A Model for Teaching Parents of Young Hearing-Impaired Children Total Communication in the Home—Project RITCH

1988 ◽  
Vol 133 (4) ◽  
pp. 289-293
Author(s):  
Susan Watkins ◽  
Thomas C. Clark
Keyword(s):  
Hearing Impaired ◽  
Total Communication ◽  
Impaired Children ◽  
Hearing Impaired Children

Measuring Creativity through Computer Graphics of Hearing-Impaired Children

1983 ◽  
Vol 57 (3) ◽  
pp. 943-950 ◽  
Author(s):  
Susan Rose ◽  
Manjula Waldron ◽  
William Kolomyjec
Keyword(s):  
Computer Graphics ◽  
Educational Programs ◽  
Hearing Impaired ◽  
Educational Setting ◽  
Communication Mode ◽  
Computer Terminal ◽  
Total Communication ◽  
Impaired Children ◽  
Hearing Impaired Children

The purpose of this study was to investigate variables affecting visual creativity of 31 hearing-impaired children through the medium of computer graphics. These children ranged in age from 8.0 to 15.9 yr. 16 subjects attended total-communication educational programs and 15 subjects attended aural/oral classes. Each subject worked independently at a computer terminal equipped with a graphics menu developed for a subject's use. Hardcopy printouts of four images per subject were evaluated for creativity, aesthetics, and imagery. Analysis suggested that creativity among hearing-impaired children is influenced by age and communication mode used in the educational setting.

Benefits of Total Communication as Perceived by Parents of Hearing-Impaired Children

1985 ◽  
Vol 16 (1) ◽  
pp. 64-74 ◽  
Author(s):  
Arlene M. Matkin ◽  
Noel D. Matkin
Keyword(s):  
Hearing Aid ◽  
School Setting ◽  
Hearing Impaired ◽  
Day School ◽  
Parent Questionnaire ◽  
Hearing Aid Use ◽  
Total Communication ◽  
The Impact ◽  
Impaired Children ◽  
Hearing Impaired Children

Responses to a parent questionnaire served as the basis for assessing the impact of Total Communication (TC) upon social, emotional, and educational growth, as well as upon speeehreading, and speech and hearing aid use. This study was restricted to parents whose hearing-impaired children had initially been enrolled in an aural/oral program for a minimum of 2 years and then subsequently had been in a TC class in a day school setting for at least 2 years. Results indicate a significant correlation between parents' overall perception as to the benefits of TC and their perception of their children's educational and emotional growth. Further, most parents did not perceive the use of TC as adversely affecting speechreading, speech production, or hearing aid use.

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.

Direct Measurement of the Listening of Hearing-Impaired Children

1970 ◽  
Vol 13 (1) ◽  
pp. 65-73 ◽  
Author(s):  
Mary Mira
Keyword(s):  
Direct Measurement ◽  
Continuous Measurement ◽  
Hearing Impaired ◽  
Reinforcement System ◽  
School Aged Children ◽  
Conjugate Reinforcement ◽  
Impaired Children ◽  
Hearing Impaired Children

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.

Underlying Structure of Auditory-Visual Consonant Perception by Hearing-Impaired Children and the Influences of Syllabic Compression

1988 ◽  
Vol 31 (2) ◽  
pp. 156-165 ◽  
Author(s):  
P. A. Busby ◽  
Y. C. Tong ◽  
G. M. Clark
Keyword(s):  
Hearing Aids ◽  
Free Field ◽  
Acoustic Parameter ◽  
Hearing Impaired ◽  
Visual Signal ◽  
Underlying Structure ◽  
Choice Procedure ◽  
Release Times ◽  
Impaired Children ◽  
Hearing Impaired Children

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.

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