scholarly journals CLASSROOM SOCIAL BEHAVIOR OF HEARING IMPAIRED CHILDREN

2011 ◽  
Vol 28 (2) ◽  
Author(s):  
Shaista Majid
Keyword(s):  
Social Behavior ◽  
Hearing Impairment ◽  
Social Life ◽  
Hearing Impaired ◽  
Group Activities ◽  
The Social ◽  
Research Findings ◽  
Observation Method ◽  
Impaired Children ◽  
Hearing Impaired Children

social adaption, long-term relationships, and the development of cognition, emotion and personality in unique and important ways. Children with hearing impairment often have some degree of language and/or speech delay, which is a major factor affecting their social interaction with peers. The present research was aimed at the study of classroom social behavior of hearing impaired children at primary level. The research was descriptive and direct observation method was used to identify the positive and negative social behavior of hearing impaired children exhibited in the classroom and at playground. 50 hearing impaired children including male and female studying in classes I to V of special education centers for children with hearing impairment at Islamabad were selected randomly. A checklist was used to identify the social behavior. The items were developed on the indicators of classroom social behavior of hearing impaired children such as respect of elders, sharing, rebel, aggressive behavior, cooperation, fighting, calm and quiet, follow the instructions, teasing others, and friendly etc.On the basis of research findings it was concluded that most of hearing impaired children respect their elders, remain calm and quite during lesson, do not share their things with other students, do not rebel during lesson. Most of them cooperate with others during group activities, stay away from fighting during group activities, and follow the rules in playing group games. Some of them get angry when other students distract them from their studies, do not tease their friends. The male children immediately become frustrated when they can’t solve a problem and become aggressive (violent) when something goes against their will.It was recommended that creating awareness of classroom social behavior in hearing impaired children can change their behavior positively. Moreover, hearing impaired children should be motivated and encouraged to move in a positive social life.

Comparison of Scores of Hearing-Impaired Children on the Vineland Adaptive Behavior Scales and the Vineland Social Maturity Scale

1986 ◽  
Vol 59 (2) ◽  
pp. 635-639 ◽  
Author(s):  
Tom Altepeter ◽  
Eileen M. Moscato ◽  
Jack A. Cummings
Keyword(s):  
Adaptive Behavior ◽  
Hearing Impaired ◽  
Vineland Adaptive Behavior Scales ◽  
Social Maturity ◽  
The Social ◽  
Impaired Children ◽  
A Current ◽  
Vineland Adaptive Behavior ◽  
Hearing Impaired Children

A study comparing the Vineland Adaptive Behavior Scales with the original Vineland Social Maturity Scale was conducted with a sample of 37 hearing-impaired children. A brief discussion of the literature showed a current lack of instrumentation for assessing adaptive behavior of such children. Correlations of scores on the two scales were significant and positive. Comparisons of mean standard scores indicated that the Social Maturity Scale yielded significantly higher standard scores than the Adaptive Behavior Scales.

Anticipatory Coarticulation in the Speech of Profoundly Hearing-Impaired and Normally Hearing Children

1991 ◽  
Vol 34 (6) ◽  
pp. 1276-1285 ◽  
Author(s):  
Robin S. Waldstein ◽  
Shari R. Baum
Keyword(s):  
Hearing Impairment ◽  
Speech Production ◽  
Matched Control ◽  
Hearing Impaired ◽  
Control Subjects ◽  
Hearing Children ◽  
Impaired Children ◽  
Hearing Impaired Children

The present study investigated the extent of anticipatory coarticulation in the speech of five 7-year-old and four 10-year-old children with profound prelingual hearing impairment as compared to normally hearing age-matched control subjects. Ten tokens each of the CV syllables L[∫i, ∫u, ti, tu, ki, ku] were elicited from each of the children. Both temporal and spectral (centrold and F2 frequency) analyses were conducted to explore the influence of the following vocalic environment on the initial consonants. The data indicated that the hearing-impaired children displayed evidence of coarticulation on most measures, but they did so to a lesser degree when compared to the normally hearing children. The results are discussed in relation to theories of speech production in the hearing impaired, and their implications for the development of coarticulation are considered.

Perceptions of Hearing Impairment Held by School Personnel

1981 ◽  
Vol 12 (3) ◽  
pp. 168-177 ◽  
Author(s):  
Julia M. Davis ◽  
Neil T. Shepard ◽  
Patricia G. Stelmachowicz ◽  
Michael P. Gorga
Keyword(s):  
Public School ◽  
Hearing Impairment ◽  
School Personnel ◽  
Hearing Impaired ◽  
Service Needs ◽  
Preservice Training ◽  
Teachers Of The Deaf ◽  
Service Training ◽  
Impaired Children ◽  
Hearing Impaired Children

Public school personnel were surveyed regarding their perceptions of the effects of hearing impairment on behavior and achievement, and their own needs for in-service training on that topic. Results of the survey suggest that the personnel most likely to provide local in-service training (speech-language pathologists and teachers of the deaf) differ significantly in their view of hearing-impaired children and their needs. Furthermore, in-service needs appear to differ significantly for various groups of professionals, indicating the necessity of knowledge about their preservice training and their current contacts with hearing-impaired children if in-service training is to be beneficial.

scholarly journals Effects of a prosody rehabilitation program on expression of affect in preschool children with hearing impairment: a randomized trial

2021 ◽  
Vol 37 (1) ◽  
Author(s):  
Ossama A. Sobhy ◽  
Rania M. Abdou ◽  
Sara M. Ibrahim ◽  
Nesrine H. Hamouda
Keyword(s):  
Hearing Impairment ◽  
Treatment Program ◽  
Rehabilitation Program ◽  
Hearing Impaired ◽  
Case Group ◽  
Link Type ◽  
Group B ◽  
Impaired Children ◽  
Post Therapy ◽  
Hearing Impaired Children

Abstract Background Children with hearing impairment are deprived of their source of linguistic input which in turn leads to linguistic and prosodic deficits that negatively affect language and social development. Linguistic aspects other than prosody have received considerable attention in studies concerned with hearing-impaired children with little literature addressing how to improve their affective prosodic deficits. The aim of the current study is to adapt and apply the “prosody treatment program” and detect the effect of prosodic rehabilitation on affect production and language development in Egyptian hearing-impaired children. This study was conducted on 21 children with sensorineural hearing loss. The subjects were randomly divided into two groups, group A (cases) and group B (control) by block randomization. The subjects of the study were evaluated pre and post-therapy by a protocol for assessment of their prosodic skills using subjective and objective measures. Both groups received the usual auditory and language rehabilitation therapy. The case group additionally received rehabilitation for prosody using the “prosody treatment program” for 3 months. Results Results showed a statistically significant improvement in the subjective scores and most of the objective scores of the assessed affective prosodic skills when comparing pre-therapy and post-therapy scores in the cases group, and when comparing both studied groups post-therapy. Conclusions Prosodic training has an additional benefit evident in improving affective prosodic skills of hearing-impaired children compared to conventional therapy alone with a positive effect on their linguistic development. Trial registration The trial is registered at www.clinicaltrials.govNCT04691830. Registered under the name “Adaptation of a Rehabilitation Program for Prosody and its Application on Egyptian Hearing Impaired Children”. Retrospectively registered:

scholarly journals Academic Performance of Hearing Impaired Children Who Received Early Intervention

2021 ◽  
pp. 227-234
Author(s):  
Amin Fatima Choudhry ◽  
Hafiza Shabnum Noor ◽  
Rabia Shahid ◽  
Tehreem Mukhtar ◽  
Syeda Mariam Zahra ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Academic Performance ◽  
Early Intervention ◽  
Sensorineural Hearing Loss ◽  
Hearing Impairment ◽  
Hearing Aids ◽  
Hearing Impaired ◽  
Sensorineural Hearing ◽  
Impaired Children ◽  
Hearing Impaired Children

Aims: This study aims to assess the academic performance of children with hearing impairment who received early intervention in Lahore. Study Design:  Cross sectional survey design was used. Place and Duration of Study: Data was collected from Special Institute/School; Hamza foundation academy Lahore, Pakistan for the duration of six months from March 2021 to September 2021. Methodology: 97 students with moderate to severe sensorineural hearing loss children (aged in between 4 to 12), using hearing aids (HA’s) and cochlear implant (CI) were included by using purposive sampling technique. Hearing impaired children with other than sensorineural hearing loss and children who didn’t receive early intervention (hearing aids/implants or speech therapy) were excluded from this study. Results: It was found that 97 children with hearing impairment achieved significantly in their test score (80 to 99%) across English, Science, and Mathematics as compared to Urdu and Islamiyat (70 to 79%) after the implementation of intervention strategies. Conclusion: The study conclude that, while children with hearing impairment faced struggle in some areas of academics which includes listening and imitation in subjects like Urdu (structure of words) and Islamiyat (due to Arabic talafuz), their  academic performance in Math, English, and Science is higher with overall achieved percentage between  80 to 99%.

scholarly journals IPads Enhance Social Interaction Skills among Hearing-Impaired Children of Low Income Families in Saudi Arabia

2015 ◽  
Vol 8 (12) ◽  
pp. 167
Author(s):  
Raja Omar Bahatheg
Keyword(s):  
Saudi Arabia ◽  
Social Interaction ◽  
Low Income ◽  
Hearing Impaired ◽  
The Social ◽  
Low Income Families ◽  
Social Interaction Skills ◽  
Impaired Children ◽  
Interaction Skills ◽  
Hearing Impaired Children

<p class="apa">This research tries to investigate the technical contribution on improving the social interaction of hearing-impaired children from low income families in Saudi Arabia. It compares the social interaction skills of hearing-impaired children who do and do not have access to IPads. To achieve the goals of the study; seventeen children aged five-years-old were given access for the first time to iPads to enhance their social skills.</p><p class="apa">The researcher downloaded 10 educational games on to the iPads and gave each family one iPad whom their child was required to play with the iPad for three hours daily. The researcher used the Child’s Social Interaction Scale CSIS as a pre- or post-application measurement to assess the hearing-impaired children’s social interaction skills.</p><p class="apa">Results of the study showed that hearing-impaired children can make all behaviours that are essential to successful social interaction. Also, these children become more sociable, saying thank you, apologising to others, following rules and waiting for a turn. In light of the results, the researcher recommended commercial companies who create games for children to pay attention to hearing-impaired children and develop techniques to help them play with these games in order to develop their interaction social skills alongside normally hearing children.</p>

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