The Impact of Verbal Capacity on Theory of Mind in Deaf and Hard of Hearing Children

2012 ◽  
Vol 157 (1) ◽  
pp. 66-77 ◽  
Author(s):  
Clovis Levrez ◽  
Béatrice Bourdin ◽  
Barbara Le Driant ◽  
Baudouin Forgeot D'Arc ◽  
Luc Vandromme
Keyword(s):  
Theory Of Mind ◽  
Hard Of Hearing ◽  
Hearing Children ◽  
The Impact

Social-Emotional Problems in Deaf and Hard-of-Hearing Children from an Executive and Theory-of-Mind Perspective

2018 ◽  
Author(s):  
Constance Th. W. M. Vissers ◽  
Daan Hermans
Keyword(s):  
Theory Of Mind ◽  
Executive Functioning ◽  
Children And Adolescents ◽  
Hard Of Hearing ◽  
Cognitive Model ◽  
Emotional Problems ◽  
Inner Speech ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Hearing Children

The implications of a hearing loss can go far beyond the linguistic domain. Several studies have revealed that deaf and hard-of-hearing children are at risk in their social-emotional development. This chapter argues that executive functions and theory of mind are two central underlying cognitive factors in people’s social-emotional functioning. We briefly review what is currently known about executive functioning and theory-of-mind development in deaf and hard-of-hearing children and adolescents and then present a cognitive model with a central role for inner speech in relation to executive functioning and theory of mind. We hypothesize that inner speech both enables and urges the regulation of oneself (executive function) and also the mentalization of one’s own and others’ inner worlds (theory of mind). We discuss the implications for assessing and treating social-emotional problems in deaf and hard-of-hearing children and adolescents.

Discussion of Issues Related to Assessing Signed or Spoken Language in Children with Developmental Language Disorder

2021 ◽  
pp. 185-192
Author(s):  
Carol-Anne Murphy ◽  
Pauline Frizelle ◽  
Cristina McKean ◽  
David Quintos-Pozos
Keyword(s):  
Hard Of Hearing ◽  
Language Disorder ◽  
Dynamic Assessment ◽  
Spoken Language ◽  
Developmental Language Disorder ◽  
Semantic Fluency ◽  
Hearing Children ◽  
The Impact ◽  
Over Time

Issues regarding assessment of the deaf and hard-of-hearing (D/HH) child with developmental language disorder (DLD) have implications for the assessment of the child with DLD who is not D/HH. Of note are suggestions regarding literacy, the potential for semantic fluency assessment to contribute to the identification of DLD, the use of standardized protocols to support assessment at the conversational level, and the necessary skills of those completing assessments. Similarly, issues in assessment and identification of children with DLD who are not D/HH have implications for practice with children who are D/HH. These include the shift from exclusionary approaches to identification and recognition of co-occurring conditions, addressing the impact of development over time and considering the contribution of dynamic assessment. This chapter is a joint discussion of key items related to the assessment of deaf and hearing children with a developmental language disorder that were presented in Chapters 5.1 and 5.2.

scholarly journals Reading characteristics of deaf and hard-of-hearing pupils

2012 ◽  
Vol 69 (10) ◽  
pp. 846-851
Author(s):  
Jasmina Karic ◽  
Sinisa Ristic ◽  
Snezana Medenica ◽  
Vaska Tadic ◽  
Svetlana Slavnic
Keyword(s):  
Hard Of Hearing ◽  
Semantic Processing ◽  
Reading Speed ◽  
Deaf Child ◽  
Three Dimensional ◽  
Reading Test ◽  
Significant Difference ◽  
Motor Actions ◽  
Hearing Children ◽  
The Impact

Background/Aim. Speech motor mechanisms play a crucial role in the process of demutization, due to the fact that they cover all the elements of the successive development of spech production movements leading to speech formation (socalled kinesthesia in speach). The aim of this study was to estimate the impact of perceptual motor actions on the cognitive process of reading in 130 students in regular schools and schools for the deaf and hard-of-hearing children in the Republic of Serbia. Methods. Kostic and Vladisavljevic test consisted of the ten levels weight was used for the assessment of reading speed. To assess understanding of text read by verbal responses, we used three-dimensional adapted reading test of Helene Sax. Results. The triage-articulation test for assessing reading speed (Kostic and Vladisavljevic?s test according to the weight of ten levels, revealed that students in regular schools statistically significantly faster read texts as compared to the deaf students. The results of the threedimensional adapted reading test of Helena Sax, show that the words learned by deaf children exist in isolation in their mind, ie, if there is no standard of acoustic performance for graphic image, in deaf child every word, printed or written, is just the sum of letters without meaning. Conclusion. There is a significant difference in text reading speed and its understanding among the children who hear and the deaf and hard of-hearing children. It is essential that in deaf and heard-of hearing children education, apart from the development of speech, parallelly use the concept of semantic processing in order to get each word by the fullness of its content and the possibility of expanding its meaning in a variety of assets.

Vocabulary Learning in Children with Cochlear Implants in Signed and Spoken Modalities

2020 ◽  
pp. 109-125
Author(s):  
Daan Hermans ◽  
Lian van Berkel-van Hoof ◽  
Harry Knoors
Keyword(s):  
Cochlear Implants ◽  
Hard Of Hearing ◽  
Spoken Language ◽  
Lexical Knowledge ◽  
Lexical Representations ◽  
Signed Language ◽  
Lexical Quality ◽  
Hearing Children ◽  
The Impact

The lexical quality hypothesis emphasizes the importance of the quantity and the quality of lexical knowledge for reading comprehension: children need to quickly and accurately access the meanings of the written words they encounter. This chapter discusses research on the quality and quantity of lexical representations in spoken language and in signed language in children with cochlear implants (CIs). It also describes the impact of three multimodal approaches that have been used to enhance the quantity and quality of lexical representations in deaf and hard-of-hearing children, including those with CIs: Cued Speech, orthographic information, and augmentative signs. The chapter argues that these three multimodal approaches are promising tools for enhancing the quality of lexical representations in spoken language in children with CIs.

The Impact of Pragmatic Delays for Deaf and Hard of Hearing Students in Mainstream Classrooms

PEDIATRICS ◽  
2020 ◽  
Vol 146 (Supplement 3) ◽  
pp. S292-S297
Author(s):  
Louise Paatsch ◽  
Dianne Toe
Keyword(s):  
Hard Of Hearing ◽  
Mainstream Classrooms ◽  
The Impact

The impact of hearing loss

ORL ro ◽  
2016 ◽  
Vol 4 (1) ◽  
pp. 64-65
Author(s):  
Mădălina Georgescu ◽  
Violeta Necula ◽  
Sebastian Cozma
Keyword(s):  
Hearing Loss ◽  
Health Services ◽  
Hard Of Hearing ◽  
Hearing Impaired ◽  
Public Health Issue ◽  
Health Politics ◽  
Universal Newborn Hearing Screening ◽  
Newborn Hearing ◽  
Impaired Person ◽  
The Impact

Hearing loss represents a frequently met sensorial handicap, which has a major and complex impact not only on the hearing-impaired person, but also on his family and society. The large number of hard-of-hearing persons justifies the acknowledgement of hearing loss as a public health issue, which oblige to appropriate health politics, to offer each hearing-impaired person health services like those in Europe. These can be obtained through: appropriate legislation for mandatory universal newborn hearing screening; national program for follow-up of hearing-impaired children up to school age; national register of hard-of-hearing persons; smooth access to rehabilitation methods; appropriate number of audiologists, trained for health services at European standards, trained through public programs of education in the field of audiology.  

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