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PubMed1997

Speech perception by prelingually deaf children using cochlear implants.

In this investigation we measured the performance of 50 prelingually deaf children on several speech perception tests. Children were from 2 to 15 years of age, and some children were tested with as much as 5 years of cochlear implant use. Speech perception tests included the recognition of stress pattern, consonants, vowels, words, and sentences. The audiovisual perception of consonants was also measured. Average results indicated that gains were being made in the perception of stress and words in a closed-set context within 1 year from implantation. The perception of words in an open-set context demonstrated much slower increases over time. Large individual differences were observed. Some preliminary data suggest that children who receive implants before the age of 4 years obtain higher scores, on average, than children who receive implants after the age of 5 years. Some children become part-time users or nonusers of their cochlear implants. The average results from 18 congenitally deaf children were significantly higher than the average results from 12 children with prelingually acquired deafness after 3 years of implant use. Information on vowel and consonant features shows increases in performance after 2 years of cochlear implant use, with the exception of the place feature. For this feature, no changes were observed. Vision-alone testing indicated that lipreading performance increased over time. An audiovisual enhancement provided by the cochlear implant was observed for all features.

Adolescent↗
PubMed1997

Observational assessments of the interaction of implant recipients with family and peers: preliminary findings.

Two experiments were conducted to determine the feasibility of direct observational methods in the assessment of social interactions between cochlear implant recipients and their families and peers. With laboratory analogs of parent-child interactions and peer interactions, children with implants and deaf children were videotaped. These videotapes were then coded for specific patterns of behavior. The results established the feasibility of direct observational assessments of deaf children and implant recipients and identified behavioral foci that could serve as effective indexes of implant outcome. The study also suggested that the peer entry paradigm may not be suitable for deaf children under the age of 7 years.

Age Factors↗
PubMedDate not supplied

The UCLA reading and writing program: an evaluation of the beginning stages.

Some individuals with developmental disabilities fail to acquire functional speech despite extensive teaching efforts. To help such individuals develop functional communication skills, a "reading and writing" program was developed. This study was designed to evaluate early parts of the program. Acquisition, transfer, and maintenance of "reading and writing" skills was examined and compared with the acquisition, transfer, and maintenance of sign language. Participants were four children with autism, who scored within the mentally retarded range on standardized tests of intellectual, adaptive, and language functioning, and three 3-year-old non-disabled children. A simultaneous-treatment design was employed to compare the rate of acquisition of "reading and writing" skills to the rate at which the participants acquired receptive and expressive signs. For the participants with autism, acquisition of "reading and writing" was more successful than receptive and expressive signing on all variables assessed. All non-disabled participants acquired all of the "reading and writing" and sign language skills, but participants with autism did not. However, "reading" was acquired slightly quicker by the participants with autism than the non-disabled participants, and the participants with autism also showed some evidence of better transfer and maintenance than the non-disabled participants did.

Autistic Disorder↗
PubMedDate not supplied

Assisting older adults with severe disabilities in expressing leisure preferences: a protocol for determining choice-making skills.

We evaluated a protocol involving two types of choice presentations for assessing leisure choice-making skills of seven older adults with severe disabilities. Initially when presented with pairs of objects representing choices, choice making was validated through demonstration of an object preference. A more complex choice-presentation format was then employed, involving pictures to represent choices. If the preference identified with objects was not demonstrated using pictures, a replication of the object format occurred to ensure changes in choice making using pictures was not due to a preference change. Five participants demonstrated choice-making skills using objects and two demonstrated choices using pictures. These results reflect the importance of assessing choice-making skills prior to presenting choice opportunities. Suggestions for future research focus on expanding the assessment protocol to include a wider array of choice-making skills and training staff to provide choices in a format commensurate with an individual's skill level.

Activities of Daily Living↗
PubMedDate not supplied

Simultaneous and delayed matching to sample in gesture users and speakers with mental retardation.

Sixty-eight participants with severe mental retardation participated in a study of representational matching to sample. Participants were asked to match objects to identical objects, line drawings, miniature objects (icons), pantomimes, and spoken names. Participants who were successful in these matching tasks also experienced delayed matching tasks. Participants differed in their expressive communication and comparisons were made between symbolic (speaking) individuals, distal gesture users, and contact gesture users. Contact gesture users were significantly worse on identical matching to sample tasks than other participants. Mean scores on matching objects to line drawings were significantly better than mean scores on other matching tasks. In delayed matching, however, scores for matching objects to spoken names were significantly better than other tasks. The implications of these results for learning to use an augmentative communication device are discussed.

Adolescent↗
PubMed1998

Procedures for teaching appropriate gestural communication skills to children with autism.

Four children with autism were taught to use gestures in combination with oral communication. Using a multiple-baseline across-responses design, intervention was introduced successively across three response categories containing gestures representative of attention-directing/getting, affective, and descriptive behavior. Although none of the participants displayed appropriate gestural and verbal responses during baseline, all participants acquired this skill with the systematic implementation of modeling, prompting, and reinforcement. Generalization measures indicated that the children learned to respond in the presence of novel stimuli and a novel setting. Social validity measures revealed that the participants' behavior appeared more socially appropriate at the completion of the study than at the start of the study, and that the participants' behavior was indistinguishable from that of their typically developing peers.

Autistic Disorder↗
PubMed1996

Professional psychology and deaf people. The emergence of a discipline.

This article depicts obstacles and opportunities that face students and consumers who are deaf and who interface with the profession of psychology. The rapid evolution of scholarship, specialized education and service programs, and related professional endeavors regarding psychology and deaf individuals is described. The emergence of a field of professional psychology and deaf people as a discipline in its own right is posited. Professional standards and ethics in this emerging discipline are discussed, especially those pertaining to fluency in American Sign Language (ASL) and to the accessibility of deaf people to the profession of psychology as well as to the services of the profession. The potential for the American Psychological Association to further or hinder this emerging discipline and the advancement of all psychologists with disabilities are considered.

Adolescent↗
PubMed1996

Silence is liberating: removing the handcuffs on grammatical expression in the manual modality.

Grammatical properties are found in conventional sign languages of the deaf and in unconventional gesture systems created by deaf children lacking language models. However, they do not arise in spontaneous gestures produced along with speech. The authors propose a model explaining when the manual modality will assume grammatical properties and when it will not. The model argues that two grammatical features, segmentation and hierarchical combination, appear in all settings in which one human communicates symbolically with another. These properties are preferentially assumed by speech whenever words are spoken, constraining the manual modality to a global form. However, when the manual modality must carry the full burden of communication, it is freed from the global form it assumes when integrated with speech--only to be constrained by the task of symbolic communication to take on the grammatical properties of segmentation and hierarchical combination.

Adult↗
PubMed1987

Predicting spoken language acquisition of profoundly hearing-impaired children.

The Spoken Language Predictor (SLP) Index is a proposed guide for making recommendations regarding the most appropriate communication mode to be used in educating a given hearing-impaired child. The SLP Index is the sum of points obtained on five predictor factors that have been weighted according to their contribution to successful spoken language acquisition. The point values assigned for each factor as well as assignment of points to particular test scores within each factor was accomplished by subjective clinical judgment followed by trial application to actual clinic cases. Three ranges of SLP indexes are associated with three educational recommendations: speech emphasis (SLP = 80-100), provisional speech instruction (SLP = 60-75), and sign language emphasis (SLP = 0-55). The purpose of this article is to describe the development and application of the SLP and preliminary evidence for its stability and validity.

Child↗
PubMed1988

Phonemic information transmitted by a multichannel electrotactile speech processor.

A wearable electrotactile speech processor was evaluated in a study with seven normally hearing and four hearing-impaired subjects. The processor estimated the fundamental frequency, the second-formant frequency, and amplitude of the acoustic speech signal. These parameters were presented as a pattern of electrical pulses applied to eight electrodes positioned over the digital nerve bundles on one hand. The device was shown to provide useful information for the recognition of phonemes in closed sets of words using tactile information alone. The device also supplemented lipreading to improve the recognition of open-set words. The recognition of duration and first- and second-formant frequencies of vowels and the recognition of voicing and manner of consonants were improved over recognition with lipreading alone. Recognition of final consonants was improved more than recognition of initial consonants. These results indicate that the device may be useful to both severely and profoundly hearing-impaired people.

Adult↗
PubMed1989

Analytic study of the Tadoma method: effects of hand position on segmental speech perception.

In the Tadoma method of communication, deaf-blind individuals receive speech by placing a hand on the face and neck of the talker and monitoring actions associated with speech production. Previous research has documented the speech perception, speech production, and linguistic abilities of highly experienced users of the Tadoma method. The current study was performed to gain further insight into the cues involved in the perception of speech segments through Tadoma. Small-set segmental identification experiments were conducted in which the subjects' access to various types of articulatory information was systematically varied by imposing limitations on the contact of the hand with the face. Results obtained on 3 deaf-blind, highly experienced users of Tadoma were examined in terms of percent-correct scores, information transfer, and reception of speech features for each of sixteen experimental conditions. The results were generally consistent with expectations based on the speech cues assumed to be available in the various hand positions.

Adult↗
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↗
PubMed1992

Reported use of communication strategies by SHHH members: client, talker, and situational variables.

Two hundred and twelve members of the Self Help for Hard of Hearing People (SHHH) organization completed a survey that evaluated their use of communication strategies. Reported use of strategies was correlated with attitudinal variables and social-interaction indices. On average, subjects agreed most strongly with questionnaire items stating they would ask a talker to repeat a misperceived utterance. They agreed less strongly with items stating they would ask the talker to restructure or elaborate an utterance. Subjects agreed strongly that they would use the communication strategies with familiar talkers, and less strongly that they would use them with unfamiliar talkers. Subjects who appeared less likely to say nothing after misperceiving an utterance were more likely to disagree that they were frustrated with their speechreading skills, and they appeared less likely to avoid social interactions. Subjects who indicated a greater likelihood of using anticipatory strategies, such as reviewing potential vocabulary before an appointment, were on average more likely to avoid social interactions. They also agreed more strongly that poor speechreaders appear less intelligent.

Adult↗
PubMed1992

Performance over time of congenitally deaf and postlingually deafened children using a multichannel cochlear implant.

The speech perception performance of 10 congenitally deaf and 3 postlingually deafened children who received the Cochlear Corporation multichannel cochlear implant was examined and compared. The children were tested preimplant and at 6-month intervals up to 2 years using the Monosyllable-Trochee-Spondee test (MTS), the Word Intelligibility by Picture Identification test (WIPI), and Phonetically Balanced Kindergarten (PB-K) or Northwestern University List 6 (NU-6) word lists. The postlingually deafened children exhibited significantly improved performance on open- and closed-set tests of word recognition after 6 months of implant use, a pattern similar to that of postlingually deafened adult implant users. In contrast, the congenitally deaf children did not exhibit measurably improved performance on speech perception tests until after 12 months or more of implant use. With as much as 18-24 months of use, however, some congenitally deaf children demonstrated limited open-set word recognition.

Acoustic Stimulation↗
PubMed1995

Acquisition of speech by children who have prolonged cochlear implant experience.

The four purposes of this investigation were to assess whether children acquire intelligible speech following prolonged cochlear-implant experience and examine their speech error patterns, to examine how age at implantation influences speech acquisition, to assess how speech production and speech perception skills relate, and to determine whether cochlear implant recipients who formerly used simultaneous communication (speech and manually coded English) begin to use speech without sign to communicate. Twenty-eight prelinguistically deafened children who use a Nucleus cochlear implant were assigned to one of three age groups, according to age at implantation: 2-5 yrs (N = 12), 5-8 yrs (N = 9), and 8-15 yrs (N = 7). All subjects had worm a cochlear implant for at least 24 mos, and an average of 36 mos. All subjects used simultaneous communication at the time of implantation. Subjects performed both imitative and structured spontaneous sampling speech tasks. The results permit the following conclusions: (a) children who have used a cochlear implant for at least 2 yrs acquire some intelligible speech; (b) children who receive a cochlear implant before the age of 5 yrs appear to show greater benefit in their speech production skills than children who are older, at least after a minimum of 2 yrs of use; (c) children who recognize more speech while wearing their cochlear implants are likely to speak more intelligibly; and, (d) signing does not disappear from a child's communication mode following implantation.

Adolescent↗
PubMed1998

Improvements in speech perception by children with profound prelingual hearing loss: effects of device, communication mode, and chronological age.

The present investigation expanded on an earlier study by Miyamoto, Osberger, Todd, Robbins, Karasek, et al. (1994) who compared the speech perception skills of two groups of children with profound prelingual hearing loss. The first group had received the Nucleus multichannel cochlear implant and was tested longitudinally. The second group, who were not implanted and used conventional hearing aids, was tested at a single point in time. In the present study, speech perception scores were examined over time for both groups of children as a function of communication mode of the child. Separate linear regressions of speech perception scores as a function of age were computed to estimate the rate of improvement in speech perception abilities that might be expected due to maturation for the hearing aid users (n=58) within each communication mode. The resulting regression lines were used to compare the estimated rate of speech perception growth for each hearing aid group to the observed gains in speech perception made by the children with multichannel cochlear implants. A large number of children using cochlear implants (n=74) were tested over a long period of implant use (m=3.5 years) that ranged from zero to 8.5 years. In general, speech perception scores for the children using cochlear implants were higher than those predicted for a group of children with 101-110 dB HL of hearing loss using hearing aids, and they approached the scores predicted for a group of children with 90-100 dB HL of hearing loss using hearing aids.

Age Factors↗
PubMed1998

Cognition as a bridge between signal and dialogue: communication in the hearing impaired and deaf.

This paper is an overview of the research we have carried out at Linköping University on cognitive aspects of visual language processing and related communicative forms. In the first section, a cognitive individual difference perspective on speechreading is introduced. In the second, compensatory perceptual mechanisms are discussed on the basis of behavioral and neurophysiological data. The third section addresses further the issue of perceptual versus cognitive compensation, and the fourth and fifth sections apply a set of cognitive tests based on the concept of working memory for poorly specified language input to data on the successes and failures with cochlear implants, tactile aids and hearing aids.

Cognition↗
PubMed1994

Case report of an intracarotid amobarbital procedure performed for a deaf patient.

The intracarotid amobarbital procedure (IAP) was conducted with a profoundly deaf young man prior to right anteromedial temporal lobectomy for pharmacologically refractory partial complex seizures. The IAP required considerable modification in order to take into account the use of varying sign language methods and related issues. Visual memory, American Sign Language, signed English, and finger-spelling functioning were all assessed. The patient manifested left hemisphere dominance for all these abilities, performing well under right hemisphere anesthesia. In contrast, no ability to function on these tasks was detectable when the left hemisphere was anesthetized. This demonstrates that an intact left temporal lobe and related structures are sufficient to support sign language functioning. The development of a deaf adaptation of the IAP is of methodological significance, as the IAP is thereby rendered accessible for deaf patients.

Adult↗