significant Difference ◽  
Abstract Words ◽  
Hearing Children ◽  
Impaired Children ◽  
Hearing Impaired Children

Bacground/Aim. Almost 200 cochlear implantations were done in the four centers (two in Belgrade, per one in Novi Sad and Nis) in Serbia from 2002 to 2009. Less than 10% of implantees were postlingually deaf adults. The vast majority, i.e. 90% were pre- and perilingually profoundly deaf children. The aim of this study was to assess the influence of improved auditory perception due to cochlear implantation on comprehension of abstract words in children as compared with hearing impaired children with conventional hearing aids and normal hearing children. Methods. Thirty children were enrolled in this study: 20 hearing impaired and 10 normal hearing. The vocabulary test was used. Results. The overall results for the whole test (100 words) showed a significant difference in favor of the normal hearing as compared with hearing impaired children. The normal hearing children successfully described or defined 77.93% of a total of 100 words. Success rate for the cochlear implanted children was 26.87% and for the hearing impaired children with conventional hearing aids 20.32%. Conclusion. Testing for abstract words showed a statistically significant difference between the cochlear implanted and the hearing impaired children with hearing aids (Mann- Whitney U-test, p = 0.019) implying considerable advantage of cochlear implants over hearing aids regarding successful speech development in prelingually deaf children.

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