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Results for “Communication Methods, Total”

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PubMed1983

Language sampling in deaf children: a comparison of oral and signed communication modes.

Fourteen deaf children (eight from total communication and six from oral classes) and seven non-hearing-impaired peers were given a number of tasks designed to elicit spontaneous language. These tasks included retelling stories they had previously read aloud (read), retelling stories told to them with accompanying pictures (told), and responding to questions about pictures (pictures). Traditional language sampling indices of verbal output, syntactic structure, and communicativeness were derived, and differences among groups and methods of elicitation were ascertained. Results favored hearing children on all measures. When comparing the two deaf groups, few differences emerge on measures of verbal output and communicativeness. On syntactic measures, the oral group performed significantly better on a number of tasks. These differences were discussed in terms of the impact of communication mode on language instruction for deaf children.

Child↗
PubMed1987

[Total communication in aphasia therapy].

Total Communication Therapy is based on the possibilities which aphasic patients have left to communicate. All aspects of language are trained. The environment stimulates the patient and uses all possible means of communication in order to achieve an optimal level of communication. An evaluation test is being prepared at the moment.

Aphasia↗
PubMed1993

Prelingually deafened children's performance with the nucleus multichannel cochlear implant.

The speech perception abilities of 19 children with onset of deafness before age 3 years was examined after they received the Nucleus multichannel cochlear implant. The children were divided into two groups based on age at onset of deafness: children with congenital deafness (n = 8) and children with onset of deafness after birth but before age 3 (n = 11). There was no statistically significant difference between the scores of the two groups of subjects on 12 of the 13 speech perception tests administered. This finding suggests that children who are born deaf have the potential to derive the same benefit from cochlear implants as do children who have had some exposure to spoken language before the onset of their deafness. Examination of performance in terms of communication mode revealed that prelingually deafened children with implants who used oral communication obtained significantly higher scores on only 2 of the 13 speech perception measures than did children who used total communication. The data suggest that communication mode does not appear to account for large differences in speech perception performance among prelingually deafened children with multichannel cochlear implants.

Acoustic Stimulation↗
PubMed1983

An alternating treatment comparison of oral and total communications training programs with echolalic autistic children.

An alternating treatment comparison was conducted of the relative effectiveness of oral and total communication training models for teaching expressive labeling skills to three echolalic autistic children. The results of this comparison demonstrated that total communication proved to be the most successful approach with each of the subjects. In addition, the replication of these findings both within and across subjects suggest that total communication may be, in general, the most effective of these two training models for teaching basic vocal language skills to echolalic children. A number of hypotheses are presented that may provide a basis for the demonstrated effect.

Autistic Disorder↗
PubMed1988

An evaluation of recent trends in preschool programming for hearing-impaired children.

A longitudinal study was conducted of 139 children with severe and profound hearing losses. The children were between 3 and 5 years of age at the commencement of the 4-year study. The relationship of several background and educational variables with the linguistic, academic, and social development of the children was investigated. Age, hearing loss, and intelligence were related to most of the dependent measures. Relationships involving communication mode (auditory/oral vs. total communication) varied with the measure being considered. The variable of program type (individual vs. group) interacted with the degree of hearing loss and with communication mode. Although early intervention was related to certain dependent measures, no relationships were found that involved direct instruction by parents or integration.

Achievement↗
PubMed1999

Clinical trial of the CLARION cochlear implant in children.

Preoperative and postoperative efficacy results are reported for the first 58 children with 18 months of implant experience in the United States. A within-subjects repeated-measures design was used to compare preoperative performance with hearing aids to postoperative performance with the CLARION Multi-Strategy Cochlear Implant. The results revealed significant improvement over time on all speech perception measures. Higher scores and faster rates of progress were demonstrated by the children who used oral communication compared to children who used total communication, especially older children. The overall results suggest higher levels of performance and more rapid progress in the development of listening skills than has been reported in previous clinical trials with children. The latter finding appears to be due to advances in implant technology and changes in the demographic characteristics of the study groups.

Child↗
PubMed1990

Total communication use among elementary teachers of hearing-impaired children.

This study examined the degree to which teachers' signed Manually Coded English messages represented their spoken utterances. Results indicate that educators in early elementary programs can, and do, provide a complete manual representation of their spoken English messages. This is in contrast with earlier research with middle school educators and parents of hearing-impaired children. Findings indicate that MCE proficiency may be influenced both by teacher attitude regarding the importance of signing a complete message and the degree to which program supervisors monitor teacher implementation of clearly specified MCE policies. Findings from this study have implications for programs to train teachers in using MCE and also provide information on the effects of program policy on teacher use of sign language.

Child↗
PubMed1994

Play behavior and communication between deaf and hard of hearing children and their hearing peers in an integrated preschool.

Sixty preschoolers (30 deaf and hard of hearing, 30 hearing) were observed in their integrated school during "centers" and outdoor play. Half the children experienced auditory communication and half total communication modes of communication. All children had known their classmates for six months to three years. It was found that all children preferred to play and communicate with same-hearing status children, however 63% of all children communicated with children of other-hearing status. Amounts of social play and communication differed somewhat between the two communication environments, and context of interaction was related to the behavior and communication of children who were deaf and hard of hearing. Implications are discussed for the education of young children who are deaf and hard of hearing--specifically that educational and social benefits accrue to those who are integrated throughout the school day (across context) and have access to hearing classmates and classmates who are deaf and hard of hearing.

Child, Preschool↗
PubMed1991

Conversational control in mother-child dyads. Auditory-oral versus total communication.

This study compared the conversational control of hearing mothers who use auditory-oral communication (A/O) and those who use total communication (TC). Deaf preschool children were grouped into pairs consisting of one A/O and one TC child matched for age, intelligence, and communicative competence. Interaction between the children and their mothers was then evaluated. The mothers of both A/O and TC children were found to exert similarly high levels of conversational control; however, the TC children exerted more control than the A/O children. For both the A/O and TC groups, maternal conversational style was found to be related to the child's communicative competence. Within the A/O group, maternal style reflected the child's spoken language ability. Within the TC group, maternal style was related to the child's social development.

Analysis of Variance↗
PubMedDate not supplied

Speech and language development in a parent-infant total communication program.

In the program described, the use of total communication (TC) did not impede speech development in preschool deaf children. Evidence indicates that sign language facilitated the young hearing-impaired child's acquisition of communicative oral speech. Exposure to sign language combined with speech enhanced the meaningfulness of residual hearing and lipreading. Milestones in sign language acquisition paralleled the milestones of spoken language. Young hearing-impaired TC children appeared to learn and express more language at an earlier age than is typical of orally trained hearing-impaired children. This implies that their cognition may not be as severely inhibited because their language acquisition is less severely delayed. This should have favorable consequences for later educational and social development. The families In the TC program were able to normalize their child-rearing activities and relationships.

Child Language↗
PubMed1992

Speech perception and production skills of students with impaired hearing from oral and total communication education settings.

This study examined the degree to which students with profoundly impaired hearing who had been educated in oral and total communication (TC) environments developed auditory and speech skills. The sample consisted of 227 16- and 17-year-old students with profoundly impaired hearing: 127 from TC programs (63 with normal-hearing parents and 64 with deaf parents) and 100 from oral programs. Subject groups were matched in terms of age, unaided residual hearing, and IQ. On average, students from oral programs acquired more intelligible speech and made significantly better use of their limited residual hearing than did the TC students. This finding held for all TC students--those with deaf parents as well as those with normal-hearing parents. Although results of this study indicate that auditory and speech production skills are comparatively well developed in students who have consistently used spoken language throughout the day as the primary means of communicating, other factors associated with this oral sample, such as early amplification, consistent hearing aid use, early education, and parental support, may also be necessary for the development of good spoken language skills.

Adolescent↗
PubMed1991

Characteristics that contribute to effective simultaneous communication.

Simultaneous communication (SC) is commonly used in deaf education. Since it is not always totally successful, it is important to determine what characteristics influence its success. In an earlier study, Stinson, Newell, Castle, Mallery-Ruganis, and Holcomb (1989) identified a number of characteristics deemed important for comprehension, based on interviews with deaf professionals. Our study followed up on the earlier study. Three videotapes used in the previous study were independently measured and evaluated on the basis of the characteristics that had been identified as important. Our study largely confirmed the previous findings. What seemed to contribute most to successful SC were clear lip movement, fingerspelled support for potentially ambiguous signs, eye contact, communication of mood and attitude, modality match, and grammatical facial expression. Equally important was the need to match the semantically appropriate sign to the particular sense of an English word rather than use a superficial one-to-one correspondence. In addition, the results suggest that with deletions, the types rather than the number are crucial in determining comprehension and comfort. It was also found that the perception of pace does not always match actual pace and that the perception of pace can be influenced by other factors.

Communication Methods, Total↗
PubMed1999

Facilitated communication: rejected in science, accepted in court-a case study and analysis of the use of FC evidence under Frye and Daubert.

This article traces the phenomenon of facilitated communication (FC) from its introduction to the United States in 1990 to its use in recent court proceedings. FC is an alleged breakthrough technique that enables nonverbal individuals with developmental disabilities to communicate via a form of assisted typing. Widespread use of FC resulted in miraculous communications and surprising allegations of abuse. The growing importance and notoriety of FC attracted the interest of the scientific community which rejected the technique after numerous controlled studies were undertaken. Despite the rejection of FC by the scientific community, however, some courts have accepted this unproven technique by evading their state's test of scientific admissibility. It is asserted that court decisions admitting FC evidence are pretextural, and it is argued that FC should not be admitted into court proceedings. In addition, this report analyzes the future of FC in those states that have adopted the newer Daubert standard for scientific evidence.

Adolescent↗
PubMed1990

Naturalistic observations of spontaneous communication in autistic children.

Thirty children with autism were observed during their everyday school activities in order to examine patterns of spontaneous communication. The forms, functions, and targets of their communication were recorded by trained observers. The prototypical communicative event consisted of a child directing a motoric form of communication toward the teacher to request something or to attract attention to himself or herself. However, communication patterns were found to vary as a function of the child's cognitive level and severity of autism. Deficits in joint attention functions were observed, and were most striking in the subgroup of children who did not use speech. Results are discussed with reference to Wetherby's (1986) model for the development of communicative functions in autistic children.

Adolescent↗