Relevant bibliographies by topics / Music therapy. Hearing impaired children

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Music therapy. Hearing impaired children'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Music therapy. Hearing impaired children.'

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.

Journal articles on the topic "Music therapy. Hearing impaired children"

1

Gfeller, K., and A. A. Baumann. "Assessment Procedures for Music Therapy With Hearing Impaired Children: Language Development." Journal of Music Therapy 25, no. 4 (December 1, 1988): 192–205. http://dx.doi.org/10.1093/jmt/25.4.192.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Staum, M. J. "Music Notation to Improve the Speech Prosody of Hearing Impaired Children." Journal of Music Therapy 24, no. 3 (September 1, 1987): 146–59. http://dx.doi.org/10.1093/jmt/24.3.146.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Darrow, A. A. "The Effect of Frequency Adjustment on the Vocal Reproduction Accuracy of Hearing Impaired Children." Journal of Music Therapy 27, no. 1 (March 1, 1990): 24–33. http://dx.doi.org/10.1093/jmt/27.1.24.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Miranda, Priscila Carvalho, André Luiz Lopes Sampaio, Rafaela Aquino Fernandes Lopes, Alessandra Ramos Venosa, and Carlos Augusto Costa Pires de Oliveira. "Hearing Preservation in Cochlear Implant Surgery." International Journal of Otolaryngology 2014 (2014): 1–6. http://dx.doi.org/10.1155/2014/468515.

Full text
Abstract:
In the past, it was thought that hearing loss patients with residual low-frequency hearing would not be good candidates for cochlear implantation since insertion was expected to induce inner ear trauma. Recent advances in electrode design and surgical techniques have made the preservation of residual low-frequency hearing achievable and desirable. The importance of preserving residual low-frequency hearing cannot be underestimated in light of the added benefit of hearing in noisy atmospheres and in music quality. The concept of electrical and acoustic stimulation involves electrically stimulating the nonfunctional, high-frequency region of the cochlea with a cochlear implant and applying a hearing aid in the low-frequency range. The principle of preserving low-frequency hearing by a “soft surgery” cochlear implantation could also be useful to the population of children who might profit from regenerative hair cell therapy in the future. Main aspects of low-frequency hearing preservation surgery are discussed in this review: its brief history, electrode design, principles and advantages of electric-acoustic stimulation, surgical technique, and further implications of this new treatment possibility for hearing impaired patients.
APA, Harvard, Vancouver, ISO, and other styles
5

Darrow, A. A., and H. Goll. "The Effect of Vibrotactile Stimuli via the SOMATRON on the Identification of Rhythmic Concepts by Hearing Impaired Children." Journal of Music Therapy 26, no. 3 (September 1, 1989): 115–24. http://dx.doi.org/10.1093/jmt/26.3.115.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Darrow, A. A. "The Effect of Vibrotactile Stimuli via the SOMATRON on the Identification of Pitch Change by Hearing Impaired Children." Journal of Music Therapy 29, no. 2 (June 1, 1992): 103–12. http://dx.doi.org/10.1093/jmt/29.2.103.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Schildroth, Arthur, Irene Terrero, Sue Hotto, and Kay Lam. "Hearing-impaired children in Venezuela." International Journal of Rehabilitation Research 10, no. 2 (June 1987): 185–96. http://dx.doi.org/10.1097/00004356-198706000-00008.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Darrow, A. A. "Music Therapy in the Treatment of the Hearing-Impaired." Music Therapy Perspectives 6, no. 1 (January 1, 1989): 61–70. http://dx.doi.org/10.1093/mtp/6.1.61.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Woods, L., R. Haller, P. Hansen, D. Fukumoto, and R. Herman. "Incidence of Scoliosis in Hearing Impaired Children." Neurology Report 16, no. 4 (1992): 25. http://dx.doi.org/10.1097/01253086-199216040-00029.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Webster, Alec. "Reading and writing in severely hearing-impaired children." International Journal of Rehabilitation Research 10, no. 2 (June 1987): 227–28. http://dx.doi.org/10.1097/00004356-198706000-00018.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Music therapy. Hearing impaired children"

1

Zaccagnini, Cindy Marie 1960. "The effectiveness of Visual Phonics on the speech production of hearing-impaired children." Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/277243.

Full text
Abstract:
The effects of intensive multisensory speech training, with and without the use of Visual Phonics techniques, on the speech production of a profoundly hearing-impaired child were studied over a period of 6 weeks. A nine-year-old profoundly hearing-impaired child received 30-40 minutes of intensive speech training daily. Three target phonemes were trained using only multisensory speech training techniques and three target phonemes were trained using multisensory and Visual Phonics training techniques. The subject's productions of target phonemes in trained words and syllables were audio-taped at the end of each training period. Audio-taped productions were rated as correct or incorrect. The number of correct productions in words and syllables were tallied daily. Results show a general trend of improved production for all phonemes trained. There was no differential effect for the training technique used. It was concluded that intensive training, regardless of the technique used, has a positive effect on the speech productions of a profoundly hearing-impaired child.
APA, Harvard, Vancouver, ISO, and other styles
2

Small, Justin Matthew. "Play therapy issues and applications pertaining deaf children analysis and recommendations /." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009smallj.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

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
4

Smith, David Michael. "Filial Therapy with Teachers of Deaf and Hard of Hearing Preschool Children." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3115/.

Full text
Abstract:
The purpose of this study was to determine the effectiveness of Filial Therapy training in increasing teachers of deaf and hard of hearing preschool students': 1) empathic responsiveness with their students; 2) communication of acceptance to their students; 3) allowance of self-direction by their students. A second purpose was to determine the effectiveness of Filial Therapy training in reducing experimental group students': 1) overall behavior problems; 2) internalizing behaviors; and 3) externalizing behavior problems. Filial Therapy is a didactic/dynamic modality used by play therapists to train parents and teachers to be therapeutic agents with their children and students. Teachers are taught primary child-centered play therapy skills for use with their own students in weekly play sessions with their students. Teachers learn to create a special environment that enhances and strengthens the teacher-student emotional bond by means of which both teacher and child are assisted in personal growth and change. The experimental group (N=24) consisted of 12 teachers, who participated in 11 weekly Filial Therapy training sessions (22 total instructional hours) during the fall semester at the preschool of a center for communications disorders, and 12 students chosen by the teachers as their student of focus. Teachers and students met once a week during the training for 30 minute teacher student play sessions in a room specified for this purpose. The non-treatment comparison group received no training during the 11 weeks. Teacher participants completed two written instruments: the Child Behavior Checklist/Caregiver-Teacher Report Form and the Meadow-Kendall Social-Emotional Assessment Inventory for Deaf and Hearing Impaired Students. Teachers who received Filial Therapy training were videotaped during student teacher play sessions. The videotaped sessions were used for pretest and posttest evaluation for the Measurement of Empathy in Adult-Child Interaction. Analysis of covariance revealed the children in the experimental group significantly decreased overall behavior problems. Teachers in the experimental group increased communication of empathy with their students of focus, significantly increased their attitude of acceptance with their students, and significantly increased in their ability to allow the students appropriate self-direction. This study supports Filial Therapy as an effective method of training teachers of deaf and hard of hearing preschool children to be therapeutic agents of change with their students.
APA, Harvard, Vancouver, ISO, and other styles
5

Derman, Zelda. "The development of an Afrikaans speech assessment procedure for hearing impaired children, and its use in comparing phoneme development under two curricular approaches." Thesis, University of Cape Town, 1988. http://hdl.handle.net/11427/23200.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Ahlert, Ingrid Anita. "A programme to enhance resilience in families in which a child has a hearing loss." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1378.

Full text
Abstract:
Thesis (DPhil (Psychology))—University of Stellenbosch, 2009.
ABSTRACT: The aim of this study was to identify and enhance specific resilience qualities that help protect and support families in overcoming the adversity of having a child with a hearing impairment. The study was divided into two phases, namely (a) the descriptive phase, which aimed to identify and explore the resilience qualities that foster better adaptation in these families and (b) the intervention phase, which aimed to develop, implement and evaluate an intervention programme that enhances the utilisation of social support, one important resilience quality identified in the descriptive phase of the study. The study was essentially exploratory and descriptive in nature and was directed at developing scientific knowledge and theory in the field of family resilience. Using the Resiliency Model of Family Stress, Adjustment and Adaptation (McCubbin & McCubbin, 1996) as the theoretical framework, the resilience process was mapped in terms of stressors, risk and protective factors, and family adaptation. The 54 participating families in the descriptive phase were identified according to the nature of the crisis (hearing impairment) and the developmental phase of the family. The participants were obtained by means of a non-probability, purposive sampling procedure and were drawn from the black, coloured and white cultural subgroups residing in the Western Cape, South Africa. Both quantitative and qualitative measures were used for data collection. The results were analysed predominantly according to correlation and regression analyses techniques, while the qualitative data was categorised according to themes and frequencies. Results showed that family time and routine, social support, affirming communication, family hardiness, problem-solving skills, religion, a search for meaning and accepting the disability were factors promoting resilience in these families. A randomised pretest-posttest control group design was applied in the intervention phase of the study. The 31 participants were identified in the initial phase of the study and belonged to the coloured cultural subgroup. Data was again collected using quantitative and qualitative measures and was analysed using repeated measures analysis of variance and grounded theory analysis. The results did not indicate a statistically significant change in the utilisation of social support following the implementation of the workshop. The qualitative data, however, highlighted that the participants reported greater support from the immediate and extended family, increased family time and routine, as well as improved communication and problem-solving skills following the workshop. The study generally offers valuable knowledge that can be incorporated in psychological and social training programmes, preventative community interventions and therapeutic settings. The positive and pragmatic approach adopted in the study ensures that families are empowered by bringing them hope, helping them develop new competencies and building mutual support. The study has opened various new avenues for future research in the field of family resilience and hearing impairment.
OPSOMMING: Die doel van hierdie studie was om spesifieke veerkragtigheidskwaliteite te identifiseer en versterk wat gesinne met ’n kind met ‘n gehoorgestremdheid teen teenspoed beskerm en ondersteun. Die studie is in twee verdeel, naamlik (a) die beskrywende fase, met die doel om die veerkragtigheidskwaliteite wat beter aanpassing in hierdie gesinne gekweek het, te identifiseer en ondersoek, en (b) die intervensiefase, met die doel om ’n intervensieprogram te ontwikkel, implementeer en evalueer wat die gebruik van sosiale ondersteuning, een van die belangrike veerkragtigheidskwaliteite wat in die beskrywende fase van die studie geïdentifiseer is, te verhoog. Die studie was in wese ondersoekend en beskrywend van aard en daarop gerig om wetenskaplike kennis en teorie in die veld van gesinsveerkragtigheid te ontwikkel. Met die gebruik van die Veerkragtigheidsmodel van Gesinspanning, Verstelling en Aanpassing (Resiliency Model of Family Stress, Adjustment and Adaptation) (McCubbin & McCubbin, 1996) as teoretiese raamwerk, is die veerkragtigheidsproses uitgestippel in terme van die oorsake van die spanning, risiko- en beskermende faktore, en gesinsaanpassing. Die 54 gesinne wat aan die beskrywende fase deelgeneem het, is op grond van die aard van die krisis (gehoorgestremdheid) asook die ontwikkelingsfase van die gesin geïdentifiseer. Die deelnemers is deur middel van ’n doelgerigte nie-waarskynlikheidsteekproefnemingsprosedure verwerf vanuit swart, kleurling en blanke gesinne wat in die Wes-Kaap, Suid- Afrika woon. Beide kwantitatiewe en kwalitatiewe metings is vir data-insameling gebruik. Die resultate is hoofsaaklik aan die hand van korrelasie- en regressieontledingstegnieke geanaliseer, terwyl die kwalitatiewe data volgens temas en frekwensies gekategoriseer is. Die resultate het getoon dat gesinstyd en -roetine, sosiale ondersteuning, bevestigende kommunikasie, gesinsgehardheid, probleemoplossings-vaardighede, geloof, ’n soeke na betekenis en die aanvaarding van die gestremdheid faktore was wat die veerkragtigheid van hierdie gesinne bevorder het. ’n Ewekansige voor- en natoets kontrolegroep-ontwerp is tydens die intervensiefase van die studie toegepas. Die 31 deelnemers is tydens die aanvanklike fase van die studie geïdentifiseer en behoort tot die kleurling kulturele groep. Data is weereens deur middel van kwantitatiewe en kwalitatiewe metings ingesamel en is aan die hand van herhaalde metingsvariansieontleding en gegronde teorie-analise geanaliseer. Die resultate het geen statisties beduidende verskil in die gebruik van sosiale ondersteuning ná die implementering van die werkswinkel getoon nie. Die kwalitatiewe data het egter beklemtoon dat deelnemers ná die werkswinkel meer ondersteuning van hulle onmiddellike en uitgebreide familie geniet het, sowel as meer gesinstyd en -roetine, verbeterde kommunikasie en probleemoplossingsvaardighede. Oor die algemeen bied die studie waardevolle kennis wat by sielkundige en sosiale opleidingsprogramme, voorkomende gemeenskapsingryping en in terapeutiese raamwerke ingelyf kan word. Die positiewe en pragmatiese benadering in die studie verseker dat gesinne bemagtig word deur hulle hoop te bied, nuwe bekwaamhede te help ontwikkel en wedersydse ondersteuning op te bou. Die studie het talle nuwe weë vir toekomstige navorsing op die gebied van gesinsveerkragtigheid en gehoorgestremdheid gebaan.
APA, Harvard, Vancouver, ISO, and other styles
7

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
8

Coetzer, Tarien. "'n Beskrywing van ouers, onderwyseresse, spraak-taalterapeute en oudioloë se persepsies oor die uitkomstes van 'n ouditief-verbale benadering tot opvoeding by jong kinders met 'n gehoorverlies." Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6530.

Full text
Abstract:
Thesis (M Speech Path)--University of Stellenbosch, 2011.
ENGLISH ABSTRACT: Various approaches to the communication-development of the young child with a hearing impairment exist, of which the auditory-verbal approach is one. This approach is based on the principle that the child with a hearingimpairment develops speech- and language skills by using his/her residual hearing that is appropriately strengthened with the use of a hearing aid and/or cochlear implant. One of the most important requirements for the successful application of this approach is the appropriate transfer of the techniques and strategies that is used in institution-based intervention to the child’s home environment. Parents, teachers, speech-language therapists and audiologists are responsible for facilitating the transfer of intervention methods and acquired skills to the home environment and it is important that all team members are aware of his/her own, as well as each other’s roles, in the application of this approach. The principal aim of the proposed research project was to describe and explain the perceptions of parents/caregivers, teachers, speech-language therapists and audiologists, that are involved in the intervention of the hearing impaired child, regarding the auditory-verbal approach to education. Semi-structured interviews were conducted with nine parents of hearing impaired children younger than the age of four, and with four teachers that are involved in the education of the said children. Lastly, semi-structured interviews were held with four speech-language therapists and two audiologists that are involved in the provision of the intervention to hearing impaired children younger than four years. All the participants were affiliated with a specific centre for children with hearing impairment in the Western Cape province of South Africa. All the participants noted that parents must take part in the decision-making process with regards to the selection of the most suitable communication approach for their child with a hearing loss. Participants also agreed that most parents choose the auditory-verbal approach to communication development of their child because speech as a communication medium, is familiar to them and it is also associated with normality. Parents also indicated that the auditory-verbal approach is the most suitable approach for all children with a hearing loss. Teachers, speech-language therapists and audiologists did not completely agree with the parents as they mentioned some aspects, e.g. the presence of additional disabilities must be taken into account before a decision can be made regarding whether the child with hearing loss could follow the auditory-verbal approach to communication development. All participants displayed a positive attitude towards the auditory-verbal approach and it appears that parents, teachers, speech-language therapists and audiologists have good insight into the principles and outcomes of this approach.
AFRIKAANSE OPSOMMING: Daar bestaan verskeie benaderings tot kommunikasie-ontwikkeling by die jong kind met gehoorverlies waarvan die ouditief-verbale benadering een opsie is. Hierdie benadering is gebaseer op die beginsel dat die kind met gehoorverlies spraak- en taalvaardighede ontwikkel deur gebruik te maak van hulle residuele gehoor wat deur middel van die gebruik van ‘n gehoorapparaat en/of kogleêre inplanting toepaslik versterk word. Een van die belangrikste vereistes vir die suksesvolle toepassing van die benadering is toepaslike oordrag van die tegnieke en strategieë wat in terapie gebruik word, na die kind se tuisomgewing. Ouers, onderwysers, spraak-taalterapeute en oudioloë speel ‘n baie belangrike rol om hierdie oordrag na alledaagse kontekste te fassiliteer en dit is belangrik dat elke spanlid bewus is van sy/haar rol asook die ander lede se rolle in die toepassing van die benadering. Die hoofdoelwit van die voorgestelde navorsingsprojek was om ouers/versorgers, onderwyseresse, spraaktaalterapeute en oudioloë, betrokke by die intervensie en opvoeding van die kind met gehoorverlies, se persepsies rakende die ouditief-verbale benadering tot opvoeding te beskryf en te verduidelik. Tydens die studie is daar semi-gestruktureerde onderhoude gevoer met onderskeidelik nege ouers van kinders, jonger as vier-jaar oud, met gehoorgestremdheid en met vier onderwyseresse wat betrokke is by die die opvoeding van genoemde ouers se kinders met gehoorverlies. Laastens is daar ook semi-gestruktureerde onderhoude gevoer met vier spraak-taalterapeute en twee oudioloë wat betrokke is by die verskaffing van intervensie aan kinders met gehoorverlies, jonger as vier-jaar oud. Al die deelnemers was verbonde aan ’n spesifieke sentrum vir kinders met gehoorverlies in die Wes-Kaap provinsie van Suid Afrika. Al die deelnemers het aangedui dat ouers betrek word by die besluitnemingsproses rakende die keuse van die mees geskikte kommunikasie-benadering vir die kind met gehoorverlies. Deelnemers het almal saamgestem dat ouers meestal die ouditief-verbale benadering tot kommunikasie-ontwikkeling vir hulle kind kies omdat spraak as kommunikasiemedium bekend is aan die ouers en verband hou met normaliteit. Ouers het aangedui dat die ouditief-verbale benadering die mees toepaslike benadering is vir enige kind met gehoorverlies. Onderwyseresse, spraak-taalterapeute en oudioloë het nie volkome saam met die ouers gestem nie en hulle het genoem dat daar sekere aspekte, byvoorbeeld die teenwoordigheid van bykomende gestremdhede, is wat oorweeg moet word voor daar besluit word of die kind die ouditief-verbale benadering tot kommunikasieontwikkeling moet volg. Deelnemers het oor die algemeen ‘n positiewe houding getoon teenoor die ouditief-verbale benadering en dit wil voorkom asof ouers, onderwyseresse, spraak-taalterapeute en oudioloë goeie begrip toon van die beginsels en uitkomstes van die benadering.
APA, Harvard, Vancouver, ISO, and other styles
9

Novak, Julie Darrow Alice-Ann. "The effect of melodic and rhythmic interventions on typical hearing and deaf/hard-of-hearing preschool children's acquisition of selected vocabulary words." Diss., 2007. http://etd.lib.fsu.edu/theses/available/etd-08082007-103733/.

Full text
Abstract:
Thesis (M.M.) Florida State University, 2007.
Advisor: Alice-Ann Darrow, Florida State University, College of Music. Title and description from dissertation home page (viewed 4-1-2008). Document formatted into pages; contains 95 pages. Includes biographical sketch. Includes bibliographical references.
APA, Harvard, Vancouver, ISO, and other styles
10

Constantinidou, Elena Standley Jayne M. "Five case studies 1. CT scanning with hearing impaired children ; 2. Music therapy for Parkinson's, Alzheimer's and stroke patients ; 3. Music therapy for non-patients in a hospital setting ; 4. Review of pain assessment forms and their applicability to music therapy ; 5. Guitar instruction with a practicum college student /." Diss., 2003. http://etd.lib.fsu.edu/theses/available/etd-12162003-174915/.

Full text
Abstract:
Thesis (M.M.) -- Florida State University, 2003.
Advisor: Jayne M. Standley, Florida State University, School of Music. Title and description from thesis home page (viewed 9-29-04). Document formatted into pages; contains 112 pages. Includes biographical sketch. Includes bibliographical references.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Music therapy. Hearing impaired children"

1

Salmon, Shirley. Hearing, feeling, playing: Music and movement with hard-of-hearing and deaf children. Wiesbaden: Reichert Verlag, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Trovesi, Giulia Cremaschi. Il corpo vibrante: Esperienze, teoria e pratica di musicoterapia con bambini sordi. Roma: Edizioni scientifiche MaGi, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Ling, Daniel. Speech and the hearing-impaired child: Theory and practice. 2nd ed. [Washington, DC: Alexander Graham Bell Association for the Deaf and Hard of Hearing, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Waling, Sandra. A speech guide for teachers and clinicians of hearing impaired children. Tucson, Ariz: Communication Skill Builders, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Sobel, Rochelle. Messy monsters, jungle joggers and bubble baths. Potomac, Maryland: Elan Publishing House, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Mandell, Judith. An evaluation of a systematic individualized approach to speech instruction for young hearing-impaired children. Ann Arbor, Mich: University Microfilms International, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Cued speech and cued language for deaf and hard of hearing children. San Diego, CA: Plural Pub., 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Subtelny, Joanne D. Speech and auditory training: A program for adolescents with hearing impairments and language disorders. Tucson, Ariz: Communication Skill Builders, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Kokuritsu Tokushu Kyōiku Sōgō Kenkyūjo. Nanchōji no ongaku rizumu katsudō to shidō: Heisei 5-nendo. Yokosuka-shi: Kokuritsu Tokushu Kyōiku Sōgō Kenkyūjo Chōkaku Gengo Shōgai Kyōiku Kenkyūbu Nanchō Kyōiku Kenkyūshitsu, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Boothroyd, Arthur. Hearing impairments in young children. Washington, D.C: Alexander Graham Bell Association for the Deaf, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Music therapy. Hearing impaired children"

1

Bastanfard, Azam, Nima Attaran Rezaei, Mahyar Mottaghizadeh, and Maryam Fazel. "A Novel Multimedia Educational Speech Therapy System for Hearing Impaired Children." In Advances in Multimedia Information Processing - PCM 2010, 705–15. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-15696-0_65.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Ioannou, Andri, and Anna Andreva. "Play and Learn with an Intelligent Robot: Enhancing the Therapy of Hearing-Impaired Children." In Human-Computer Interaction – INTERACT 2019, 436–52. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-29384-0_27.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Sutton, Julie. "The sound-world of speech- and language-impaired children." In Art and music: therapy and research, 152–63. Routledge, 2019. http://dx.doi.org/10.4324/9781315812694-10.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Music therapy. Hearing impaired children"

1

Thida, Aye, Nway Nway Han, Sheinn Thawtar Oo, Sheng Li, and Chenchen Ding. "VOIS: The First Speech Therapy App Specifically Designed for Myanmar Hearing-Impaired Children." In 2020 23rd Conference of the Oriental COCOSDA International Committee for the Co-ordination and Standardisation of Speech Databases and Assessment Techniques (O-COCOSDA). IEEE, 2020. http://dx.doi.org/10.1109/o-cocosda50338.2020.9295024.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Music therapy. Hearing impaired children' for particular source types:
Journal articles Dissertations / Theses Books
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!

To the bibliography