Thesis (B.Sc)--University of Hong Kong, 1992. / A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), University of Hong Kong, April 30, 1992. Also available in print.

Thesis (B.Sc)--University of Hong Kong, 1999. / "A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 14, 1999." Also available in print.

Orientador: Ana Claudia Moreira Almeida-Verdu / Co-orientador: Maria José Monteiro Benjamin Buffa / Banca: Linda Maria Marson Postalli / Banca: Raquel Melo Golfeto / Resumo: O ouvinte, se bem treinado, pode fornecer estímulos discriminativos e reforçadores para respostas do falante. No entanto, também pode emitir comportamentos supressores do comportamento verbal. Nos casos de deficiência auditiva, os pais podem ter dificuldade em estimular o comportamento verbal ainda que a privação sonora seja superiada pelo implante coclear; pois ouvir e se comunicar oralmente requer aprendizagem. Considerando a importância do treino de país enquanto audiência para estabelecimento do comportamento verbal de falante de crianças com difiência auditiva, o presente estudo objetivou ampliar o repertório comportamental de ensino de operantes verbais de mães de crianças com dificiência auditiva e implante coclear por um programa instrucional desenvolvido para esse fim; e verificar se este programa aumentou a frequencia de emissão de operantes verbais por seus filhos considerando a qualidade da produção oral. Participaram duas crianças de idades entre cinco e sete anos com dificiência auditiva neurossensorial pré-lingual e usuárias de implante coclear e suas mães. Foram avaliados comportamentos de ensino de comportamento verbal emitidos pelas mães e operantes verbais emitidos pelas crianças antes e após a intervenção, de acordo com um delineamento de linha de base múltipla entre participantes. Um questionamento sondou comportamentos com função de antecendente e consequente emitidos pelas mães para os operantes verbais ecoico, tato, mando e intraverbal emitidos pelos filhos. As crianças foram avaliadas nos mesmos operantes verbais na tentativa discretas. O programa instruiu as mães a fornecer antecedentes e consequentes para operantes verbais emitidos pelos filhos. Os resultados compararam o número de operantes verbais identificados pelas mães e de comportamentos de ensino desses, antes e após a intervenção, e as produções orais das crianças. Foi observado um aumento no relato de comportaments... / Abstract: The listener, if well trained, can provide discriminative and refinforcing stimuli to thespeaker's answers. However, it can also issue suppressing bahaviors of verbal behavior. In can also issue suppressing behaviors of verbal behavior. In cases of of hearing impairment, parents can find it difficult to simulate verbal behavior although the sound deprivation is overcome by the cochlear implant because listen and communicate orally requires learning. Considering the importance of parent training as a hearing to establish the verbal behavior of children with hearing impairment speaker, this study aimed to extend the behavioral repertoire of verbal operant teaching of mothers of children with hearing loss and cochlear implants for an instructional program developed for this purpose; and verify that this program has increased the frequency of verbal operant by their children considering the quality of oral production. They included two children aged five and seven years with sensorineural hearing before language and users and seven years with sensorineural hearing impairment before language and users of cochlear implants and their mothers. They were evaluated behaviors verbal behavior teaching issued by mothers and verbal operant issued by the children before and the intervention, according to al line of delineation of multiple base among participants. A questionnaire probed behavior with a history of function and consequent issued by mothers to the echoic verbal operant, touch, command and intraverbal issued for the children. The children were evaluated in the same verbal operant in discrete trial. The program instructed mothers to provide antecedents and consequences for verbal operant issued for the children. The results compared the number of verbal operant identified by mothers and teaching these behaviors before and after the intervention, and the utterances of children. Reporting an increase in learning behavior of two mothers after... / Mestre

See Afrikaans / Dissertation (M(Communication Pathology))--University of Pretoria, 2005. / Speech-Language Pathology and Audiology / unrestricted

A sound engineers’ hearing is their most important and vulnerable tool. Many professions within the music industry are considered a risk group for sound induced hearing disorders, but there is not much research specifically about how sound engineers hearing suffers from exposure. Hearing disorders not widely talked about within the audio community either, there seems to be some stigma around the subject. The main research questions for this study are: How does a known or unknown hearing disorder impact mixing decisions and what views are there within the AES community, and from professionals, on how to manage and highlight hearing disorders? This study uses an interview and a panel discussion to answer questions about how professionals deal with the subject and a mixing test to find out how hearing disorders, known or unknown, affect mixing techniques. In the mixing test, 12 participants were asked to make three mixes. Each mix with a different scenario, once with instruction to mix normally, once with a filter imitating a hearing disorder but with no different instructions and once with a similar filter imitating the same disorder but with instructions that there was a filter. The results from the study show that mixing strategies change when informed of a hearing disorder, but it does not necessarily mean that the mixers will be able to counteract the spectral difference. The interview and panel discussion showed that there is a prominent fear within the community that when you have a disorder, you will be disqualified from working. However, all the professionals agreed that you can continue working and become successful despite having a hearing disorder.

Bibliography: pages 173-181. / The self concept is a critical variable in the overall development and functioning of hearing impaired pupils, yet the findings of research studies indicate that pupils may have difficulty forming a realistic, positive self concept. The consequences of the hearing loss appear to contribute to lowered self-esteem. The accumulated effect of unresolved psychosocial developmental stages may increase the probability of identity confusion in adolescence. The results of research on the self concept of the hearing impaired has been inconclusive and difficult to interpret partly due to the use of inappropriate self concept scales. There is a need for a relevant test which assesses pupils' strengths and weaknesses in dimensions of the self concept. In this dissertation, the 'Self Concept Scale for the Hearing Impaired' (SSHI) is developed with the purpose of designing an appropriate self concept scale specifically for use on hearing impaired pupils between the ages of 11 and 19 years. During the construction and administration of the SSHI, an attempt was made to control for confounding variables known to influence responses of pupils and to distort scores obtained. The SSHI was constructed primarily according to the homogenous-keying approach. Test-retest reliability coefficients were computed over a 4 to 5 week period for 198 pupils in three schools for the hearing impaired in the Western Cape.

The purpose of this study was to investigate the central auditory processing of children who had sustained chronic middle ear problems during their early language-learning years. A 60% compressed recording of the NU-6 speech discrimination word lists was administered to twenty eight and nine year old normal hearing public school children, reported by their parents to have had repeated middle ear problems during their early years, and to twenty control subjects matched for age from the same public school classes. Differences in compressed and uncompressed word discrimination scores between the experimental and control groups were not found to be statistically significant. These results indicate that the experimental subjects' ability to process compressed speech was not impaired by early middle ear difficulties. The alternative was suggested that if these children actually sustained central damage due to distorted or degraded input during their hearing deficit episodes, then such effects may be neutralized by subsequent auditory experience and neurological maturity. A significant difference for both groups of children was noted between scores obtained with NU-6 lists 2A and 3A at 60% compression. While apparently equivalent in the uncompressed form, list 3 was found to be significantly more difficult than list 2 when compressed. Implications for further research are discussed.

Differences in auditory detection performance between schizophrenics and normals were examined in terms of the attentional processes involved. Each of 40 ~s (20 schizophrenics categorized along the dimensions of paranoia, premorbidity, and acuteness; and 20 hospital technical staff) were presented with 30 50-trial blocks of a tone detection task using 6 auditory ensembles consisting of 2 tones apiece separated by varying . ,. frequency bands. Tones were masked by white noise and presented in a free-running trial manner. The commonly found decrement in detection performance with normal subjects as the tones in the ensembles become more widely separated was replicated. But the differing frequency separations between the tones in the ensembles also yielded performance differences within. the various schizophrenic subclasses (except the chronic/acute subclass), as well as between schizophrenics and normals. These differences can be attributed to the attentional mechanisms of scanning and beam width as there were no cognitive component·s involved in the experimental task •

The ability to understand speech is, for all practical purposes, the most important aspect of hearing.¹ The most common method of assessing hearing is through pure tone audiometry. However, the great majority of pre- school children referred to an otologist or a hearing clinic for a suspected hearing difficulty, are unable to cooperate sufficiently to insure a reliable pure-tone audiometric test. Even after pure tone results have been established with children in this age group, the tester frequently may be in doubt as to the validity of the results. The reasons for failure to get reliable results with young children appear to be these:

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