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"Hearing impaired children Psychological testing."
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Effect of Density of Tests Interposed in Equivalence-Based Instruction on Speech Accuracy in Picture Naming
Children who are deaf and hard of hearing and received cochlear implants when exposed to equivalence-based instruction (EBI) exhibit improvements in speech accuracy in picture naming. The density of tests can be a variable. The present study investigated whether interspersing picture naming and reading tests between steps of an instructional curriculum (i.e., EBI) affects speech accuracy in naming tasks in two 7-year-old girls who were deaf and hard of hearing and had cochlear implants in the process of literacy. The children (Ran and Bia) were exposed to a computer-assisted curriculum that sought to teach reading. The curriculum was divided into four units and 17 teaching steps. Picture naming and reading tests were included between teaching steps in two of the four teaching units that were counterbalanced between participants. After teaching, speech accuracy in naming increased 47 percentage points for Ran and 14 percentage points for Bia. A unit-by-unit analysis showed that vocalizations tended to be more accurate in units where probe density was greater.
Journal Article
Prosodic Boundary Effects on Syntactic Disambiguation in Children With Cochlear Implants
Purpose: This study investigated prosodic boundary effects on the comprehension of attachment ambiguities in children with cochlear implants (CIs) and normal hearing (NH) and tested the absolute boundary hypothesis and the relative boundary hypothesis. Processing speed was also investigated. Method: Fifteen children with NH and 13 children with CIs (ages 8-12 years) who are monolingual speakers of Brazilian Portuguese participated in a computerized comprehension task with sentences containing prepositional phrase attachment ambiguity and manipulations of prosodic boundaries. Results: Children with NH and children with CIs differed in how they used prosodic forms to disambiguate sentences. Children in both groups provided responses consistent with half of the predictions of the relative boundary hypothesis. The absolute boundary hypothesis did not characterize the syntactic disambiguation of children with CIs. Processing speed was similar in both groups. Conclusions: Children with CIs do not use prosodic information to disambiguate sentences or to facilitate comprehension of unambiguous sentences similarly to children with NH. The results suggest that cross-linguistic differences may interact with syntactic disambiguation. Prosodic contrasts that affect sentence comprehension need to be addressed directly in intervention with children with CIs.
Journal Article
Psychological and Psychoeducational Assessment of Deaf and Hard of Hearing Children and Adolescents
The obstacles to valid and meaningful assessment of deaf and hard of hearing children and adolescents are great, yet professionals are regularly asked to conduct comprehensive evaluations to determine resource and program eligibility, test modifications in school, classroom and home recommendations, and referrals. In this important new text, the authors define the skills required of the examiners, explain the complex nature of these assessments, and describe ways to intelligently use existing tests. Authors Margery S. Miller, Tania Thomas-Presswood, Kurt Metz, and Jennifer Lukomski bring a wealth of knowledge and experience to this in-depth treatment of topics essential to educators and school psychologists. They cover such critical areas as test construction and measurement; the diversity in American Deaf culture; the role of parents in the assessment process; neuropsychological assessments; nonverbal methods for assessing intelligence; and the need for sign language competency when testing cognitive and language skills. The text concludes with recommendations for the development of valid and reliable tests for all students who are deaf and hard of hearing.
eBook
Court requires schools to use appropriate autism evaluations for students with hearing impairment
Under a District Court ruling, a school district that administered an autism evaluation to an elementary school student who is deaf must reimburse the student's parents for the cost of an outside evaluation because the school's instrument is inappropriate for students who are deaf.
Journal Article