Carolina Picture Vocabulary Test: Validation with Hearing-Impaired Students

1989 ◽  
Vol 69 (1) ◽  
pp. 64-66 ◽  
Author(s):  
Marilyn Kline ◽  
Gary L. Sapp
Keyword(s):  
Test Scores ◽  
Hearing Impaired ◽  
Test Validation ◽  
Vocabulary Test ◽  
Picture Arrangement ◽  
Impaired Children ◽  
Performance Scale ◽  
Hearing Impaired Children ◽  
Hearing Impaired Students

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.

scholarly journals A STUDY TO EXPLORE PRESENCE OF SOCIAL SKILLS AMONG HEARING IMPAIRED STUDENTS

2019 ◽  
Keyword(s):  
Social Skills ◽  
Proper Time ◽  
Sampling Technique ◽  
Hearing Impaired ◽  
Survey Method ◽  
Statistical Measures ◽  
Significant Difference ◽  
Impaired Children ◽  
Hearing Impaired Children ◽  
Hearing Impaired Students

Present study attempted to explore presence of social skills among hearing impaired students taking education from government special education schools and to compare different level of social skills based on different demographic variables. It is a descriptive study in nature and survey method is used to collect the data. Population of study is hearing impaired children living in division Faisalabad and Lahore. Sample of N=200 hearing impaired students are selected through convenient sampling technique. Responses of social skills are taken from mothers as mothers have better knowledge of proficiencies of their hearing impaired children’s social skills. Children’s age group was 05-20 years. Age range of mothers was 25-55 years. Social skills checklist was used to as tool of the study for collection of data. It is a mixed method approach and statistical measures were made via frequency distribution, t-test and ANOVA. Results of current study clearly depicted that 82% hearing impaired students have low level of social skills and 18% hearing impaired students have best level of social skills. Current study also find out that there is significant difference in social skills of students on the basis of living area and children age and there is no significant difference in presence of social skills in hearing impaired students based on mother’s working status (house wife and job holders) and mothers education level. Study also demonstrated that there was positive correlation among presence of social skills in hearing impaired students and their age. The study concluded that teachers should focus on individual differences while teaching social skills to hearing impaired children and should adopt different teaching methods and teaching strategies for every student. It was also recommended that job holder mothers should manage their time table and must spare their proper time for their special children to make them beneficial and socially adjusted child of community.

Local Programs for Gifted and Talented Hearing Impaired Students

1979 ◽  
Vol 10 (3) ◽  
pp. 191-194 ◽  
Author(s):  
Ellen Sarnecky ◽  
Ted Michaud
Keyword(s):  
Hearing Loss ◽  
Metropolitan Area ◽  
Gifted And Talented ◽  
Support Services ◽  
Hearing Impaired ◽  
Intellectual Ability ◽  
Provision Of Services ◽  
Impaired Children ◽  
Hearing Impaired Children ◽  
Hearing Impaired Students

Handicapping conditions which affect communication, such as a hearing loss, make the identification, diagnosis, and provision of services to gifted and talented handicapped students difficult. A hearing loss has no effect on intellectual ability but it is difficult to determine the presence of creativity in hearing impaired children. A survey of programs in the Washington, D.C. Metropolitan area was conducted and several areas of need were found. Returns showed that programs and support services necessary to meet the unique needs of gifted and talented hearing impaired students were limited.

Neuropsychologic Function of Children with Severe Hearing Impairment

1975 ◽  
Vol 18 (4) ◽  
pp. 634-652 ◽  
Author(s):  
James J. Wilson ◽  
Isabelle Rapin ◽  
Barbara C. Wilson ◽  
Frances Victor Van Denburg
Keyword(s):  
Hearing Loss ◽  
Brain Damage ◽  
Visual Memory ◽  
Brain Dysfunction ◽  
Hearing Impaired ◽  
Motor Deficits ◽  
Medical Study ◽  
Impaired Children ◽  
Performance Scale ◽  
Hearing Impaired Children

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.

scholarly journals A STUDY TO EXPLORE PRESENCE OF SOCIAL SKILLS AMONG HEARING IMPAIRED STUDENTS

2019 ◽  
Vol 2 (02) ◽  
pp. 01-09
Author(s):  
Abid Masood Khan
Keyword(s):  
Social Skills ◽  
Proper Time ◽  
Sampling Technique ◽  
Hearing Impaired ◽  
Survey Method ◽  
Statistical Measures ◽  
Significant Difference ◽  
Impaired Children ◽  
Hearing Impaired Children ◽  
Hearing Impaired Students

Present study attempted to explore presence of social skills among hearing impaired students taking education from government special education schools and to compare different level of social skills based on different demographic variables. It is a descriptive study in nature and survey method is used to collect the data. Population of study is hearing impaired children living in division Faisalabad and Lahore. Sample of N=200 hearing impaired students are selected through convenient sampling technique. Responses of social skills are taken from mothers as mothers have better knowledge of proficiencies of their hearing impaired children’s social skills. Children’s age group was 05-20 years. Age range of mothers was 25-55 years. Social skills checklist was used to as tool of the study for collection of data. It is a mixed method approach and statistical measures were made via frequency distribution, t-test and ANOVA. Results of current study clearly depicted that 82% hearing impaired students have low level of social skills and 18% hearing impaired students have best level of social skills. Current study also find out that there is significant difference in social skills of students on the basis of living area and children age and there is no significant difference in presence of social skills in hearing impaired students based on mother’s working status (house wife and job holders) and mothers education level. Study also demonstrated that there was positive correlation among presence of social skills in hearing impaired students and their age. The study concluded that teachers should focus on individual differences while teaching social skills to hearing impaired children and should adopt different teaching methods and teaching strategies for every student. It was also recommended that job holder mothers should manage their time table and must spare their proper time for their special children to make them beneficial and socially adjusted child of community.

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.

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