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.

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.

scholarly journals COMPARISION OF ARTICULATION AMONG CHILDREN USING DIGITAL AND NON DIGITAL HEARING AIDS

2012 ◽  
Vol 29 (1-2) ◽  
Author(s):  
Shaista Majid
Keyword(s):  
Language Learning ◽  
Hearing Aids ◽  
Sampling Technique ◽  
Binaural Hearing ◽  
Hearing Impaired ◽  
Internal Variables ◽  
Digital Hearing Aids ◽  
Significant Difference ◽  
Impaired Children ◽  
Hearing Impaired Children

Hearing aids have been used successfully and efficiently for many decades for rehabilitation of hearing impaired children. In present era, advancement in technologies has brought varieties hearing aids that enable hearing impaired children to utilize their residual hearing efficiently for speech and language learning. Recently two types of hearing aids are available according to amplification circuitry, i.e. analog and digital. The present study was aimed at comparing articulation of children using digital hearing aids (DHA) with analog, the non-digital hearing aids (AHA) users. A sample of thirty Children with Hearing Impairment, fifteen DHA users and fifteen AHA users, with age range from 8 to 13 years was selected by purposive sampling technique to participate in the study. Picture Articulation Test with the subjective assessment technique was used to assess the articulation of children from speech sample taken in response to picture stimuli. The results showed that both groups of children with DHA and AHA demonstrated the presence of articulation errors. In children using DHA the intelligibility was significantly better than that of AHA users. Significantly children using AHA presented phonetic and phonological errors, but no significant difference found in articulation among male and female children, children with mono aural and binaural hearing aid fittings, and children with different amplification periods. A detailed analysis of articulation with a larger sample of children using both types of hearing aids with more considerations of external and internal variables is recommended in future to further clarify the issue

scholarly journals Production of Greek vowels by hearing-impaired children

2020 ◽  
Author(s):  
Elina Nirgianaki ◽  
Maria Bitzanaki
Keyword(s):  
Hearing Loss ◽  
Cochlear Implants ◽  
High Dimension ◽  
Normal Hearing ◽  
Hearing Impaired ◽  
Acoustic Characteristics ◽  
Significant Difference ◽  
Impaired Group ◽  
Impaired Children ◽  
Hearing Impaired Children

The present study investigates the acoustic characteristics of Greek vowels produced by hearing-impaired children with profound prelingual hearing loss and cochlear implants. The results revealed a significant difference between vowels produced by hearingimpaired children and those produced by normal-hearing ones in terms of duration. Stressed vowels were significantly longer than non-stressed for both groups, while F0, F1 and F2 did not differ significantly between the two groups for any vowel, with the exception of /a/, which had significantly higher F1 when produced by hearingimpaired children. Acoustic vowel spaces were similar for the two groups but shifted towards higher frequencies in the low-high dimension and somehow reduced in the front-back dimension for the hearing-impaired group.

Auditory-Only and Auditory-Visual Presentations of the Test of Auditory Comprehension of Language to Hearing-Impaired Children

1988 ◽  
Vol 19 (4) ◽  
pp. 349-351 ◽  
Author(s):  
Dale O. Robinson
Keyword(s):  
Hearing Loss ◽  
Presentation Mode ◽  
Visual Presentation ◽  
Hearing Impaired ◽  
Sensorineural Hearing ◽  
Auditory Comprehension ◽  
Mode Of Presentation ◽  
Significant Difference ◽  
Impaired Children ◽  
Hearing Impaired Children

This study examined whether the Test of Auditory Comprehension of Language (TACL) (Carrow, 1973) scores were significantly affected by mode of presentation. The TACL was presented to 32 children with moderate sensorineural hearing losses. Two groups of 16 children were matched for age, sex, and hearing loss and were given either an auditory-only or auditory-visual presentation of the TACL. No significant difference was found between mean TACL scores by presentation. Mode of presentation had no effect on the TACL scores for those children examined.

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 Positive effects of hearing and speech rehabilitation on lexical fund quality in hearing impaired children

2018 ◽  
Vol 75 (6) ◽  
pp. 576-581
Author(s):  
Ivana Maletic-Sekulic ◽  
Ivana Veselinovic ◽  
Ljiljana Jelicic ◽  
Mirjana Sijan-Gobeljic ◽  
Ninoslava Dragutinovic
Keyword(s):  
Cochlear Implants ◽  
Hearing Aids ◽  
Hearing Threshold ◽  
Hearing Impaired ◽  
Number Of Children ◽  
Positive Effects ◽  
Speech Rehabilitation ◽  
Significant Difference ◽  
Impaired Children ◽  
Hearing Impaired Children

Background/Aim. Initial experiences in rehabilitation of children with cochlear implants and frequent debates regarding the effects of their application have imposed the necessity to compare the effects of speech rehabilitation in children with hearing aids with those having cochlear implants. The aim of this study was to evaluate and compare the level of lexical development in hearing impaired children who are involved in the process of hearing and speech-language rehabilitation and who were amplified by hearing aids or cochlear implants. Methods. The sample consisted of 55 children aged 3?6 years, diagnosed with prelingual bilateral hearing impairment with a hearing threshold above 90 dB. All examined children had average intellectual abilities and no additonal impairments. The sample was divided into 2 groups: E1 group consisted of 30 children with cochlear implants and E2 group consisted of 25 children who were amplified by individual hearing aids. Research methodology included a Test of Vocabulary. The testing was performed individually. A year after the testing, a retest was done. Statistical analysis was performed using the SPSS v. 17 for Windows. Results. The largest number of children had average achievements on a Test of Vocabulary during initial testing. After a year (retest) significant improvements were noticed. A large number of children had above average achievements (46.7% in the E1 and 36% in the E2 group) while the number of children with below average achievements was significantly reduced (3.3% in the E1 and 8% in the E2). A comparative analysis of the test and those with gearing aids achievements showed that there was no statistically significant difference between children with cochlear implants and retest. Conclusion. Significant improvement of the achievements on retest in both groups can be explained by positive effects of systematic, planned, intensive and continuous rehabilitation of hearing impaired children, and not by application of certain type of hearing amplification.

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.

scholarly journals Awareness of parents of hearing-impaired children about the importance of speech-language therapeutic interventions

2021 ◽  
Vol 15 (2) ◽  
pp. 63-66
Author(s):  
Nazia Sheikh ◽  
Bareera Saeed ◽  
Atia Ur Rehman ◽  
Sikander Ghayas Khan ◽  
Maddhia Tufail
Keyword(s):  
Speech Therapy ◽  
Sampling Technique ◽  
Cross Sectional Study ◽  
Hearing Impaired ◽  
Therapeutic Interventions ◽  
Cross Sectional ◽  
Active Involvement ◽  
Parental Awareness ◽  
Impaired Children ◽  
Hearing Impaired Children

Background: The importance of parental involvement of hearing-impaired children in their child's speech therapy cannot be denied.  The current study aimed to determine parental awareness and involvement in the Speech-language therapeutic interventions of hearing-impaired children. Subjects and methods: This was a cross-sectional study design, and a purposive sampling technique was used. Data were collected from 45 parents (male=32, female=13) of hearing-impaired children whose children received speech therapy from special education centers and schools of Gujranwala. The duration of the study was nine months, from June 2019 to February 2020. A related questionnaire was developed with the literature, and expert opinions (Cronbach's α=0.894) were used to assess parental awareness and involvement in speech therapeutic interventions. Data entered and analyzed by SPSS version 23. Descriptive statistics were used to describe demographic variables (age, gender) of the participants. Frequency and percentage were used to access the awareness and involvement of the parents of hearing-impaired children. Results: Parental awareness survey showed that a total of 15 (33.3%) parents, both mother, and father, strongly agreed, and 24 (53.3%) agreed that speech therapy would be beneficial for their child. And results related to parents' involvement showed that 21 (46.7%) parents, both mother, and father, agreed, and 15 (33.3%) strongly agreed on their child's active involvement in speech therapy plans. Conclusions: The study concluded that most parents understand the importance of parental awareness and involvement in the therapeutic intervention of hearing-impaired children.

scholarly journals Development of Persian version of teachers’ evaluation of aural/oral performance of children scale

2020 ◽  
Author(s):  
Farzaneh Fatahi ◽  
Narjes Hajisadeghian ◽  
Fahimeh Hajiabolhassan ◽  
Farzaneh Zamiri Abdollahi ◽  
Shohreh Jalaie
Keyword(s):  
Real Life ◽  
Normal Hearing ◽  
Hearing Impaired ◽  
Face Validity ◽  
Functional Evaluation ◽  
Oral Performance ◽  
Significant Difference ◽  
The Face ◽  
Impaired Children ◽  
Hearing Impaired Children

Background and Aim: Teachers’ evaluation of aural/oral performance of children (TEACH) scale is one of the scales used for assessing hearing-impaired children’s behaviors in real-life environments, regardless of the degree of hearing loss. The aim of the present study was development, determining validity and reliabi­lity of the Persian TEACH (P-TEACH) in normal-hearing and hearing-impaired children. Methods: The TEACH scale was translated and cross-culturally adapted. After verifying the face validity of the scale, P-TEACH was performed on 40 normal-hearing and 42 hearing-impaired and its’ results were compared with the Persian parents' evaluation of aural/oral performance of children (P-PEACH). The test-retest reli­ability of P-TEACH was evaluated after two weeks on 10 subjects who were selected rando­mly. Results: Content validity index for item 3 was 0.8 and for others were 1. P-TEACH scores showed a significant difference between two groups (p < 0.001). There was a strong corre­lation between P-TEACH and P-PEACH scores (r = 0.59 to 0.87; p < 0.05). Cronbach's α for P-TEACH was 0.75 -0.98 for both groups. There was a significant correlation between children’s age and total score of P-TEACH in normal-hearing and hearing-impaired chil­dren (r = 0.40 and 0.41 respectively; p ≤ 0.001). There was a significant correlation between test and retest of P-TEACH (r = 0.87 to 0.97; < 0.001). Conclusion: P-TEACH is a well-adapted valid and reliable tool for functional evaluation of the auditory performance of hearing-impaired children. The study showed that the P-TEACH has a strong agreement with the P-PEACH. Keywords: Evaluation of aural/oral performance of children; hearing impairment; parents' evaluation of aural/oral performance of children; reliability; teachers; validity  

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