It is important that educators use adequate assessment procedures when placing hearing-impaired children in mainstreamed settings. Receptive vocabulary tests are part of the standardized test battery and can provide educators with valuable information. Although there has been a receptive vocabulary test recently developed for use with hearing-impaired children (CPVT), the most commonly used test with this population is the PPVT-R, which is standardized on normally hearing children. In order to further explore the difference between the receptive vocabulary of hearing-impaired and normally hearing children, a test standardized on hearing-impaired should be used. The purpose of the present study was to determine if a difference exists between the receptive vocabulary scores of hearing-impaired and normally hearing children on the CPVT. This study also sought to answer the following questions: 1) What is the correlation between the CPVT and the PPVT-R?, and 2) Is there a difference between the z-scores and age equivalent scores of the normally hearing children on the CPVT and the PPVT-R? Fifty 7- and a-year olds were selected from the Portland Metropolitan area as subjects. Each subject passed a puretone audiometric screening, had a negative history of ear infections, had not received any speech, language, hearing, or reading services, and received parental permission to be in the study. Mean z-scores and age equivalent scores on the CPVT and the PPVT-R were computed for the normally hearing subjects in the study. One sample, two tailed ~-tests were computed to determine if a difference exists between the performance of the normally hearing subjects on the CPVT and the normative data for the hearing-impaired. The tests were considered significant at the .05 level. A highly significant difference was found between the z-scores and age equivalent scores of the 7- and a-year old normally hearing subjects and the normative data for the hearing impaired. The normally hearing subjects scored higher on the CPVT than the standardized data. These results are consistent with previous research that has shown hearing impaired children to perform significantly lower than their normally hearing peers on vocabulary tests (Bunch & Forde, 1987; Davis, 1974; Markides, 1970). Pearson r correlations were used to determine the relationship between the CPVT and the PPVT-R. Weak correlations were obtained between the two tests for the 7- and a-year old subjects. Kline and Sapp (1989) also found a weak correlation between the CPVT and the WISC-R. One sample, two tailed t-tests were completed to determine if a difference exists between the z-scores and age equivalent scores of the 7- and a-year old normally hearing subjects on the CPVT and the PPVT-R. The age equivalent scores of the 7- and a-year old subjects were found to be higher on the CPVT than on the PPVT-R. A statistically significant difference between the z-scores of the a year old subjects was not found.

Thesis (Ph.D.)--University of Iowa, 2006. / Supervisor: J. Bruce Tomblin. Includes bibliographical references (leaves 118-129).

Professional research project (Au.D.)--University of South Florida, 2000. / Title from PDF of title page. / Document formatted into pages; contains 22 pages. / Includes bibliographical references. / Text (Electronic thesis) in PDF format. / ABSTRACT: The purpose of this study was to investigate further the characteristics of hearing loss in ventriculoperitoneal (VP) shunted hydrocephalus. Twelve (VP) shunt treated hydrocephalus children participated in this study. The etiology of the hydrocephalus was either intraventricular hemorrhage or spina bifida. A recent neurological examination reported the shunt to be patent in each child. Audiometric examination included pure tone air conduction thresholds, tympanometry, contralateral and ipsilateral acoustic reflex thresholds and distortion product otoacoustic emissions (DPOAE&softsign;s). A unilateral, high frequency, sensorineural hearing loss was found in the ear ipsilateral to shunt placement in 10 (83%) of the 12 shunt treated hydrocephalic children. No hearing loss was observed the ear contralateral to shunt placement. Based on the pure tone findings coupled with the decrease in DPOAE amplitude in the shunt ear, the hearing loss appears to be cochlear in nature. It is hypothesized that the cochlear hydrodynamics are disrupted as the result of fluid pressure reduction within the perilymph being transmitted via a patent cochlear aqueduct as a reaction to the reduction of CSF via a patent shunt. In addition, a concomitant brainstem involvement is evidenced in the ART pattern possibly produced by the paten shunt draining CSF from the subdural space resulting in cranial base hypoplasia. / System requirements: World Wide Web browser and PDF reader. / Mode of access: World Wide Web.

Professional research project (Au. D.)--University of South Florida, 2002. / Title from PDF of title page. / Document formatted into pages; contains 20 pages. / Includes bibliographical references. / Text (Electronic thesis) in PDF format. / ABSTRACT: The modified Goodman scale, a hearing loss classification scale, is commonly used to describe audiometric findings for both children and adults (Haggard & Primus, 1999). This scale uses one or two word descriptors for hearing level categories and is based on a pure tone average (PTA), the average of hearing thresholds at 500, 1000, and 2000 Hz. Although these categories were developed from clinical and educational observations (Goodman, 1965), degree of hearing loss has not been shown to reliably predict the educational or language performance of children with hearing impairment (Martin & Clark, 1996). This study was designed to evaluate how the presentation modality (hearing loss simulation vs. using a term to describe the hearing loss using the Goodman scale) affects predictions of children&softsign;s communication difficulties in the classroom by graduate speech-language pathology students. / ABSTRACT: The perceptions of graduate speech-language pathology students were of interest because this population had not been included in earlier investigations, despite the fact that they often work with hearing-impaired children in the school systems. Three levels of hearing loss (mild, moderate, and severe) were introduced using two different presentation conditions. In one condition, a descriptive term from the Goodman scale was used to describe the hearing loss. In the other presentation conditions, a simulated hearing loss was presented to the participants. Following each presentation of each hearing loss, the participants rated the potential communication difficulty a child with that loss may have in the classroom using a questionnaire composed of nine different communication-related tasks (Appendix A). / ABSTRACT: In general, participants predicted significantly greater difficulty when presented with the simulated hearing loss, than when presented with the descriptive term for the same degree of hearing loss with a few exceptions. The results of this study indicated that the standard method of classifying hearing loss results in underestimation of the impact a hearing loss might have for a child. / System requirements: World Wide Web browser and PDF reader. / Mode of access: World Wide Web.

Not available / text

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Speech and Hearing Sciences / Master / Master of Philosophy

The purpose of this study was to examine the processes and patterns of communicative interaction which preschool and elementary school-aged deaf and hearing siblings utilized to initiate, maintain and terminate dialogs during play. Specifically, the focus was to determine if the processes and patterns of communication differed when a deaf sibling interacted with an older hearing sibling who has been exposed primarily to a simultaneous visual-auditory (SimVA) pattern of communication, as compared to when a deaf sibling interacted with a younger hearing sibling who has been exposed to both a SimVA and a sequential visual (Seq V) pattern of communication. Video-taped playbouts were observed between each of two sibling dyads at play within a single family: (a) an older dyad composed of a seven-year-old hearing child and her five-year-old deaf sister, and (b) a younger dyad with the second-born deaf sister and her three-year-old hearing brother. The video-tapes were coded to determine: the kinds of play siblings engaged in; the use and expression of behavioral and communicative elements of attention-getting, exchange of information, and termination processes of dialogs; who initiated and terminated dialogs; the occurrence of turn-taking during message delivery; and the expression of patterns of communication used by siblings during dialogs. Only three of five possible kinds of play were actually noted, of which social play was the most frequently observed kind of play taking place between siblings within both dyads. In the older hearing and deaf sibling dyad, it was found that the older hearing sister predominately used visual processes and patterns of communicative interaction when conversing with her deaf sister, whereas the deaf sibling relied extensively on visual-auditory processes and patterns of communication when conversing with her hearing sister. In the younger dyad, visual-auditory patterns of communication predominated both hearing and deaf siblings' expression of processes and patterns of communication with each other. New terminology reflecting siblings' behavioral and communicative patterns of communication are introduced. This study represents the first known research examining the processes and patterns of deaf and hearing siblings' behavioral and communicative interactions of dialog. The findings are discussed in relation to potential applications to early intervention programs for hearing families with deaf and hearing siblings and to future research directions. Overall, the findings from this study appear to indicate that deaf and hearing siblings communicate in ways largely influenced by developmental maturation and the communicative environments to which each child has been exposed during language acquisition processes. The findings are also consistent with Vygotsky's theory of a sociocultural origin of language development.

Thesis (M.M.) -- Florida State University, 2003. / Advisor: Jayne M. Standley, Florida State University, School of Music. Title and description from thesis home page (viewed 9-29-04). Document formatted into pages; contains 112 pages. Includes biographical sketch. Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 242-248).