Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1980. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Education of Learning Disabled Children). Includes bibliographical references (p. 59-64).

Thesis (M. Communication Pathology)--University of Pretoria, 2005. / Summary in English and Afrikaans. Includes bibliographical references.

Thesis (M.Ed.)--Kutztown University of Pennsylvania, 2004. / Source: Masters Abstracts International, Volume: 45-06, page: 2812. Typescript. Abstract precedes thesis as 1 preliminary leaf ( iii ). Includes bibliographical references (leaves 48-50 ).

Thesis (M. Communication Pathology)--University of Pretoria, 2005. / Summary in English and Afrikaans. Includes bibliographical references.

No description available.

This study concerns audiometric evaluation and prediction of hearing loss in the autistic child based on information derived from acoustic reflex thresholds. Two groups (autistic males and normal children) of five subjects each were utilized. Results indicated that the acoustic reflex method consistently predicted significantly higher hearing thresholds for autistic subjects than operant pure-tone audiometric procedures. Furthermore, the acoustic reflex thresholds were significantly less sensitive in the autistic group than in the normal group, suggesting that the acoustic reflex response is somehow altered in autistic individuals. These findings are consistent with earlier work which hypothesized that autistics, manifest an organic brain lesion which interferes with the propagation of auditory information.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-08-17T13:20:44Z No. of bitstreams: 1 Jéssica Marchiori Correia.pdf: 2656083 bytes, checksum: 7ca8d150ff2b3b27aaa03d9b149f3ad1 (MD5) / Made available in DSpace on 2018-08-17T13:20:44Z (GMT). No. of bitstreams: 1 Jéssica Marchiori Correia.pdf: 2656083 bytes, checksum: 7ca8d150ff2b3b27aaa03d9b149f3ad1 (MD5) Previous issue date: 2018-06-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Introduction: in the past years, group of researchers have been developing different stimuli for the realization of Auditory Brainstem Responses (ABR). They search minimum levels of response without the need to use correction factors in ABR. CE-Chirp LS® is one of the stimuli studied recently and aims at better latency and amplitude results through changes in chirp duration at different levels Objective: to describe the latency and amplitude times of the NB CE-Chirp LS® stimulus in the specific frequencies of 500, 1000, 2000 and 4000 Hz at levels of 80, 60, 40 and 20 dB nHL in normal hearing children. Method: through a convenience sample, 13 children with a maximum age of nine months participated in this study. For the frequency of 500 Hz, eight children participated (11 ears) and for the frequencies of 1000, 2000 and 4000 Hz 8 children participated (12 ears per frequency). Eclipse EP25 ABR system® with NB CE-Chirp LS® stimuli was used to record the potentials at the levels of 80, 60, 40 and 20 dB nHL at specific frequencies of 500, 1000, 2000 and 4000 Hz. Statistical analysis was performed from the latency and amplitude data, which were separated for each frequencies and the samples were characterized according to age and sex. Results: thirteen children were included in the study, but not all of them were evaluated at all frequencies and intensities. The latency and amplitude values for the NB CE-Chirp LS® at the specific frequencies of 500, 1000, 2000 and 4000 Hz were better when compared to the toneburst stimulus literature. Compared with the NB CE-Chirp® literature, the NB CE-Chirp LS® stimulus obtained better amplitude values, especially at high intensities. Conclusion: NB CE-Chirp LS® was promising in terms of the reliability of responses and quality in wave morphology / Introdução: nos últimos anos, diversos pesquisadores vêm desenvolvendo diferentes estímulos para a realização do Potencial Evocado Auditivo de Tronco Encefálico. Estudos buscam encontrar níveis mínimos de resposta sem a necessidade de utilização de fatores de correção. O CE-Chirp LS® é um dos estímulos que vêm sendo estudados recentemente e busca melhores resultados de latência e amplitude por meio de mudanças na duração do chirp nas diferentes intensidades. Objetivo: descrever os tempos de latência e amplitude do estímulo NB CE-Chirp LS®, nas frequências especificas de 500, 1000, 2000 e 4000 Hz, em registros do Potencial Evocado Auditivo de Tronco Encefálico com crianças ouvintes, nas intensidades de 80, 60, 40 e 20 dB nNA. Método: por meio de amostra de conveniência, participaram deste estudo 13 crianças com idade média de 3,5 meses. Para a frequência de 500 Hz participaram 8 crianças (11 orelhas) e para as frequências de 1000, 2000 e 4000 Hz participaram 8 crianças (12 orelhas por frequência). Para o registro dos potenciais, foi utilizado o equipamento Eclipse EP25 ABR system® com estímulo NB CE-Chirp LS® nas intensidades de 80, 60, 40 e 20 dB nNA nas quatro frequências especificas de 500, 1000, 2000 e 4000 Hz. A análise estatística foi realizada a partir dos dados de latência e amplitude, sendo estes separados para cada uma das frequências 500, 1000, 2000 e 4000 Hz e as amostras foram caracterizadas quanto à idade e sexo em cada uma das frequências. Resultados: treze crianças foram incluídas no estudo, mas nem todas foram avaliados em todas as frequências e intensidades. Os valores de latência e amplitude para o NB CE-Chirp LS® nas frequências especificas de 500, 1000, 2000 e 4000 Hz foram melhores quando comparado à literatura do estímulo toneburst. Em comparação com a literatura do NB CE-Chirp® o estímulo NB CE-Chirp LS® obteve maiores valores de amplitude, principalmente para fortes intensidades. Conclusão: o NB CE-Chirp LS® mostrou-se promissor no que tange a confiabilidade de respostas e qualidade na morfologia das ondas

Professional research project (Au.D.)--University of South Florida, 2002. / Title from PDF of title page. / Document formatted into pages; contains 48 pages. / Includes bibliographical references. / Text (Electronic thesis) in PDF format. / ABSTRACT: This paper provides an overview of developmental timetables relevant to hearing and of current pediatric audiological techniques and practices. The first sections summarize structural and functional development of the auditory pathway and the development of primary auditory processing. These developmental sequences appear to follow similar paths in humans and animals. Speech and music perception involve more complex processing and are strongly influenced by experience. Hearing disorders affect the perception of complex sounds in a variety of ways, depending on the site(s) of lesions. Early onset hearing impairment, including conductive loss from chronic otitis media, can seriously impede language development. Language cannot develop normally without adequate speech stimulation. / ABSTRACT: Sensitive and inexpensive techniques are available for performing neonatal hearing screening, and early intervention has a positive effect on development of language skills in hearing-impaired children. Thus, the National Institute of Health has recommended nationwide universal newborns hearing screening. The rationale and methodology of universal screening programs is summarized in the chapter. Advances in the field of the genetics of hearing impairment are also reviewed / System requirements: World Wide Web browser and PDF reader. / Mode of access: World Wide Web.

Este estudo analisa a compreensão de metáforas pela criança com perda auditiva de grau moderado, indivíduo situado numa zona limítrofe entre o mundo dos ouvintes e dos surdos de grau mais severo. Ele se reconhece como falante e ouvinte, entretanto o seu canal de aquisição da língua oral -o acústico-articulatório - apresenta uma limitação receptiva. Surgem daí inquietações, como: se essa limitação acarreta perdas nas oportunidades de trocas interativas que interfiram na compreensão metafórica. A amostra foi constituída por duas crianças com perda auditiva moderada, com idade entre os nove e os doze anos, que usam próteses auditivas, recebem acompanhamento fonoaudiológico e freqüentam escolas privadas. O procedimento de pesquisa consistiu da apresentação oral de doze metáforas contextualizadas em histórias curtas a cada um dos participantes individualmente, ocasião em que foram questionados sobre o sentido construído na compreensão das metáforas e quais as estratégias realizadas nessa leitura. As metáforas foram analisadas segundo a Teoria da Metáfora Conceptual de Lakoff e Johnson (1980,2002), verificando-se se as construções realizadas pelas crianças estavam em conformidade com o sentido sugerido pelo enunciado. A análise dos dados evidencia que as crianças com perda auditiva moderada apresentam dificuldade nessas habilidades, corroborando as hipóteses da pesquisa. Esperamos, com este estudo, contribuir para o conhecimento desse indivíduo com perda auditiva, nas suas peculiaridades interativas e lingüísticas, por ser um sujeito tão pouco particularizado na literatura, e aprimorar o atendimento às suas necessidades fonoaudiológicas e educacionais / This study analyses metaphor comprehension by children with moderate hearing loss, individuais who are located at an intermediate zone between listeners and more severely deaf children. They recognize themselves as speakers and Iisteners, although their oral language acquisition channel -the articulate-acoustic -has a receptive limitation. 80, there are some concerns such as: if the limitation causes lacks on the interactive changes oportunities that interfere on the metaphorical comprehension. The sample consisted of two children with moderate hearing loss, nine to twelve years-old, hearing aids users, undergoing speech therapy and attending private schools. The research procedure was the oral presentation of twelve metaphors inserted in brief stories to each of the participant, when they were questioned about the constructed meaning of the metaphor comprehension and which were the strategies used for such understanding. Metaphor analysis was based on the Conceptual Metaphor Theory by Lakoff and Johnson (1980, 2002) and it was observed if the constructions made by the children agreed with the meaning suggested by the utterance. We found out, after data analysis, that the children with moderate hearing loss, even though they are at the age that we expect them to be able to comprehend and to explain the metaphorical process of meaning construction, they had difficulty with these skills. We hope that, with this study, we can contribute to the knowledge of these individuais with hearing loss, in their interactive and linguistic particularities, as they are subjects that have been little dealt with in the literature, and that we can contribute to improving their speech therapeutic and educacional needs

As desordens do processamento auditivo (DPA) estão intimamente relacionadas às dificuldades na linguagem oral e escrita, pois a audição é a principal via de entrada para a aquisição da linguagem oral e a aprendizagem da escrita, por sua vez, baseia-se nos padrões da oralidade. Desta forma, vários estudos já demonstraram a relação entre os DPA e as dificuldades na aprendizagem da leitura e da escrita. Entretanto, ainda existe uma lacuna a ser explorada, que consiste na investigação de como o Processamento Auditivo (PA) se relacionado com as habilidades importantes para o sucesso escolar, como é o caso da compreensão de leitura. O presente estudo tem, portanto, o objetivo de investigar a relação entre a compreensão de leitura e as habilidades de processamento auditivo em crianças. Participaram do estudo 28 crianças, de ambos os sexos, cursando 2 e 4 série do ensino fundamental de uma escola pública do Recife. Os participantes foram submetidos a uma tarefa de avaliação de nível de compreensão de leitura e as seguintes provas de PA: teste de localização sonora, memória seqüencial para sons verbais e não-verbais, fala filtrada, teste dicótico de dissílabos e escuta direcionada não-verbal. Os resultados evidenciaram que não houve diferença estatística significativa entre os níveis de compreensão de leitura das crianças da 2 série para as crianças da 4 série, havendo, no entanto, um avanço na compreensão de leitura à medida que ocorreu um avanço na idade e na escolarização. Quanto aos testes de PA realizados, só foi encontrado diferença estatística significativa entre as séries no teste dicótico de escuta direcionada não-verbal (p<.05), no qual foi avaliada a habilidade de separação binaural. É importante destacar aqui que mesmo algumas das crianças que se classificaram nos níveis mais avançados de compreensão de leitura apresentaram alteração na habilidade de separação binaural investigada neste teste. Foi verificado ainda um efeito preditivo da habilidade de separação binaural sobre a compreensão de leitura. Os resultados sugerem que a compreensão de leitura é um processo independente das habilidades de processamento auditivo e que as diferentes habilidades relacionadas ao PA podem apresentar diferentes resultados. / The disorders of the auditory processing (APD) intimate are related to the difficulties in the verbal language and writing. The hearing is the main way of entrance for the acquisition of the verbal language and the learning of the writing, in turn, is based on the standards of the orality. In such a way, some studies already had demonstrated to the relation between the DPA and the difficulties in the learning of the reading and the writing. However, still a gap exists to be explored, that it consists in the investigation of as the Auditory Processing (AP) is related with the important abilities for the pertaining to school success, as is the case of the reading comprehension. The present study it has, therefore, the objective to investigate the relation between the comprehension of reading and the abilities of auditory processing in children. 28 children had participated of the study, of both sexs, attending a course 2 and 4 series of the elementary school of a public school of Recife. The participants had been submitted to a task of evaluation of level of reading understanding and the following tests of AP: test of sonorous localization, sequential memory for verbal and non-verbal sounds, speaks filtered, dichotic test of dissyllabics and directed listening non-verbal. The results had evidenced that did not have difference significant statistics between the levels of comprehension of reading of the children of 2 series to the children oh 4 series, having, however, an advance in the comprehension of reading to the measure that occurred an advance in the age and the schooling. As to the AP tests carried was only found difference significant statistics between the series in the dichotic test of directed listening non-verbal (p<.05), in which the ability of binaural separation was evaluated. It is important to detach here that some of the children who if had classified in the levels most advanced of reading comprehension had presented alteration in the ability of investigated binaural separation in this test. It was still verified a predictive effect of the ability of binaural separation on the reading comprehension. The results suggest that the reading comprehension is an independent process of the abilities of auditory processing and that the different abilities related to the AP can present different results.