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.

Research on Pronunciation Assessment Detection Method Based on 3D Modeling and Sensor Technology

2015 ◽  
Vol 738-739 ◽  
pp. 129-132
Author(s):  
Li Juan Shi ◽  
Xiu Xia Yu ◽  
Jian Zhao ◽  
Qin Sheng Du
Keyword(s):  
Evaluation System ◽  
Evaluation Method ◽  
Reference Value ◽  
Rehabilitation Program ◽  
Hearing Impaired ◽  
Sensor Technology ◽  
Voice Input ◽  
Development Of Language ◽  
Impaired Children ◽  
Hearing Impaired Children

It is necessary for hearing-impaired children after hearing compensation for language rehabilitation, Rehabilitation evaluation system can timely understanding of the effect of rehabilitation, rehabilitation program reasonable.This paper presents multiple feedback method and system for hearing-impaired children pronunciation evaluation based on 3D technology, information technology, the use of modern means of measuring real-time speech. The evaluation system collect the tongue palate, lip face and voice pronunciation information of hearing-impaired children through sensor and voice input devices.The reference value to compare the data with the standard output,The system can overcome the shortcomings of traditional method is subjective.To assess abnormal and the degree of abnormal of hearing-impaired children s function. Provide the basis for the development of language rehabilitation training plan, establish a scientific evaluation method and evaluation system.

A Psychiatric Unit for the Deaf

1972 ◽  
Vol 120 (557) ◽  
pp. 423-428 ◽  
Author(s):  
John G. Denmark ◽  
Frank Warren
Keyword(s):  
Hearing Impaired ◽  
Early Infancy ◽  
Deaf Children ◽  
Psychiatric Unit ◽  
Lip Reading ◽  
Development Of Language ◽  
Communication Methods ◽  
Impaired Children ◽  
Hearing Impaired Children

Lack of speech, i.e. dumbness, has long been equated with backwardness, and probably for this reason and because of success in teaching some hearing impaired children to speak, the terms ‘deaf and dumb’ and ‘deaf mute’ have fallen into disrepute. When deafness is profound and prelingual (i.e. congenital or acquired in early infancy), there is a formidable barrier to the development of language. Many deaf children still leave school with poor language, incomprehensible speech and little ability in lip reading and consequently come to rely upon manual communication methods (finger spelling and signing).

scholarly journals The Development of Language and Problems in 30 Mild, Moderate, and Moderately Severe Hearing-Impaired Children.

2001 ◽  
Vol 104 (12) ◽  
pp. 1126-1134 ◽  
Author(s):  
Tomoko Sugiuchi ◽  
Kiyoko Sato ◽  
Kimiko Asano ◽  
Yuichiro Sugio ◽  
Keiko Terashima ◽  
...  
Keyword(s):  
Hearing Impaired ◽  
Development Of Language ◽  
Impaired Children ◽  
Hearing Impaired Children

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.

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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