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At least 19 recordsLinked to original sources
PubMed1997

Children with implants can speak, but can they communicate?

English-language skills were evaluated in two groups of profoundly hearing-impaired children with the Reynell Developmental Language Scales, Revised. The first group consisted of 89 deaf children who had not received cochlear implants. The second group consisted of 23 children wearing Nucleus multichannel cochlear implants. The subjects without implants provided cross-sectional language data used to estimate the amount of language gains expected on the basis of maturation. The Reynell data from the group without implants were subjected to a regression by age. On the basis of this analysis, deaf children were predicted to make half or less of the language gains of their peers with normal hearing. Predicted language scores were then generated for the subjects with implants by using the children's preimplant Reynell Developmental Language Scale scores. The predicted scores were then compared with actual scores achieved by the subjects with implants 6 and 12 months after implantation. Twelve months after implantation, the subjects demonstrated gains in receptive and expressive language skills that exceeded by 7 months the predictions made on the basis of maturation alone. Moreover, the average language-development rate of the subjects with implants in the first year of device use was equivalent to that of children with normal hearing. These effects were observed for children with implants using both the oral and total-communication methods.

Age Factors↗
PubMed1987

Use of the alternating treatments design as a strategy for empirically determining language training approaches with mentally retarded children.

The present study was conducted as a practical demonstration of the potential utility of the alternating treatments design (ATD) in determining the most efficacious language training approach with mentally retarded children. Two subjects were chosen who used single words to communicate but who did not combine words to form sentences. Two sentence triads consisting of four words each and rated as equivalent in difficulty were trained. Each triad had one sentence trained using oral speech methods, a second trained using total communication methods, and a third sentence trained using a "modified" total communication approach. Each training procedure involved chaining sentence parts, reinforcement, and prompting. Oral methods involved presenting vocal stimuli and requiring vocal responses. Total communication methods involved presenting vocal and signed stimuli and requiring vocal and signed responses. The "modified" total communication approach also involved presenting vocal and signed stimuli, but required only vocal responses. For the initial sentence triad with each child, an alternating treatments design was used to determine the relative efficacy of the three language training methods. This approach was repeated with a second sentence triad for each child using a multiprobe technique within a multiple baseline design. Results were consistent within each subject but differed across subjects, with one child benefitting most from total communication methods and the other benefitting most from oral speech methods. Results were discussed in terms of the utility of the alternating treatments design as a potentially useful aid to traditional decision-making in the selection of language training strategies commonly employed with mentally retarded children.

Adolescent↗
PubMed1977

Reliability of hearing-impaired children's responses to oral and total presentations of the Test of Auditory Comprehension of Language.

The Test of Auditory Comprehension of Language (TACL) (Carrow, 1973) was administered on two occasions to two groups of hearing-impaired children. The test was administered in the usual manner (face-to-face, spoken) to children who were being educated by oral methods. The test was also simultaneously spoken and signed to children who were being educated by total-communication methods. Reliability of responses was high for both groups (r = 0.96 for oral-aural and 0.90 for total-communication children) and error patterns were similar. The TACL appears to be an appropriate and reliable instrument for use with hearing-impaired children.

Auditory Perception↗
PubMed2000

Speech, vocabulary, and the education of children using cochlear implants: oral or total communication?

This study examines the relationship between the teaching method, oral or total communication, used at children's schools and children's consonant-production accuracy and vocabulary development over time. Children who participated in the study (N = 147) demonstrated profound sensorineural hearing loss and had used cochlear implants for between 6 months and 10 years. Educational programs that used an oral communication (OC) approach focused on the development of spoken language, whereas educational programs that used a total communication (TC) approach focused on the development of language using both signed and spoken language. Using Hierarchical Linear Modeling (HLM) we compared the consonant-production accuracy, receptive spoken vocabulary, and expressive spoken and/or signed vocabulary skills, over time, of children who were enrolled in schools that used either OC or TC approaches, while controlling for a number of variables. These variables included age at implantation, preoperative aided speech detection thresholds, type of cochlear implant device used, and whether a complete or incomplete active electrode array was implanted. The results of this study indicated that as they used their implants the children demonstrated improved consonant-production accuracy and expressive and receptive vocabulary over time, regardless of whether their school employed a TC or OC teaching method. Furthermore, there appeared to be a complex relationship among children's performance with the cochlear implant, age at implantation, and communication/teaching strategy employed by the school. Controlling for all variables, children in OC programs demonstrated, on average, superior consonant-production accuracy, with significantly greater rates of improvement in consonant-production accuracy scores over time compared to children in TC programs. However, there was no significant difference between OC and TC groups in performance or rate of growth in consonant-production accuracy when children received their implants before the age of 5 years. There was no significant difference between the OC and TC groups in receptive spoken vocabulary scores or in rate of improvement over time. However, children in the TC group achieved significantly higher receptive spoken vocabulary scores than children in the OC group if they received their implant before the age of 5 years. The TC group demonstrated superior scores and rates of growth on the expressive vocabulary measure (spoken and/or signed) when compared to the OC group if they received their implants during their preschool or early elementary school years. There was no significant difference if the children received their implants during middle elementary school. Regardless of whether children were in the OC or TC group, children who received their implants during preschool demonstrated stronger performance, on average, on all measures over time than children who received their implants during their elementary school years. The results of this study suggest that children may benefit from using cochlear implants regardless of the communication strategy/teaching approach employed by their school program and that other considerations, such as the age at which children receive implants, are more important. Implications and future research needs are discussed.

Child Language↗
PubMed2004

Nonword imitation by children with cochlear implants: consonant analyses.

OBJECTIVES: To complete detailed linguistic analyses of archived recordings of pediatric cochlear implant users' imitations of nonwords; to gain insight into the children's developing phonological systems and the wide range of variability in nonword responses. DESIGN: Nonword repetition: repetition of 20 auditory-only English-sounding nonwords. SETTING: Central Institute for the Deaf "Education of the Deaf Child" research program, St Louis, Mo. PARTICIPANTS: Eighty-eight 8- to 10-year-old experienced pediatric cochlear implant users. MAIN OUTCOME MEASURES: Several different consonant accuracy scores based on the linguistic structure (voicing, place, and manner of articulation) of the consonants being imitated; analysis of the errors produced for all consonants imitated incorrectly. RESULTS: Seventy-six children provided a response to at least 75% of the nonword stimuli. In these children's responses, 33% of the target consonants were imitated correctly, 25% of the target consonants were deleted, and substitutions were provided for 42% of the target consonants. The children tended to correctly reproduce target consonants with coronal place (which involve a mid-vocal tract constriction) more often than other consonants. Poorer performers tended to produce more deletions than the better performers, but their production errors tended to follow the same patterns as the better performers. CONCLUSIONS: Poorer performance on labial consonants suggests that scores were affected by the lack of visual cues such as lip closure. Oral communication users tended to perform better than total communication users, indicating that oral communication methods are beneficial to the development of pediatric cochlear implant users' phonological processing skills.

Child↗
PubMed1989

Key word signing: listeners' classification of signed and spoken narratives.

Suprasegmental changes in speaker-signers' speech may be an important component of the results obtained in key-word-sign programs. The aim of this study was to investigate whether untrained listeners could tell a difference between the speech of a person using key word signing with speech and using speech only. Fifty untrained listeners heard an audiotape of six speaker-signers who sometimes used key word signing and sometimes used speech only in their production of 24 spoken narratives. The results demonstrated that listeners could accurately classify all keyword-signed communication of three speaker-signers and the spoken-only communication of all four speaker-signers who had been previously identified as demonstrating natural spoken communication. The major perceived differences between the use of key-word-signed communication and spoken-only communication were differences in speech rate and word emphasis and differences in pausing.

Adolescent↗
PubMed1991

[Deaf persons' communication possibilities in relation to auditory and visual symbols].

This article presents deaf people's possibilities of communication. There is a difference in communication skills between deaf people who were born hearing--and have learned a spoken language before the loss of hearing--and those who were born deaf. The later deafness is acquired, the better the individual's ability to communicate in a hearing society. Deaf people are far more dependent upon visual language symbols than are hearing people.

Communication↗
PubMed1988

The role of referential speech in sign learning by mentally retarded children: a comparison of total communication and sign-alone training.

We conducted two experiments to assess the role of referential speech during sign training in which the spoken words corresponding to signs were receptively known to the participants. An alternating treatments design was used to compare sign acquisition across two teaching conditions in which referents were presented either with or without the corresponding verbal label. During the first experiment, signs were taught concurrently; during the second experiment, signs within each of the respective conditions were taught in a serial fashion. In both experiments, signs taught by total communication were acquired faster than those taught by sign-alone training.

Child↗
PubMed1990

Parents' use of Signing Exact English: a descriptive analysis.

Parental use of simultaneous communication is advocated by many programs serving hearing-impaired students. The purpose of the present study was to describe in detail the input characteristics of five hearing parents, who were attempting to use one such system, Signing Exact English or SEE 2 (Gustason, Pfetzing, & Zawolkow, 1980). The parents were intermediate-level signers, motivated to use SEE 2. Voiced and signed segments from videotaped language samples were transcribed and coded for equivalence and other features of interest. Results were that parents' signed mean lengths of utterance (MLUs) were lower than those of their children although the majority of their sign utterances were syntactically intact. Structures categorized as complex in the Developmental Sentence Scoring procedure (Lee, 1974) and considered abstract in a semantic coding scheme (Lahey, 1988) were seldom used by the parents. Parents provided a narrow range of lexical items in their sign code. Results are discussed in terms of the type of input the parents are providing and the procedures used to identify priorties for parent education.

Child, Preschool↗
PubMed2004

Hearing mothers and their deaf children: the relationship between early, ongoing mode match and subsequent mental health functioning in adolescence.

In the few studies that have been conducted, researchers have typically found that deaf adolescents have more mental health difficulties than their hearing peers and that, within the deaf groups, those who use spoken language have better mental health functioning than those who use sign language. This study investigated the hypotheses that mental health functioning in adolescence is related to an early and consistent mode match between mother and child rather than to the child's use of speech or sign itself. Using a large existing 15-year longitudinal database on children and adolescents with severe and profound deafness, 57 adolescents of hearing parents were identified for whom data on language experience (the child's and the mother's) and mental health functioning (from a culturally and linguistically adapted form of the Achenbach Youth Self Report) was available. Three groups were identified: auditory/oral (A/O), sign match (SM), and sign mismatch (SMM). As hypothesized, no significant difference in mental health functioning was found between the A/O and SM groups, but a significant difference was found favoring a combined A/O and SM group over the SMM group. These results support the notion of the importance of an early and consistent mode match between deaf children and hearing mothers, regardless of communication modality.

Adolescent↗