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Journal articles on the topic 'Hearing impaired'

To see the other types of publications on this topic, follow the link: Hearing impaired.

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

P.Neeraja, P. Neeraja, and K. Leelavathi K.Leelavathi. "Self- Concept Among Hearing Impaired Children." International Journal of Scientific Research 3, no. 2 (June 1, 2012): 1–2. http://dx.doi.org/10.15373/22778179/feb2014/192.

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2

Polvanov, Jaloliddin N. "EFFECTIVE METHODS OF TEACHING HEARING IMPAIRED CHILDREN." American Journal Of Social Sciences And Humanity Research 03, no. 05 (May 1, 2023): 123–34. http://dx.doi.org/10.37547/ajsshr/volume03issue05-22.

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This article discusses the effective methods of teaching hearing impaired children. Effective teaching methods for hearing-impaired children require patience, creativity, and customized instruction. Teachers must be flexible, attentive, and nurturing to ensure that hearing-impaired children can learn effectively and achieve their academic potential. It is important to understand and address each child’s individual needs, abilities, and communication styles. By using visual aids, technology, sign language, small-group instruction, repeating and rephrasing, positive classroom environments, breaking down complex concepts, and encouraging collaborative learning, teachers can provide an inclusive and effective learning environment for hearing-impaired children.

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3

&NA;. "The Hearing Impaired." Ear and Hearing 8, no. 6 (December 1987): 359. http://dx.doi.org/10.1097/00003446-198712000-00036.

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4

Luterman, David M. "Hearing Impaired Children." Ear and Hearing 10, no. 6 (December 1989): 398. http://dx.doi.org/10.1097/00003446-198912000-00018.

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5

Bevan, R. C. "Hearing Impaired Children." Ear and Hearing 10, no. 6 (December 1989): 398. http://dx.doi.org/10.1097/00003446-198912000-00019.

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6

Luterman, D. M. "Hearing Impaired Children." Ear and Hearing 10, no. 6 (December 1989): 398. http://dx.doi.org/10.1097/00003446-198912000-00020.

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7

Benka, Stephen G. "Binaural hearing for the hearing-impaired." Physics Today 67, no. 3 (March 2014): 21. http://dx.doi.org/10.1063/pt.3.2301.

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8

Din, Hasibud. "LANGUAGE IN MENTAL RETARDATION, SCHIZOPHRENIAAND HEARING- IMPAIRED (DEAFNESS)." ERA'S JOURNAL OF MEDICAL RESEARCH 5, no. 1 (June 2018): 84–85. http://dx.doi.org/10.24041/ejmr2018.69.

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9

Luckner, John L. "Mainstreaming Hearing-Impaired Students." Language, Speech, and Hearing Services in Schools 22, no. 1 (January 1991): 302–7. http://dx.doi.org/10.1044/0161-1461.2201.302.

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Increased emphasis has been placed on mainstreaming hearing-impaired students into regular classes with their hearing peers. The purpose of this study was to survey a large sample of regular education teachers who currently provide educational services to hearing-impaired students. Information regarding their attitudes about working with hearing-impaired students, administrative support, assistance from the teacher of the hearing-impaired, and student socialization were obtained and are reported. Concerns about current practices in teacher-training programs and existent approaches to mainstreaming hearing-impaired students are raised.

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10

Finsterer, Josef. "Impaired Hearing in MELAS." Journal of International Advanced Otology 18, no. 3 (May 20, 2022): 276–77. http://dx.doi.org/10.5152/iao.2022.22750.

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11

SFIKAS, PETER M. "Treating Hearing-impaired People." Journal of the American Dental Association 131, no. 1 (January 2000): 108–10. http://dx.doi.org/10.14219/jada.archive.2000.0029.

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12

Harrison, Elza. "TREATING THE HEARING-IMPAIRED." Journal of the American Dental Association 131, no. 4 (April 2000): 431. http://dx.doi.org/10.14219/jada.archive.2000.0190.

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13

SFIKAS, PETER M. "Serving the hearing-impaired." Journal of the American Dental Association 132, no. 5 (May 2001): 681–83. http://dx.doi.org/10.14219/jada.archive.2001.0248.

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14

Johnson, Bart. "SERVING THE HEARING IMPAIRED." Journal of the American Dental Association 132, no. 8 (August 2001): 1086. http://dx.doi.org/10.14219/jada.archive.2001.0324.

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15

Stein, Laszlo K., Theresa Jabaley, Robin Spitz, Djuana Stoakley, and Therese McGee. "The Hearing-Impaired Infant." Ear and Hearing 11, no. 3 (June 1990): 201–5. http://dx.doi.org/10.1097/00003446-199006000-00006.

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16

Fischer, Rebecca M. "The Hearing Impaired Child." Ear and Hearing 14, no. 3 (June 1993): 220. http://dx.doi.org/10.1097/00003446-199306000-00014.

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17

Jure, R., I. Rapin, and R. F. Tuchman. "HEARING-IMPAIRED AUTISTIC CHILDREN." Developmental Medicine & Child Neurology 33, no. 12 (November 12, 2008): 1062–72. http://dx.doi.org/10.1111/j.1469-8749.1991.tb14828.x.

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18

Cara Erskine, M. "The hearing impaired child." American Journal of Otolaryngology 14, no. 1 (January 1993): 69. http://dx.doi.org/10.1016/0196-0709(93)90019-4.

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19

Barnes, Dermot, Paul D. McCullagh, and Michael Keenan. "Equivalence class formation in non-hearing impaired children and hearing impaired children." Analysis of Verbal Behavior 8, no. 1 (April 1990): 19–30. http://dx.doi.org/10.1007/bf03392844.

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20

Geers, Ann E., and Brenda Schick. "Acquisition of Spoken and Signed English by Hearing-Impaired Children of Hearing-Impaired or Hearing Parents." Journal of Speech and Hearing Disorders 53, no. 2 (May 1988): 136–43. http://dx.doi.org/10.1044/jshd.5302.136.

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

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21

Kimberley, Barry P., Rob Dymond, and Abram Gamer. "Bilateral Digital Hearing Aids for Binaural Hearing." Ear, Nose & Throat Journal 73, no. 3 (March 1994): 176–79. http://dx.doi.org/10.1177/014556139407300311.

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The rehabilitation of binaural hearing performance in hearing impaired listeners has received relatively little attention to date. Both localization ability and speech-understanding-in noise are affected in the impaired listener. When localization performance is tested in impaired ears with conventional hearing aid fittings it is found to be worse than the unaided condition. Advances in electronic design now permit speculation about the implementation of complex digital filters within the confines of an in-the-ear hearing aid. We have begun exploring strategies to enhance the localization performance of impaired listeners with bilateral digital signal processing. We are examining three strategies in bilateral hearing aid design to improve localization performance in hearing impaired listeners, namely 1) more accurate fitting of individual ear losses, 2) equalization of the effect of the hearing aid itself on the acoustics within the ear canal, and 3) binaural fitting strategies which in effect modify individual ear fittings to enhance localization performance. The results of early psychophysical testing suggests that localization performance can be improved with these strategies.

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22

Andersson, Gerhard, and Malin Green. "Anxiety in Elderly Hearing Impaired Persons." Perceptual and Motor Skills 81, no. 2 (October 1995): 552–54. http://dx.doi.org/10.1177/003151259508100238.

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The association between experiences of hearing impairment and signs of anxiety in 42 elderly hearing impaired patients at a hearing aid centre was investigated. Subjects completed the Hearing Coping Assessment, the Beck Anxiety Inventory, and an audiometric test of hearing. Analysis showed low scores on anxiety and hearing problems compared with other studies. Moreover, scores on anxiety did not correlate with pure tone thresholds for hearing but with self-reported hearing problems ( r = .31). Anxiety is important, but it is possible that signs of depression are more strongly related to self-perceived hearing handicap.

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23

Sangsawang, Thosporn. "Constructivism perspective on multimedia games for hearing impaired children." New Trends and Issues Proceedings on Humanities and Social Sciences 03, no. 07 (July 23, 2017): 100–108. http://dx.doi.org/10.18844/prosoc.v2i7.1990.

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24

SAEDI, Mahla, Fateme ALAVI, and Akram SHEKARIAN BEHZADI. "A Study of Rate of Speech and Intelligibility of Speech in Hearing impaired Pupils of Baghcheban School of Zahedan, Iran." Acta Linguistica Asiatica 3, no. 2 (December 9, 2013): 61–70. http://dx.doi.org/10.4312/ala.3.2.61-70.

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Hearing loss results in disruption of coordination in muscles and structures engaged in speech timing tasks and consequently acquisition of speech sounds is affected. The purpose of this study is to investigate and compare the speed and intelligibility of speech in hearing impaired and normal hearing Persian speaking elementary school boys and girls. 33 hearing impaired students are randomly selected from three hearing impaired groups (profound, severe and moderately-severe) and compared with 60 normal hearing students. The speed of speech was measured according to reading Words Per Minute (WPM), and speech intelligibility was tested by a 5-rank scale method. As expected, the normal hearing had more speed and intelligibility of speech in contrast to the hearing impaired group. Also hearing impaired boys had a better speed and intelligibility of speech compared to hearing impaired girls but in normal hearing group, girls had better speed. The amount of P-value for moderately-severe and sever hearing impaired was 0.006 and this amount for profound and moderately-severe hearing impaired was 0.002, so p-value is <0.05 and significantly important. Profound hearing impaired group read the text more slowly and had lower speech intelligibility than other two hearing impaired groups.

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25

NISHIZAWA, Keiko, and Tetsuya SAKUMA. "HEARING-IMPAIRED STUDENTS' AWARENESS ON SOUND ENVIRONMENT IN HEARING-IMPAIRED AND NORMAL CLASSROOMS." Journal of Environmental Engineering (Transactions of AIJ) 73, no. 631 (2008): 1069–75. http://dx.doi.org/10.3130/aije.73.1069.

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26

Lin, Vincent Y. W., Janet Chung, Brandy L. Callahan, Leah Smith, Nils Gritters, Joseph M. Chen, Sandra E. Black, and Mario Masellis. "Development of cognitive screening test for the severely hearing impaired: Hearing-impaired MoCA." Laryngoscope 127 (April 13, 2017): S4—S11. http://dx.doi.org/10.1002/lary.26590.

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27

Abdalla, Hafiza, Yehia Mostafa Helmy, and Mohamed Marie. "The impact of e learning on the hearing impaired (Empirical study on Hearing-impaired students in middle school)." INTERNATIONAL JOURNAL OF COMPUTERS & TECHNOLOGY 11, no. 5 (October 30, 2013): 2534–43. http://dx.doi.org/10.24297/ijct.v11i5.1146.

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This study describes the approach to e- learning and Realization for people with disabilities, especially the Hearing Impair. The researcher is trying in this research that measure the effectiveness and impact of e-learning on the Hearing Impaired, By knowing the different educational problems faced by the hearing impaired and try to eliminate these problems by applying them to an e-educational program in one of the subjects and find the difference before and after the application of the program. If the results are, positive we try to apply this method in their educational lives and this provides a lot for the hearing impaired (integrated educational environment of the cadres of education and educational presentations of lessons and exercises appropriate to the number of times many training and examinations) and the teacher's role here is different from previously. The teacher's role here will be the facilitator of the educational process. This helps the hearing-impaired integration in the Egyptian society and not linked to the idea of sign language and education in order to participate Hearing Impaired any kind of education or different cultures with the Egyptian society through e -learning.

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28

Chalupka, Stephanie. "Challenges in Hearing Conservation—The Hearing-Impaired Worker." AAOHN Journal 57, no. 8 (August 1, 2009): 348. http://dx.doi.org/10.3928/08910162-20090729-06.

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29

Bacon, Sid P., and Gail A. Takahashi. "Overshoot in normal‐hearing and hearing‐impaired subjects." Journal of the Acoustical Society of America 91, no. 5 (May 1992): 2865–71. http://dx.doi.org/10.1121/1.402967.

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30

Lamoré, P. J. J., C. Verweij, and M. P. Brocaar. "Residual Hearing Capacity of Severely Hearing-impaired Subjects." Acta Oto-Laryngologica 109, sup469 (January 1, 1990): 7–15. http://dx.doi.org/10.1080/00016489.1990.12088403.

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31

Chalupka, Stephanie. "Challenges in Hearing Conservation—The Hearing-Impaired Worker." AAOHN Journal 57, no. 8 (August 2009): 348. http://dx.doi.org/10.1177/216507990905700808.

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32

Arnold, Paul, and Louise Horner. "Word comprehension by hearing‐impaired and hearing children." Educational Research 37, no. 2 (June 1995): 185–91. http://dx.doi.org/10.1080/0013188950370206.

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33

Stoefen-Fisher, Jill M. "Reading Interests of Hearing and Hearing-Impaired Children." American Annals of the Deaf 130, no. 4 (1985): 291–96. http://dx.doi.org/10.1353/aad.2012.0946.

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34

Guo, Siyi. "The current situation and characteristics of the language abil-ity of hearing-impaired children in China." International Journal of Special Education and Information Technologies 8, no. 1 (November 8, 2022): 10–21. http://dx.doi.org/10.18844/jeset.v8i1.7517.

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The primary school stage is an important period to cultivate language development and basic language ability. Although there are many studies on the reading and writing skills of hearing children, very little research has been conducted on these skills of hearing-impaired children. This study focuses on analysing the current situation and the development characteristics of hearing-impaired children in China. With a sample of 114 hearing-impaired children and a total of 640 hearing children, who were enrolled in the elementary school attached to Hebei Normal University, this study conducted a survey, test and interview. The collected data were analysed using Statistical Package for the Social Sciences and content analysis. The study concluded that the language skills of hearing-impaired children remained at a low level and may not even improve with the rise in grades. Regarding the academic skills of hearing-impaired children, individual differences between hearing-impaired children are large and the academic skills of hearing-impaired children tend to be delayed compared to hearing children. Keywords: Hearing, hearing ability, language;

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35

Goodman, Jeff, and Chris Hopper. "Hearing Impaired Children and Youth: A Review of Psychomotor Behavior." Adapted Physical Activity Quarterly 9, no. 3 (July 1992): 214–36. http://dx.doi.org/10.1123/apaq.9.3.214.

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The present paper is a comparative review of studies assessing the psychomotor skills of hearing impaired children and youth. Studies have found balance deficiencies in hearing impaired subjects compared to hearing subjects. Research comparing hearing impaired and hearing subjects in motor performance have revealed contradictory results. Studies assessing physical fitness found hearing impaired subjects to be inferior to hearing subjects in a few items. Overall, hearing impaired subjects were found to be more similar than dissimilar in psychomotor behavior, with the exception of balance. Hearing impaired persons need to be individually evaluated in order to develop appropriate physical education programs; psychomotor deficits should not be automatically assumed. Results of studies are confounded by factors such as communication techniques, selection of measuring instruments, and educational placement. Directions for future research are suggested.

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36

Stoel-Gammon, Carol, and Kiyoshi Otomo. "Babbling Development of Hearing-Impaired and Normally Hearing Subjects." Journal of Speech and Hearing Disorders 51, no. 1 (February 1986): 33–41. http://dx.doi.org/10.1044/jshd.5101.33.

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Phonetic transcriptions of babbling samples from 11 normally hearing subjects, age 4–18 months, were compared with samples from 11 hearing-impaired subjects, age 4–28 months. Longitudinal data were available for all hearing babies and for 8 of the 11 hearing-impaired subjects. The analysis focused on two measures: (a) size of consonantal repertoire over time and (b) proportional occurrence of multisyllabic consonant-vowel utterances. On average, the normally hearing subjects evidenced an increase in size of their consonantal repertoires with age; in contrast, the hearing-impaired subjects in the same age range had smaller repertoires that decreased over time. Comparison of multisyllabic utterances revealed a general tendency for the hearing-impaired subjects to produce fewer multisyllabic utterances containing true consonants and for some of the hearing-impaired children to produce a high proportion of vocalizations with glides or glottal stops. These findings suggest both qualitative and quantitative differences in the babbling of the two groups.

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37

Grant, Ken W. "Frequency Modulation Detection by Normally Hearing and Profoundly Hearing-Impaired Listeners." Journal of Speech, Language, and Hearing Research 30, no. 4 (December 1987): 558–63. http://dx.doi.org/10.1044/jshr.3004.558.

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The ability of normally hearing and profoundly hearing-impaired subjects to detect frequency modulations was evaluated under conditions where the amplitudes of the test signals were either constant (CA), sinusoidally modulated (SAM), or randomly modulated (RAM). Results for hearing-impaired listeners showed larger frequency difference limens (DLFM) than those for normally hearing listeners for all test frequencies (100 to 1000 Hz) and for all amplitude conditions. For both normal-hearing and hearing-impaired subjects, the DFLM was smallest for the constant amplitude condition and largest for the randomly modulated condition. Differences in performance between the RAM and CA conditions were generally much larger for impaired listeners than for normally hearing listeners. With random amplitude modulation, DLFMs for the hearing-impaired subjects were approximately 36 times larger than those for normally hearing subjects.

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38

An, Ji-Hee, Na-Kyoung Koo, Ju-Hye Son, Hye-Min Joo, and Seungdo Jeong. "Development on Deaf Support Application Based on Daily Sound Classification Using Image-based Deep Learning." JOIV : International Journal on Informatics Visualization 6, no. 1-2 (May 31, 2022): 250. http://dx.doi.org/10.30630/joiv.6.1-2.936.

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According to statistics, the number of hearing-impaired persons among the disabled in Korea accounts for 27% of all persons with disabilities. However, there is insufficient support for the deaf and hard of hearing's protective devices and life aids compared to the large number. In particular, the hearing impaired misses much information obtained through sound and causes inconvenience in daily life. Therefore, in this paper, we propose a method to relieve the discomfort in the daily life of the hearing impaired. It analyzes sounds that can occur frequently and must be recognized in daily life and guide them to the hearing impaired through applications and vibration bracelets. Sound analysis was learned by using deep learning by converting sounds that often occur in daily life into the Mel-Spectrogram. The sound that actually occurs is recorded through the application, and then it is identified based on the learning result. According to the identification result, predefined alarms and vibrations are provided differently so that the hearing impaired can easily recognize it. As a result of the recognition of the four major sounds occurring in real life in the experiment, the performance showed an average of 85% and an average of 80% of the classification rate for mixed sounds. It was confirmed that the proposed method can be applied to real-life through experiments. Through the proposed method, the quality of life can be improved by allowing the hearing impaired to recognize and respond to sounds that are essential in daily life.

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39

Gartner, Gloria M., Sandra E. Trehub, and Sherri Mackay Soroka. "Word awareness in hearing-impaired children." Applied Psycholinguistics 14, no. 1 (January 1993): 61–73. http://dx.doi.org/10.1017/s0142716400010146.

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ABSTRACTNormally hearing children (aged 4–10) and hearing-impaired children (aged 6–14) were tested on word awareness skills, such as the distinction between words and their referents, and their ability to provide explicit definitions of word. Older children performed significantly better than younger children, and normally hearing children performed significantly better than hearing-impaired children. However, orally educated children with mild or moderate hearing losses did not perform better than children with severe or profound losses. Instead, hearingimpaired children exhibited marked metalinguistic deficits, regardless of their degree of hearing loss. Finally, bimodally educated children performed significantly worse than orally educated children on the metalinguistic tasks of the present study. The implications of these findings for educational instruction are discussed.

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40

Stoel-Gammon, Carol. "Prelinguistic Vocalizations of Hearing-Impaired and Normally Hearing Subjects." Journal of Speech and Hearing Disorders 53, no. 3 (August 1988): 302–15. http://dx.doi.org/10.1044/jshd.5303.302.

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Phonetic transcriptions of 48 babbling samples from 11 normally hearing subjects, aged 4–18 months, and 39 samples from 14 hearing-impaired (HI) subjects, aged 4–39 months, were analyzed to determine the inventory of consonantal phones for each recording session. Group comparisons revealed that inventories of the hearing-impaired subjects were generally smaller than those of the hearing infants and that they evidenced little change in size prior to 20 months. Analysis of place and manner of articulation of supraglottal phones in the inventories showed that, compared with inventories of the normally hearing subjects, inventories of HI subjects with sensori-neural loss tended to have (a) a higher proportion of labial consonants; (b) a higher proportion of prolongable consonants such as nasals, glides and fricatives, and syllabic consonants; (c) a lower proportion of alveolars; and (d) a lower proportion of stops and nonsyllabic affricates. Differences were also observed between the inventories of hearing-impaired subjects with sensori-neural loss and those with conductive loss and between younger and older hearing-impaired subjects. These findings suggest that hearing loss affects the nature of the consonantal repertoire in the prespeech vocalizations of hearing-impaired subjects.

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41

Finsterer, Josef, and Sinda Zarrouk-Mahjoub. "Impaired Hearing in Mitochondrial Disorders." Chinese Medical Journal 128, no. 13 (July 2015): 1839. http://dx.doi.org/10.4103/0366-6999.159367.

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42

Wiet, Richard J. "Help for the hearing-impaired." Postgraduate Medicine 84, no. 6 (November 1988): 93–103. http://dx.doi.org/10.1080/00325481.1988.11700465.

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43

Nimmons, Danielle. "My First Hearing-Impaired Patient." Academic Medicine 95, no. 6 (June 2020): 826. http://dx.doi.org/10.1097/acm.0000000000003213.

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44

Halgin, Richard P., and Derek J. McEntee. "Psychotherapy with hearing-impaired clients." Professional Psychology: Research and Practice 17, no. 5 (October 1986): 466–72. http://dx.doi.org/10.1037/0735-7028.17.5.466.

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45

Schildroth, Arthur, Irene Terrero, Sue Hotto, and Kay Lam. "Hearing-impaired children in Venezuela." International Journal of Rehabilitation Research 10, no. 2 (June 1987): 185–96. http://dx.doi.org/10.1097/00004356-198706000-00008.

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46

Rich, Karen D. "Communicating with the Hearing Impaired." American Pharmacy 33, no. 6 (June 1993): 39–42. http://dx.doi.org/10.1016/s0160-3450(15)30758-3.

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47

Theunissen, Stephanie C. P. M., Carolien Rieffe, Maartje Kouwenberg, Wim Soede, Jeroen J. Briaire, and Johan H. M. Frijns. "Depression in hearing-impaired children." International Journal of Pediatric Otorhinolaryngology 75, no. 10 (October 2011): 1313–17. http://dx.doi.org/10.1016/j.ijporl.2011.07.023.

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48

Alberti, Peter W. "Accessibility for the hearing impaired." International Journal of Pediatric Otorhinolaryngology 49 (October 1999): S55—S58. http://dx.doi.org/10.1016/s0165-5876(99)00133-0.

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49

Bess, Fred H. "The Minimally Hearing-Impaired Child." Ear and Hearing 6, no. 1 (January 1985): 43–47. http://dx.doi.org/10.1097/00003446-198501000-00012.

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50

Bess, Fred H. "The Unilaterally Hearing-Impaired Child." Ear and Hearing 7, no. 1 (February 1986): 52–54. http://dx.doi.org/10.1097/00003446-198602000-00009.

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