scholarly journals A Study of Relationships between Discrimination of Accent and Intonation, and Hearing Level in Hearing-Impaired Children

2010 ◽  
Vol 51 (4) ◽  
pp. 341-350
Author(s):  
Toyohiko Hamada
Keyword(s):  
Hearing Impaired ◽  
Hearing Level ◽  
Impaired Children ◽  
Hearing Impaired Children

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.

A Spondee Recognition Test for Young Hearing-Impaired Children

1974 ◽  
Vol 39 (3) ◽  
pp. 304-311 ◽  
Author(s):  
Kathryn D. Cramer ◽  
Norman P. Erber
Keyword(s):  
Recognition Test ◽  
Pure Tone ◽  
Close Relation ◽  
Hearing Impaired ◽  
Hearing Level ◽  
Repeated Testing ◽  
Stable Performance ◽  
Impaired Children ◽  
Better Than ◽  
Hearing Impaired Children

Ten spondaic words recorded on Language Master cards were presented monaurally, through insert receivers, to 58 hearing-impaired children to evaluate their ability to recognize familiar speech material. The subjects ranged in age from five to nine years, and their average pure-tone thresholds (500-1000-2000 Hz) ranged in hearing level from 52 to 123 dB (ANSI, 1969). The children were tested individually, on consecutive days, until their performance stabilized—which required from four to 10 sessions. They indicated their responses by pointing to labeled picture cards. Spondee recognition scores were bimodally distributed, with clusters of scores of 0–65% and 66–100%, respectively. In general, pure-tone averages better than 93 dB HTL were associated with spondee scores from 66 to 100%, while pure-tone averages poorer than 103 dB HTL corresponded to spondee scores from 0 to 65%. However, no close relation between pure-tone thresholds and spondee recognition scores was found for average hearing levels between 93 and 103 dB. Recognition scores varied as a function of repeated testing in three general ways: stable performance, steadily improving performance, or inconsistent performance.

Acquisition of Spoken and Signed English by Hearing-Impaired Children of Hearing-Impaired or Hearing Parents

1988 ◽  
Vol 53 (2) ◽  
pp. 136-143 ◽  
Author(s):  
Ann E. Geers ◽  
Brenda Schick
Keyword(s):  
English Language ◽  
Critical Factor ◽  
Hearing Impaired ◽  
Early Years ◽  
Hearing Level ◽  
Spoken English ◽  
Grammatical Analysis ◽  
Hearing Parents ◽  
Impaired Children ◽  
Hearing Impaired Children

This study examines the degree to which hearing-impaired children of hearing-impaired parents (HIP) demonstrate an advantage in their acquisition of signed and spoken English over hearing-impaired children of hearing parents (HP). A subset from the normative sample of the Grammatical Analysis of Elicited Language, 50 HIP children and 50 HP children, were matched in terms of their educational program, hearing level, and age. Results indicate that both groups had comparably poor expressive English language ability at 5 and 6 years of age. However, at age 7 and 8 HIP children demonstrated a significant linguistic advantage in both their spoken and signed English over HP children. Because the production of English by HIP children closely resembled that of orally educated hearing-impaired children of hearing parents, consistent language stimulation throughout the child's early years may be a critical factor in the development of English, regardless of the language or mode of expression.

Vocal/Verbal Response Times of Normal-Hearing and Hearing-Impaired Children

1985 ◽  
Vol 28 (4) ◽  
pp. 548-555 ◽  
Author(s):  
Samuel G. Fletcher ◽  
Stephen C. Smith ◽  
Akira Hasegawa
Keyword(s):  
Reaction Time ◽  
Speech Intelligibility ◽  
Response Times ◽  
Normal Hearing ◽  
Hearing Impaired ◽  
Verbal Response ◽  
Hearing Level ◽  
Response Latencies ◽  
Impaired Children ◽  
Hearing Impaired Children

A series of experiments are reported that contrast vocal/verbal reaction-time measures from 16 normal-hearing and 25 hearing-impaired children 7 to 14 years old. Sixteen of the hearing-impaired children were enrolled in a residential school, 9 in a day school. Vocal reaction time of the children in response to visually presented stimuli was measured in four tasks: phonating "uh", saying the word "one", counting to digits, and naming digits. No significant differences were found between the response latencies of the two hearing-impaired groups on any task. Nor were differences found between the normal and hearing-impaired groups when the task was simply phonating "uh". Differences between these groups began to emerge when the word "one" was spoken. These differences increased systematically with the phonetic complexity of the task. Hearing level, latency in the counting responses, and magnitude of a ratio between phonating and digit counting latencies were identified as major predictors of speech intelligibility. The results suggest that central phonetic processing functions may be related to the quality of speech production by hearing-impaired talkers.

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.

Direct Measurement of the Listening of Hearing-Impaired Children

1970 ◽  
Vol 13 (1) ◽  
pp. 65-73 ◽  
Author(s):  
Mary Mira
Keyword(s):  
Direct Measurement ◽  
Continuous Measurement ◽  
Hearing Impaired ◽  
Reinforcement System ◽  
School Aged Children ◽  
Conjugate Reinforcement ◽  
Impaired Children ◽  
Hearing Impaired Children

Listening, a significant dimension of the behavior of hearing-impaired children, may be measured directly by recording childrens' responses to obtain audio narrations programmed via a conjugate reinforcement system. Twelve hearing-impaired, school-aged children responded in varying ways to the opportunity to listen. Direct and continuous measurement of listening has relevance for evaluation of remediation methods and for discovery of variables potentially related to listening.

Underlying Structure of Auditory-Visual Consonant Perception by Hearing-Impaired Children and the Influences of Syllabic Compression

1988 ◽  
Vol 31 (2) ◽  
pp. 156-165 ◽  
Author(s):  
P. A. Busby ◽  
Y. C. Tong ◽  
G. M. Clark
Keyword(s):  
Hearing Aids ◽  
Free Field ◽  
Acoustic Parameter ◽  
Hearing Impaired ◽  
Visual Signal ◽  
Underlying Structure ◽  
Choice Procedure ◽  
Release Times ◽  
Impaired Children ◽  
Hearing Impaired Children

The identification of consonants in a/-C-/a/nonsense syllables, using a fourteen-alternative forced-choice procedure, was examined in 4 profoundly hearing-impaired children under five conditions: audition alone using hearing aids in free-field (A),vision alone (V), auditory-visual using hearing aids in free-field (AV1), auditory-visual with linear amplification (AV2), and auditory-visual with syllabic compression (AV3). In the AV2 and AV3 conditions, acoustic signals were binaurally presented by magnetic or acoustic coupling to the subjects' hearing aids. The syllabic compressor had a compression ratio of 10:1, and attack and release times were 1.2 ms and 60 ms. The confusion matrices were subjected to two analysis methods: hierarchical clustering and information transmission analysis using articulatory features. The same general conclusions were drawn on the basis of results obtained from either analysis method. The results indicated better performance in the V condition than in the A condition. In the three AV conditions, the subjects predominately combined the acoustic parameter of voicing with the visual signal. No consistent differences were recorded across the three AV conditions. Syllabic compression did not, therefore, appear to have a significant influence on AV perception for these children. A high degree of subject variability was recorded for the A and three AV conditions, but not for the V condition.

Interobserver Reliability Using the Phonetic Level Evaluation With Severely and Profoundly Hearing-Impaired Children

1991 ◽  
Vol 34 (5) ◽  
pp. 989-999 ◽  
Author(s):  
Stephanie Shaw ◽  
Truman E. Coggins
Keyword(s):  
Interrater Reliability ◽  
Interobserver Reliability ◽  
Intraclass Correlation ◽  
Correlation Coefficients ◽  
Hearing Impaired ◽  
Intraclass Correlation Coefficients ◽  
Assessment Measure ◽  
Impaired Children ◽  
Speech Assessment ◽  
Hearing Impaired Children

This study examines whether observers reliably categorize selected speech production behaviors in hearing-impaired children. A group of experienced speech-language pathologists was trained to score the elicited imitations of 5 profoundly and 5 severely hearing-impaired subjects using the Phonetic Level Evaluation (Ling, 1976). Interrater reliability was calculated using intraclass correlation coefficients. Overall, the magnitude of the coefficients was found to be considerably below what would be accepted in published behavioral research. Failure to obtain acceptably high levels of reliability suggests that the Phonetic Level Evaluation may not yet be an accurate and objective speech assessment measure for hearing-impaired children.

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