A Review of the Evidence for a Learning-Disabled, Hearing-Impaired Sub-Group

1989 ◽  
Vol 134 (5) ◽  
pp. 297-300 ◽  
Author(s):  
Gary Owen Bunch ◽  
Terry-Lynn Melnyk
Keyword(s):  
Learning Disabled ◽  
Hearing Impaired

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

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.

Hearing Aid Amplification Reduces Communication Effort of People With Hearing Impairment and Their Conversation Partners

2020 ◽  
Vol 63 (4) ◽  
pp. 1299-1311 ◽  
Author(s):  
Timothy Beechey ◽  
Jörg M. Buchholz ◽  
Gitte Keidser
Keyword(s):  
Hearing Impairment ◽  
Hearing Aid ◽  
Normal Hearing ◽  
Referential Communication ◽  
Hearing Impaired ◽  
Directional Hearing ◽  
Acoustic Environment ◽  
Communication Task ◽  
Acoustic Environments ◽  
The Impact

Objectives This study investigates the hypothesis that hearing aid amplification reduces effort within conversation for both hearing aid wearers and their communication partners. Levels of effort, in the form of speech production modifications, required to maintain successful spoken communication in a range of acoustic environments are compared to earlier reported results measured in unaided conversation conditions. Design Fifteen young adult normal-hearing participants and 15 older adult hearing-impaired participants were tested in pairs. Each pair consisted of one young normal-hearing participant and one older hearing-impaired participant. Hearing-impaired participants received directional hearing aid amplification, according to their audiogram, via a master hearing aid with gain provided according to the NAL-NL2 fitting formula. Pairs of participants were required to take part in naturalistic conversations through the use of a referential communication task. Each pair took part in five conversations, each of 5-min duration. During each conversation, participants were exposed to one of five different realistic acoustic environments presented through highly open headphones. The ordering of acoustic environments across experimental blocks was pseudorandomized. Resulting recordings of conversational speech were analyzed to determine the magnitude of speech modifications, in terms of vocal level and spectrum, produced by normal-hearing talkers as a function of both acoustic environment and the degree of high-frequency average hearing impairment of their conversation partner. Results The magnitude of spectral modifications of speech produced by normal-hearing talkers during conversations with aided hearing-impaired interlocutors was smaller than the speech modifications observed during conversations between the same pairs of participants in the absence of hearing aid amplification. Conclusions The provision of hearing aid amplification reduces the effort required to maintain communication in adverse conditions. This reduction in effort provides benefit to hearing-impaired individuals and also to the conversation partners of hearing-impaired individuals. By considering the impact of amplification on both sides of dyadic conversations, this approach contributes to an increased understanding of the likely impact of hearing impairment on everyday communication.

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.

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.

Sign in / Sign up

Export Citation Format

Share Document