Log in

Relevant bibliographies by topics / Children with hearing impairments / Dissertations / Theses

To see the other types of publications on this topic, follow the link: Children with hearing impairments.

Dissertations / Theses on the topic 'Children with hearing impairments'

Author: Grafiati

Published: 4 June 2021

Last updated: 28 May 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 dissertations / theses for your research on the topic 'Children with hearing impairments.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

1

Gilmer, Kristin Rashelle. "Comparison of Prescribed versus Actual Gain for Children with Profound Hearing Impairments." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4975.

Full text

Abstract:

The early selection and use of an appropriate amplification system may be the most important aspect in the aural! rehabilitation of children who are hearing impaired. The main goal guiding the selection of hearing aids for children is to maximize their residual hearing through amplification in order to facilitate speech and language development. Seewald, Ross, and Stelmachciwicz (1987) have developed a speech-spectrum based procedure for selecting hearing aid characteristics for children referred to as the Desired Sensation Level Procedure (DSL) approach. This is an objective method which has been developed specifically for use with young pre-verbal children. I The purpose of the present study was to determine how closely the previously fitted amplification systems of profoundly hearing-impaired children approximated the amplification targets that would be prescribed for their hearing losses by the DSL method. The data were used to examine the feasibility and appropriateness of the DSL method for prescribing amplification for children with profound hearing impairments. Twenty amplification systems worn by profoundly hearing-impaired children were electroacoustically evaluated to discover how closely they approximated the DSL fitting criteria. Hearing thresholds were obtained for each subject for the frequencies 250, 500, 1000, 2000, and 4000 Hz using puretone audiometry. The DSL computer program was used to generate prescribed 2 cc. coupler targets at each frequency. The subjects' amplification systems were electroacoustically analyzed to determine the measured 2 cc. coupler response. Means and standard deviations were reported for prescribed and measured gain values at each frequency. Two-tailed t-tests were computed to determine if a difference exists between prescribed and measured gain. The tests were considered significant at the .05 level. A significant difference between the means was found at 2000 and 4000 Hz. Correlation coefficients were calculated at each frequency to determine if a predictable relationship between prescribed and measured gain existed. Correlation coefficients showed weak relationships between the two groups of data. These results showed the difficulty of meeting prescribed amplification targets, particularly in the high frequencies for children with profound hearing impairments.

APA, Harvard, Vancouver, ISO, and other styles

2

Charema, John. "Explaining the ways in which parents of children with hearing impairments access counseling services in Zimbabwe." Thesis, University of Pretoria, 2004. http://hdl.handle.net/2263/27848.

Full text

Abstract:

The purpose of this study was to explain the ways in which parents of children with hearing impairments access counseling services. In order to focus attention on these issues, a research question and objectives were formulated: In what ways did parents of children with hearing impairments in Zimbabwe access counseling services during the period 1999 to 2000? Five distinct but related major issues, in relation to parents of children with hearing impairments accessing counseling services in Zimbabwe during the period 1999 to 2000 emerged. This came from observation of practice, personal experiences, and discussions with parents. The objectives of the study were thus formulated as follows: · to find out who counseled parents of children with hearing impairments. · to investigate whether parents who received or did not receive counseling were aware of organizations that offered guidance and counseling. · to find out parents’ perceptions on whether or not counseling helped them to accept and cope with their children. · to establish the qualifications of the counselors who counseled parents of children with hearing impairments. · to explore recommendations by parents on ways in which counseling can be made more accessible in Zimbabwe. A pilot study was conducted in which two questionnaires that covered the research question and the five objectives were constructed and refined. Subsequently a survey was carried out on a sample of 300 parents of children with hearing impairments and 28 counseling service organizations. The questionnaires sought to find out: who counseled parents of children with hearing impairments, their views about the counseling they received, whether they were able to accept and cope with their children after counseling and their views on how counseling could be made more accessible. The questionnaire to service organizations sought to establish the qualifications of their counselors, the needs of parents of children with hearing impairments and their views on what they thought could be done to help parents access counseling services. Female and male parents were compared in terms of their sources of counseling, acceptance and coping with children of different genders and different age groups. Quantitative data on organizations and parents’ responses were analyzed using descriptive statistics. Qualitative analysis was used to analyze data from open-ended questions collected from parents of children with hearing impairments. Results from the study indicate that the majority of the parents received counseling from special schools, followed by individuals, then hospitals, churches, registered counseling organizations and friends. Slightly more than half of the parents were aware of registered organizations that offer counseling services. Most parents believed that counseling helped them and were able to cope with their children after counseling. The majority of the counselors who counseled parents of children with hearing impairments were not qualified. Most parents indicated that they faced difficulties in communication, financial constraints, societal attitude, lack of transport and lack of skills to teach children basic living skills. Parents suggested the use of parent support groups, workshops and advertisements as means of making counseling services more accessible.
Thesis (PhD (Learning Support, Guidance and Counceling))--University of Pretoria, 2004.
Educational Psychology
unrestricted

APA, Harvard, Vancouver, ISO, and other styles

3

Lau, W. C., and Kerry Proctor-Williams. "Temperament Profiles of Children with Communication Impairments." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1835.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Clark, Matthew Ryan. "Novel word learning of children with hearing impairment and children with typical hearing." [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=947.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Dempsey, Donna Jean Ala'i-Rosales Shahla S. "An experimental analysis of opportunity and communication response form in a child with autism and hearing impairments." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5188.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Richardson, Erin. "Reliability and Validity of the Universal Nonverbal Intelligence Test for Children with Hearing Impairments." TopSCHOLAR®, 1995. http://digitalcommons.wku.edu/theses/921.

Full text

Abstract:

This researcher investigated the reliability and validity of the Universal Nonverbal Intelligence Test (UNIT) for a hearing-impaired population. The subjects consisted of 15 hearing-impaired children between the ages of five and eight who are are enrolled in special education programs for the hearing-impaired. Three week test-retest reliability coefficients were moderate to high for all subtests (.65 to .89) and high for all scales and the total score (.88 to .96). Intracorrelations support the structure of the UNIT in that subtests demonstrated high correlations with the scale they were purported to represent. Concurrent validity was assessed with the Naglieri Draw-A-Person (DAP) during the first testing session. The UNIT and the DAP demonstrated correlations within the moderate to high range (.60 to .77) between the scales and total score of the UNIT and the three drawings and the total of the DAP. Results are discussed relevant to other measures utilized with hearing-impaired populations. The most important implication is that the UNIT appears to be a promising instrument for assessing intellectual abilities in children with hearing-impairments.

APA, Harvard, Vancouver, ISO, and other styles

7

Williams, A. Lynn, S. M. Camarata, Nancy J. Scherer, and P. Hoffman. "The Relationship between Speech and Language Impairments in Children." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etsu-works/2110.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Kan, Kam-sheung. "The development and evaluation of a music intervention program for children with hearing impairments in integrated preschools." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35540394.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Chien, Shu-Jane. "Cognitive addition : strategy choice in young children with normal hearing and children with hearing impairment /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487844948074841.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Öster, Anne-Marie. "Computer-based speech therapy using visual feedback with focus on children with profound hearing impairments." Doctoral thesis, KTH, Speech, Music and Hearing, TMH, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-4031.

Full text

Abstract:

This thesis presents work in the area of computer-based speech therapy using different types of visual feedback to replace the auditory feedback channel. The study includes diagnostic assessment methods prior to therapy, type of therapy design, and type of visual feedback for different users during different stages of therapy for increasing the efficiency. The thesis focuses on individual computer-based speech therapy (CBST) for profoundly hearing-impaired children as well as for computer-assisted pronunciation training (CAPT) for teaching and training the prosody of a second language. Children who are born with a profound hearing loss have no acoustic speech target to imi¬tate and compare their own production with. Therefore, they develop no spontaneous speech but have to learn speech through vision, tactile sensation and, if possible, residual hear¬ing. They have to rely on the limited visibility of phonetic features in learning oral speech and on orosensory-motor control in maintaining speech movements. These children constitute a heterogeneous group needing an individualized speech therapy. This is because their possibilities to communicate with speech depend not only on the amount of hearing, as measured by pure-tone audiometry, but also on the quality of the hearing sensa¬tion and the use the children through training are able to make of their functional hearing for speech. Adult second language learners, on the other hand, have difficulties in perceiving the phonetics and prosody of a second language through audition, not because of a hearing loss but because they are not able to hear new sound contrasts because of interference with their native language. The thesis presents an overview of reports made concerning speech communication and profound hearing impairment such as studies about residual hearing for speech processing, effects of speech input limitations on speech production, interaction between individual deviations and speech intelligibility, and speech assessment methods of phonetic realizations of phonological systems. Finally, through several clinical evaluation studies of three Swedish computer-based therapy systems, concerning functionality, efficiency, types of visual feedback, therapy design, and practical usability for different users, important recommendations are specified for future developments.

APA, Harvard, Vancouver, ISO, and other styles

11

Öster, Anne-Marie. "Computer-based speech therapy using visual feedback with focus on children with profound hearing impairments /." Stockholm, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-4031.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Dempsey, Donna Jean. "An experimental analysis of opportunity and communication response form in a child with autism and hearing impairments." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5188/.

Full text

Abstract:

An alternating treatment design was used to systematically evaluate the communication response forms, picture exchange communication system (PECS) or sign language, selection for a child with pervasive developmental disorder-not otherwise specified, profound hearing loss, and cochlear implants. The child had a limited pool of high preference items and very few functional skills. Key factors for this child included a structured environment that created a verbal community and contingent access to high preference items. No preference in communication response form was observed. The child successfully used four response forms to communicate: gestures, PECS, sign language, and vocalization. The results are discussed in terms of decision making factors in the selection of response forms.

APA, Harvard, Vancouver, ISO, and other styles

13

Kan, Kam-sheung, and 簡錦嫦. "The development and evaluation of a music intervention program for children with hearing impairments in integrated preschools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35540394.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Callaway, Alison. "Deaf children and their families in China." Thesis, University of Bristol, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246298.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Hind, Sarah E. "Language, perception and production in profoundly deaf children." Thesis, Loughborough University, 1993. https://dspace.lboro.ac.uk/2134/16104.

Full text

Abstract:

Prelingually profoundly deaf children usually experience problems with language learning (Webster, 1986; Campbell, Burden & Wright, 1992). The acquisition of written language would be no problem for them if normal development of reading and writing was not dependent on spoken language (Pattison, 1986). However, such children cannot be viewed as a homogeneous group since some, the minority, do develop good linguistic skills. Group studies have identified several factors relating to language skills: hearing loss and level of loss, I.Q., intelligibility, lip-reading, use of phonology and memory capacity (Furth, 1966; Conrad, 1979; Trybus & Karchmer, 1977; Jensema, 1975; Baddeley, Papagno & Vallar, 1988; Baddeley & Wilson, 1988; Hanson, 1989; Lake, 1980; Daneman & Carpenter,1980). These various factors appear to be interrelated, with phonological awareness being implicated in most. So to understand behaviour, measures of all these factors must be obtained. The present study aimed to achieve this whilst investigating the prediction that performance success may be due to better use of phonological information. Because linguistic success for the deaf child is exceptional, a case study approach was taken to avoid obscuring subtle differences in performance. Subjects were screened to meet 6 research criteria: profound prelingual deafness, no other known handicap, English the first language in the home, at least average non-verbal IQ , reading age 7-9 years and inter-subject dissimilarities between chronological reading age discrepancies. Case histories were obtained from school records and home interviews. Six subjects with diverse linguistic skills were selected, four of which undertook all tests. Phonological awareness and development was assessed across several variables: immediate memory span, intelligibility, spelling, rhyme judgement, speech discrimination and production. There was considerable inter-subject performance difference. One boy's speech production was singled out for a more detailed analysis. Useful aided hearing and consistent contrastive speech appear to be implicated in other English language skills. It was concluded that for phonological awareness to develop, the deaf child must receive useful inputs from as many media as possible (e.g., vision, audition, articulation, sign and orthography). When input is biassed toward the more reliable modalities of audition and articulation, there is a greater possibility of a robust and useful phonology being derived and thus better access to the English language.

APA, Harvard, Vancouver, ISO, and other styles

16

Walker, Jennifer. "The Maturation of Cortical Auditory Evoked Potentials in Children with Normal Hearing and Hearing Impairment." Thesis, University of Canterbury. Communication Disorders, 2008. http://hdl.handle.net/10092/2195.

Full text

Abstract:

Cortical auditory evoked potentials (CAEPs) are a non-invasive tool that can provide objective information on the functioning of the auditory pathways. As a result, there is increasing use of these measurements to support the early implantation of cochlear implants in children. However, the maturation of CAEPs in children who have received cochlear implants is still not well understood. This study investigated five children who received cochlear implants prior to 3.5 years of age and compared their CAEP waveforms to five normal-hearing children who were matched for age and five normal-hearing children who were matched for time-in-sound. In addition, a case study was completed, comparing an age-matched child who received hearing aids prior to 3.5 years of age to one of the children with cochlear implants. The latencies and amplitudes of the positive and negative peaks (P1, N1, P2, and N2) of the CAEP waveforms were measured and analysed using statistical techniques, including one-way repeated measures ANOVA. Our hypothesis was that children who received cochlear implants prior to 3.5 years of age would have CAEPs similar to their age-matched peers with normal hearing. Additionally, it was expected that the two matched children with hearing instruments would have CAEP waveforms that are similar. The measurements recorded demonstrated no conclusive results between the children with cochlear implants and either of the normal hearing groups. In the case study, the latencies and amplitudes of the child with a cochlear implant were similar to those of the child with hearing aids, supporting the second hypothesis. This study highlights the need for further research on a larger scale in order to more clearly determine the manner in which CAEP waveforms mature in children with cochlear implants.

APA, Harvard, Vancouver, ISO, and other styles

17

O'Neill, McGuckian Maria. "The grammatical morpheme deficit in children with hearing impairment, children with Down's syndrome and children with specific language impairment." Thesis, University of Ulster, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.407506.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Leung, Po-ling. "Repair strategies used by Cantonese speaking children with hearing impairment." Click to view the E-thesis via HKUTO, 1998. http://sunzi.lib.hku.hk/hkuto/record/B36209715.

Full text

Abstract:

Thesis (B.Sc)--University of Hong Kong, 1998.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 1998." Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

19

Eley, Cynthia S. "Unilateral hearing impairment and the effects of FM auditory trainers on auditory discrimination." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/539806.

Full text

Abstract:

The purpose of this study was to determine the effects of using an FM auditory trainer on the speech intelligibility with unilateral hearing loss. Half lists of the NU-6 was administered to 20 normal hearing adults under the following conditions: binaurally (quiet and noise), one ear occluded without and FM auditory trainer (quiet and noise), and one ear occluded with an FM auditory trainer (quiet and noise). The occlusion of the right and left ears was performed in order to control for the dominance of the right ear in speech discrimination under noise.The results indicated a significant improvement in speech discrimination when an FM auditory trainer is used with the unilaterally hearing impaired.
Department of Speech Pathology & Audiology

APA, Harvard, Vancouver, ISO, and other styles

20

Spaulding, Tammie J. "Attentional Control in Preschool Children with Specific Language Impairment." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/194819.

Full text

Abstract:

This research was guided by a theoretical framework positing that children with typical language apply general cognitive resources, such as attention, to facilitate language acquisition, and limitations in these processes may contribute to poor language skills. From this perspective, studying the attentional functioning of children who exhibit difficulty with language would have value for both informing this theory and understanding the nature of the disorder. However, research on the attention of children with specific language impairment (SLI) is limited, as only a few subdomains have been addressed to date. In addition, although school-age children with SLI have been studied, the assessment of attentional functioning in preschool children with this disorder has been minimal. This is likely the result the limitations inherent to the methods used for evaluating attentional skills at younger ages. The purpose of this research was to extend a method previously used successfully with preschool children to study selected aspects of attentional control including susceptibility to distraction, inhibitory control, and updating skills. The research questions were: (a) Do children with SLI exhibit increased susceptibility to distraction relative to their typically-developing peers, and if so, does it vary according to the type of distracter (visual, nonverbal-auditory, linguistic) presented? (b) Do children with SLI exhibit poor inhibitory control relative to their typically-developing peers? (c) Do children with SLI and their typically-developing peers display evidence of updating? Thirty-one preschool children with SLI and 31 controls participated in two computer tasks designed to assess these mechanisms of attentional control. The susceptibility to distraction task involved resisting distracters presented in different stimulus modalities (visual and auditory-linguistic/nonlinguistic). Inhibition and updating skills were assessed using a stop signal paradigm. In comparison to typically-developing children, the children with SLI exhibited increased susceptibility to distraction and poor inhibitory control. Unlike the controls, they exhibited no evidence of updating. The results of this investigation will contribute to a long-term goal of addressing how attention may affect language acquisition in children with SLI. In addition, the successful methodology employed in this study may offer an improved procedure for diagnosing attentional difficulties at an early age, regardless of language status.

APA, Harvard, Vancouver, ISO, and other styles

21

Fernandes, N., M. Garcia, and Saravanan Elangovan. "The Occurrence of Hearing Impairment in Brazilian Children : A Systematic Review." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1566.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Chiu, Lai-yi Elsa. "Use of words and sentence structure among students with hearing impairment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B29789473.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Lewis, Kelley, Kelly King, Melanie O'Brien, Kerry Proctor-Williams, and Danielle Py. "An Analysis of How Quickly and Efficaciously Children with Specific Language Impairments Learn Verbs Compared to Children with Typical Language Development." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/1856.

Full text

Abstract:

Speech-language pathologists are challenged with providing children with treatment that results in the greatest amount of improvement in the least amount of time. To aid in this challenge, we examined how quickly and efficaciously seven children with a specific language impairment (SLI) learned verbs compared to seven children with typical language (TL) development. Each child was taught the meaning and use of six nonsense verbs. Nonsense verbs were used to ensure that the target verbs had never been heard by any of the participants before the experiment and allowed us to control verb exposure. Each participant received up to four training sessions of 30-minutes each. During these sessions, the examiner utilized naturalistic conversational techniques and play activities with carefully selected sets of toys that corresponded to the meaning of the target words. The training sessions were ended when children demonstrated 100% accuracy in their understanding of the verbs and 50% accuracy in their production during a probe task. All sessions were audio-recorded and the experimenters and childs utterances were reliably coded. Analysis revealed that the two groups received the same input from the experimenter in terms of the number and type of exposures to the verbs. We examined the childrens nonsense verb productions for their rate and quality. Rate of verb acquisition was measured by counting: 1) the number of sessions required before the criteria for learning was met; 2) the number of exposures before childs first spontaneous production of each target verb; and 3) the number of exposures before childs first elicited production of each target verb. Quality of verb acquisition was measured by counting: 1) the number of alternative real verbs substituted for a nonsense verb and 2) the accuracy of transitive target verb usage. Although the results were not statistically significant for any of the measures tested, there was a trend for children with SLI to learn the target nonsense verbs more slowly but just as

APA, Harvard, Vancouver, ISO, and other styles

24

Pang, Lau Seung-man Bessie. "Social aspects of integration of children with profound hearing impairment in Hong Kong primary schools." Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38627085.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Morgan, Katie Ruth. "Vocabulary intervention aimed at improving expressive language for children with hearing impairment." Thesis, University of Canterbury. Department of Communication Disorders, 2009. http://hdl.handle.net/10092/3220.

Full text

Abstract:

Children with hearing impairment are at risk of language delay. Language delays can have far reaching consequences. Language delay in children with hearing impairment is thought to be due to receiving insufficient auditory information during the critical period. This study investigated whether a hybrid language intervention program could be used with children with hearing impairment to improve their language delay. Three participants, two participants who wore hearing aids, and one participant who had a cochlear implant, participated in an intervention programme targeting vocabulary. All participants had unique patterns of hearing loss and all had a language delay. There were three phases to this study. An assessment and baseline testing phase, an intervention phase and a post-intervention phase. Outcome measures were: number of target verbs produced, Mean Length of Utterance (MLU) in morphemes, and the number of different words in a conversational language sample. Results indicated all three participants improved in their production of the target verbs. Contrary to expectations, an increase in MLU in morphemes did not occur. Only one participant had a significant increase in the number of different words. These findings suggest children with hearing impairment and language delay are stimulable to intervention. Further research is warranted into whether the hybrid intervention program used in this study may be more applicable to children of younger ages with hearing impairment.

APA, Harvard, Vancouver, ISO, and other styles

26

Reeve, Kirsti J. "Children with mild and unilateral hearing impairment : current management and outcome measures." Thesis, University of Nottingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288074.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

張嘉恩 and Ka-yan Winnie Cheung. "The phonological mediation hypothesis evidence from Chinese students with hearing impairment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B47233576.

Full text

Abstract:

In Western countries, there are around 8-10% of school age children suffering from mild to moderate reading difficulties. Similarly, in Hong Kong the prevalence of reading difficulties among school age children was found to be 9.7- 12%. An understanding of the mechanisms involved in reading helps us to determine the skills necessary for successful reading. The Phonological Mediation Hypothesis (PMH), which claims that phonological recoding is a necessary phase during lexical access, is widely known for its postulation that phonological awareness would be a significant prognostic indicator of reading development. Theoretically, individuals who have difficulties in phonological recoding during lexical access should also encounter reading difficulties. Good readers with hearing impairment are, therefore, considered as counter examples of PMH. If the above prediction of PHM is true, skilled readers with hearing impairment should have the ability to develop an intact phonological representation and hence are more capable of phonological recoding. In this study, the reading behaviors of children with hearing impairment (HI), that of their reading level matched (RL) and that of their chronological age matched (CA) controls were compared in three tasks—an auditory perceptual task of onset rime awareness (TAPOR); a synonym decision task (SDT); and a homophone decision task (HDT). The results for TAPOR showed that auditory perceptual ability (APOR) accounted for 49% of the variance in the reading ability of children with hearing impairment. In addition, results of cross group comparisons on the scores in TAPOR demonstrated a possible causal relationship between APOR and reading ability in subjects with hearing impairment. On the other hand, SDT and HDT results indicated a significant preference for orthographic foils in RL and HI subjects with low reading ability. An increasing tendency to choose synonyms or homophones, and a decreasing tendency to use orthographic distractors was observed across subject groups with Primary 1, Primary 2 and Primary 6 reading abilities. A similar but delayed pattern of change in preference for distractors was observed in HI subjects. The results only partially agree with PMH. An alternative hypothesis—the Psycholinguistic Grain Size Theory (PGST) — might be a better model to explain the observed results. With reference to the results of TAPOR, the correlation between reading ability and auditory perceptual ability could be explained in terms of the ‘availability problem’ postulated in this latter model. In the same way, the early emergence of orthographic effect in almost all subjects except CA controls and the late emergence of a number of reading strategies operating at different levels of grain size can be better explained by ‘consistency problems’ and ‘granularity problems’ proposed in PGST. These findings are considered, and directions for further studies are outlined.
published_or_final_version
Speech and Hearing Sciences
Master
Master of Philosophy

APA, Harvard, Vancouver, ISO, and other styles

28

Carson, Kerrie, University of Western Sydney, of Arts Education and Social Sciences College, and School of Education and Early Childhood Studies. "The inclusive education of students with a hearing impairment : a case study inquiry." THESIS_CAESS_EEC_Carson_K.xml, 2001. http://handle.uws.edu.au:8081/1959.7/50.

Full text

Abstract:

Inclusion is the practice of serving the needs of all students, with a full range of abilities and disabilities, in the general classroom with appropriate in-class support. Using qualitative case studies, this thesis explores the inclusive placement of three students with a hearing impairment. The students came from non-English speaking backgrounds, used hearing technology to access the class program and were eager to attend their local primary school. They had different types of hearing losses and were the only hearing-impaired students enrolled at their school. Five variables were examined which influenced the success of the inclusive placement. These included the student's academic, social and physical performance, the school environment and parental/family support. The constant comparative method was used to analyse data collected in each case study. Findings from the case studies identified strengths and weaknesses in the students' inclusive placement, and also provided data for future research and discussion on inclusive education
Doctor of Philosophy (PhD)

APA, Harvard, Vancouver, ISO, and other styles

29

Zhu, Hua. "Phonological development and disorder of Putonghua (modern standard Chinese)-speaking children." Thesis, University of Newcastle Upon Tyne, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312002.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Barin, Lois J. "An epidemiological study of the age of identification for children with hearing impairment /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488190595941537.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Knoth, Sharon K. "Essential accommodations for students with sensory impairments : perceptions from the field." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1354646.

Full text

Abstract:

This thesis explored standardized assessment practices and analyzed accommodations commonly provided to address the unique needs of students with a sensory impairment. Current assessment practices in Indiana result in well below average scores on the Indiana Statewide Testing for Educational Progress - Plus (ISTEP+) and the Graduation Qualifying Examination (GQE) for students who have a sensory impairment. Using a mixed-method of qualitative and quantitative processes, the researcher postulated that if assessment processes were equitable for this population of students, their scores should approximate the normal distribution seen in the overall state totals for the total school population; albeit with a slightly lower trajectory. Reasoning being that the overall population of students with a sensory impairment spans from students with high ability to students with multiple disabilities. Through a literature review and meta-analysis on the topic of assessment, surveys and discussions with varied local experts, and interviews with state and national experts in the sensory areas represented, this study sought to establish a framework for accommodating this population of students on standardized assessments. Using descriptive analysis procedures, the various data sets brought forth 25 qualities or practices that the diverse experts agreed should be in place when assessing this population of students. The data reflected a high level of consensus among parents, teachers, state, and national experts regardless of region of state represented. The data also reflected consensus across sensory subgroups (blind, deaf, deafblind, hard of hearing/cochlear implant, and low vision). The research concluded with a modified confirmatory factor analysis of the 25 qualities with the state-dictated permissible accommodations published in the test guidance manual. This analysis revealed less than half of the perceived best practices were in place for the current state-mandated assessment system. Suggestions for improving accommodation options on future assessment procedures and the prospective for further research were offered.
Department of Special Education

APA, Harvard, Vancouver, ISO, and other styles

32

Carson, Kerrie Patricia. "The inclusive education of students with a hearing impairment : a case study inquiry /." View thesis View thesis, 2001. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030514.135321/index.html.

Full text

Abstract:

Thesis (Ph.D.) -- University of Western Sydney, 2001.
A thesis submitted for the degree of Doctor of Philosophy, College of Arts, Education & Social Science, School of Education & Early Childhood Studies, University of Western Sydney, 2001. Bibliography : leaves 252-278.

APA, Harvard, Vancouver, ISO, and other styles

33

McGahey, Holly Jannice. "Early Speech and Language Development: A Comparison of Typically Developing Children to Children with Cleft Palate." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0429104-112749/unrestricted/McGahey051804f.pdf.

Full text

Abstract:

Thesis (M.S.)--East Tennessee State University, 2004.
Title from electronic submission form. ETSU ETD database URN: etd-0429104-112749. Includes bibliographical references. Also available via Internet at the UMI web site.

APA, Harvard, Vancouver, ISO, and other styles

34

Boss, Marion Sutherland. "The Prevalence of Specific Learning Disabilities in School-Aged Hearing Impaired Children." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc332116/.

Full text

Abstract:

The purpose of this investigation was to determine the prevalence of specific learning disabilities in school-aged hearing impaired children based on the proposed theoretical definition of the National Joint Committee for Learning Disabilities (1981) and the theoretical definition constructed by the Canadian Association for Children and Adults with Learning Disabilities (1981). The operationalization of these theoretical definitions, coupled with the current operational definition issued by the Texas Education Agency (1983), formulated the investigative framework.

APA, Harvard, Vancouver, ISO, and other styles

35

Worsfold, Sarah. "Assessing expressive spoken language in children with permanent childhood hearing impairment in mid-childhood." Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/376873/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Iftoda, O. M. "New prognostic markers of hearing impairment in children: gene-gene interaction and approximation models." Thesis, БДМУ, 2021. http://dspace.bsmu.edu.ua:8080/xmlui/handle/123456789/18681.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Meyers, Christina. "Investigation of Treatment Dose Schedule for Children with Specific Language Impairment." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/560819.

Full text

Abstract:

Dosage has been identified as important element of intervention that has the potential to affect intervention efficacy. The purpose of this study was to examine the role of dose schedule for treatment of grammatical morphology deficits in children with Specific Language Impairment (SLI). Sixteen 4-5 year old children with SLI participated in a 6-week intervention program during which children received equivalent daily Enhanced Conversational Recast treatment targeting grammatical morpheme errors. Half of the children received treatment in one 30-minute session (massed condition). The other half received treatment in three 10-minutes sessions (spaced condition) over a 3-hour period. Progress was assessed three times weekly by probing a child’s use of his/her treatment morpheme and untreated morpheme (a maturational control) in untreated contexts. Pre-to-post treatment morpheme usage differed significantly for children regardless of dosage condition, demonstrating overall treatment efficacy. There were no differences in treatment effects for the massed and spaced conditions. In addition, nonverbal IQ and receptive vocabulary test scores correlated with treatment effect sizes. The study adds to evidence that Enhanced Conversational Recast can produce positive results, in a relatively short period of time, for children with specific language impairment. Moreover, it appears that clinicians may have some flexibility in terms of the dose schedule they employ to deliver this treatment in an evidence-based manner.

APA, Harvard, Vancouver, ISO, and other styles

38

Зубко, Юлія Юріївна, and Yuliia Yuriivna Zubko. "Використання засобів одноборств в загальноосвітніх спеціальних школах-інтернатах для дітей з вадами слуху." Master's thesis, СумДПУ імені А. С. Макаренка, 2021. http://repository.sspu.edu.ua/handle/123456789/12143.

Full text

Abstract:

Протягом останніх років в умовах нестабільної політичної, економічної, соціально-гуманітарної ситуації у країні, за результатами досліджень всесвітньої організації здоров’я (ВООЗ) приблизно 4% дітей з різними захворюваннями органів слуху, в той час як загальна кількість людей (дорослого населення з деривацією слуху налічується близько 360 чоловік. Саме тому, розробка змісту додаткових секційних занять в умовах шкіл-інтернатів для дітей з вадами слуху, а також включення таких дітей у загальне навчання спільно з їх однолітками, які не мають проблем зі здоров’ям забезпечить розвиток їх фізичних здібностей і сприятиме корекції здоров’я є актуальним питанням, яке необхідно вирішувати за допомогою засобів фізичної культури і спорту. В роботі зроблено характеристику стану фізичного здоров’я дітей молодшого шкільного віку з вадами слуху та здорових їх однолітків. Розроблено методику секційних занять з одноборств для дітей з вадами слуху та досліджено її вплив на розвиток координаційних та психомоторних здібностей дітей даної нозології.
In recent years, in an unstable political, economic, socio-humanitarian situation in the country, according to studies by the World Health Organization (WHO), about 4% of children with various diseases of the hearing, while the total number of people (adults with derivation That is why there are about 360. Therefore, the development of additional sectional classes in boarding schools for children with hearing impairments, as well as the inclusion of such children in general education together with their peers who do not have health problems will ensure the development of their physical education. abilities and promote health correction is an urgent issue that needs to be addressed through physical culture and sports. The paper describes the physical health of children of primary school age with hearing impairments and their healthy peers. The method of sectional martial arts classes for children with hearing impairments has been developed and its influence on the development of coordination and psychomotor abilities of children of this nosology has been studied.

APA, Harvard, Vancouver, ISO, and other styles

39

Pang, Lau Seung-man Bessie, and 龐劉湘文. "Social aspects of integration of children with profound hearing impairment in Hong Kong primary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38627085.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Yang, Feng Frank, and 杨峰. "Central auditory impairment in children with nonsyndromic cleft lip and/or palate." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B47231841.

Full text

Abstract:

Auditory impairment in patients with craniofacial clefts has been well studied for decades. However, most previous research has only focused on middle ear disorders and related auditory consequences in this group. Studies of higher level auditory status and central auditory processing abilities of this group—particularly in children—have been unsystematic and have significant limitations, while the potentially negative impact of central auditory impairment on children should not be ignored. One important area which needs further research is the status of the central auditory nervous system (CANS) in children with non-syndromic cleft lip and/or palate (NSCLP). In order to objectively investigate possible central auditory impairment in children with NSCLP, the present research programme was initiated. Firstly, two major studies aimed to provide anatomical structural analysis and functional evaluation of the auditory structures of CANS in a group of infants with NSCLP, and compare the results to those of normal controls (Studies 1 and 2). Secondly, a pilot study (Study 3) was conducted to provide preliminary data and suggest methodology to support a major, future research programme to comprehensively investigate central auditory processing abilities in children with NSCLP. A multi-disciplinary approach that included brain magnetic resonance image (MRI) scanning, auditory evoked potentials (AEP) recording, and a central behavioural auditory test battery assessment protocol, was applied in the present research programme. Based on the results of the studies and data analysis, it was concluded that: (1) Structural abnormalities of CANS in infants with NSCLP may be primarily located in the left cerebral hemisphere and cortical abnormalities were more marked compared with those in other subcortical locations. The development and maturation of the auditory cortex in infants with NSCLP may be abnormal, compared with that in normal children; (2) Infants with NSCLP might have normal auditory sensory function at brain stem and subcortical levels, yet this group may have significant impaired auditory discriminatory function at cortical level; (3) Children with NSCLP may show normal auditory processing abilities in a quiet listening environment. However, they may be more vulnerable to background noise and have impaired auditory processing abilities in areas such as monaural low redundancy and temporal resolution ability. In summary, combining the results of MRI, AEP and behavioural measurements in the present research programme, it is suggested that children with NSCLP are at potential risk of both structural abnormalities and functional disorders of the CANS, particularly at auditory cortical level. In addition, this group might also be at risk of auditory processing impairments to some degree, particularly in noisy environments. The present research programme has made a contribution to our understanding of the central auditory status of children with NSCLP, which was not systematically investigated in previous studies, and provided information on which to base further research. The research findings should draw the attention of researchers and clinicians to improving auditory assessment and intervention for patients with craniofacial cleft disorders. Further efforts in this field in the long-term may help to develop a more sophisticated audiological evaluation and intervention approach for this population.
published_or_final_version
Speech and Hearing Sciences
Doctoral
Doctor of Philosophy

APA, Harvard, Vancouver, ISO, and other styles

41

Dailey, Natalie S. "Talker Discrimination in Preschool Children with and without Specific Language Impairment." Thesis, The University of Arizona, 2013. http://hdl.handle.net/10150/301664.

Full text

Abstract:

Variability inherently present between multiple talkers can prove beneficial in the context of learning. However, the performance during learning paradigms by children with specific language impairment (SLI) remains below typically developing peers, even when multiple talkers are used. Preschool children with typically developing language (n = 17) and SLI (n = 17) participated in a talker discrimination task. Five different pairings of talkers (same male, different males, same female, different females, male + female) were used to present 50 spoken words. Children with SLI were significantly poorer in discriminating same and different male speakers compared to their typical peers. The present findings demonstrate that preschool children with SLI can experience difficulty distinguishing between talkers. Poor sensitivity to variation in talkers may contribute to poor learning in SLI for contexts where multiple talker input should benefit the learner.

APA, Harvard, Vancouver, ISO, and other styles

42

Chan, Ching-king. "Social adjustment, self-concept and the performance IQ of children with hearing impairment in mainstream and special schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B29789333.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Ryu, Joanne J. "SPEECH AND LANGUAGE DEVELOPMENT OF BILINGUAL DEAF AND HARD OF HEARING CHILDREN." Scholarly Commons, 2021. https://scholarlycommons.pacific.edu/uop_etds/3754.

Full text

Abstract:

Due to gaps in literature exploring communication outcomes in Deaf and Hard of Hearing (DHH) children with access to more than one spoken language, limited agreement on optimal language use for DHH children, and an ongoing cultural and linguistic loss in this population, the aim of this pilot study was to further the literature and comprehensively explore the impact of oral bilingualism in DHH children. Participants were self-selected and recruited primarily through relevant social media. Speech and language development in children were observed and quantified at two time points (at the time of enrollment into the study and subsequently after 3-4 months of initial assessment), through administration of standardized questionnaires and twenty minutes of conversational play language samples between the parent and child. Specific language constructs such as the mean length utterance, number of total words, number of different words, and rate of spoken words per minute were analyzed. Speech production skills were assessed by identifying the sounds the child was able to produce during the conversational play sample to compare to monolingual norms. The data from the five case studies presented in this paper indicated that DHH children with access to more than one language were able to develop language skills on par with their typical hearing peers when factors such as early acoustic access, linguistically rich environment, and active parent advocacy were present.

APA, Harvard, Vancouver, ISO, and other styles

44

Cogswell, Pamela E. "A Study of the Association Among the Diagnosis of Speech-Language Impairments and the Diagnoses of Learning Disabilities and/or Attention Deficit Hyperactivity Disorder." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4222.

Full text

Abstract:

The purpose of this study was to determine if an association exists among the diagnosis of speech-language impairments (SLI) and the diagnoses of learning disabilities (LD) and/or attention deficit hyperactivity disorder (ADHD) in a school-aged population of children referred to a Learning Disorders Clinic (LDC) because of academic underachievement and/or behavior problems. The two research questions asked in this study are: (a) What percentage of students diagnosed with SLI have a concomitant diagnosis of LD and/or ADHD? and (b) Is there an association among the diagnosis of SLI and the diagnoses of LD and/or ADHD? A sample of 94 subjects was obtained from review of 291 LDC records of children ref erred and diagnosed during the years 1989-1992. The subjects were grouped into eight categories by diagnosis, that is, (a) SLI, (b) SLI/LD, (c) SLI/ADHO, (d) SLI/LO/ADHD, (e) no diagnosis of SLI/LO/AOHD, (f) LO, (g) ADHD, and (h) LD/ADHD. The obtained Chi square value was not statistically significant at a .OS alpha level. Thus, the null hypothesis: there will be no association among the diagnosis of SLI and the diagnoses of LO and/or ADHD, could not be rejected. In this sample, however, 85% of the children diagnosed with SLI had a concomitant diagnosis of LD and/or ADHD, and 70% with no SLI diagnosis were diagnosed with LD and/or ADHD. The overlapping nature of the disorders of SLI, LD, and ADHD is noted. The definitions of SLI and LO demonstrate how enmeshed language and learning problems are. One inference from this study is that as children grow older, their language deficits are recognized in the context of a learning disorder.

APA, Harvard, Vancouver, ISO, and other styles

45

Rogers, Emma Jyoti. "Development and evaluation of the New Zealand children’s-build-a-sentence test (NZ Ch-BAS)." Thesis, University of Canterbury. Communication Disorders, 2012. http://hdl.handle.net/10092/9433.

Full text

Abstract:

Objective: The purpose of this current study was to develop an audiovisual speech perception test for New Zealand English (NZE) speaking children by adapting the American version of the Children’s-Build-A-Sentence (Ch-BAS) test. Three hypotheses were formulated for this study. First, it was predicted that the New Zealand version of the Ch-BAS test would show list equivalency. A second hypothesis was that all children would perform significantly better on the auditory-visual (AV) condition of the test in comparison to the vision-only (V-only condition). A third hypothesis was that older children would perform significantly better than younger children on both test conditions. Design: The American version of the Children’s-Build-A-Sentence test was adapted for use with NZ children and an audiovisual recording was made of an adult NZE speaker saying the sentence stimuli. This was then edited into a picture response matrix format to make up the NZ Ch-BAS test which is comprised of three lists made up of mono, bi, and tri-syllabic words. Equal numbers of sentences were allocated to the three test conditions: auditory-only (A-only), V-only, and AV conditions. The NZ Ch-BAS test was then administered to 30 normal hearing (NH) NZE-speaking children aged between 7-11 years with equal numbers (n=6) in each age group. All testing was conducted in the presence of multi-talker babble noise, set individually for each child to obtain approximately equivalent performance for the A-only condition. Results: Results revealed that the NZ Ch-BAS test lists were equivalent for both the V-only and AV test conditions when testing NH children. A significant age effect was also found, where older children showed superior speech reading performance in comparison to younger children. A stronger age effect was seen for the V-only condition in comparison to the AV condition. All children performed significantly better on the AV condition in comparison to the V-only condition. Conclusions: The three Ch-BAS test lists demonstrate list equivalency and therefore can be used to develop a reliable test for NZ-English speaking children. As anticipated, there was an age effect in regard to speech reading performance; however this effect was only found for the V-only condition. All children performed significantly better on the AV condition in comparison to the V-only condition. A number of possible explanations for superior performance are provided and clinical uses for the NZ Ch-BAS test are discussed.

APA, Harvard, Vancouver, ISO, and other styles

46

Nguyen, Huong Thi Thien. "The impact of frequency modulation (FM) system use and caregiver training on young children with hearing impairment in a noisy listening environment." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1165.

Full text

Abstract:

The two objectives of this single-subject study were to assess how an FM system use impacts parent-child interaction in a noisy listening environment, and how a parent/caregiver training affect the interaction between parent/caregiver and child. Two 5-year-old children with hearing loss and their parent/caregiver participated. Experiement 1 was conducted using an alternating design measured three communication behaviors (e.g., child's vocalization, parent/caregiver's initiation, and parent/caregiver's response) across four listening conditions (e.g., HA+Quiet, HA+Noise, FM+Quiet, and FM+Noise). Experiment 2 was conducted using a comparison within and between conditions to re-measure the communicative behaviors across the listening conditions after the parent/caregiver training. Findings of this study point to three major conclusions. First, FM system use (i.e., FM-only mode) facilitated FM01 child's ability to maintain same level of interaction in a noisy as good as in a quiet environment. Second, parent/caregiver training enhanced the impact of FM system use for one child (FM01), although parent/caregiver initiation increased for both. Third, it is important to verify the function of both FM system and HA microphones to ensure access to FM advantage.

APA, Harvard, Vancouver, ISO, and other styles

47

Aidoo, Dora. "An analysis of the management of state-maintained special schools for children with hearing impairment in Ghana." Thesis, University of Bath, 2011. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558855.

Full text

Abstract:

To date the management of state-maintained special schools for children with hearing impairment (SMSSCHI) in Ghana has not been extensively researched. As a result, the way such schools are managed is inadequately understood. This research sought to address that lack of understanding. The aim of the research was to examine the nature of the day-to-day management activities in SMSSCHI to refine our current understanding of such schools. Research questions focused on the nature of the day-to-day management; the organisational challenges; the relationships between the SMSSCHI and stakeholders including, the private sector, parents and the Ghana Education Service (GES); the way educational policies influence the management of SMSSCHI; and the boundary issues in the day-to-day management of SSMCHI in Ghana. The research began with an analysis of the relevant literature. The empirical research was in two phases: Phase 1 involved visits to seven out of the 12 SMSSCHI in Ghana to understand day-to-day management practices. Phase 2 explored the relationships between schools and stakeholders in the day-to-day management of SMSSCHI in three schools. The data were analysed using the planning, organising, staffing, coordinating, reporting, budgeting (POSDCoRB) framework. The key findings were that day-to-day management practices were homogenous across study schools. This homogeneity stemmed from the use of centralized planning emanating from the GES to ensure conformity to set policies. This practice led to a limited adoption of strategic plans to address local needs. Organisational boundary issues emerged as significant in relation to the involvement of stakeholders in school management portrayed by the profound influence of the GES and very minimal involvement of other stakeholders as enshrined in the decentralisation policy of the GES. Societal conceptions of disability and the location of special schools influenced stakeholders' involvement in school management. The implications of the findings for policy and practice are discussed.

APA, Harvard, Vancouver, ISO, and other styles

48

King, Alison R. "A Mixed Methods Investigation of Caregiver Coaching in an Early Intervention Model: Differences in Providers for Children with Hearing Loss." VCU Scholars Compass, 2017. https://scholarscompass.vcu.edu/etd/5150.

Full text

Abstract:

The purpose of this research is to investigate the relationship between early intervention providers’ backgrounds, and their perceptions of caregiver coaching and auditory skill development, to develop professional development programs. An explanatory sequential design was used with participants of varying backgrounds and experience. In the first phase of the study, participants responded to a survey regarding their educational background, and their comfort with caregiver coaching and auditory skill development. Survey results were analyzed using Spearman’s Ranked Correlational Coefficient (Spearman’s rs) to form groups of participants from extreme cases. The second phase of the study consisted of participant interviews from each of the groups. Interviews were coded to identify themes present within and between groups. The information from both phases were analyzed to generate how professional preparation and certifications influence service delivery. Results were subsequently analyzed to determine potential improvements in the EI system, professional development, and policy.

APA, Harvard, Vancouver, ISO, and other styles

49

Borders, Christina Marie. "Direct Observation as a Decision Method for Evaluating Inclusionary Classroom Participation of Children with Mild Hearing Impairment: A Pilot Study." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1242410154.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Willis, Suzi. "A longitudinal study of the language and memory profiles of children with hearing impairment who exhibit language learning difficulties." Thesis, Manchester Metropolitan University, 2016. http://e-space.mmu.ac.uk/617798/.

Full text

Abstract:

This thesis addresses the vocabulary, language and memory abilities of children with hearing impairment who, despite early provision of hearing aids or a cochlear implant, display substantial difficulties in the development of spoken language: an under-represented group in the literature. The research utilized a longitudinal case series design and standardized vocabulary, language and memory assessments in order to identify patterns and changes in abilities when assessed annually on three occasions. The memory assessment battery contained multiple tests that measure verbal and visual short-term memory and working memory, which enabled an innovative and a comprehensive evaluation of strengths and weaknesses in memory abilities. Six children with hearing impairment who use speech as their primary mode of communication participated in the research. Three data collection points occurred at twelve month intervals within both mainstream schools and schools specializing in the education of children with hearing impairment. This permitted an in-depth assessment of vocabulary and language abilities, as well as the creation of memory and language profiles specific to this group of children. The development of memory profiles from this thesis tentatively suggests that a difference in the quality of auditory input and auditory experience that children with hearing impairment receive may contribute to their difficulties in word storage, early word learning and language development. An exploratory intervention study to enhance vocabulary acquisition was informed by the memory profiles generated in the main study alongside contemporary knowledge gained from other researchers. The aim of the intervention programme was to address the early word learning difficulties and deficits in vocabulary that all the children with hearing impairment in the study exhibited. The findings from the exploratory intervention study provide preliminary evidence for ways in which to individualize therapeutic input for children with hearing impairment who are having considerable difficulties in acquiring vocabulary and developing spoken language.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!