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

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.

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.

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.

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.

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.

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.

Thesis (M.M.E.) Florida State University, 2007.
Advisor: Alice-Ann Darrow, Florida State University, College of Music. Title and description from dissertation home page (viewed 8-29-2007). Document formatted into pages; contains 97 pages. Includes biographical sketch. Includes bibliographical references.

Language is integrally involved in all stages of the learning process. Children who have a language disability are therefore likely to have difficulty with their schooling. The Centre for Language and Hearing Impaired Children was established to provide these children with an optimal start to their education and to maximize the impact of early intervention. The aim of this retrospective study was to obtain follow-up information about the pupils who attended this language-rich nursery school environment, and to discover if their progress reflected significant long-term improvements in their education. The study design involved both quantitative aspects, for which it became necessary to create an educational outcome scoring system in order to objectively assess children’s outcomes, and descriptive components to understand the children’s progress. The data collection involved two phases, where the initial data provided the basic demographics of 94 children who attended the Centre, and the second stage considered information obtained in the follow-up interviews with 32 families that could be traced. The latter data showed that, in spite of previously reported improvements while at the Centre, significant disabilities persisted in 56.25 % of the children, where they were unable to reach mainstream education. In addition, there were significant numbers (81.25%) that attended or passed through remedial/special education during their formal school career, reinforcing the need for supportive, therapeutic forms of education for children with language impairments.

A research report in partial fulfilment of the requirements for the degree of Masters of Arts in Audiology by coursework and research report in the Faculty of Humanities, University of the Witwatersrand, 2016
Auditory-verbal therapy (AVT) is an intervention approach used as part of an aural (re)habilitation programme conducted by an audiologist with deaf or hard-of-hearing (HOH) children. AVT is a refinement of the oral-aural approach and emphasizes listening instead of visual input. Previous research has focused on AVT in developed countries; however, there is limited available research in developing countries such as South Africa. This study explores and describes the relevance of AVT provided by audiologists in Gauteng, South Africa. The specific objectives of the study were to explore the differences between AVT and general paediatric aural rehabilitation therapies conducted by audiologists; the impact of language on the implementation of AVT and the challenges associated with AVT training. A qualitative research design was used. A purposive sampling strategy was used to identify and recruit participants. Ten audiologists currently conducting aural rehabilitation were selected to participate in the study. The sample size was divided into five audiologists who had obtained the LSL certification (equivalent to AVT certification) and five audiologists without the LSL certification. A pilot study was conducted prior to data collection to determine the applicability of the research study. Thereafter semi-structured interviews were conducted, using an interview schedule. Thematic analysis was employed and themes were described qualitatively. Results revealed the emergence of three resounding themes which included challenges, differences in therapy approaches, and implementation and contributing factors to the success of AVT. The results concluded the need for the implementation of newborn hearing screening programmes to assist with early identification and detection of hearing loss. The study identifies a strong need for the increase in the number of certified LSL therapists in South Africa and additional AVT comprehensive programmes to be implemented at various institutions in Gauteng. Awareness regarding the success of AVT implementation needs to be raised. Finally, the HPCSA needs to revisit and explicitly define the role of audiologists interacting with deaf or HOH children with the LSL qualification being a mandatory postgraduate pre-requisite for working in the field of aural rehabilitation. Key words: Auditory-verbal therapy; aural rehabilitation; deaf; hard-of-hearing.
GR2017

碩士
臺北市立教育大學
身心障礙教育研究所
94
The purpose of this study is to examine the effect of music therapy based on vocal exercise and tone awareness on tone intelligibility of mandarin of children with hearing impairments. The single-subject A-B design was used. In the study, three students of The NWL Foundation for The Hearing Impaired, R.O.C. were selected as research subjects. The research process was separated into three stages: the periods of the baseline design across, experimental intervention, and the periods of reservation. The data was analyzed with figure illustration, visual analysis, and T test, the auxiliary tool is a teaching observing record as qualitative data. The findings of this study are as follow: 1.The result showed that music therapy based on vocal exercise and tone awareness helped improving tone intelligibility of mandarin of children with hearing impairments. 2.The result showed that music therapy based on vocal exercise and tone awareness helped modification duration mode, F0 pitch mode and F0 contour mode of mandarin tone of children with hearing impairments. 3.While the music therapy has stopped, mandarin tone of children with hearing impairments expected performance gain immediately and reserved effect. 4.In addition to the improved targeted behaviors, music and non-music skills of children with hearing impairments has positive effect. In addition to discussing the result of the research, the researcher of this study also made some suggestions for future teaching and research.

Afrikaans text
Die doel van die studie is om buffer- en risikofaktore te verken wat ‟n rol in die ontwikkeling van gehoorgestremde kleuters kan speel. Gehoorgestremde kleuters presenteer met ‟n gehoorverlies, wat hul van normaalhorende kleuters onderskei. Tog beskik alle kleuters oor primêre behoeftes. Lewenskwaliteit word verbeter deur behoeftevervulling, wat die ontwikkelingsproses beïnvloed. Hierdie behoeftes word vervul deur die kleuter, asook faktore vanuit die omgewing. ‟n Literatuurstudie is onderneem as teoretiese raamwerk, wat teorieë omtrent die omgewing en behoeftes, buffer- en risikofaktore en kleuterontwikkeling insluit. Data is vanuit ‟n kwalitatiewe benadering ingesamel deur semi-gestruktureerde onderhoude en ekokaarte saamgestel deur ouers van gehoorgestremde kleuters. Kontrolering en integrering van data het deur triangulering geskied. Buffer- en risikofaktore binne kleuters self, die gesin en die breër gemeenskap is verken. Die studie is verkennend en beskrywend, en toegepaste navorsing is gebruik. So is gevolgtrekkinge en aanbevelings gemaak om toepaslike ondersteuning aan ouers van gehoorgestremde kleuters te bewerkstellig.
The aim of the study is to explore the protective and risk factors that may contribute to the development of hearing-impaired toddlers. Hearing impaired toddlers present with a hearing loss, which distinguish them from toddlers with normal hearing. However, all toddlers have primary needs. Quality of life is improved by the fulfilment of needs, which influences the developmental process. These needs are fulfilled by the toddler, as well as by factors from the environment. A literature study was conducted as theoretical framework. This included theories regarding the environment and needs, protective and risk factors, and toddler development. In this qualitative study, data collection was conducted by semi-structured interviews and the compilation of ecomaps by parents of hearing impaired toddlers. Triangulation was used to verify and integrate data. Protective and risk factors were explored within the toddler, the family and the wider community. This study is exploratory and descriptive and applied research was used. In this way conclusions and recommendations were made to provide appropriate support to parents of hearing impaired toddlers.
Social Work
M. Diac. (Spelterapie)

Afrikaans text
Alhoewel daar al vorige navorsing oor die dowe of hardhorende kind gedoen is, handel dit meestal oor die vroee identifisering van die kind se gehoorverlies,sy/haar plasingsmoontlikhede, en kommunikasie,asook die hantering van die kind met gehoorverlies binne die skoolopset. Die meeste beskikbare literatuur wat handel oor riglyne by die hantering van die dowe of hardhorende kind binne die gesinsopset, is verouderd. Hierdie studie is 'n fenomenologiese navorsingstudie. Uit die semi-gestruktureerde onderhoude is verskeie temas geidentifiseer wat betrekking het op die hantering van die dowe of hardhorende kind in die gesin. Praktiese riglyne is vir ouers daargestel ten op sigte van die dowe of hardhorende kind se kommunikasie, gesinslewe,die skool, asook sy/haar emosionele en sosiale funksionering.
Although previous research has been done abouth the hard-hearing child, most of the available research concentrates on early identification of hearing lost, placement and communication as well as to cope with hearing loss within the school environment. The majority of the literature which is currently available concerning guidelines for the deaf or hard-hearing children within the family group, is outdated. A phenomenological study has been done. By means of semi-structured interviews practical guidelines have been collected. Several themes were identified in the course of these interviews, namely: communication by the child with hearing loss, the effect of the hearing loss on the family members, the impact of hearing loss in the school environment and the implications of hearing loss on the child's emotional and social functioning. Guidelines were suggested for the practical management of deaf and hard-hearing children concerning communication, family life, scool and emotional and social functioning.
Educational Studies
M. Ed. (Voorligting)

This master's thesis deals with speech-language pathology (SLP) intervention provided in kindergartens to children with hearing impairment. The theoretical part of the thesis acquaints the reader with the topic of hearing problems, hearing compensation possibilities and the most commonly used communication strategies in the educational process of children with hearing problems. Continually, it describes the ontogenetic evolution of speech in children with hearing impairment and its specifics in different speech levels, aquaints with SLP intervention, its structure and organisation in Czech republic and describes frequently occuring types of disrupted communicational abilities in pre-school children. The closure of the theoretical part describes the pre-school education trends when it comes to children with hearing problems. The main goal of the practical part is to map out and comment on the way SLP intervention is provided in pre-schools for children with hearing impairment. The more precise aim of the work is to find out, through means of a series of questionnaires, who is the object of SLP intervention in present times and who is in charge of providing it. It also focuses on the way speech-language pathologists, parents and teachers of the mentioned children cooperate. Based on the analysis of...