PubMed Health⌕ Search

SEARCH · PubMed Health

Results for “Communication Methods, Total”

Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 109 records · Page 6Linked to original sources
PubMedDate not supplied

Assisting older adults with severe disabilities in expressing leisure preferences: a protocol for determining choice-making skills.

We evaluated a protocol involving two types of choice presentations for assessing leisure choice-making skills of seven older adults with severe disabilities. Initially when presented with pairs of objects representing choices, choice making was validated through demonstration of an object preference. A more complex choice-presentation format was then employed, involving pictures to represent choices. If the preference identified with objects was not demonstrated using pictures, a replication of the object format occurred to ensure changes in choice making using pictures was not due to a preference change. Five participants demonstrated choice-making skills using objects and two demonstrated choices using pictures. These results reflect the importance of assessing choice-making skills prior to presenting choice opportunities. Suggestions for future research focus on expanding the assessment protocol to include a wider array of choice-making skills and training staff to provide choices in a format commensurate with an individual's skill level.

Activities of Daily Living↗
PubMedDate not supplied

Simultaneous and delayed matching to sample in gesture users and speakers with mental retardation.

Sixty-eight participants with severe mental retardation participated in a study of representational matching to sample. Participants were asked to match objects to identical objects, line drawings, miniature objects (icons), pantomimes, and spoken names. Participants who were successful in these matching tasks also experienced delayed matching tasks. Participants differed in their expressive communication and comparisons were made between symbolic (speaking) individuals, distal gesture users, and contact gesture users. Contact gesture users were significantly worse on identical matching to sample tasks than other participants. Mean scores on matching objects to line drawings were significantly better than mean scores on other matching tasks. In delayed matching, however, scores for matching objects to spoken names were significantly better than other tasks. The implications of these results for learning to use an augmentative communication device are discussed.

Adolescent↗
PubMed1998

Procedures for teaching appropriate gestural communication skills to children with autism.

Four children with autism were taught to use gestures in combination with oral communication. Using a multiple-baseline across-responses design, intervention was introduced successively across three response categories containing gestures representative of attention-directing/getting, affective, and descriptive behavior. Although none of the participants displayed appropriate gestural and verbal responses during baseline, all participants acquired this skill with the systematic implementation of modeling, prompting, and reinforcement. Generalization measures indicated that the children learned to respond in the presence of novel stimuli and a novel setting. Social validity measures revealed that the participants' behavior appeared more socially appropriate at the completion of the study than at the start of the study, and that the participants' behavior was indistinguishable from that of their typically developing peers.

Autistic Disorder↗
PubMed2004

[Verbal patient information through nurses--a case of stroke patients].

The article represents results of a theoretical work in the field of nursing education, with the topic: Verbal Patient Information through Nurses--A Case of Stroke Patients. The literature review and analysis show that there is a shortage in (stroke) patient information generally and a lack of successful concepts and strategies for the verbal (stroke) patient information through nurses in hospitals. The authors have developed a theoretical basis for health information as a nursing intervention and this represents a model of health information as a "communicational teach-and-learn process", which is of general application to all patients. The health information takes place as a separate nursing intervention within a non-public, face-to-face communication situation and in the steps-model of the nursing process. Health information is seen as a learning process for patients and nurses too. We consider learning as information production (constructivism) and information processing (cognitivism). Both processes are influenced by different factors and the illness-situation of patients, personality information content and the environment. For a successful health information output, it is necessary to take care of these aspects and this can be realized through a constructivational understanding of didactics. There is a need for an evaluation study to prove our concept of health information.

Communication Methods, Total↗
PubMed1996

Professional psychology and deaf people. The emergence of a discipline.

This article depicts obstacles and opportunities that face students and consumers who are deaf and who interface with the profession of psychology. The rapid evolution of scholarship, specialized education and service programs, and related professional endeavors regarding psychology and deaf individuals is described. The emergence of a field of professional psychology and deaf people as a discipline in its own right is posited. Professional standards and ethics in this emerging discipline are discussed, especially those pertaining to fluency in American Sign Language (ASL) and to the accessibility of deaf people to the profession of psychology as well as to the services of the profession. The potential for the American Psychological Association to further or hinder this emerging discipline and the advancement of all psychologists with disabilities are considered.

Adolescent↗
PubMed2001

Differential use of vocal and gestural communication by chimpanzees (Pan troglodytes) in response to the attentional status of a human (Homo sapiens).

This study examined the communicative behavior of 49 captive chimpanzees (Pan troglodytes), particularly their use of vocalizations, manual gestures, and other auditory- or tactile-based behaviors as a means of gaining an inattentive audience's attention. A human (Homo sapiens) experimenter held a banana while oriented either toward or away from the chimpanzee. The chimpanzees' behavior was recorded for 60 s. Chimpanzees emitted vocalizations faster and were more likely to produce vocalizations as their 1st communicative behavior when a human was oriented away from them. Chimpanzees used manual gestures more frequently and faster when the human was oriented toward them. These results replicate the findings of earlier studies on chimpanzee gestural communication and provide new information about the intentional and functional use of their vocalizations.

Animals↗
PubMed1996

Silence is liberating: removing the handcuffs on grammatical expression in the manual modality.

Grammatical properties are found in conventional sign languages of the deaf and in unconventional gesture systems created by deaf children lacking language models. However, they do not arise in spontaneous gestures produced along with speech. The authors propose a model explaining when the manual modality will assume grammatical properties and when it will not. The model argues that two grammatical features, segmentation and hierarchical combination, appear in all settings in which one human communicates symbolically with another. These properties are preferentially assumed by speech whenever words are spoken, constraining the manual modality to a global form. However, when the manual modality must carry the full burden of communication, it is freed from the global form it assumes when integrated with speech--only to be constrained by the task of symbolic communication to take on the grammatical properties of segmentation and hierarchical combination.

Adult↗
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↗
PubMed1988

Phonemic information transmitted by a multichannel electrotactile speech processor.

A wearable electrotactile speech processor was evaluated in a study with seven normally hearing and four hearing-impaired subjects. The processor estimated the fundamental frequency, the second-formant frequency, and amplitude of the acoustic speech signal. These parameters were presented as a pattern of electrical pulses applied to eight electrodes positioned over the digital nerve bundles on one hand. The device was shown to provide useful information for the recognition of phonemes in closed sets of words using tactile information alone. The device also supplemented lipreading to improve the recognition of open-set words. The recognition of duration and first- and second-formant frequencies of vowels and the recognition of voicing and manner of consonants were improved over recognition with lipreading alone. Recognition of final consonants was improved more than recognition of initial consonants. These results indicate that the device may be useful to both severely and profoundly hearing-impaired people.

Adult↗
PubMed1989

Analytic study of the Tadoma method: effects of hand position on segmental speech perception.

In the Tadoma method of communication, deaf-blind individuals receive speech by placing a hand on the face and neck of the talker and monitoring actions associated with speech production. Previous research has documented the speech perception, speech production, and linguistic abilities of highly experienced users of the Tadoma method. The current study was performed to gain further insight into the cues involved in the perception of speech segments through Tadoma. Small-set segmental identification experiments were conducted in which the subjects' access to various types of articulatory information was systematically varied by imposing limitations on the contact of the hand with the face. Results obtained on 3 deaf-blind, highly experienced users of Tadoma were examined in terms of percent-correct scores, information transfer, and reception of speech features for each of sixteen experimental conditions. The results were generally consistent with expectations based on the speech cues assumed to be available in the various hand positions.

Adult↗
PubMed1991

Following the rules: consistency in sign.

The majority of hearing-impaired students in the United States are exposed to at least one, if not several, forms of simultaneously signed and spoken English input (e.g., Seeing Essential English, Signing Exact English, Signed/Manual English, or combinations of these systems). It was the purpose of this study to investigate teachers' and interpreters' consistency with regard to following the rules of three of these systems. Subjects were asked to interpret a carefully designed set of stimuli; their performance was videotaped for later bimodal transcription and analysis. Careful descriptive analysis of the form and content of the data revealed that some professionals who purported to use a particular system frequently do not follow accurately the rules of that system, but many can encode in sign the meaning of what they are saying. Signing Exact English (SEE-II) users were able to follow the rules of that system at a significantly higher percentage of time than users of either of the other two systems (p less than .03 and p less than .001). They also were able to encode the meaning in sign of what they were saying an average of 86% of the time--significantly higher than users of Signed/Manual English (p less than .02). However, the average percentage of ability to follow the precise rules of a system was below 57% for even the adults who used SEE-II. It is possible that the acquisition of English is confounded for hearing-impaired children when professionals do not consistently sign the system they purport to use.

Adult↗
PubMed1992

Reported use of communication strategies by SHHH members: client, talker, and situational variables.

Two hundred and twelve members of the Self Help for Hard of Hearing People (SHHH) organization completed a survey that evaluated their use of communication strategies. Reported use of strategies was correlated with attitudinal variables and social-interaction indices. On average, subjects agreed most strongly with questionnaire items stating they would ask a talker to repeat a misperceived utterance. They agreed less strongly with items stating they would ask the talker to restructure or elaborate an utterance. Subjects agreed strongly that they would use the communication strategies with familiar talkers, and less strongly that they would use them with unfamiliar talkers. Subjects who appeared less likely to say nothing after misperceiving an utterance were more likely to disagree that they were frustrated with their speechreading skills, and they appeared less likely to avoid social interactions. Subjects who indicated a greater likelihood of using anticipatory strategies, such as reviewing potential vocabulary before an appointment, were on average more likely to avoid social interactions. They also agreed more strongly that poor speechreaders appear less intelligent.

Adult↗
PubMed1992

Performance over time of congenitally deaf and postlingually deafened children using a multichannel cochlear implant.

The speech perception performance of 10 congenitally deaf and 3 postlingually deafened children who received the Cochlear Corporation multichannel cochlear implant was examined and compared. The children were tested preimplant and at 6-month intervals up to 2 years using the Monosyllable-Trochee-Spondee test (MTS), the Word Intelligibility by Picture Identification test (WIPI), and Phonetically Balanced Kindergarten (PB-K) or Northwestern University List 6 (NU-6) word lists. The postlingually deafened children exhibited significantly improved performance on open- and closed-set tests of word recognition after 6 months of implant use, a pattern similar to that of postlingually deafened adult implant users. In contrast, the congenitally deaf children did not exhibit measurably improved performance on speech perception tests until after 12 months or more of implant use. With as much as 18-24 months of use, however, some congenitally deaf children demonstrated limited open-set word recognition.

Acoustic Stimulation↗
PubMed1995

Acquisition of speech by children who have prolonged cochlear implant experience.

The four purposes of this investigation were to assess whether children acquire intelligible speech following prolonged cochlear-implant experience and examine their speech error patterns, to examine how age at implantation influences speech acquisition, to assess how speech production and speech perception skills relate, and to determine whether cochlear implant recipients who formerly used simultaneous communication (speech and manually coded English) begin to use speech without sign to communicate. Twenty-eight prelinguistically deafened children who use a Nucleus cochlear implant were assigned to one of three age groups, according to age at implantation: 2-5 yrs (N = 12), 5-8 yrs (N = 9), and 8-15 yrs (N = 7). All subjects had worm a cochlear implant for at least 24 mos, and an average of 36 mos. All subjects used simultaneous communication at the time of implantation. Subjects performed both imitative and structured spontaneous sampling speech tasks. The results permit the following conclusions: (a) children who have used a cochlear implant for at least 2 yrs acquire some intelligible speech; (b) children who receive a cochlear implant before the age of 5 yrs appear to show greater benefit in their speech production skills than children who are older, at least after a minimum of 2 yrs of use; (c) children who recognize more speech while wearing their cochlear implants are likely to speak more intelligibly; and, (d) signing does not disappear from a child's communication mode following implantation.

Adolescent↗
PubMed1998

Improvements in speech perception by children with profound prelingual hearing loss: effects of device, communication mode, and chronological age.

The present investigation expanded on an earlier study by Miyamoto, Osberger, Todd, Robbins, Karasek, et al. (1994) who compared the speech perception skills of two groups of children with profound prelingual hearing loss. The first group had received the Nucleus multichannel cochlear implant and was tested longitudinally. The second group, who were not implanted and used conventional hearing aids, was tested at a single point in time. In the present study, speech perception scores were examined over time for both groups of children as a function of communication mode of the child. Separate linear regressions of speech perception scores as a function of age were computed to estimate the rate of improvement in speech perception abilities that might be expected due to maturation for the hearing aid users (n=58) within each communication mode. The resulting regression lines were used to compare the estimated rate of speech perception growth for each hearing aid group to the observed gains in speech perception made by the children with multichannel cochlear implants. A large number of children using cochlear implants (n=74) were tested over a long period of implant use (m=3.5 years) that ranged from zero to 8.5 years. In general, speech perception scores for the children using cochlear implants were higher than those predicted for a group of children with 101-110 dB HL of hearing loss using hearing aids, and they approached the scores predicted for a group of children with 90-100 dB HL of hearing loss using hearing aids.

Age Factors↗
PubMed2000

Long-term outcome of childhood hearing deficiency.

This report is based on the questionnaire responses of 95 young hearing-impaired adults (39 with moderate, 20 with severe and 36 with profound hearing loss) who were investigated in the department of paediatric audiology during childhood. Half of the individuals were educated in ordinary school (integration) and half in an institution for hearing-impaired children. Responses on social and professional insertion were compared with audiometric threshold and educational setting. Results indicate that both hearing level and educational environment influence current mode of communication and use of hearing aids. Familial factors also seem to have an influence. Oral communication is a poor predictor of employment, whereas professional qualifications enhance the chances of finding a job. Obtaining a non-professional degree appears to be unsuited for improving the employment rate of the hearing-impaired child.

Adolescent↗