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Results for “Communication Methods, Total”

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At least 145 records · Page 8Linked to original sources
PubMed1992

Young cochlear implant users' response to delayed auditory feedback.

This investigation determined whether the signal provided by the Cochlear Corporation Nucleus cochlear implant can convey enough speech information to induce a response to delayed auditory feedback (DAF), and whether prelingually deafened children who received a cochlear implant relatively late in their speech development are susceptible. Ten children with the Nucleus cochlear implant spoke simple phrases, first without and then with DAF. Three prelingually deafened subjects and the only two postlingually deafened subjects demonstrated longer phrase durations when speaking with DAF than without it. Two of the prelingually deafened subjects who demonstrated a response received their cochlear implants at the age of 5 years.

Attention↗
PubMedDate not supplied

Choosing the appropriate habilitative track for the newly identified hearing-impaired child.

Based on prospective longitudinal data collected on 38 hearing-impaired infants, this study addresses the question, "What constitutes adequate progress in habilitation of the young deaf child?" The components of the newly developed Diagnostic Early Intervention Program aimed at selecting the most appropriate habilitative-educational track for the hearing-impaired infant will be described, together with data from the first 15 children who have completed the 6-month program. The results of a multidisciplinary medical evaluation completed on these children, including audiology, otolaryngology, aural rehabilitation, pediatrics, neurology, radiology, and genetics, will illustrate the important assistance these findings provide to the decision-making process of the habilitative-educational team.

Age Factors↗
PubMed1999

What children contribute to language-learning.

There may be no greater testament to the resilience of language in humans than the observation that, when deprived of a language entirely, children will invent one nonetheless. Deaf children whose access to usable conventional linguistic input, signed or spoken, is severely limited develop gesture systems to communicate with the hearing individuals around them. The children's gestures resemble natural language in that they are structured at both sentence and word levels. Although the inclination to use gesture to communicate may be traceable to the fact that the deaf children's hearing parents (like all speakers) gesture as they talk, the deaf children themselves appear to be responsible for introducing language-like structure into their gestures. In particular, the structural properties found in the deaf children's gesture systems cannot be traced to the gestures that their hearing parents use with them, nor can they be traced to the way in which the parents respond to the children's gestures.

Child↗
PubMed1995

Individual social skills training and co-worker training for supported employees with dual sensory impairment. Two case examples.

Two case studies examined the efficacy of two social enhancement procedures--individual social skills training (SST) and co-worker intervention for two employees with dual sensory impairment who were working in competitive employment settings but who were socially isolated from contact with their nondisabled co-workers. A variety of measures, including direct behavioral observations and social validation ratings, examined social interaction and the formation of social networks in the workplace. Results showed that the number and duration of social interactions improved with each of the social enhancement programs. Social validation data and anecdotal reports indicated that the employees with disabilities became more socially competent, interactive, and included in the social network of the workplace. Interestingly, SST followed by co-worker training resulted in greater increases in social responding as compared to co-worker training followed by SST.

Adult↗
PubMed1980

Between worlds: the problems of deafened adults.

The problems of deafened adults have been largely ignored in social work literature. Deafened people have lost all usable hearing as adults. Their problems are different from those of people who were born deaf or who have become hard of hearing. Social workers need to have special understanding of deafened people's problems in communication, social functioning, and in their feelings about themselves.

Adolescent↗
PubMed1999

Interaction between impaired and unimpaired speakers: inter-subjectivity and the interplay of culturally shared and situation specific knowledge.

The part played by culturally shared knowledge in interaction is generally recognised. However, the details of how it may be manifested in interaction are largely undocumented. This study explores this issue in the context of interactions between impaired and unimpaired speakers, using a conversation analytic approach in combination with a communication task commonly employed in experimental social psychology. Three exemplary cases are analysed. Results show that when the task interaction is co-constructed, the interaction is collaboratively enacted, participants' actions are in alignment, and the task outcome is relatively accurate. When the unimpaired speaker proceeds on the basis of culturally shared knowledge, and thereby 'unilaterally' manages the interaction, two courses of action are available to the impaired speaker. The impaired speaker may make attempts to provide situation specific details. In this case, because each participant is drawing on different resources to construct the interaction, their actions are out of alignment, and the task outcome is less accurate. Alternatively, the impaired speaker may concur with the culturally shared knowledge drawn on by the unimpaired speaker, in which case the participants' actions are in alignment, but the task outcome is highly inaccurate. The authors conclude that by combining a conversation analytic approach with a communication task which reflects participants' everyday experiences, orientations to different interaction resources can be drawn out. This can have relevance for, and help to elicit, practices in everyday interaction.

Adult↗
PubMed1997

On what basis hope? Modern progress and postmodern possibilities.

Modern and postmodern versions of hope as they apply to services for persons labeled as having mental retardation were examined. Proponents of modernism construct hope as relying on an ever-improving science to accurately comprehend mental retardation and other disabilities and the effectiveness of professional interventions. This myth of scientific progress is traced in various forms through American intellectual history to the development of special education as interventionist social science. Advocates of postmodernism cast doubt upon the grand narrative of modernism and critique modern social science as perpetuating stigmatized "mentally retarded" identities through the exercise of power. A rhetorical analysis of the current controversy over facilitated communication demonstrates the utilization of the language of modern science for its power effects in special education discourse.

Attitude to Health↗
PubMed1997

"I want to talk like everyone": on the use of multiple means of communication.

This qualitative case study is a description of a young man with autism who communicated using speech, sign language, facilitated communication, body language, and his mother's conversational supports. Participant observation, interviews, and review of records were used to explore his current and past communication practices. These practices illustrate his preference for speaking and the complexity of choosing among communication means on an ongoing basis. Although the young man and his mother differed in their thinking about communication, they revealed a common goal: for Michael to participate in ordinary life activities as a member with a voice.

Adult↗
PubMed2006

Visual phonics: an English code buster?

Visual phonics is an instructional program to provide print awareness, alphabet knowledge, and sound-letter correspondence for children with hearing loss who experience difficulty developing a foundation of phonemic awareness skills. Its purpose is "to clarify the sound symbol relationship between spoken English and print" (Waddy-Smith & Wilson, 2003, p. 15). It is implemented in numerous school districts, particularly in California and Florida, and can be learned in a 2-day workshop. Administrators, teachers, and speech pathologists see potential benefit in using Visual Phonics to help students with hearing loss raise their achievement scores in reading and spelling. However, it is critical to note that Visual Phonics has virtually no research base. Researchers, teachers, and speech pathologists are called upon to collect their data and begin research on the effectiveness of Visual Phonics. This is a case in which the research-to-practice gap must be closed.

Awareness↗
PubMed1994

Deaf children's spoken language output with a hearing peer and with a hearing mother.

Knowledge of how deaf children use speech outside the classroom or therapy room many enhance our ability to improve their speech in a variety of situations and with a variety of communication partners. Past research has shown that deaf children's interactions in informal settings with their mothers and hearing peers create situations that can foster improved linguistic skills. In the current study, the amount and intelligibility of spoken language output in 15 deaf children ages 4-5 to 9-8 years during 15 minutes of free play with their mothers was compared with output and intelligibility during a similar session with a self-selected hearing peer. The results, which indicated that significantly more speech was produced during the children's interaction with their mothers, are discussed in terms of future research.

Child↗