The training of rhythm for deaf children in a residential school using exaggerated stress patterns

Abstract

Nineteen prelingual deaf children, 8 to 12 years of age, who had poor ability to imitate normal stress patterns, were selected from a residential school which used sign language. These children were evaluated with the Modified Children's Auditory Test (MCAT) for categorizing and imitating monosyllabic, trochaic, and spondaic stress patterns. The test items were presented through headsets, and a vibrator attached at the child's wrist. There was no significant difference between the mean categorization score before and after training; however, the scores were high for both the pre- and post-tests. There was a significant improvement in the imitation scores from the pre-test to the post-test for each pattern. The acoustical analyses of the children's responses revealed: (1) the three acoustical parameters (i.e., amplitude, duration, and fundamental frequency) differed for correct and incorrect responses; (2) incorrect responses had some common characteristics (e.g., long duration of syllables, smaller contrast between syllables, and uncontrolled F0 contour); and (3) the change from incorrect to correct responses varied for some children.