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At least 577 records · Page 32Linked to original sources
PubMed2002

Rehabilitation factors contributing to implant benefit in children.

This study was performed to investigate factors contributing to auditory, speech, language, and reading outcomes after 4 to 6 years of multichannel cochlear implant use in children with prelingual deafness. The analysis controlled for the effects of child, family, and implant characteristics so that the educational factors most conducive to maximum implant benefit could be identified. We tested 136 children from across the United States and Canada. All were 8 or 9 years of age, had an onset of deafness before 3 years of age, underwent implantation by 5 years of age, and resided in a monolingual English-speaking home environment. Characteristics of the child and the family (primarily nonverbal IQ) accounted for approximately 20% of the variance in outcome after implantation. An additional 24% was accounted for by implant characteristics and 12% by educational variables, particularly communication mode. Oral education appears to be an important educational choice for children who have undergone cochlear implantation before 5 years of age.

Age Factors↗
PubMed1996

Deaf students' recall of Spanish vocabulary under three testing conditions.

This investigation examined the effects of three training conditions on deaf students' recall of Spanish word meaning as measured by performance on a Spanish vocabulary test. The conditions were; a) repeated written productions, b) repeated fingerspelling, and c) repeated silent reading of selected Spanish words and their English equivalents. Subjects were 30 deaf undergraduate students enrolled in introductory Spanish courses at Gallaudet University in Washington, DC. Researchers assigned 10 subjects to each of the 3 training groups. A 30 item pretest was administered to verify that the vocabulary was not known to the subjects. A posttest containing 25 items from the pretest was administered twice to the subjects. For short-term memory there were no statistically significant differences across the 3 conditions. For long-term memory scores under the repeated written condition were significantly higher than scores under fingerspelling and silent reading conditions. The use of a study strategy incorporating writing may enhance the learning of Spanish vocabulary by deaf college students. The strategy could also be applied to other foreign languages and a range of academic subjects for deaf students.

Deafness↗
PubMed1995

Conversation at home: a case study of a young deaf child's communication experiences in a family in which all others can hear.

In the past, much research on deaf children's language development has been conducted in schools and clinical settings to examine children's achievement of standard English or to study the effectiveness of mode of communication. The purpose of this study was to examine a deaf child's pragmatic development, her abilities as a language user in the naturally occurring situations of her everyday life at home. Observations, videotaping, and interviews were used to collect descriptive data of the child's conversation experiences with hearing family members. Findings reveal that deafness has had an impact on the family's beliefs and communication practices. Data show the child to be a competent communicator as she uses language appropriately for a variety of purposes, demonstrates her knowledge of the structural features of conversation, and employs an array of communication strategies to achieve mutual understanding with family members.

Adolescent↗
PubMed1989

Changing approaches to communication training with autistic children.

The characteristic language deficit of autism affects many aspects of the child's functioning. Because of its pervasive nature and the implications for outcome, numerous attempts have been made to remediate problems in this area. However, the results of communication training with this group of children have not always been particularly encouraging. This review traces changes in approaches to language training over the last 25 years and recommends ways in which procedures might be improved to bring about more generalised benefits to autistic children.

Autistic Disorder↗
PubMed1978

Speech and language assessment scales of deaf children.

Six year old deaf children with an average PTA of 105.7 dB were evaluated for speech and language skills using rating scales. Five rating scales were designed to assess language production, sign ability, overall communication skills, speech reception and speech intelligibility. Each scale incorporated five categories ranging from inability to complete ability to demonstrate a given skill. For several ratings, classroom teachers, given instruction, were asked to make judgments which were later correlated with examiner's scores, Mean ratings indicate that comprehension skills superceded performance skills. A hierarchy of ability among communication skills can be seen.

Auditory Perception↗
PubMed1991

Following the rules: consistency in sign.

The majority of hearing-impaired students in the United States are exposed to at least one, if not several, forms of simultaneously signed and spoken English input (e.g., Seeing Essential English, Signing Exact English, Signed/Manual English, or combinations of these systems). It was the purpose of this study to investigate teachers' and interpreters' consistency with regard to following the rules of three of these systems. Subjects were asked to interpret a carefully designed set of stimuli; their performance was videotaped for later bimodal transcription and analysis. Careful descriptive analysis of the form and content of the data revealed that some professionals who purported to use a particular system frequently do not follow accurately the rules of that system, but many can encode in sign the meaning of what they are saying. Signing Exact English (SEE-II) users were able to follow the rules of that system at a significantly higher percentage of time than users of either of the other two systems (p less than .03 and p less than .001). They also were able to encode the meaning in sign of what they were saying an average of 86% of the time--significantly higher than users of Signed/Manual English (p less than .02). However, the average percentage of ability to follow the precise rules of a system was below 57% for even the adults who used SEE-II. It is possible that the acquisition of English is confounded for hearing-impaired children when professionals do not consistently sign the system they purport to use.

Adult↗
PubMed1989

Visual field asymmetries in numerical size comparisons of digits, words, and signs.

Visual field asymmetries were examined in American Sign Language-English bilinguals for speeded numerical size judgments of pairs of digits, number words, and number signs. Physical size of the number pairs was either congruent or incongruent with their numerical size. The results revealed a greater left visual field (LVF) interference for numbers represented as digits and a greater right visual field (RVF) interference for numbers represented as words or signs. Subjects' performance on number words and signs was also influenced by their skill in English and ASL: interference was greater in the RVF in the subjects' better language but was greater in the LVF for the less skilled language. These findings suggest that lateralization of numerical size judgments is moderated by the mode of number presentation and by prior language experience.

Adult↗
PubMed1994

A naturalistic approach to the validation of facilitated communication.

By manipulating the facilitator's knowledge of a student's just-completed activity, facilitated communication ability and the extent of guiding were assessed. Seven students diagnosed with mental retardation and their facilitators participated in the study. All 7 students were purported at the start of the study to be communicating via facilitation at levels far above what was previously thought possible given their level of intellectual ability. A large degree of facilitator guiding was revealed for each of the 4 facilitators. Minimal evidence of facilitation was found for 4 of the 7 students. One of the 7 students demonstrated validated facilitated communication on two trials.

Adolescent↗
PubMed1992

Intervention and the hearing-impaired child--an evaluation of outcome.

The investigation was performed in order to evaluate the outcome of intervention in preschool age. The material comprises a cohort of 138 children, 76 boys and 62 girls, born during 1970-1980, living in the Copenhagen County at the time of data collection (1987), all suffering from predominantly congenital/early acquired hearing disability (i.e. hearing level greater than or equal to 35 dB HL for the average of 0.5-4 kHz on the better hearing ear). The type of school attended is used as a measure for outcome of preschool intervention. It was demonstrated that 49% attended normal class (speech), 21% attended special units (total communication), and 24% attended the school for the deaf (sign/manual). By subdivision the children (n = 75) with a hearing loss less than 75 dB HL attended normal class in 80%; 7% attended special units. The children (n = 63) with hearing loss greater than or equal to 75 dB HL attended normal class in 11%, special units in 33%, and school for the deaf in 52%. An early identification of the hearing loss was found to facilitate attendance of normal class in the group with a hearing loss less than 75 dB HL. Among the children at the school for the deaf 84% had speaking parents. The frequency of the causes of hearing loss differs significantly in the special units, when compared to the total cohort. It is concluded that the outcome of preschool intervention is related predominantly to the degree of hearing loss; that an early intervention in the group of children with hearing loss less than 75 dB HL facilitates the attendance of normal class; that the frequency of the causes of hearing impairment is different in the special units.

Adolescent↗