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Biomedical subjects

A E Geers

Publications and source records attributed to A E Geers.

28 records · Page 2Linked to original sources
PubMed1988

Acquisition of spoken and signed English by hearing-impaired children of hearing-impaired or hearing parents.

This study examines the degree to which hearing-impaired children of hearing-impaired parents (HIP) demonstrate an advantage in their acquisition of signed and spoken English over hearing-impaired children of hearing parents (HP). A subset from the normative sample of the Grammatical Analysis of Elicited Language, 50 HIP children and 50 HP children, were matched in terms of their educational program, hearing level, and age. Results indicate that both groups had comparably poor expressive English language ability at 5 and 6 years of age. However, at age 7 and 8 HIP children demonstrated a significant linguistic advantage in both their spoken and signed English over HP children. Because the production of English by HIP children closely resembled that of orally educated hearing-impaired children of hearing parents, consistent language stimulation throughout the child's early years may be a critical factor in the development of English, regardless of the language or mode of expression.

Age Factors↗
PubMed1987

Predicting spoken language acquisition of profoundly hearing-impaired children.

The Spoken Language Predictor (SLP) Index is a proposed guide for making recommendations regarding the most appropriate communication mode to be used in educating a given hearing-impaired child. The SLP Index is the sum of points obtained on five predictor factors that have been weighted according to their contribution to successful spoken language acquisition. The point values assigned for each factor as well as assignment of points to particular test scores within each factor was accomplished by subjective clinical judgment followed by trial application to actual clinic cases. Three ranges of SLP indexes are associated with three educational recommendations: speech emphasis (SLP = 80-100), provisional speech instruction (SLP = 60-75), and sign language emphasis (SLP = 0-55). The purpose of this article is to describe the development and application of the SLP and preliminary evidence for its stability and validity.

Child↗
PubMed1986

Vibrotactile stimulation: case study with a profoundly deaf child.

This case study reports results obtained from a young, profoundly deaf child, M, who was fitted with a single-channel vibrotactile device, the Tactaid I, at 29 months of age. Her progress in speech and language development was evaluated over a 14-month period. During this period, M learned to understand 101 words through lipreading and the Tactaid I, and to produce consistent approximations of 90 words. Her scores on language tests with hearing-impaired norms progressed from below average to above average for her age. M's scores on language tests with hearing norms also reflected significant progress, although she did not achieve normal language development. These results indicate that a single-channel vibrotactile aid may facilitate the acquisition of spoken language in a profoundly deaf child who is unable to benefit from a conventional hearing aid.

Child, Preschool↗
PubMed1978

Syntactic maturity of spontaneous speech and elicited imitations of hearing-impaired children.

Two language measures, designed for normal-hearing children, were applied to a sample of 52 severely and profoundly hearing-impaired children between four and 15 years of age. The Developmental Sentence Analysis (Lee, 1974) was used to assess their spontaneous language and the Carrow Elicited Languate Inventory (Carrow, 1974a) to assess imitated language. The correlation between scores on the two measures was similar to that found by Carrow (1974b) for normal children (r = .75). However, there was little relation between either measure and reading achievement in hearing-imparied children. A subsample of children retested one year later showed those who remained in a school for the deaf showed greater improvement in their ability to imitate while those who had been integrated into school with normal-hearing children improved most in spontaneous language. Over half of the hearing-impaired subjects scored below normal hearing three-year-olds on both measures. Caution is advised, however, in applying these norms to hearing-impaired children. The spontaneous language of these children differed from that of younger hearing children who received similar overall scores in the normative sample. The hearing-impaired subjects tended to use more mature constructions but used fewer correct structures per utterance.

Adolescent↗
PubMedDate not supplied

Inter-rater reliability as a reflection of ambiguity in the communication of deaf and normally-hearing children.

This study involves (a) procedures for coding intentionality and communicative function from the behavior of young children, (b) determining inter-rater reliability on those decisions, and (c) making judgments about which data to use for presentation and analysis. Communication data from videotaped interactions of 48 deaf and 96 normally-hearing children (12-54 months of age) and their mothers were obtained from two independent coders. As predicted, the percent-agreement between coders was higher for older children and for hearing children compared to deaf children. It is argued that the ambiguity reflected in poor coder agreement for less skilled communicators may represent the extent to which these children are understood. It is suggested that for such children data analysis should be restricted to those behaviors on which two independent coders agree.

Analysis of Variance↗