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14,564 results on '"Hearing aids"'

1. Improving Employment Outcomes among American Indians through Assistive Technology: A Preliminary Study. Final Report.

Author

Northern Arizona Univ., Flagstaff. American Indian Rehabilitation Research and Training Center., Schacht, Robert M., Gahungu, Athanase, and Gallagher, Larry

Abstract

This report discusses a project that compared the rate of use of assistive technology (AT) services and devices by American Indians and Alaska Natives with that of other ethnically diverse groups, identified barriers, and examined consumer satisfaction regarding AT. The project drew on four sources of data: the Rehabilitation Services Administration (RSA) 1998 national RSA-911 annual reports and the 1994-95 National Health Interview Survey (NHIS); questionnaires sent to American Indians who had used or were in need of AT; and participants in an on-line assistive technology course. Based on data from the 1998 RSA-911 reports, American Indians and Alaska Natives participating in vocational rehabilitation programs used AT devices at lower rates than Whites and Asians but at higher rates than Blacks, and received AT services at lower rates than other races. Based on the NHIS data, American Indians, Eskimos, and Aleuts used mobility devices and braces at higher rates than other races; however, they used hearing aids at significantly lower rates than Whites. Responses from 15 American Indians and Alaska Natives indicated traditional information dissemination strategies on AT were ineffective in reaching these populations. In addition, respondents believed financial concerns compromised the affordability and availability of AT services. (Contains 45 references.) (CR)

Published
2002

2. PEPNet 2000 Innovation in Education. Conference Proceedings (Denver, Colorado, April 5-8, 2000).

Author

Postsecondary Education Consortium, Knoxville, TN., Saint Paul Technical Coll., MN. Midwest Center for Postsecondary Outreach., Rochester Inst. of Technology, NY. Northeast Technical Assistance Center., Western Region Outreach Center and Consortia, Northridge, CA., and Jursik, Kay B.

Abstract

This proceedings focuses on the best practices and most effective strategies for meeting the needs of postsecondary students who are deaf and hard of hearing. Presentations address professional development, access to programs and services, teaching methods, using technology, student preparation for college, program development, working with students from diverse backgrounds, and personal development. Some of the 47 papers include: (1) "Navigating Our Institutions" (Sue Kroeger); (2) "Words upon a Window Pane: Opening Doors for the Deaf College Students" (Harry Lange and Bonnie Meath-Lang); (3) "Office of Special Education and Rehabilitative Services, U.S. Department of Education: Funded Programs and Projects, Past, Present and Future" (Ramon Rodriguez and others); (4) "PEPNet Then, Today (Now) and Our Hope for the Future" (Ramon Rodriguez and others); (5) "Equal Access for Deaf and Hard of Hearing Students--The Evolving Nature of the Dialogue" (Jo Anne Simon); (6) "Wearing Two Hats: Things Educational Interpreters Need To Know When They Tutor" (Don Hastings and Kim Brecklein); (7) "Innovations in Postsecondary Education and Training: The Case for Community-Based Rehabilitation Centers" (Steven Boone and Douglas Watson); (8) "Effect of Postsecondary Education on Reducing SSI and SSDI Payments to Deaf and Hard of Hearing College Graduates" (Gerald Walter and Jack Clarcq); (9) "Job Placement Services Enhancement Model" (Catherine Burland); (10) "Demystifying Assistive Listening Devices: The Devil is in the Detail" (Cheryl Davis and Martha Smith); (11) "Skill Building Innovations To Help Today's Students Become Tomorrow's Employees" (Steven Boone and Heidi Lefebure); (12) "Creating WIN/WIN Situations: Innovative Management of Interpreter Services at a Mid-Sized University" (Nancy McFarlin); (13) "Designing a Program in a Postsecondary Mainstream Institution To Meet the Needs of Multicultural Students Who Are Deaf or Hard of Hearing" (Catherine Burland and others); and (14) "Avenues to Literacy: Our Stories, Our Visions" (Barbara Boyd and others). Papers include references. (CR)

Published
2001

3. ACCESS: How Best To Serve Postsecondary Students Who Are Hard of Hearing.

Author

Rochester Inst. of Technology, NY. National Technical Inst. for the Deaf. and Self Help for Hard of Hearing People, Bethesda, MD.

Abstract

This in-service training package is designed to assist disability services staff, faculty, and staff members of postsecondary institutions in serving students with hearing impairments. It explains hearing loss and its effects on a student's education, demonstrates assistive technologies, and offers communication strategies. The package includes: (1) presenter's notes, which contain in the text representations of an accompanying packet of overhead transparencies; (2) a Microsoft PowerPoint program for use on a personal computer; (3) an audiocassette, "Sound Hearing or...Hearing What You Miss," which is accompanied by an annotated guide; (4) questions for a student panel; (5) a list of centers that loan assistive listening devices for demonstrations; and (5) a list of Self Help for Hard of Hearing People, Inc. (SHHH) chapters. Materials are also provided for participants, including participants' handouts with spaces for an individual's personal notes as each slide is presented, a copy of an answer sheet to be used with spelling test sensitivity training, a brochure about cochlear implants, and teacher tip sheets. The following articles written by SHHH are included: "The Hearing Aid Myth,""Unreasonable...But Not Unusual,""Meeting the Needs of Hard-of-Hearing Students,""Responsive Teachers Make a Difference!,""Communication Access in the Classroom," and "Communication Access on Campus for Students Who Are Hard of Hearing." (CR)

Published
1999

4. Turned On: Cochlear Implants for Deaf and Hard-of-Hearing Persons.

Author

Biderman, Beverly

Abstract

This first-person account discusses how a cochlear implant has allowed an individual with deafness to hear. It describes how cochlear implants function, the development of cochlear implants and who can benefit from the implants and to what extent. It also discusses how well people can hear with a cochlear implant. Factors strongly associated with success with an implant, such as duration of profound deafness and motivation, are addressed. The second part of the paper discusses opposition to cochlear implants by individuals with deafness who believe the implants are an insult and a threat to their culture. The devices, according to these opponents, represent a condemnation of deafness and an attempt to fix something that they do not consider in need of fixing. Historical reasons for the opposition to cochlear implants are explored, and the need for support groups of individuals with cochlear implants is urged. The final part of the paper discusses future advances and upgrades of cochlear implants. (Contains 11 references.) (CR)

Published
1998

5. Educating Children Who Are Deaf or Hard of Hearing: Auditory-Oral. ERIC Digest #E551.

Author

ERIC Clearinghouse on Disabilities and Gifted Education, Reston, VA. and Stone, Patrick

Abstract

This digest provides an overview of the auditory-oral approach used for developing communication skills in children who are deaf or hard of hearing. The approach is based on the fundamental premise that acquiring competence in spoken language is a realistic goal for children who are deaf or hard of hearing and is best developed in an environment in which spoken communication is used exclusively in the home and the classroom. The digest includes information on: (1) the elements of the auditory-oral approach that are critical to its success, including parent involvement, appropriate amplification (hearing aids or cochlear implants), consistent quality speech training to develop speech production skills, developmentally appropriate language instruction, and a range of placement options; (2) the ability of most children with hearing loss to benefit from an auditory-oral approach; (3) the benefits of an auditory-oral approach, including being able to communicate directly with a wide variety of individuals; (4) the limitations of the auditory-oral approach, including problems of auditory functioning, language processing, and different learning styles; and (5) questions to ask before choosing a program or school, such as whether the school/program offers parent education and support and has a full range of placement options. (CR)

Published
1997

6. Educating Children Who Are Deaf or Hard of Hearing: Auditory-Verbal. ERIC Digest #E552.

Author

ERIC Clearinghouse on Disabilities and Gifted Education, Reston, VA. and Goldberg, Donald

Abstract

This digest presents an overview of the auditory-verbal approach to teaching communication skills to children who are deaf or hard of hearing. The goal of auditory-verbal practices is for children who are deaf or hard of hearing to grow up in "typical" learning and living environments that enable them to become independent, participating, and contributing citizens in an inclusive mainstream society. The principles of auditory-verbal practice are identified and include: (1) working toward the earliest possible identification of hearing loss; (2) seeking the best available sources of medical treatment and technological amplification of sound; (3) helping the child understand the meaning of any sounds heard; (4) helping the child learn to respond and to use sound; (5) using the parents as the most important models for learning speech and spoken communication; (6) working to help children develop an inner auditory system; (7) knowing how children with normal hearing develop and using this knowledge to help children with hearing impairments; (8) observing and evaluating the child's development in all areas; and (9) helping children participate educationally and socially with typical children. The benefits and limitations of this program, and questions to ask before choosing this option are also discussed. (CR)

Published
1997

7. Teaching Students Who Are Deaf or Hard of Hearing. Programming for Students with Special Needs, Book 4.

Author

Alberta Dept. of Education, Edmonton. Special Educational Services Branch.

Abstract

This volume is the fourth in a series (developed in response to a needs assessment survey of special educators in Alberta, Canada) providing practical suggestions about instructional strategies, classroom management, preparing individual program plans, and understanding special needs. This volume presents information on the nature of hearing loss and the various communication systems which may be used by individuals with hearing impairments. The book also contains information on amplification, educational technologies, program planning, and teaching strategies. Sections of the book cover: (1) measurement of hearing and hearing loss with sample audiograms; (2) gathering student information; (3) implications of hearing loss including education and social implications, communication modalities, and the deaf culture; (4) technology, various forms of amplification, other educational devices, classroom acoustics, and care of hearing aids and/or FM systems; (5) providing for student needs through communication training and language intervention; (6) strategies for classroom accommodation, using an interpreter, and modifying instructional practices. An appendix provides survey forms, assessment forms, check lists, and sign language illustrations. A glossary, a list of teaching resources, and publishers' addresses conclude the volume. (Contains 23 references.) (DB)

Published
1995

8. Hard of Hearing and Deaf Students: A Resource Guide To Support Classroom Teachers.

Author

British Columbia Dept. of Education, Skills, and Training, Victoria. Special Education Branch.

Abstract

This resource guide for classroom teachers provides an overview of the needs of students who are deaf or hard of hearing. Topics include: (1) range of hearing loss, educational implications, and sample audiograms; (2) preparing to teach students who are hard of hearing or deaf; (3) needs of learners who are hard of hearing or deaf; (4) sample questions to ask parents or guardians during the first interview; (5) sample questions to ask teachers of the deaf and hard of hearing; (6) sample questions for the first educational team meeting; (7) student interviews and sample questions for the interviews; (8) tips for classroom adaptation; (9) tips for communicating with a student with hearing impairments in one-to-one situations, in groups, and through an interpreter; (10) equipment needs of students who are deaf or hard of hearing; (11) solutions to problems encountered with personal hearing aids and FM systems; and (12) teacher tips for dealing with hearing aids and FM systems. A glossary of relevant selected vocabulary is provided. Forms for notetaking are included throughout the guide. Student tip sheets provide: a sample assignment guide, a sample reflective guide for self-assessment, and a sample summary guide for group activities. (CR)

Published
1994

9. Comprehensive Training of Personnel and Technical Assistance in Establishment of Home Intervention Programs for Families of Infants, Toddlers, and Preschool-Aged Children with Hearing Impairments. Project SKI*HI Outreach. Final Report.

Author

Utah State Univ., Logan. Dept. of Communicative Disorders., Barringer, Donald, and Johnson, Dorothy

Abstract

This monograph reports achievements of the SKI*HI project, a 3-year outreach project to improve access and development of services to presently unserved or underserved infants and young children with hearing impairments as well as to provide leadership and technical assistance to agencies implementing the SKI*HI model. The project provided direct training in 15 locations to 297 new parent advisors (resulting in services to approximately 717 families) as well as training of 24 SKI*HI trainers and dissemination activities with 13 states. Key tenets of the SKI*HI model include: (1) early identification and intervention; (2) the home as an early intervention setting; (3) assistance to family members who are facilitators of language development; (4) early fitting of amplification; and (5) psycho-emotional support for families. The model consists of three major components: administrative, supportive services, and direct services to families. The key professional, the parent advisor, makes weekly home visits. Results of two studies on program effectiveness demonstrated that SKI*HI children made significant gains in language and auditory development. The project is continuing in several states and new training and parent materials are being developed. Extensive appendices include a sample newsletter, title pages of products developed, adoption process materials, data collection material, conference programs, and a brochure. (Contains 39 references.) (DB)

Published
1993

10. Outreach Services To Stimulate Home-Based Services for Infants, Toddlers, and Preschool-Aged Children with Deaf-Blindness and Multihandicap Sensory Impairments. Project INSITE Outreach. Final Report.

Author

Utah State Univ., Logan. Dept. of Communicative Disorders.

Abstract

This final report describes activities of Project INSITE, a 3-year home intervention program delivering services to infants, toddlers, and preschoolers with deaf blindness or other multidisability sensory impairments. The family centered model features the use of early intervention professionals known as parent advisors who visit homes weekly to work with families and function as team members in preparing for transition to school programs and the development of Individualized Family Service Plans and Individualized Education Programs. Additional program features include material development, provision of follow-up and technical assistance, training of trainers, and systematic evaluation. The Project has adapted to changing trends by providing statewide coordinators of implementation plans for low incidence handicapping conditions with capacity building technical assistance. Project INSITE has provided direct services to 880 families, training to 440 professionals in 12 states, and technical assistance to more than 180 agencies. The Project has also developed several resource manuals for families as well as training materials and videotapes. Appendices include evaluation summaries, INSITE national data report for 1991-92, title pages of products, the training format, and a list of 19 references. (DB)

Published
1993

11. Exceptional Parent, 1993.

Author

Klein, Stanley D.

Abstract

This document consists of the nine issues of the journal "Exceptional Parent" published during 1993. This journal contains articles particularly aimed at parents of children with disabilities. Major articles published during this period are the following: "Annual Guide to Products and Services"; "Coping with Incontinence" (Katherine F. Jeter); "Annual Income Tax Guide"; "Finding Funding for Assistive Technology"; "Insurance Claim Appeal" (Ryan J. Whitlow); "Adventures in Camping" (Ellen Coe); "Tough Choice" (Carole Briggs Ayres); "Recreation Resource Section"; "Evaluating Feeding Concerns" (Ellen H. King); "Health Care Reform" (David J. Dunn); "Aquatic Sports"; "Family Support Programs Are Growing"; "Inclusion" (from a parent's, a child's, an administrator's, and a U.S. Senator's perspectives); "Parent-Teacher Cooperation--A Shared Responsibility" (Priscilla H. Presley); "Residential Placement: Coping with Separation" (Karen Cord Taylor); "Choosing Holiday Toys"; "Health Care Reform: Getting to the Heart of the Matter" (William Sciarillo); "Purchasing a Hearing Aid"; "Update on School Bus Safety" (Roseann Schwaderer); "New Technology for Artificial Arms"; "Getting Started with Computers"; "Alliance for Technology Access Directory"; and "Technology Use at Home." (DB)

Published
1993

12. Listening and Hearing: A Supplement to Technology in the Classroom. Applications and Strategies for the Education of Children with Severe Disabilities.

Author

American Speech-Language-Hearing Association, Rockville, MD. and Flexer, Carol

Abstract

This document supplements a series of training modules that provides a basic introduction to using assistive technology with young children (ages 2 to 7) who have severe disabilities in more than one area of development. The supplement contains suggestions about hearing technologies and listening strategies that improve a child's opportunities to learn from his or her environments. It discusses the types of listening and hearing difficulties occurring among young children with severe disabilities. Hearing technologies, including hearing aids, personal frequency modulation (FM), sound-field FM, and mild-gain hard-wired systems, are described, along with practical suggestions for their use in a child's learning environment. Appendixes provide an assistive technology resource list, an outline of types of hearing loss, national resources for information on assistive listening devices, information on audiological assessment, and a list of 25 additional readings. A videotape, entitled "Assistive Technology: We Can Do It!," was developed to accompany this module and related modules. (Contains approximately 35 references.) (JDD)

Published
1992

13. SKI*HI Home-Based Programming for Children with Hearing Impairments: Demographics, Child Identification, and Program Effectiveness, 1979-1991.

Author

Utah State Univ., Logan. Dept. of Communicative Disorders. and Strong, Carol J.

Abstract

SKI*HI is a program designed to identify children with hearing impairments as early as possible and to provide them and their families with complete home programming that will facilitate development. The delivery model includes identification/screening services, home visit services, support services, and program management. A parent advisor makes weekly home visits to families and works closely with parents and other members of a multidisciplinary team to assess, plan, and provide appropriate home-based services for all family members. Data concerning demographic characteristics, testing, identification procedures, and program placement were gathered for 5,178 hearing-impaired preschool children and their families in the SKI*HI program and entered into the SKI*HI National Data Bank. Analysis and synthesis of these data were then conducted to study the relationship of child achievement and home-based intervention, the effectiveness of identification procedures for hearing loss, and impact of home-based intervention on language development. The study concluded that the major accomplishments of SKI*HI were: (1) SKI*HI children showed higher rates of development during intervention than prior to intervention and greater gains in receptive and expressive language development than would be expected due to maturation alone; (2) SKI*HI children showed increased auditory, communication/language, and vocabulary developmental levels and increased full-time hearing aid use; (3) SKI*HI parents showed increased ability to manage their child's hearing handicap, communicate meaningfully with their child, and promote their child's cognitive development; and (4) SKI*HI children were identified at an early age and began to receive home programming services promptly after identification. Appendixes contain data sheets, data coding conventions, a questionnaire, and other project administration materials. (Contains approximately 85 references, and 150 tables.) (JDD)

Published
1992

14. Approaches to Selection and Fitting of Amplification for Infants and Toddlers.

Author

Beauchaine, Kathryn L.

Abstract

This paper addresses three areas related to amplification for infants and toddlers with hearing impairments: (1) identification issues as they relate to early amplification; (2) selection of amplification; and (3) assessment of aided function. Identification issues discussed include the goal of early identification of hearing loss and the impact of technology. The paper addresses the following aspects of selection and fitting of amplification systems: formula approaches for fitting gain and output; facilitating adjustment to amplification; and recent expansions in fitting amplification. Finally, behavioral and objective methods of assessing aided hearing performance are described. The paper stresses that early intervention is now feasible on almost any patient given current technology and that the involvement of parents or caregivers at all stages is essential to the success of assessment and amplification selection and fitting. Contains 60 references. (DB)

Published
1992

15. Tones for Profoundly Deaf Tone-Language Speakers.

Author

Ching, Teresa

Abstract

A study assessed the practical use of the simplified speech pattern approach to teaching lipreading in a tone language by comparing performance using an acoustic hearing-aid and a Sivo-aid in a tone labelling task. After initial assessment, subjects were given training to enhance perception of lexically contrastive tones, then post-tested. The test used was audio-video recorded test material in Cantonese used to assess speech receptive ability, which includes a tonal component. For each subject, visual stimuli were presented, some accompanied by an auditory signal (either speech tone or larynx tone) through either acoustic hearing aids or a Sivo-aid. One treatment used lipreading alone. Subjects in the experimental group were four profoundly deaf children; all of their deaf classmates served as a control group. Results indicated that the auditory signal contributes to tonal reception more effectively using the Sivo-aid, but some variation still occurred. It is concluded that the simplification approach allows a better match to the user's hearing capabilities, making better use of residual hearing, and allows gradual development of perceptual skills relating to suprasegmentals as well as segmentals. (MSE)

Published
1990

16. Factors Affecting Psychosocial Adjustment of Deaf Students.

Author

Polat, Filiz

Abstract

A study involving 1,097 elementary and secondary students who are deaf found that degree of hearing loss, additional disability, and age at onset were negatively related to psychosocial adjustment. However, there was a positive relationship with the use of hearing aids, speech intelligibility, academic achievement, parental hearing status, and school communication methods. (Contains references.) (Author/CR)

Published
2003

17. Assessment of Language Skills in Young Children with Profound Hearing Loss under Two Years of Age.

Author

Nott, Pauline, Cowan, Robert, and Brown, P. Margaret

Abstract

The validity of the Diary of Early Language (Di-EL), a parent report technique, was evaluated with nine children with profound hearing loss using cochlear implants or hearing aids. Lexical data, reported by parents using the Di-EL, agreed with results of the Mac Arthur Communicative Development Inventories and the Rossetti Infant Toddler Language Scale, suggesting the Di-El's validity. (Contains references.) (Author/DB)

Published
2003

18. Proceedings of the South Central Technology Access Conference (1st, Little Rock, Arkansas, December 4-5, 1989).

Author

Arkansas Univ., Little Rock. Center for Research on Teaching and Learning., VanBiervliet, Alan, and Parette, Phil

Abstract

This proceedings provides the text of 17 conference presentations on access to technology for persons with disabilities. Titles and authors include: "There Is Funding Out There" (Anna C. Hofmann); "Assessment and Prescription for Adaptive Driving Controls" (Michael K. Shipp); "Technology Transfer for the Community Dwelling Older Adults" (M. Cherie Clark); "Research Focusing on Freedom of Choice, Communication, and Independence Using Eyegaze and Speech Recognition Assistive Technology" (Carrie Brown); "The Process of Integrating Software into the Special Education Curriculum" (Dave Edyburn); "Telecommunications Technology in the Future: Its Benefits and Applications to Persons with Disabilities" (Darrell Lauer); "The Arkansas Special Education Resource Center Presents Software Soup" (Kathy Balkman and others); "Three Approaches to the Use of Speech for People Who Are Visually-Impaired" (Fred Gissoni); "Augmentative Communication Alternatives for Persons with Disabilities" (Linda Crawley, Nancy Dunn); "Are You Listening? Developing A Consumer-Responsive System" (Rachell Wobschall); "NASA and the Process of Technology Transfer: Current Involvement and Implications for the Future" (Ismail Akbay); "Technology for Disabled Students in Higher Education" (Riqua R. Serebreni); "The Arkansas Technology Program" (Alan VanBiervliet and others); "Issues in Amplification and Listening Devices" (Hope Keiser); "The Role of RESNA in the Provision of Technical Assistance and Information in Response to P.L. 100-407" (Patricia Beattie); "User Friendly Homes for Today and Tomorrow" (Beulah Hirschlein); and "Trends of Telecommunication for Deaf People" (Al Sonnenstrahl). (JDD)

Published
1989

19. State of the Art in Rehabilitative Audiology: Speech Intelligibility.

Author

Children's Hospital Medical Center of Northern California, Oakland. and Schultz, Martin C.

Abstract

In a speech presented at the Annual Meeting of the American Speech and Hearing Association (1974), the author discusses prospective direction for research in speech recognition and comprehension of the hearing impaired. A theoretical perspective focuses on the role of probabilities in the process of transmitting and receiving auditory messages. Research needs noted include the importance of investigating clients' information processing, of finding effective and economical hearing aid fitting procedures, and of developing computer programs for auditory training. (LS)

Published
1974

20. Telephone Training for Selected Deaf Students.

Author

Castle, Diane L.

Abstract

The Communications Aids Lab at the National Technical Institute for the Deaf was designed for training the hearing impaired to participate in various telephone communication situations through the use of special equipment and learned strategies of communication. Approximately 44% of the students, having non-functional hearing and unintelligible speech, were trained to use visual telephone equipment; while the 22% having good speech and language skills with a limited range of hearing were taught to use auditory codes. Thirty-three students (approximately 25%) with potential to use the standard telephone were tested in the areas of hearing discrimination, average hearing level, frequency range of hearing, speaking ability, and English skills; and were enrolled in a third special course. These students were taught (1) to analyze their problems on the telephone; (2) to overcome those problems with six specific strategies such as asking for repetition of information and spelling of names; and (3) to gain confidence through use of the strategies in telephone practice with strangers. By the end of the course, 15% of the students were able to communicate using one or two strategies, 73% by adding one or two more strategies, and 12% relied on all six strategies. (IM)

Published
1976

21. Parent-Infant Program for the Hearing Impaired: A Resource Guide.

Author

Maryland State Dept. of Education, Baltimore., Prince George's County Board of Education, Upper Marlboro, MD., and Elwood, Patricia C.

Abstract

Intended as a guide for the design and implementation of parent-infant programs for the hearing impaired, the volume provides suggestions and sample materials from the program in Prince George's County, Maryland. Included in the guidelines for assessment of local need and identification of hearing impaired infants in the community are sample letters, news releases, and questionnaires. Important considerations for physical facilities are listed, and a facility analysis and a suggested floor plan are provided. Suggestions for the selection of personnel and in-service training are given. The sections on information gathering and diagnostic processing include sample letters, forms, and data recording sheets. Suggestions for audiological management provide information on counseling and hearing aid maintenance with sample forms and worksheets. Lists from which to select appropriate children's books, toys, and other learning materials are provided. Suggested activities for parent-child sessions include an outline for home demonstration, home activity assigments for parents (with sample activity sheets), and worksheets for parents and counselors. Sample formats are provided for discussion sessions and workshops for parents including evaluation forms for parents and staff personnel. A bibliography of approximately 70 selected readings is appended. (IM)

Published
1975

22. The Use of Hearing Aids by Hearing Impaired Students in the United States. Series S, No. 2.

Author

Gallaudet Coll., Washington, DC. Office of Demographic Studies., Karchmer, Michael A., and Kirwin, Linda A.

Abstract

A 1974 Office of Demographic Studies-Gallaudet College study on hearing aid use surveyed 997 hearing-impaired students in special education programs across the United States. The extent of hearing aid use was examined in three contexts: classroom, school outside the classroom, and home or dormitory. Overall, 78% of the students were reported to wear a hearing aid at least some of the time. Whether and in what situations they were reported to wear the aid, as well as the type of aid worn, were found to be related to nine separate variables: degree of hearing loss, age, sex, type of special educational program, hearing status of parents, family income, ethnic background, cause of hearing loss, and age at onset of hearing loss. (Appended are a report on the Office of Demographic Studies, Gallaudet College; copies of survey questionnaires; and a list of schools participating in the study). (Author/DLS)

Published
1977

23. Cochlear Implants. National Institutes of Health Consensus Development Conference Statement (May 4, 1988). Volume 7, Number 2.

Author

National Institutes of Health (DHHS), Bethesda, MD.

Abstract

This paper reports the results of a Consensus Development Conference on Cochlear Implants sponsored by the National Institutes of Health to improve the hearing of children and adults with hearing impairments. The following questions are addressed: (1) Who is a suitable candidate for a cochlear implant? (2) What are the advantages and disadvantages of the different types of cochlear implants? (3) How effective are cochlear implants? (4) What are the risks and limitations of cochlear implantation? (5) What are the special considerations for children? and (6) What are the important directions for future research? The paper points out the importance of considering audiological, electrophysiological, medical surgical, psychophysical, psychological, and linguistic criteria in selecting suitable candidates. It outlines features of intracochlear, extracochlear, single channel, multichannel, feature-extraction, and non-feature-specific systems. The difficulty in predicting the outcome for a particular person is emphasized, but general expectations are suggested. Risks involved in cochlear implantation include medical complications, interference with residual hearing cues from the other ear, and possible corrosion of platinum electrodes. Limitations, such as refraining from contact sports, are also noted. Discussion of special considerations for children focuses on criteria for success, the minimum trial period, long-term prosthesis-tissue interactions, and other factors. Members of the consensus development panel are listed. (JDD)

Published
1988

24. The College Student with a Disability: A Faculty Handbook.

Author

President's Committee on Employment of the Handicapped, Washington, DC. and Smith, Lynn M.

Abstract

A guide to the instruction of students with disabilities is presented to enhance learning in a college or university setting. Various adjustments that can be made in the environment or in teaching style are suggested. The following categories of disabled students are addressed: blind students, partially sighted students, deaf or hearing-impaired students, students who use wheelchairs, learning disabled students, speech impaired students, students who have had an ostomy, students with spina bifida, students with multiple sclerosis, and students with muscular dystrophy. Specific topics include: the use of readers, brailled books, audio tape recorded books, and recent aids by blind students; test administration to blind students; the use of large print books, a closed-circuit TV magnifier, and large print typewriter for partially sighted students; the use of sign language, fingerspelling, hearing aids; self-carbon notetaking pads, interpreters, and captioned films by the hearing impaired or deaf; barriers to the student in a wheelchair and the need for a curb cut or ramp; information processing difficulties of the learning disabled student; and types of speech impairments and aids for persons who cannot speak at all. Hints for teachers to facilitate the participation of deaf and hard-of-hearing students in (and out of) the classroom and generalizations about the classroom needs of students who use wheelchairs are presented. A glossary of equipment and other terms, a chart of the American Manual Alphabet and the Braille Alphabet, and a list of resources for postsecondary educators are among the appendices. (SW)

Published
1980

25. Hearing Impaired Students in Postsecondary Education.

Author

American Council on Education, Washington, DC. HEATH/Closer Look Resource Center., Stout, Nancy L., and Krulwich, Maxine T.

Abstract

A fact sheet is presented for hearing impaired students and those who work with them in schools and colleges. Attention is directed to: definitions of relevant terms; postsecondary education options for students; suggestions for students, faculty, and services providers; and reading and resource materials. It is suggested that hearing loss is a complex disability. Hearing impaired describes people with all types of hearing disabilities, ranging from a very slight loss to profound deafness. Those who have a defect in their hearing but are functional for ordinary life purposes, usually with the help of a hearing aid, are referred to as "hard of hearing," while deafness is a condition in which perceivable sounds have no meaning for ordinary life purposes, even with the help of a hearing aid. Age of onset of hearing loss refers to the time at which the hearing loss occurred, which often determines the type of support services the individual student will need in order to succeed. Attention is directed to persons who are pre-lingually deafened, post-lingually deafened, and pre-vocationally deafened. Communication methods include the oral approach, the manual approach, and total communication. Postsecondary education options are as follows: federally-supported Gallaudet College in Washington, DC; and the National Technical Institute for the Deaf at Rochester Institute of Technology in Rochester, NY; a separate program for hearing impaired students on the campus of a hearing college; or a mainstreamed program in a setting with mostly hearing students. Special support services include: interpreter services, notetaker/tutor, remedial programs, and aids and devices. The faculty and administration are responsible for making postsecondary programs accessible to hearing impaired students. (SW)

Published
1982

26. The Condition of Hearing Aids Worn by Children in a Public School.

Author

Bureau of Education for the Handicapped (DHEW/OE), Washington, DC. and Withrow, Frank B.

Abstract

Described is a two-phase investigation of the electroacoustic status of hearing aids used by aurally handicapped students in the Los Angeles City Unified School District. The first phase is said to have involved field examination using portable electroacoustic equipment and the second phase to have included re-examination of 10% of the field tested aids in a laboratory setting with laboratory equipment. Results confirmed previous studies which reported large numbers of aids malfunctioning and a large number of aids worn with gain settings so low that they could not be expected to help the wearer. Among eight conclusions listed are that audiological service should include counseling and training of parents, teachers, and children in the care and use of hearing aids; that replacement parts, batteries, cords, earmolds and loaner aids should be provided as needed; and that electroacoustic evaluation of hearing aids should be made at least annually. (CL)

Published
1977

27. The SKI*HI Model: Programming for Hearing Impaired Infants through Home Intervention, Home Visit Curriculum. Fourth Edition.

Author

Utah State Univ., Logan. Dept. of Communicative Disorders., Clark, Thomas C., and Watkins, Susan

Abstract

The manual describes the SKI*HI Model, a comprehensive approach to identification and home intervention treatment of hearing impaired children and their families. The model features home programing in four basic areas: the home hearing aid program (nine lessons which facilitate the proper fit and acceptance of amplification by the child), home communication program (ways to help parents develop essential communication skills and select an optimum language method), home auditory program (ways to promote use of residual hearing), and home language stimulation program. Information for parent advisors address the first home visits, psycho-emotional support for families, and home visit planning, delivery, and reporting. Home visit programs are examined in terms of lesson plans and sample activities for the subject areas of: hearing aids, home communication, home auditory programs, and home language stimulation programs (aural-oral and total communication). (CL)

Published
1985

28. Peer Perceptions of Kindergarten and First-Grade Hearing Aid Wearers.

Author

McCarthy, Patricia

Abstract

Attitudes of 50 kindergarten and 50 first grade students with normal hearing toward peers wearing hearing aids were examined. Students viewed eight pictures depicting children in various conditions of hearing aid use (standard body aid, post-auricular aid, in-the-ear aid, and no hearing aid). For each picture, Ss were given nine sets of bipolar adjectives and asked to make a choice for each. Results suggested that the presence or absence of a hearing aid was not perceived uniformly but rather differed for individual conditions according to whether the respondent was a kindergartener versus a first grader or male versus a female. It was hypothesized that responses may have been based on physical attributes of the children in the picture. (CL)

Published
1985

29. Steps Toward Effective Production of Speech (STEPS): No. 3--Words and Meanings: Helping the Deaf-Blind Child.

Author

Partlow State School, Tuscaloosa, AL., Alabama Univ., University. Dept. of Communicative Disorders., Sheeley, Eugene C., and McQuiddy, Doris

Abstract

Part of a series of booklets for parents of deaf-blind children prepared by Project STEPS (Steps Toward Effective Production of Speech), this booklet contains a list of words and their meanings and is designed to promote understanding about hearing and vision loss. The roles of professionals working with deaf blind children are explained. The range of programs and services for this population--from early intervention through sheltered workshops--is briefly considered. Medical treatments, such as irrigation of the ear and cataract surgery, are noted. Information is offered on hearing aids and vision aids. A section on training and teaching covers Public Law 94-142 (the Education For All Handicapped Children Act), approaches to changing behavior, sense training, communication, and special sources of help, such as occupational and physical therapy, mobility training and orientation. A glossary presents approximately 150 definitions of frequently used terms. Throughout the text, terms for which definitions are provided are indicated by boldface or italic print. (CL)

Published
1982

30. A Guide to Developing a Mainstreaming Program for Preschool Children Who Are Hearing Impaired: Project CHIME.

Author

Nassau County Board of Cooperative Educational Services, Westbury, NY. and Pucciarelli, Catherine S.

Abstract

Project CHIME (Children with Hearing Impairments in Mainstreamed Environments) was created to develop and implement strategies that promote effective mainstreaming of preschool hearing-impaired children, aged 2-5. This guide reviews issues that should be addressed before beginning a mainstreamed program, such as: funding; advance planning; staffing; philosophy; informing parents; establishing eligibility criteria; selecting a site; training staff and parents; scheduling the mainstreaming experience; and determining what services will be provided, such as an auditory trainer, speech therapist, psychologist, etc. Materials appended to the guidebook include a trouble shooting checklist on caring for hearing aids, a preschool classroom observation form, a worksheet for evaluating hearing-impaired preschool interaction, and a parent survey. (JDD)

Published
1987

31. Handbook for Parents: Project CHIME.

Author

Nassau County Board of Cooperative Educational Services, Westbury, NY.

Abstract

Project CHIME (Children with Hearing Impairments in Mainstreamed Environments) develops and implements strategies that promote effective preschool mainstreaming of selected hearing-impaired children, ages 2-5 in Nassau County, New York. Written for parents of preschool children with hearing impairments, this handbook contains background information on mainstreaming, hearing loss, and the Project CHIME program. Project CHIME emphasizes an auditory/oral approach to teaching communication, and encourages children to use residual hearing, hearing aids, and auditory trainers to develop their hearing and oral speech. Project CHIME also emphasizes the importance of mainstreaming in the preschool environment to allow children with hearing loss to develop relationships with their hearing peers. The handbook covers such topics as parent involvement and training, role of CHIME staff, types of hearing loss, and use of hearing aids and auditory trainers. (JDD)

Published
1987

32. Guidelines for Purchase of Services and Assistive Devices for Individuals with Communication Disorders. University Affiliated Program. Revised.

Author

Oregon Health Sciences Univ., Portland. Crippled Children's Div. and Young, Norton B.

Abstract

The guidelines provide a statement of principles from the professions of speech-language pathology and audiology which takes into account changes in state programs and the rapid and expanding technology of the hearing aid industry. The first section provides guidelines for the purchase of services for the individual with a communication disorder in the following areas: referral of individuals with communication disorders; assessment and eligibility; delivery of services (qualifications of personnel, supervision, consultation, quality assurance, standards); physical facilities, equipment, and calibration; program procedures (interdisciplinary coordination and reporting/recordkeeping); and prosthetic systems for individuals with communication disorders. The next section gives definitions of 13 key terms (such as assessment, communication disorder, and identification). Guidelines for the selection of augmentative communication systems cover planning for an effective and efficient system; eligibility; service delivery (identification, assessment, communication needs, facilities, program procedures, communication prostheses, funding). Seven additional definitions are provided. Guidelines for assistive listening systems consider hardwire systems, FM auditory systems, alerting devices, telephone assistive devices. The final section contains guidelines for the selection and purchase of hearing aids with suggestions for preselection evaluation, selection, fitting, and the purchasing plan. Also briefly noted are implantable prostheses. (DB)

Published
1985

33. Assessment Techniques To Evaluate Tactual Aids for Young Hearing Impaired Children.

Author

Eilers, Rebecca E.

Abstract

A battery of assessments to determine the potential contribution of tactual aids to the acoustic perception and speech identification of young deaf children was developed. The tasks were developed so that they could be implemented with standard audiometric equipment and applied to subjects of varying age and to different types of tactual aids. Illustrative results from four profoundly hearing-impaired children (aged 8 to 10 years) showed that tactual vocoders allowed detection of high frequencies that were not available to the subjects through aided audition. In most cases with these subjects, performance on simple detection and discrimination tasks showed facilitative effects with tactual vocoders. Facilitative effects were further evidenced in more complex phonemic identification tasks for all subjects. Tables, figures, and 11 references are provided. (DB)

Published
1987

34. Child Evaluation. UNIsensory Project.

Author

Auditory Educational Clinic, Atlanta, GA. and Rhoades, Ellen A.

Abstract

The report presents evaluation data on 29 deaf children (from birth to 6 years old) treated in the UNIsensory Project at the Auditory Educational Clinic in Atlanta, Georgia. A data sheet is provided for each child served in the program, with information on chronological age, severity of hearing loss (aided and unaided), length of intervention, parent and therapist estimates of the child's hearing handicap, pre- and post-test scores on language and communication tests (the Sequenced Inventory of Communication Development, Peabody Picture Vocabulary Test, and the Test for Auditory Comprehension of Language), and explanation and comments. Composite data are then presented in table forms. Parent evaluation information is cited that shows high support for the project. Among conclusions noted is that the project was very successful in improving the aided thresholds of hearing impaired Ss with the use of amplification. (CL)

Published
1984

35. Early Stimulation Manual for Parents of Deaf Infants: Appropriate Technologies for Development. Reprint Series R-58.

Author

Peace Corps, Washington, DC. Information Collection and Exchange Div. and Gill, Muriel

Abstract

This sign language manual, intended to help St. Lucia parents teach language to and communicate with their deaf or hard-of-hearing children, is prefaced by a child's description of living with a deaf sibling. An introduction discusses symptoms of hearing loss, defines speech and language, traces general expectations at school, and touches briefly on hearing aids, sign systems, and ways parents can help, including learning sign language. Subsequent sections address the following topics very briefly: causes of deafness; significance of early detection; directions for three teaching activities; hearing aids and how to care for them; discipline; toilet training; multiple handicaps; and vocational guidance. The bulk of the document consists of an illustrated sign language glossary, including the alphabet, numbers 1-10, nouns, pronouns, basic verbs, common phrases, and simple sentences. (JW)

Published
1985

36. Augmentative Communication for Children with Deaf-Blindness: Guidelines for Decision-Making.

Author

Oregon State System of Higher Education, Monmouth. Teaching Research Div. and Cress, Cynthia J.

Abstract

This manual is intended to assist in developing augmentative communication systems for deaf-blind children. After a brief introduction, section II provides an overview of general augmentative communication systems and theory. Section III presents a general decision-making process for developing and selecting augmentative communication systems for nonspeaking individuals. Techniques for assessing needs, the current communication system, and potential changes in the communication system are discussed. Nineteen systems of nonverbal communication are described, as are 10 communication aids, and contact information for companies producing and distributing the aids is provided. A form for relevant motor assessment is also presented. (94 references) (PB)

Published
1989

37. Aurally Handicapped -- Research; A Selective Bibliography. Exceptional Child Bibliography Series No. 625.

Author

Council for Exceptional Children, Reston, VA. Information Center on Exceptional Children.

Abstract

The selected bibliography of research on aurally handicapped children contains approximately 95 abstracts with indexing information explained to be drawn from the computer file of abstracts representing the Council for Exceptional Children Information Center's complete holdings as of August, 1972. Abstracts are said to be chosen using the criteria of availability of document to user, currency, information value, author's reputation, and classical content. Preliminary information explains how to read the abstract (a sample abstract is included which identifies the different parts of the abstract), how to use the author and subject indexes, how to purchase documents through the Educational Resources Information Center Document Reproduction Service (an order blank is provided), an order blank for Exceptional Child Education Abstracts in which the abstracts are originally published, a list of indexing terms searched to compile the bibliography, and a list of journals from which articles are abstracted for the bibliography. Publication date of documents abstracted ranges from 1963 to 1971. (CB)

Published
1972

38. Research on Frequency Transposition for Hearing Aids. Final Report.

Author

Gallaudet Coll., Washington, DC., Gengel, Roy W., and Pickett, J. M.

Abstract

Reported were studies measuring residual auditory capacities of deaf persons and investigating hearing aids which transpose speech to lower frequencies where deaf persons may have better hearing. Studies on temporal and frequency discrimination indicated that the duration of a signal may have a differential effect on its detectability by sensorineural hearing-impaired persons compared to normal, but that temporal effects on frequency discrimination and perception of temporal order seem normal, and therefore provide scant explanation of low speech discrimination abilities. Problems involved in doing research with long-term hearing impaired Ss were identified. Studies of speech pattern perception yielded the following conclusions: sensorineural hearing-impaired listeners have better residual reception for low-frequency speech patterns than the middle- and high-frequency patterns; and the superiority of low-frequency pattern reception holds over a rather wide range of degrees and types of sensorineural impairment. Data was reported concerning the hypothesis that acoustic transposition of phonemic differences could make them indistinguishable at least until discrimination could be retrained. Also presented were data showing that speech discrimination performance is higher for transposer amplification than for conventional amplification. Theoretical aspects of frequency transposition were discussed. (GW)

Published
1973

39. The Needs of the Deaf and Hearing Impaired: The Fourth Annual Report on the Findings and Recommendations Concerning the Needs, Services and Programs to Aid the Deaf and Hearing Impaired of New York State.

Author

New York State Temporary Commission to Study and Investigate the Problems of the Deaf, Albany.

Abstract

The fourth annual report on problems of the deaf concentrates in the area of the mentally retarded deaf. Proposed legislation for 1971 is first presented for hearing aids, audiologists and speech pathologists, pre-nursery school education, and a permanent state commission for the deaf. A survey and proposal for the retarded deaf are described as is the status of the multiply handicapped deaf compiled from a survey of schools and classes in the state. Also discussed are care for the aged deaf and recommendations of the commission. Eleven appendixes including state acts, exhibits, and proceedings comprise the bulk of the document. (RJ)

Published
1971

40. Annual Report: Dept. of Audiology and Education of the Deaf, University of Manchester, Volume 4, 1973.

Author

Manchester Univ. (England). Dept. of Audiology and Education of the Deaf.

Abstract

Presented is the annual report of the Department of Audiology and Education of the Deaf at the University of Manchester (England) which includes five papers given at a conference of heads (administrators) of schools for the deaf and partially hearing. Listed are the academic staff, courses of the department, staff activities, and research and publications of staff members. Provided are summaries of 10 dissertations given by students receiving the diploma in audiology in 1972. Brief descriptions of the various programs offered by the department are included and listed are two films and two video tapes available on loan. The agenda of the 2-day conference which focused on school management, hearing aids, and the teaching of reading is provided. In the first paper, heads of schools are encouraged to follow a systematic decision making process in coping with management problems. The second paper reviews the nature of special school management in a historical context. A chart lists the responsibilities of all school staff at one school for the deaf. Considered in the third paper are factors affecting the choice of hearing aids and their efficiency in use. The fourth paper reports on a survey of hearing aids used by 5606 hearing impaired children. Reviewed in the fifth paper is research on the teaching of reading to deaf children. (DB)

Published
1973

41. A Follow-Up Study of the Deaf.

Author

Toronto Univ. (Ontario)., Reich, P. A., and Reich, C. M.

Abstract

Followed up through interviews and questionnaires were 278 former students, average age 28 years, of two residential schools and one day school for the deaf in Ontario. Data was collected on the degree of hearing loss, use of a hearing aid, educational and occupational history, social integration, methods of communication, and attitudes toward school. A reading and writing test were also administered. Some of the data indicated that most former students has English speaking, normally hearing parents; that 88% of the predominantly prelingually deafened graduates were profoundly deaf; that slightly more than half of the former students had ever used a hearing aid; that school attendance averaged 13.3 years; that employment of deaf men were similar to employment of hearing men, although the rate of advancement and salary raise were lower; that half of the former students (all all over 35 years of age) were married; that 61% of married former students had children; that 18% of the graduates had hearing friends; that speech, writing, and reading skills were low; that 80% of former students used signing, fingerspelling, and total communication; and that day students were more oral than residential students. Approximately half the former students suggested that manual communication be introduced to the school curriculum whereas 21% of the graduates requested higher academic standards. (MC)

Published
1974

42. Educational Amplification Response Study, E.A.R.S.

Author

San Diego Speech and Hearing Center, CA., California State Dept. of Education, Sacramento., Griffing, Barry L., and Hayes, Gordon M.

Abstract

To obtain an overall view of the auditory training equipment used in California, 27 different models of nine makes of auditory training systems were subjected to an acoustical, quality control, and educational analysis. The test methods used were those of the hearing aid industry. An analysis of questionnaires sent to teachers, speeches by Hyman Goldberg and Richard S. Campbell on amplification systems, definitions used, and procedures followed are provided. Physical descriptions and assessments of quality, performance, and educational suitability are given for each piece of equipment. Recommendations include suggestions that the industry work more closely with schools in designing systems and equipping classes, and that studies should be made at 3-year intervals to assure continuing improvements in educational amplification equipment. Appendixes include the educational questionnaire, a harmonic distortion guide, and a list of the manufacturers. (JM)

Published
1968

43. Conference on Speech Analyzing Communication Aids for the Deaf (Washington, D.C., June 14 and 15, 1967.)

Author

Gallaudet Coll., Washington, DC. and Pickett, J.M

Abstract

An introduction and description of conference purposes precede a list of participants who presented technical papers and demonstrations along with their titles and institutions. Accounts are given of the following types of aids described and demonstrated: frequency transposition for hearing aids, tactual aids, and visual speech aids. Conclusions and recommendations are included. (RJ)

Published
1969

44. Effectiveness of Educational Audiology on the Language Development of Hearing Handicapped Children. Final Report.

Author

Denver Univ., CO. and Stewart, Joseph L.

Abstract

Two groups of hard of hearing children entered educational audiology programs between the ages of 6 to 42 months. Of these, 12 children in a unisensory program (U-) and 16 in a multisensory program (M-) were evaluated for speech and language development after they had reached their fifth birthdays. Children in the experimental U-group were first tested for hearing and fitted with an aid, then were given auditory training at home and in group therapy sessions. At age 3, they were evaluated for placement in an enriched nursery school program, which also trained them primarily through the auditory sense. Guidance and psychological counseling were provided for the parents. Results indicated that the U-group was markedly superior on all measures of speech and language acquisition, although less so on the Templin-Darley articulation test. On all other measures (mean length of responses, mean of five longest responses, number of one-word responses, number of different words, and structural complexity score), results for the U-group appeared to indicate the advisability of unisensory management. Findings suggested that U-management may be of most benefit to children whose residual hearing extends into the high frequencies and whose hearing losses are relatively flat. (JD)

Published
1965

45. The Needs of the Deaf and Hearing Impaired. Legislative Document No. 99.

Author

New York State Temporary Commission to Study and Investigate the Problems of the Deaf, Albany.

Abstract

The Temporary State Commission to Study and Investigate the Problems of the Deaf presents a third annual report on the needs, services, and programs to aid the deaf and hearing impaired in New York State. The commission engaged in research activities to provide data necessary to substantiate legislation and to pursue the implementation of previous recommendations. The following areas of investigation are reported upon: hearing aids, life and automobile insurance, prevention and early detection of deafness (rubella immunization and infant auditory screening program), multiply handicapped deaf children (dependency, services and programs), preschool education, and care of the aged deaf. Recommendations are made. Extensive appendixes include the text of legislative acts, proceedings of commission's meetings and hearings, and questionnaires employed. (KW)

Published
1970

46. The Effectiveness of Low-Frequency Amplification and Filtered-Speech Testing for Pre-School Deaf Children. Interim Report.

Author

Tennessee Univ., Knoxville. and Asp, Carl W.

Abstract

To evaluate the effectiveness of low-frequency amplification, three classrooms were equipped in an experimental design in which the teacher spoke simultaneously through two different amplifying systems, a low-frequency auditory training unit (Suvag I) and a conventional unit (Warren T-2). Thirty preschool deaf children were matched and assigned to either unit. The same type of output transducers were utilized for all the children. Teachers used the Verbo-tonal Method (primarily an auditory program) for habilitation. The low-frequency unit produced a greater acoustic response below 500 Hz. Hearing aids were selected that produced frequency responses similar to the training units (the Mini Suvag for children on the low-frequency unit, the Zenith Vocalizer II for the conventional unit). A Bruel and Kjaer test system was used to evaluate the training units and hearing aids. The Mini Suvag, capable of simultaneously driving a vibrator and a headset, had a greater low-frequency response. (KW)

Published
1970

47. Research on Frequency Transposition for Hearing Aids. Interim Report.

Author

Gallaudet Coll., Washington, DC. and Pickett, James M.

Abstract

To investigate impaired residual disciminiation for low-frequency formants and its influence on electronic compensation effectiveness, evaluations were made on impaired discrimination for speech formants, synthetic enhancement of consonants, wearable transposer aids, and a speech perception survey. Results showed that certain persons with severe sensorineural hearing loss have low frequency discimination for the frequency location of speech formants which is nearly normal, and that structured training is necessary if the formant frequency is above 250 Hz. The synthetically enhanced consonants appeared to be easier to discriminate than naturally spoken consonants. Due to electronic problems, no conclusions were reached concerning the wearable transposer aids. The speech perception survey indicated that low-frequency vowel sounds are more discriminable to the poorest sensorineural listeners than high frequency vowel sounds. (Author/RD)

Published
1970

48. A Home Teaching Program for Parents of Very Young Deaf Children. Final Report.

Author

Vanderbilt Univ., Nashville, TN. School of Medicine., McConnell, Freeman, and Horton, Kathryn B.

Abstract

A demonstration home provided a parent oriented program and audiologic management for 94 deaf preschoolers (mean age 2 years 4 months). Each child underwent a trial period with different hearing aids before permanent recommendation was made. Parents were present at these clinic sessions; they also received instruction in how to encourage auditory behavior, orient the child to sound, and talk to the child. Findings over 3 years indicated that language age growth accelerated while performance age and nonverbal mental age remained linear. Also, ability to use amplification from the wearable hearing aid improved, with an improved mean threshold response to spoken voice of more than 20 dB. The parents mobilized themselves into pressure groups resulting in legislation for education of deaf preschoolers. Community approval of the project resulted in continuance of its services after federal funding ceased. (Author/JD)

Published
1970

49. Sensory Aids Research Project - Clarke School for the Deaf.

Author

Clarke School for the Deaf, Northampton, MA. and Boothroyd, Arthur

Abstract

Described is a program of research into sensory aids for the deaf, emphasizing research on factors involved in the effective use of sensory aids rather than evaluation of particular devices. Aspects of the program are the development of a programed testing and training unit, the control of fundamental voice frequency using visual feedback, and tactile stimulation using a wearable hearing aid. The experiments conducted in each of these three areas are detailed. (KW)

Published
1970

50. Bibliography on the Deaf and Hard of Hearing.

Author

University of Southern California, Los Angeles. and McIntyre, Keren Hamburger

Abstract

The bibliography cites over 400 items, dating from 1950 through 1968, on the deaf and hard of hearing. Entries include research reports, manuals, journal articles, curriculum guides, instructional materials, and audiovisual materials. All are categorized by area of concern, as follows: introduction to the total area; assessment; education and aspects within it; vocational areas; the deaf adult; multiply handicapped deaf; and the teacher. Additional areas are administration and supervision, auxiliary personnel, parent education, audio amplification, and journals and periodicals. (JD)

Published
1968

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