Communication Of Deaf Children Research Articles

Discrimination analysis of quantitative indicators of understanding the written form of deaf children's communication through the use of types of words

In deaf students, there is no contextual understanding and recognition of word types through linguistic competence testing compared to the hearing population, because 67.10% do not understand, and 10.00% of deaf children partially understand the contextual application of word types in a written text task. The aim of the study is to determine the distance of language discourse between deaf and hearing respondents and to establish a discrimination factor that can be used for practical purposes in a classification sense, with the aim of determining the priority of linguistic education and language elements of deaf children in relation to their lagging behind hearing children. The study was conducted on a sample of 140 respondents. The first subsample of respondents, the experimental group consisted of 70 deaf students, and the second subsample, the control group of 70 hearing students, of the same chronological age and gender. The measuring instrument “Test of comprehension of the written form of expression” was applied. The collected data were processed using the discriminant analysis method. The results of the study showed that the discrimination factor is in the sequence of the use of words, adjectives, exclamations and adverbs. Nouns and prepositions have a negative correlation, which points to the fact that these four types of words are in direct implication with nouns and prepositions, and represents information that these four types of words must be more represented in the educational materials of written expression of deaf children. The results of the study also open up a series of questions focused on the quality of the educational processes of deaf children, as well as the level of lag in written communication compared to hearing children. The results of the study can influence the raising of general rehabilitation procedures to a higher level of responsibility in education centers where deaf children are educated.

Congruences of factor solutions of quantitative indicators for understanding the written form of deaf children's communication through the use of words types

In deaf students, there is no contextual understanding and recognition of word types through linguistic competence testing compared to the hearing population, because 67.10% do not understand, and 10.00% of deaf respondents partially understand the contextual application of word types in a written text task. In written communication, deaf students use nouns (65.70%), pronouns (34.30%), verbs (45.7%), adjectives (28.60%), adverbs (22.90%), prepositions (54.30%), exclamations (15.70%), particles (12.90%) and numbers (32.90%). The aim of the study was to examine the factor solutions of quantitative indicators of contextual understanding of the word’s types used and the relation of isolated factors of the words types words in the written text task of deaf students. The study was conducted on a sample of 140 respondents. The first subsample of respondents, the experimental group consisted of 70 deaf students, and the second subsample, the control group of 70 hearing students, of the same chronological age and gender. The measurement instrument “Test of comprehension of the written form of expression” was applied. The collected data were processed using the method of oblique rotation and the method of factor analysis. The results of the study showed that the language discourse of the deaf in the quantitative use of word types in the written form of expression is organized significantly differently compared to the hearing population. By factor analysis, three main factors were isolated in the deaf population, and four main factors were isolated in the hearing population. Considering the saturation of variability, it is possible to accurately determine in practice the direction of teaching deaf children the types of words in their native language. Isolated factors are part of separate, statistically unrelated entities in both deaf and hearing respondents and confirm the justification of successive teaching of the deaf respondents according to the types of words that are present in the comparative analysis of hearing respondents.

Exposure to Canadian French Cued Speech Improves Consonant Articulation in Children With Cochlear Implants: Acoustic and Articulatory Data.

One of the strategies that can be used to support speech communication in deaf children is cued speech, a visual code in which manual gestures are used as additional phonological information to supplement the acoustic and labial speech information. Cued speech has been shown to improve speech perception and phonological skills. This exploratory study aims to assess whether and how cued speech reading proficiency may also have a beneficial effect on the acoustic and articulatory correlates of consonant production in children. Eight children with cochlear implants (from 5 to 11 years of age) and with different receptive proficiency in Canadian French Cued Speech (three children with low receptive proficiency vs. five children with high receptive proficiency) are compared to 10 children with typical hearing (from 4 to 11 years of age) on their production of stop and fricative consonants. Articulation was assessed with ultrasound measurements. The preliminary results reveal that cued speech proficiency seems to sustain the development of speech production in children with cochlear implants and to improve their articulatory gestures, particularly for the place contrast in stops as well as fricatives. This work highlights the importance of studying objective data and comparing acoustic and articulatory measurements to better characterize speech production in children.

THE DIALOGUE STRUCTURE IN THE WRITTEN COMMUNICATION MODEL OF DEAF CHILDREN

The aim of the research was to examine the linguistic structure of the written formof communication for deaf children through the use of simple and complex writtensentences, questions asked and answers to questions asked, as well as the extent of theused statements and messages in the form of expression. The study was conductedon a sample of 70 deaf children. As a measurement instrument, letters of deafrespondents were used on topics of their choice. In total, 45 communication contents,written correspondence were analyzed. The content analysis method and the methodof descriptive analysis were used for data processing. The research results haveshown that the questions were not grammatically correct but the respondents understoodtheir essence and adequately responded to them, that although sentenceswere not linguistically properly written, deaf children can use the dialogue in writtencommunication, that the respondents have problems in writing complex sentences butthat there is a possibility of using complex sentences, that the highest percentage ofrespondents did not use complex sentences correctly, but over 17 % of respondentscan use syntaxically correctly written complex sentences in the form of communicationthat deaf children understand the messages in a written form of communication.Deaf children in written communication have communication but not the linguisticcompetence.

AN ANALYSIS OF COMMUNICATION TYPES OF DEAF STUDENTS WITH ENVIRONMENT

The research aimed to analysis (1) the deaf student communicate with the deaf student; (2) with other disability; and (3) with normal people. This research used a qualitative approach. The sources of data are focusing on the communication types of deaf students by three deaf people SMALB Banjarmendalan Lamongan academic year 2016/2017. Data Collection Techniques are interview; observation; and documentation. Research Instruments in this study are a notebook to write about the interview; checklist paper; and field note. Analyzing technique in this study are organizing, coding and reducing, interpreting and representing. The result of this study are Deaf children's communication with deaf children is more dominant using nonverbal rather than verbal. Use of continuous verbal communication such as Kinect (facial expression, eye contact, sign language), haptics, paralanguage, and proxemict. Deaf children communicate with other disability (down syndrome) is Deaf children's communication with dominant down syndrome children using nonverbal communication types. The use of intense verbal communication such as kinestict (facial expressions, eye contact, sign language) and haptics are two very important aspects of their communication. Deaf children's communication with normal people uses a combination of verbal (oral and writing) and nonverbal (kinect, haptic, and proxemic). Teachers will use a clear combination of sign language and oral. While researchers use oral, written and sign language to make it easier for deaf students to understand the conversation.

The Effectiveness of the Pictorial Book to Improve the Understanding of Deaf Students About Nature and Environment in Elementary School

Delay in language development and communication of deaf children is a major problem for themselves and other people. Therefore, management of the education and habilitation needs to be prepared early with hoping that can increase language and communication skills through systematic learning and utilization of appropriate learning material (textbook). The purpose of this study is to describe the feasibility prototype of learning material to improve understanding about nature and the environment for deaf children in the elementary school. The results of the data analysis of this study concluded that the prototype of the pictorial book has contributed significantly to improving deaf children’s understanding of nature and its surroundings, particularly, through the ability to listen and understand meaning of language, ability to read and understand the meaning of language, the ability to write and understand the meaning of language, as well as a functional knowledge of the language.

Auditory communication for deaf children: a guide for teachers, parents, and health professionals

Development of listening skills in a hearing-impaired child is the basis for successful spoken language, communication, and conversation. Auditory Communication in Deaf Children presents a rationale and framework for auditory learning in childhood and describes a wide range of practical listening activities that adults can apply during everyday interaction with the child.

Anger communication in deaf children

In this study, we investigated how deaf children express their anger towards peers and with what intentions. Eleven-year-old deaf children (n=21) and a hearing control group (n=36) were offered four vignettes describing anger-evoking conflict situations with peers. Children were asked how they would respond, how the responsible peer would react, and what would happen to their relationship. Deaf children employed the communicative function of anger expression differently from hearing children. Whereas hearing children used anger expression to reflect on the anguish that another child caused them, deaf children used it rather bluntly and explained less. Moreover, deaf children expected less empathic responses from the peer causing them harm. Both groups did, however, expect equally often that the relationship with the peer would stay intact. These findings are discussed in the light of deaf children's impaired emotion socialization secondary to their limited communication skills.

Linguistic and extralinguistic communication in deaf children

We present a study on the linguistic and extralinguistic pragmatic abilities of deaf children. Following the tenets of Cognitive Pragmatics theory, which provides a framework for explaining differences in difficulty as regards various pragmatic phenomena, we investigate the ability to comprehend direct, indirect, deceitful, and ironic communication acts performed through linguistic and extralinguistic means. Our main prediction is that there is a gradation of difficulty in comprehending these communicative phenomena, in deaf children as well as in hearing children. This prediction is grounded on the assumptions that the construction of the meaning of a communication act is independent of both the communicative means (i.e. linguistic or extralinguistic) and the input modalities (i.e. oral or visual). Rather (as supported by previous studies on hearing children), the gradation of difficulty is determined by mental representations of different complexity and inferential chains of different loads. Our aim was to validate the predictions on (46) deaf children aged 2–4 years and 4;6–7 years. The results confirm our expectations.

Longitudinal improvements in communication and socialization of deaf children with cochlear implants and hearing aids: evidence from parental reports

Research has shown that the cochlear implant may improve deaf children's speech and communication skills. However, little is known about its effect on children's ability to socialize with hearing peers. Using a standardized psychological measure completed by parents and a longitudinal design, this study examined the development of communication, socialization, and daily living skills of children who used hearing aids or cochlear implants for an average of 11 and 6 years, respectively. Results show that children with cochlear implants, who were more delayed than children with hearing aids at the outset, made significant progress over time. Children with both devices achieved age-appropriate development after years of hearing aid or cochlear implant use. The pattern of results suggests that cochlear implants may be effective in improving deaf children's communication and social skills.

Evaluation of cochlear implanted children's voices

Cochlear implant (CI) is a good means in developing communication in deaf children. Nevertheless, compared to children with the same age, CI patients' voices are far from being similar. In this work, the voice of CI children has been compared with the voice of corresponding normal children (same age, same sex) included in the main stream. Six girls and two boys participated to the experiment. The phonetic material was a paragraph of the French standard text La bise et le soleil (The North Wind and the Sun). An objective and a subjective analysis of the voice were done and parameters were compared between both groups of people (implantees and control). Studied parameters were voice pitch, intensity, fluency, pauses, articulation and pleasantness in the objective analysis, and voice pitch, formants, and duration for the objective study. It appeared that intensity variations were different between control and implanted subjects. Also voice formants were not situated in the same region regarding the normal ranges, but differences were difficult to assess. Globally, the main change was in the speaking duration. This method is open for further studies and points out some relevant items for an efficient use in rehabilitation sessions.

聴能訓練を受けた難聴児の進路状況とコミュニケーションの実態について

聴能訓練を受けた難聴児の進路状況とコミュニケーションの実態について

Family therapy with deaf member families

Abstract This paper examines how family therapists can be more responsive to the unique needs and problems of deaf member families. Methods of training in communication for deaf children are compared, as well as the conflicts that may accompany the adoption of a given method. The pivotal role of communication problems between hearing and deaf family members in contributing to symptomatic behavior is stressed. The relationship between the roles of interpreter and therapist as well as obstacles to treatment are reviewed. A selected case history illustrates the interplay of these variables in successful treatment.

Gestural Communication in Deaf Children: The Effects and Noneffects of Parental Input on Early Language Development

We previously reported that deaf children of hearing parents can develop a gestural communication system with some of the observed properties of early child language. In the present study, this phenomenon of gesture creation was replicated in four deaf children aged 1-4 to 3-1 at the time of the first interview. Each child, despite his atypical language-learning conditions (in particular his lack of usable conventional linguistic input, either oral or manual), developed a gesture system comparable in semantic content and structure (specifically, constructional ordering of elements, differential probabilities of production of elements, and recursive concatenation of semantic relations) to the gestural systems of the six deaf children of hearing parents in our original study and comparable as well to the spoken and sign systems of children acquiring conventional languages under typical learning conditions. This phenomenon suggests that the human child has strong biases to communicate in language-like ways. Nevertheless, it is possible that the deaf child's hearing parents, and not the child himself, were responsible for the emergence of the child's structured (yet idiosyncratic) gesture system. To investigate this possibility, we considered three possible parental influences on the child's sentence structures. First, we entertained the hypothesis that the children's sign sentences were merely imitations (perhaps even uncomprehending imitations) of a hearing adult's immediately preceding gestures. Second, we considered the possibility that the regularities underlying the deaf children's structured sign sentences were induced from their hearing parents' gestures taken in toto. Finally, we considered the possibility that the deaf children's sign sentences had been shaped by their parents' responses to those sentences. We found no evidence to support any of these hypotheses. The data reported in this series of studies confirm that deaf children lacking a conventional linguistic input can develop a gestural communication system that shows some of the structural regularities characteristic of early child language. The results suggest that communication with a number of language-like properties can develop in a markedly atypical language-learning environment, even without a tutor's modeling or shaping the structural aspects of the communication. The data are consistent with the hypothesis that the deaf child himself plays a seminal role in the emergence of the structural aspects of these communication systems.

Gestural communication in deaf children: noneffect of parental input on language development.

Young deaf children who were unable to acquire oral language naturally and who had not been exposed to a conventional manual language were found to use spontaneously a gesture system that has some of the structural characteristics of early child language. The structural aspects of this gesture system appeared to be neither modeled for the child by the gestures of an adult nor shaped by the responses of an adult. These findings suggest that the child may contribute to structural aspects of the system.

Communication Patterns in Classes for Deaf Students

In order to describe more objectively the classroom communication of deaf children, an instrument for making systematic observations of this communication was developed and tested. This technique, based on the Flanders category interaction analysis system, was adapted specifically for use with the deaf and included notations both for communication purposes and communication modes. When applied to 12 selected classes of deaf children (94 subjects) the instrument proved sensitive to differences in classroom interaction and provided a systematic record of these communicative exchanges between the teacher and student and among students within classes.