Implementation of Differential Reinforcement of Other Behavior (DRO) with Digital Video Assistance to Reduce Maladaptive Behavior in Deaf Children

Case Study: Use of Differential Reinforcement to Suppress Self-Injurious and Aggressive Behavior

Psychological Reports ◽

10.2466/pr0.1976.39.3.843 ◽

1976 ◽

Vol 39 (3) ◽

pp. 843-849 ◽

Cited By ~ 31

Author(s):

Fred Frankel ◽

Debra Moss ◽

Susan Schofield ◽

James Q. Simmons

Keyword(s):

Aggressive Behavior ◽

Differential Reinforcement ◽

Maladaptive Behavior ◽

Initial Values ◽

Time Out

A program of differential reinforcement of other behavior was employed to reduce the rates of aggression and head-banging in a 6-yr., 8-mo.-old profoundly retarded female. Whereas, two different time-out procedures were not associated with stable decreases in aggressive behavior, this program was associated with immediate and dramatic decreases in aggression and head-banging. The present results suggest that (a) initial values of such programs may be situation-specific and (b) either the procedure or the inclusion of contingencies for all maladaptives within one program may be superior to a time-out program which focuses on a subset of all maladaptive behavior.

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Equivalent Noise Dose Obtained Through Hearing Aids in the Classrooms of Hearing-Impaired Children

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.2103.147 ◽

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.

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Evaluation of Special Hearing Aids for Deaf Children

Journal of Speech and Hearing Disorders ◽

10.1044/jshd.3604.527 ◽

1971 ◽

Vol 36 (4) ◽

pp. 527-537 ◽

Cited By ~ 1

Author(s):

Norman P. Erber

Keyword(s):

Hearing Aids ◽

High Frequency ◽

Hearing Aid ◽

Low Frequency ◽

Acoustic Stimulation ◽

Deaf Children ◽

Frequency Range ◽

Frequency Limit ◽

Unpublished Studies ◽

Published Research

Two types of special hearing aid have been developed recently to improve the reception of speech by profoundly deaf children. In a different way, each special system provides greater low-frequency acoustic stimulation to deaf ears than does a conventional hearing aid. One of the devices extends the low-frequency limit of amplification; the other shifts high-frequency energy to a lower frequency range. In general, previous evaluations of these special hearing aids have obtained inconsistent or inconclusive results. This paper reviews most of the published research on the use of special hearing aids by deaf children, summarizes several unpublished studies, and suggests a set of guidelines for future evaluations of special and conventional amplification systems.

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The Use of Real-Time Visual Displays of Speech in the Training of a Profoundly Deaf, Nonspeaking Child: A Case Report

Journal of Speech and Hearing Disorders ◽

10.1044/jshd.3603.397 ◽

1971 ◽

Vol 36 (3) ◽

pp. 397-409 ◽

Cited By ~ 10

Author(s):

Rachel E. Stark

Keyword(s):

Case Report ◽

Real Time ◽

Speech Production ◽

Behavior Problem ◽

Deaf Children ◽

Developmental Sequence ◽

Visual Displays ◽

Individual Instruction ◽

Academic Record ◽

Extract Information

Real-time amplitude contour and spectral displays were used in teaching speech production skills to a profoundly deaf, nonspeaking boy. This child had a visual attention problem, a behavior problem, and a poor academic record. In individual instruction, he was first taught to produce features of speech, for example, friction, nasal, and stop, which are present in vocalizations of 6- to 9-month-old infants, and then to combine these features in syllables and words. He made progress in speech, although sign language and finger spelling were taught at the same time. Speech production skills were retained after instruction was terminated. The results suggest that deaf children are able to extract information about the features of speech from visual displays, and that a developmental sequence should be followed as far as possible in teaching speech production skills to them.

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