scholarly journals Communication, symbolic play, and play-extension in pre-school, hearing-impaired children

1983 ◽  
Vol 30 (1) ◽  
pp. 41-48
Author(s):  
Denise E. Segal
Keyword(s):  
Hearing Impaired ◽  
Symbolic Play ◽  
Future Research ◽  
Communication Modalities ◽  
Hearing Children ◽  
Theoretical Issues ◽  
Play Materials ◽  
Impaired Children ◽  
Hearing Impaired Children

The relation between play and communication was investigated in a sample of congenitally hearing-impaired, pre-school children. A sample of hearing children served as a guide for the 'normal' course of development. The children's use of their communication modalities during play and particularly play-extension, or the ability to extend beyond the immediacy of the play materials, was assessed. The same children had been assessed previously in terms of symbolic and non-symbolic play activities independent of communication. These findings served as a baseline for the present study. An observational and ethologically-based approach was adopted, with performance emphasized. Results indicated that the hearing-impaired children attained no 'move away from' the immediate play context although they used communication during play. Findings are discussed in the light of theoretical issues pertaining to the relationship between language and cognition, the role of gesture, and an oral-aural approach versus sign language. Clinical suggestions and implications for future research are offered.

Intelligibility of Modified Speech for Young Listeners With Normal and Impaired Hearing

2002 ◽  
Vol 45 (5) ◽  
pp. 1027-1038 ◽  
Author(s):  
Rosalie M. Uchanski ◽  
Ann E. Geers ◽  
Athanassios Protopapas
Keyword(s):  
Speech Processing ◽  
Normal Hearing ◽  
Hearing Impaired ◽  
Processing Conditions ◽  
Impaired Hearing ◽  
Slowing Down ◽  
Listening In Noise ◽  
Hearing Children ◽  
Impaired Children ◽  
Hearing Impaired Children

Exposure to modified speech has been shown to benefit children with languagelearning impairments with respect to their language skills (M. M. Merzenich et al., 1998; P. Tallal et al., 1996). In the study by Tallal and colleagues, the speech modification consisted of both slowing down and amplifying fast, transitional elements of speech. In this study, we examined whether the benefits of modified speech could be extended to provide intelligibility improvements for children with severe-to-profound hearing impairment who wear sensory aids. In addition, the separate effects on intelligibility of slowing down and amplifying speech were evaluated. Two groups of listeners were employed: 8 severe-to-profoundly hearingimpaired children and 5 children with normal hearing. Four speech-processing conditions were tested: (1) natural, unprocessed speech; (2) envelope-amplified speech; (3) slowed speech; and (4) both slowed and envelope-amplified speech. For each condition, three types of speech materials were used: words in sentences, isolated words, and syllable contrasts. To degrade the performance of the normal-hearing children, all testing was completed with a noise background. Results from the hearing-impaired children showed that all varieties of modified speech yielded either equivalent or poorer intelligibility than unprocessed speech. For words in sentences and isolated words, the slowing-down of speech had no effect on intelligibility scores whereas envelope amplification, both alone and combined with slowing-down, yielded significantly lower scores. Intelligibility results from normal-hearing children listening in noise were somewhat similar to those from hearing-impaired children. For isolated words, the slowing-down of speech had no effect on intelligibility whereas envelope amplification degraded intelligibility. For both subject groups, speech processing had no statistically significant effect on syllable discrimination. In summary, without extensive exposure to the speech processing conditions, children with impaired hearing and children with normal hearing listening in noise received no intelligibility advantage from either slowed speech or envelope-amplified speech.

scholarly journals A comparison of maternal and child language in normally-hearing and hearing-impaired children with cochlear implants

2016 ◽  
Vol 7 (2) ◽  
pp. 145-179 ◽  
Author(s):  
Liesbeth Vanormelingen ◽  
Sven De Maeyer ◽  
Steven Gillis
Keyword(s):  
Cochlear Implant ◽  
Cochlear Implants ◽  
Hearing Impaired ◽  
Expressive Vocabulary ◽  
Vocabulary Size ◽  
Input And Output ◽  
Hearing Status ◽  
Hearing Children ◽  
Impaired Children ◽  
Hearing Impaired Children

The present study examines the amount of input and output in congenitally hearing-impaired children with a cochlear implant (CI) and normally-hearing children (NH) and their normally-hearing mothers. The aim of the study was threefold: (a) to investigate the input provided by the two groups of mothers, (b) to investigate the output of the two groups of children, and (c) to investigate the influence of the mothers’ input on child output and expressive vocabulary size. Mothers are less influenced by their children’s hearing status than the children are: CI children are more talkative and slower speakers. Mothers influenced their children on most parameters, but strikingly, it was not maternal talkativeness as such, but the number of maternal turns that is the best predictor of a child’s expressive vocabulary size.

scholarly journals Language development of a group of hearing impaired children

1970 ◽  
Vol 17 (1) ◽  
Author(s):  
Alida M.U. Laubscher
Keyword(s):  
Time Lag ◽  
Hearing Impaired ◽  
Developmental Trend ◽  
Hearing Level ◽  
Particle Displacement ◽  
Hearing Children ◽  
Verb Inflections ◽  
Age Range ◽  
Impaired Children ◽  
Hearing Impaired Children

Spoken samples of language from a group of ten hearing impaired children were analysed with respect to development of occurrence of verb tenses and verb inflections, the development of the kernel sentence and four transformations: conjunction, particle displacement, auxiliary "have" and pronoun. The language samples represented an age range of five—three to nine—seven years. The mean hearing level of the ten subjects, in the better ear was 76dB I.S.O. From the results obtained, general conclusions seem to emerge. Firstly, the earliest acquired verb tense is the present, followed by, or appearing concurrently with, the present progressive. Secondly, the kernel sentence is correctly used at an early age by some children. As age increases, so does the percentage of children using the kernel sentence. From approximately seven years of age, more transformations are used. The transformations conjunction and particle displacement indicated a clear developmental trend towards greater complexity. The conjunction and pronoun transformations were used by a greater percentage of children. The transformation auxiliary "have" appeared much later and less frequently. These developmental trends show strong similarities to the trends observed in normal hearing children by other investigators. There is, however, a time lag in that the hearing impaired children develop these features at a later age and over a longer period of time.

scholarly journals Communicative indicators, motor and cognitive development of hearing-impaired children

2016 ◽  
Vol 26 (1) ◽  
pp. 54
Author(s):  
Érica Endo Amemiya ◽  
Alexandra Dezani Soares ◽  
Brasilia Maria Chiari
Keyword(s):  
Child Development ◽  
Standardized Tests ◽  
Age Groups ◽  
Hearing Impaired ◽  
Typical Development ◽  
Impaired Child ◽  
Hearing Children ◽  
Impaired Children ◽  
Two Age Groups ◽  
Hearing Impaired Children

Introduction: For the assessment of child development in the deaf is effective protocols are needed for this population, as in Brazil, standardized tests for these children are still scarce 4.5. Thus, emphasis is placed on studying child development in deaf so that therapeutic and educational approaches are contemplated in accordance with the needs of each child. Objective:  Analyze the performance of children with hearing defi cit in different areas: Communications-Issue, Communication-reception, aspects Motors and Cognitive Aspects of Language. Methods: We have carried out a comparative study in an institutional clinic with 109 children, divided into 60 hearing individuals with typical development and 49 with hearing loss, severe to profound. The performance index was calculated for each child in these four domains. The index was analysed according to the equation: (number of responses in each area / number of assessed behaviours) x100. Results: In all age groups, hearing-impaired children had a smaller performance when compared to hearing children in the Communication – Emission domain. The Communication-Reception domain showed signifi cant differences (p < 0.05) from the 12-to-23-months to the 60-to-71-months age groups. The Cognitive Aspects domain demonstrated a signifi cant difference (p < 0.01) between hearing-impaired and hearing children aged 24 to 35 months and onwards. Motor Aspects only had a signifi cant difference (p < 0.01) in the last two age groups, 48-59 months and 60-71 months. The signifi cance level was 5%. Conclusion:  In all age groups, hearing-impaired children’s performance was worse when compared to hearing children. The intervention made by health professionals ought to take place as soon as possible in order to develop the cognitive, motor and language skills of the hearing-impaired child.

Performance of Young Hearing-Impaired Children on a Test of Basic Concepts

1974 ◽  
Vol 17 (3) ◽  
pp. 342-351 ◽  
Author(s):  
Julia Davis
Keyword(s):  
Hard Of Hearing ◽  
Item Analysis ◽  
Hearing Impaired ◽  
Time Concepts ◽  
Part Time ◽  
Basic Concepts ◽  
Hearing Children ◽  
Space Concepts ◽  
Impaired Children ◽  
Hearing Impaired Children

The Boehm Test of Basic Concepts was administered to 24 hard-of-hearing children and 24 normally hearing children, who ranged in age from six to eight years. The hearing-impaired children were enrolled at least part time in regular public school classrooms. Their responses were analyzed according to age level and degree of hearing loss and compared to norms for normal-hearing children. Results indicate significant differences in knowledge of the concepts tested between children with milder losses and those with moderately severe losses, but no significant differences between younger and older hearing-impaired children. Percentile rankings of raw scores revealed that 75% of the hard-of-hearing children scored at or below the 10th percentile when compared to norms for hearing children their age or younger. Item analysis of the responses indicated poorest performance on time concepts, followed by quantity, miscellaneous, and space concepts, in that order.

Hearing-Impaired Children’s Comprehension and Production of Syntax in Oral Language

1973 ◽  
Vol 16 (1) ◽  
pp. 12-21 ◽  
Author(s):  
Lucille McKinney Pressnell
Keyword(s):  
Oral Language ◽  
Hearing Impaired ◽  
Contributing Factors ◽  
Normal Children ◽  
Auditory Cues ◽  
Verb Constructions ◽  
Oral Language Skills ◽  
Hearing Children ◽  
Impaired Children ◽  
Hearing Impaired Children

The acquisition and development of syntax in oral language for 47 congenitally hearing-impaired children between the ages of five years and 13 years, three months, was compared with that of normal children. The Northwestern Syntax Screening Test was administered and a 50-sentence spontaneous-language sample was scored and analyzed. In addition to the significant differences found in the rate of acquisition of syntax in favor of the normal children, some differences were found in the sequential order of development for particular verb constructions. The investigator hypothesized that such differences were related to the teaching order in the classroom and to the degree of visual-auditory cues inherent in the language constructions for the hearing-impaired children. Information from the case histories was used in an attempt to identify the factors contributing to the development of syntax for the hearing-impaired subjects. Of the six factors considered, only chronologic age and severity of hearing impairment were identified as contributing factors for these subjects. However, those hearing-impaired children who have achieved good oral language skills would be attending schools with hearing children and, therefore, were not represented in this study.

scholarly journals Comparison between lip-reading ability in normal and hearing impaired children

QJM ◽  
2020 ◽  
Vol 113 (Supplement_1) ◽  
Author(s):  
A M Saad ◽  
M A Hegazi ◽  
M S Khodeir
Keyword(s):  
Speech Perception ◽  
Reading Ability ◽  
Sensory Modality ◽  
Normal Hearing ◽  
Hearing Impaired ◽  
Lip Reading ◽  
Hearing Children ◽  
Age Range ◽  
Impaired Children ◽  
Hearing Impaired Children

Abstract Background Lip-reading is considered an important skill which varies considerably among normal hearing and hearing impaired (HI) children. It helps HI children to perceive speech, acquire spoken language and acquire phonological awareness. Speech perception is considered to be a multisensory process that involves attention to auditory signals as well as visual articulatory movements. Integration of auditory and visual signals occurs naturally and automatically in normal individuals across all ages. Many researches suggested that normal hearing children use audition as the primary sensory modality for speech perception, whereas HI children use lip-reading cues as the primary sensory modality for speech perception. Aim of the Work The aim of this study is to compare the lip-reading ability between normal and HI children. Participants and methods This is a comparative descriptive case control study. It was applied on 60 hearing impaired children (cases) and 60 normal hearing children (controls) of the same age and gender. The age range was (3-8 years). The Egyptian Arabic Lip-reading Test was applied to all children. Results There was statistically significant difference between the total mean scores of the EALRT between normal and HI children. Conclusion The results of the study proved that normal children are better lip-readers than HI children of the matched age range.

The Relation Between Stimulus Context, Speech Audibility, and Perception for Normal-Hearing and Hearing-Impaired Children

2000 ◽  
Vol 43 (4) ◽  
pp. 902-914 ◽  
Author(s):  
Patricia G. Stelmachowicz ◽  
Brenda M. Hoover ◽  
Dawna E. Lewis ◽  
Reinier W. L. Kortekaas ◽  
Andrea L. Pittman
Keyword(s):  
Young Children ◽  
Logistic Function ◽  
Normal Hearing ◽  
Hearing Impaired ◽  
Stimulus Context ◽  
Percent Correct ◽  
Age Related ◽  
Hearing Children ◽  
Impaired Children ◽  
Hearing Impaired Children

In this study, the influence of stimulus context and audibility on sentence recognition was assessed in 60 normal-hearing children, 23 hearing-impaired children, and 20 normal-hearing adults. Performance-intensity (PI) functions were obtained for 60 semantically correct and 60 semantically anomalous sentences. For each participant, an audibility index (AI) was calculated at each presentation level, and a logistic function was fitted to rau-transformed percent-correct values to estimate the SPL and AI required to achieve 70% performance. For both types of sentences, there was a systematic age-related shift in the PI functions, suggesting that young children require a higher AI to achieve performance equivalent to that of adults. Improvement in performance with the addition of semantic context was statistically significant only for the normal-hearing 5-year-olds and adults. Data from the hearing-impaired children showed age-related trends that were similar to those of the normal-hearing children, with the majority of individual data falling within the 5th and 95th percentile of normal. The implications of these findings in terms of hearing-aid fitting strategies for young children are discussed.

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