Early numerical cognition in deaf and hearing children: Closer than expected? / Cognición numérica temprana en niños sordos y oyentes: ¿más cercana de lo esperado?

Abstract Deaf students show a significant delay in their understanding of numeracy and measurement concepts as well as verbal problem solving. There is still no consensus about the origin of this delay but several studies have shown that deaf people show differences in basic numerical skills and executive function (EF), which could underlie the differences in the way they learn and develop their cognitive abilities. Children have the innate ability to estimate and compare numerosities without using language or numerical symbols. The ability to discriminate large numerosities depends on the approximate number system (ANS), a cognitive system believed to be governed by a neural circuit within the intraparietal sulcus. Researchers hypothesize that the ANS underlies the development of arithmetic and there is data supporting the contribution of the ANS for math achievements. Little is known about the approximate number system of deaf children at early ages. Deaf and hearing preschool children were compared in terms of specific cognitive functions shown to be important for success in mathematics. Executive functions and symbolic and nonsymbolic magnitude comparison abilities of 7 deaf children and 14 hearing children aged 4-7 years (M = 69.90 months, SD = 11.42), were compared. To do so, neuropsychological assessments for school-aged children were adapted into Portuguese Sign Language. Significant group differences were found in abstract counting as well as in symbolic and nonsymbolic magnitude comparisons. These findings suggest that deaf children are less competent in these early numeracy skills than are their hearing peers.

Resumen La cognición de los sordos ha sido objeto de numerosos estudios que buscan comprender cómo los niños y adultos sordos procesan la información. Dichos estudios han demostrado que las personas sordas muestran diferencias en las habilidades numéricas y la función ejecutiva (FE), lo que podría ser la base de las diferencias conocidas en la forma en que las personas sordas aprenden y desarrollan sus habilidades cognitivas. Se han encontrado diferencias entre estudiantes sordos y oyentes en varias áreas de razonamiento numérico, en matemática y en la eficiencia en el procesamiento de representaciones numéricas como la comparación de magnitud. En las tareas de comparación de magnitud, los resultados dependían de si se estaban haciendo comparaciones simbólicas (números arábigos) o no simbólicas (puntos). En un estudio, los niños sordos fueron más lentos que sus compañeros oyentes en las tareas de comparación de magnitud simbólica, pero no en las tareas no simbólicas. Sin embargo, en un estudio más reciente, también se encontraron diferencias en las tareas no simbólicas. Se considera que la capacidad para comparar y discriminar grandes numerosidades depende del sistema numérico aproximado (ANS, Approximate Number System), un sistema cognitivo que se cree está gobernado por un circuito neuronal dentro del surco intraparietal. Los investigadores plantean la hipótesis de que el ANS subyace en cierta medida al desarrollo de la aritmética. Hay algunos datos que apoyan esta hipótesis: por ejemplo, las diferencias individuales en la agudeza del ANS se correlacionan positivamente con las habilidades numéricas y los logros futuros en matemática. Por otro lado, se ha encontrado un deterioro en la agudeza del ANS en niños con discapacidades de aprendizaje matemático. En consecuencia, los investigadores han propuesto que el ANS contribuye a la aparición de conceptos numéricos que los niños requieren para la competencia básica en el conteo y las comparaciones de magnitud simbólica. Otros han sugerido que la asociación entre la agudeza en la comparación de magnitud no simbólica y el rendimiento en matemática está moderada por factores de dominio general como las funciones ejecutivas (FE), en particular el control inhibitorio. En general, no está claro si existen diferencias en la agudeza de comparación de magnitud simbólica y no simbólica en niños sordos más pequeños y en qué medida se relacionan con las FE. El estudio actual examina la agudeza de las representaciones numéricas simbólicas y no simbólicas en niños sordos en edad preescolar e investiga la posible influencia del funcionamiento ejecutivo en estas habilidades matemáticas básicas. Se recolectaron datos de 21 niños portugueses del área de Lisboa, siete de los cuales eran sordos congénitamente y 14 tenían audición normal; los niños tenían entre 4 y 7 años de edad (M = 69.9 meses, DT = 11.42). Se seleccionaron tareas para medir lo siguiente: (a) FE, (b) memoria de trabajo, (c) lenguaje y (d) habilidades numéricas tempranas. Se empleó la tarea Shape School Task para evaluar FE. Se administró la versión portuguesa de la tarea de tapping de bloques de Corsi para evaluar la amplitud visuoespacial. Se desarrolló una tarea de comparación de puntos para examinar la capacidad de los niños de decidir instantáneamente cuál de las dos matrices de puntos es más grande utilizando el software Panamath. Se utilizaron dos tareas para evaluar la capacidad de los niños para producir palabras numéricas en un contexto cardinal y el Numeracy Screener para medir su capacidad para comprender la magnitud numérica simbólica. Los resultados indicaron que los niños sordos mostraron retrasos en las capacidades de comparación de magnitud simbólica y no simbólica. En las FE solo se encontraron diferencias en una tarea que implicaba una combinación de conmutación e inhibición; por lo demás, su función ejecutiva era comparable a la de los niños no sordos.

Formação de Professores e Método de Ensino para Crianças Surdas / Teacher Training and Teaching Method for Deaf Children

RESUMO: Este artigo discute a proposta de formação de professores e os embasamentos do método adotado para ensinar crianças surdas, no período de 1951 a 1961, quando Ana Rímoli de Faria Dória esteve na direção do Instituto Nacional de Educação de Surdos (INES). Com base na concepção de história de Marc Bloch, elegeu-se como metodologia a pesquisa histórica. Foram analisados discursos registrados nos Anais da 1ª Conferência Nacional de Professores de Surdos, realizado no INES, em 1959, e textos auxiliares. Os resultados apontam que a concepção de educação, fundamentada na correção da deficiência, dialogou com concepções teóricas que circulavam naquela época, influenciando a formação de professores, pois estes deveriam ensinar as crianças surdas a oralização e a leitura labial, conforme princípios do Método Oral Puro, adotado em todo o território nacional.

ABSTRACT: This paper discusses the proposal of teacher training and the foundations of the method adopted to teach deaf children, from 1951 to 1961, in which Ana Rímoli de Faria Dória was the director of the National Institute for Education of the Deaf (INES). Based on Marc Bloch's conception of history, the historical research was chosen as methodology. Speeches recorded in the Annals of the 1st National Conference of Teachers of Deaf Learners, held at INES, in 1959, and supporting texts were analyzed. The results point out that the conception of education, based on the correction of the disability, had a dialog with theoretical conceptions spread at that time, influencing teacher training, since they should teach oralization and lip reading to deaf children, according to the principles of the Pure Oral Method adopted throughout the national territory.

Systems of Communicating Sexual and Reproductive Health Issues between Hearing Parents and Their Deaf Adolescent Children in Western Kenya

Background:Deaf adolescent children face greater challenges in accessing information, particularly on sexual and reproductive health (SRH) than those with other forms of disability. Parents therefore represent the first source of information for such children. However, the extent of this and systems of communication used by these parents remain largely unknown. Therefore, it is against thisbackdrop that we sought to study systems of parents communicating SRH issues to their children. Methods:A mixed method design was used to collect quantitative and qualitative data on the system of communication used by the sign-language illiterate parents respectively, their Original ResearchArticle perceptions on such discussions and the choice of system of communication. A sample size of 384 parent-child pairs was selected using systematic probability sampling for the quantitative component of the study. For the qualitative component, respondents were recruited using a purposive convenience sampling method which though non-representative, allowed the investigator to choose participants best suited for the intended objective.The study was carried out in ten schools; randomly selected from a sample frame comprising of a list of primary and secondary schools for deaf children within the former Nyanza region of western Kenya. Data was collected using anonymized questionnaires and Focus Group Discussions (FGDs).Results:Majority of the male parents 90 (23.4%) were in the age range of 51-60 years, while most female parents 134 (34.8%) were in the age category of 40-50 years. Nearly 70% (67%) of the children were in the age range of 15-19 years. Overall, use of picture came out as the main mode/format of communication (33%);with females using it more (23%) compared to males 12.3%. Lip-reading (children reading the lips of their parents), was principally used by male parents. 32(8.3%)parents falling within the age group 41-50 and 51-60 years felt that the information they had on SRH was inadequate. More so, in a qualitative interview, most parents were not satisfied that they had provided enough information to their children on matters of SRH due to communication barrier. Some of the emerging themes from the FGDs were: parents lack a proper approach of conveying SRH information to their deaf adolescent children, unresponsiveness/lack of interest by deaf adolescent children, wrong translation of information conveyed and insufficient time with their deaf adolescent children to pass across these messages.Conclusion: Children with hard hearing are less likely to get adequate information on SRH than their counterparts with no hearing impairment

Emergência de relações monetárias por meio do procedimento de ensino de escolha com o modelo com resposta construída para crianças surdas / Emergency monetary relations through constructed response matching to sample with deaf children

O objetivo do trabalho foi verificar o efeito de um procedimento de ensino de escolha com o modelo com resposta construída sobre aprendizagem de relações monetárias. Participaram seis crianças, com surdez neurosensorial congênita e com surdez profunda, com repertório mínimo de LIBRAS e distribuídas em dois grupos em função do desempenho no pré-teste de habilidades matemáticas: I) acertos de pelo menos 80%, e, II) acertos com desempenho de até 20%. Houve ensino entre valores em LIBRAS e preços (AB), figuras de moedas (AC), seguidos de testes com as relações simétricas (BA e CA) e testes entre preços e figuras de moedas (BC), a relação inversa (CB), entre figuras de notas e preços (DB), entre figura de moedas (CC) e figuras de notas (DD). Nos testes, em ambos os grupos, houve emergência de relações condicionais entre numerais decimais e valores monetários em LIBRAS e entre figuras de moedas e valores monetários em LIBRAS. Isso indica que, independentemente do repertório inicial, houve aprendizagem deste tipo de relação condicional monetária, sendo discutível a exigência de pré-requisitos. Nos testes houve variabilidade no responder, o que pode ter ocorrido em função da maior complexidade das relações envolvidas.

The aim of this study was to determine the effect of a teaching procedure of constructed response matching to sample (CRMTS) on learning monetary relations. Six deaf children divided into two groups. They were taught via CRMTS about values in Brazilian Sign Language (LIBRAS) and their relations to prices and pictures of coins, followed by testing in symmetrical relations (BA and CA) and tests between prices and pictures of coins (BC), the inverse (CB), facsimile of Brazilian real bills and prices (DB), between pictures of coins (CC) and pictures of facsimile of Brazilian real bills (DD). In tests, in both groups, there was the emergence of conditional relations between prices and monetary values in LIBRAS and between pictures of coins and monetary values in LIBRAS. This indicates that, regardless of the initial repertoire of the participants were learning about this type of conditional monetary. In tests there was variability in responses what may have occurred because of these relations involve greater complexity.

Representación de problemas matemáticos asociados al uso del algoritmo de signación en población sorda / Representation of Mathematical Problems with the Use of the Assignment Algorithm Form Used with Deaf People / Representação de problemas matemáticos associados ao uso do algoritmo de signação em população surda

Objetivo. La presente investigación pretende describir el cambio en los desempeños (logro y tipos de representación utilizados) de estudiantes de una escuela para población sorda de la ciudad de Cali después de recibir instrucción en el uso del algoritmo de signación, propuesto por Nunes y Moreno (1998b). Método. Para ello, se realizó un estudio con diseño descriptivo, en el que se empleó el formato de pretest y postest, así como comparación descriptiva con grupo control. Ocho estudiantes participaron para conformar dos grupos de cuatro integrantes. Como instrumento de evaluación se aplicó una batería de problemas aritméticos en formato arábigo y en lengua de señas colombiana (LSC) tanto en el pre como en el postest. La intervención consistió de cinco sesiones, donde se explicó a los estudiantes el uso del algoritmo al resolver problemas aditivos. Resultados. Se realizaron análisis de estadística descriptiva para variables categóricas, los cuales mostraron diferencias en los porcentajes de logro, formas de representación del problema y uso de estrategias en el grupo intervenido en el postest. Conclusión. Los resultados permiten concluir que una estrategia educativa pensada para la población sorda puede contribuir a mejorar los aprendizajes de conceptos matemáticos básicos.

Objective. The purpose of this research was to describe the change in performance (achievement and types of representation employed) of students attending a school for deaf people in the city of Cali, after receiving instructions in the use of the assignment algorithm proposed by Nunes and Moreno (1998b). Method. For this purpose, a descriptive study was carried out, in which a pre-test and post-test formula were used, as well as a descriptive comparison with control group. Eight students took part, to form two groups of four members each. As an instrument of evaluation, a battery of arithmetical problems was applied in arabic format, and in Colombian sign language (CSL), in the pre as well as the post test. The intervention consisted of five sessions in which an explanation was given to students on the use of the algorithm for solving problems of addition. Results. A descriptive statistical analysis was carried out for categorized variables, which showed differences in percentages of achievement, ways of problem representation and the use of strategies in the post test group. Conclusion. The conclusion drawn from the results was that an educational strategy designed for deaf people could help to improve learning of basic mathematical concepts.

Escopo. A presente pesquisa pretende descrever a mudança nos desempenhos (logro e tipo de representação utilizados) de estudantes de uma escola para população surda da cidade de Cali depois de receber instrução no uso do algoritmo de signação proposto por Nuñez e Moreno (1998b). Metodologia. Para isto, foi feito um estudo com desenho descritivo, no que empregou-se o formato de pretest e postest, assim como comparação descritiva com grupo de controle. Oito estudantes participaram para conformar dois grupos de quatro integrantes. Como instrumento de avaliação foi aplicado uma bateria de problemas aritméticos em formato arábigo e em língua de senhas colombianas (LSC) tanto no pre quanto no postest. A intervenção consistiu de cinco sessões onde foi explicado aos estudantes o uso do algoritmo ao resolver problemas auditivos. Resultados. Foram realizadas análises de estadística descritiva para variáveis categóricas, os quais mostraram diferenças nos porcentagem de logro, formas de representação do problema e uso de estratégias no grupo da intervenção no postest. Conclusão. Os resultados permitem concluir que uma estratégia educativa pensada para a população surda pode contribuir a melhorar as aprendizagens de conceitos matemáticos básicos.

Ensino de relações condicionais monetárias por meio de "Matching to Sample" para crianças surdas com e sem pré-requisitos matemáticos / Teaching conditional monetary relations through Matching to Sample to deaf children with and without mathematical prerequisites

O estudo pretendeu verificar o efeito de um procedimento de ensino de escolha de acordo com o modelo (MTS) sobre aprendizagem de relações monetárias em crianças surdas com e sem pré-requisitos matemáticos. Participaram seis crianças surdas distribuídas em dois grupos experimentais (com e sem pré-requisitos matemáticos). Houve ensino via MTS entre valores em Língua Brasileira de Sinais (LIBRAS) e: preços (AB), figuras de moedas (AC) e figuras de cédulas (AD), seguidos dos testes de simetria e transitividade. A maioria dos participantes apresentou emergência de relações. O ensino via MTS em componentes envolveu relações entre preços e figuras de moedas (DB) e figuras de notas e figuras de moedas (DC), seguido de testes de simetria, transitividade e de generalização (simulação de compra e venda). Houve diferença no desempenho entre os participantes dos Grupos I e II, o que confirma a importância de pré-requisitos para aprendizagem de relações monetárias.

The study aims to determine the effect of a teaching procedure of matching to sample (MTS) on the learning of monetary relations in deaf children with mathematic prerequisites and without them. Six deaf children were divided into two experimental groups (with and without mathematic prerequisites). They were taught via MTS about values in Brazilian Sign Language (LIBRAS) and their relations to: prices (AB), pictures of coins (AC) and facsimile of Brazilian Real bills (AD), followed by tests of symmetry and transitivity. Most participants showed emerging relations. Teaching via component-matching-training involved relations between facsimile of Brazilian Real bills and prices (DB) and facsimile of Brazilian Real bills and pictures of coins (DC), followed by tests of symmetry, transitivity and generalization (simulation of buying and selling). There was a difference in performance between the participants in Groups I and II, which confirm the importance of mathematic prerequisites to learn monetary relations.

Operant measurement of auditory threshold in prelingually deaf users of cochlear implants: II

Two experiments evaluated an operant procedure for establishing stimulus control using auditory and electrical stimuli as a baseline for measuring the electrical current threshold of electrodes implanted in the cochlea. Twenty-one prelingually deaf children, users of cochlear implants, learned a Go/No Go auditory discrimination task (i.e., pressing a button in the presence of the stimulus but not in its absence). When the simple discrimination baseline became stable, the electrical current was manipulated in descending and ascending series according to an adapted staircase method. Thresholds were determined for three electrodes, one in each location in the cochlea (basal, medial, and apical). Stimulus control was maintained within a certain range of decreasing electrical current but was eventually disrupted. Increasing the current recovered stimulus control, thus allowing the determination of a range of electrical currents that could be defined as the threshold. The present study demonstrated the feasibility of the operant procedure combined with a psychophysical method for threshold assessment, thus contributing to the routine fitting and maintenance of cochlear implants within the limitations of a hospital setting.

Effect of chlorhexidine gel containing saccharin or aspartame in deaf children highly infected with mutans streptococci

Aim: Since deaf children are unable to comprehend or cooperate with dental treatment due to lack of communication, preventive measures may be an important way to control the high prevalence of dental caries in these patients. The aim of the this study was to evaluate the effect of an intensive treatment with chlorhexidine (CHX) gel, containing either saccharin or aspartame, in deaf children highly infected with mutans streptococci (MS). Methods: Eighteen children were randomly divided into two groups, according to the sweetener used to improve the CHX gel bitter taste: saccharin or aspartame. Before CHX treatment, saliva samples were collected to establish baseline microbial data for MS. CHX gel was applied on two consecutive days, four times the first day and three times the second day. Saliva samples were then taken after 7, 30, 60, 90 and 120 days to evaluate MS oral recolonization. Results: CHX gel containing saccharin was not effective on the reduction of MS levels, while the gel containing aspartame decreased significantly MS levels after treatment (P<.05). Conclusions: Although a new CHX application may be necessary after 60 days to control caries risk and MS levels, CHX treatment should be individually controlled because of variations in the response of subjects.

Influential Factors on Deaf Children's Hearing and Speech Performance / 中国康复理论与实践

@#ObjectiveTo investigate the influential factors on the deaf children's hearing and speech rehabilitation.Methods43 deaf children were involved in our study. They performed the hearing thresholds, hearing ability, speech ability and learning aptitude tests.ResultsGender and hearing aid mode didn't correlate with the children's hearing and speech performance (P>0.05). Hearing thresholds had significant influence on the hearing ability (P<0.05), and the speech ability had a strong correlation with the children's learning aptitude (P<0.05). The multiple regression analysis showed that the hearing ability was a significant predictor of speech ability (P<0.001).ConclusionGiving hearing compensation timely and effectively and grasping the critical period of language development to do rehabilitation training as soon as possible are very important to deaf children's rehabilitation of hearing and speech ability.

Analyses of Behavioral Hearing Thresholds in Children without ABR Responses / 听力学及言语疾病杂志

Objective To investigate residual hearing of children with sensorineural hearing loss in whom wave V was not found in ABR testing and to emphasize the importance of behavioral audiometry in determining the residual hearing.Methods Residual hearing obtained by behavioral audiometry of 101 children with SNHL was studied in relation to the absence of wave V in both click-ABR and tone burst-ABR tests.Results All children have residual hearing of different degrees at different frequencies.There appeared to be a higher percentage of lowfrequency residual hearing than middle and high frequencies.Also,the residual hearing at low frequencies appeared to be better than those in the middle and high frequencies.Average residual hearing thresholds in the right ears from 500 to 4 000 Hz were 106.81±7.13,110.00±7.90,111.78±5.22,112.06±7.08 dB HL and those in the left ears were 98.01±3.98,111.30±7.18,112.06±7.08,108.33±7.23 dB HL.Conclusion The absence of wave V in ABR does not mean total deafness.For those children with no wave V in ABR,behavioral audiometry must be conducted to determine children's behavioral hearing thresholds in order to know their residual hearing.

Effect of Rehabilitation on Deaf Children with Multichannel Cochlear Implant / 中国康复理论与实践

@#ObjectiveTo study the validation of rehabilitation for deaf children with multichannel cochlear implant and to explore the relationship between the age and the rehabilitation effectiveness, and the change of the effectiveness over time.Methods24 prelingually deafened children with multichannel cochlear implant were investigated. And they were divided into two groups (more than 3 years old and less than 3 yeas old). The validation of rehabilitation was assessed in different times before the operation, 3 months, 6 months, 9 months, 12 months after the operation.ResultsThe longer the rehabilitation, the better the validation(P<0.05). The speed of the first group (more than 3 yeas old) is slower than the other group by the time(P<0.05).ConclusionDeaf children with cochlear implant may take more rehabilitation training after the operation.

Detecção de estímulos concêntricos mesópicos em crianças surdas e ouvintes / Detection of mesopic concentric stimuli in deaf and hearing children

O objetivo deste trabalho foi medir curvas de sensibilidade ao contraste de 10 crianças ouvintes e de 10 crianças com surdez pré-lingual, de 7 a 12 anos, utilizando frequências radiais circularmente concêntricas (FSCr) de 0,25-2,0 cpg em níveis baixos de luminância (0,7 cd/m²). Todos os participantes apresentavam acuidade visual normal e estavam livres de doenças oculares identificáveis. A FSCr foi medida com o método psicofísico da escolha forçada. Os resultados mostraram sensibilidade máxima na faixa de frequência radial de 0,25 cpg para os dois grupos. Os resultados mostraram ainda diferenças significantes entre as curvas de FSCr de crianças ouvintes e de crianças com surdez pré-lingual. Isto é, as crianças ouvintes precisaram de menos contraste do que as crianças surdas para detectar as frequências radiais. Esses resultados sugerem que, em níveis baixos de luminância, a FSCr das crianças ouvintes foi melhor do que a das crianças com surdez pré-lingual.

The aim of this work was to measure contrast sensitivity curves in 10 hearing children and 10 children with prelingual deafness (from 7 to 12 years old), using concentric circular patterns with radial frequencies (rCSF) of 0.25-2.0 cpd at low levels of luminance (0.7 cd/m²). All participants were free from identifiable ocular disease and had normal visual acuity. The rCSF was measured with the psychophysical forced-choice method. The results showed maximum sensitivity in the frequency range of 0.25 cpd for the two groups. The results showed yet significant differences between the rCSF of deaf and hearing children. That is, hearing children needed less contrast than deaf children to detect radial frequencies. These results suggest that at low levels of luminance the rCSF of hearing children was better than the rCSF of children with prelingual deafness.

Sensibilidade ao contraste mesópica de crianças surdas para estímulos radiais e grades senoidais / La sensibilidad al contraste mesópica de los niños sordos para estímulos radiales y rejillas sinusoidales / Mesopic contrast sensitivity of deaf children for radial and sine-wave grating stimuli

O objetivo deste estudo foi medir e comparar as curvas de sensibilidade ao contraste mesópicas para estímulos radiais (FSCr) e grades senoidais (FSC) de 0,25; 0,5; 1 e 2 cpg em crianças surdas de 7 a 12 anos. Mensuramos limiares de contraste para 10 crianças, utilizando o método psicofísico da escolha forçada e luminância média de 0,7 cd/m2. Todos os participantes estavam livres de doenças oculares e apresentavam acuidade visual normal. Os resultados mostraram que a sensibilidade das crianças surdas foi maior para grades senoidais (FSC) do que para estímulos radiais (FSCr). Estes resultados sugerem que os dois estímulos podem ser processados por áreas visuais corticais distintas.

The aim of this work was to measure and compare mesopic contrast sensitivity curves for radial (rCSF) and sine-wave gratings (CSF) stimuli of 0.25, 0.5, 1 and 2 cpd in deaf children between the ages of 7 to 12 years. We measured the contrast thresholds of 10 children using the psychophysical forced-choice method and mean luminance of 0.7 cd/m2. All participants were free of ocular diseases and had normal acuity. The results showed that contrast sensitivity of the deaf children was higher for sine-wave gratings (CSF) than radial stimuli (rCSF). These results suggest that these two stimuli can be processed by different visual cortical areas.

El objetivo de este estudio fue medir y comparar las curvas de sensibilidad al contraste mesópicas para estímulos radiales (FSCr) y rejillas sinusoidales (FSC) de 0,25; 0,5; 1 y 2 cpg en niños sordos de 7 a 12 años. Medimos los umbrales de contraste en 10 niños, con el método psicofísico de la elección forzada y la luminancia media de 0,7 cd/m2. Todos los participantes estaban libres de enfermedades oculares y presentaban acuidad visual normal. Los resultados mostraron que la sensibilidad de los niños sordos fue mayor para frecuencias espaciales (FSC) que para los estímulos radiales (FSCr). Estos resultados sugieren que los estímulos pueden ser procesados en distintas areas corticales visuales.

Creative Thinking of Deaf Children and its Related Factors / 中国心理卫生杂志

Objective：To explore the difference in creative thinking and the related factors between deaf children and normal children.Methods：Observation group(n=122)with the hearing disability students were selected from 4 special education schools.Control group(n=122)was come from 2 ordinary primary schools and 2 ordinary middle schools.The two groups were given both the New Creativity Test and the Combined Raven's Test.Results：(1)Deaf children got lower scores than normal children in verbal fluency[(7.76±0.75)vs.(12.98±0.59),P<0.001],verbal flexibility[(4.28±0.33)vs.(7.87±0.28),P<0.001],verbal originality [(7.16±0.89)vs.(11.35±0.72),P<0.001],figural flexibility[(9.69±0.35)vs.(11.10±0.31),P=0.003]and IQ[(101.05±1.196)vs.(105.01±1.102),P=0.030].Deaf children got higher scores than normal children in figural elaboration[(3.24±0.40)vs.(1.96±0.22),P=0.006].There was no significant difference in fluency and originality of figural task between the two groups.(2)Deaf children's scores of verbal fluency and verbal originality were positively correlated with their age(β=0.310,0.301;Ps<0.01).Deaf children's scores of verbal flexibility were positively correlated with length of bilingual education(β=0.308,P<0.001).Deaf children's scores of figural fluency,figural flexibility,figural originalityand figural elaboration were correlated positively with their age of sign language(β=0.321,0.308,0.228,0.456;Ps<0.05).Conclusions:(1)Deaf children are lower than normal children in verbal fluency,verbal flexibility,verbal originality,figural flexibility,and are higher in figural elaboration.There is no difference in figural fluency and originality between them.(2)Sign language is a major related factor to deaf children's figural creative thinking.

Sensibilidade ao contraste de crianças surdas e ouvintes para grades senoidais em condições mesópicas / Contrast sensitivity of deaf and hearing children for sine-wave gratings in mesopic conditions

O objetivo deste trabalho foi comparar a sensibilidade ao contraste (FSC) de crianças surdas e crianças ouvintes para freqüências espaciais de 0,25 a 2,0 cpg (ciclos por grau de ângulo visual) em nível de luminância mesópica (0,7 cd/m²), utilizando o método psicofísico da escolha forçada. Vinte crianças (7-12 anos) participaram desta pesquisa, dez com surdez pré-lingual e dez ouvintes. Todos os participantes apresentavam acuidade visual normal ou corrigida. A ANOVA mostrou diferença significante entre os grupos [F(1, 238) = 15,487; p < 0,001], porém a análise com o teste post-hoc Tukey HSD não revelou diferença significante na comparação freqüência a freqüência entre os dois grupos (p > 0,05). Os resultados sugerem alterações na FSC para estímulos de grade senoidal das crianças surdas em níveis de luminância mesópica.

The aim of this study was to compare the contrast sensitivity (CSF) of deaf children and hearing children to spatial frequency of 0.25 to 2.0 cpd (cycles per degree of visual angle) at mesopic luminance level (0.7 cd/m²), using the psychophysical forced-choice method. Twenty children (7-12 years old) participated in this research, ten with prelingual deafness and ten with normal hearing. All participants had normal or corrected visual acuity. The ANOVA showed significant difference between the two groups [F(1, 238) = 15.487; p < 0.001], but the post-hoc Tukey HSD test analysis did not reveal significant difference in frequency to frequency comparison between the two groups (p > 0.05). The results suggest alterations in CSF to sine-wave gratings stimuli of deaf children at mesopic luminance level.

Mães ouvintes com filhos surdos: concepção de surdez e escolha da modalidade de linguagem / Hearing mothers with deaf children: conception of deafness and choice of language mode

O objetivo foi analisar a concepção que mães ouvintes com filhos surdos têm sobre surdez e relacioná-la com a modalidade de linguagem utilizada pela mãe e pela criança. Entrevistaram-se 10 mães de crianças surdas, cinco pré-escolares e cinco escolares. Procedeu-se à análise de conteúdo das categorias 'concepção de surdez' e 'escolha da modalidade de linguagem' . A análise dos dados evidenciou que uma das mães parece ver a surdez como doença, outra como uma diferença e as outras mães encontram-se entre as duas posições. Quanto à escolha da modalidade de linguagem, metade das mães relata que seus filhos usam predominantemente os sinais, a outra metade utiliza a fala e os sinais e uma criança usa somente a linguagem oral. A criança cuja mãe concebe a surdez como doença procura se comunicar oralmente, enquanto aquela cuja mãe vê a surdez como diferença faz uso de sinais e de fala para se comunicar.

The aim of this study was to analyze the conceptions that hearing mothers of deaf children have about deafness and relate it to the language mode used by the mother and the child. We interviewed 10 mothers of deaf children, five of whom were prescholars and five of school age. The content was analyzed as to thematic and category types, with emphasis on the categories 'conception of deafness' and 'choice of language mode' . Data analysis showed that one mother seems to see deafness as a disease, another as a difference and the other mothers were found to be somewhere between these two views. In relation to the preferred language mode, half the mothers reported that their children predominantly use signs, the other half uses speech and signs, with the exception of one child who uses only speech. The child whose mother acts as if deafness is a disease uses speech while another one whose mother acts as if deafness is a difference uses speech as well as signs.

Efficiency of Austrian Combi40+ Cochlear Implant In Deaf Children / 医学研究杂志

Objective To discuss the effectiveness of Austrian Combi40+Cochlear Implant.Method Six cases of deaf children implanted Austrian Combi40+Cochlear Implant during the March,2004 to September,2005 were analyzed retrospectively.Result All cases were implanted successfully without complication.All deaf children acquired hearing of some degree when implant devices were operated in one month later.Also All cases were getting their speech intelligibility improved by hearing and speech rehabilitation.Conclusion The effectiveness of Austrian Combi40+Cochlear Implant is related to the age of deaf children with cochlear implant.The early deaf children get cochlear implant and hearing and speech rehabilitation,the better they have speech intelligibility.

Effect of Auditory-Verbal therapy after artificial cochlea implantation / 中国康复理论与实践

@#ObjectiveTo explore audition and speech training methods for artificial cochlea implantation children and evaluate its effect.Methods20 children who accepted artificial cochlea implanted before 7 years old and hadn't learned sign language were treated by Auditory-Verbal therapy which avoided assistance of visual and tactual sense in training time and daily communication.17 children after artificial cochlea implantation at the same age who accepted traditional training which didn't avoid assistance of visual sense were compared as the control.ResultsThe improvement of hearing ability in Auditory-Verbal therapy group were more significantly than that in control group (P<0.001).ConclusionsAuditory-Verbal therapy can markedly improve the hearing ability in children after artificial cochlea implantation.

Long-Term Development of Auditory Performance in Children with Cochlear Implants / 대한이비인후과학회지

BACKGROUND AND OBJECTIVES: This study focused on the long-term development of auditory performance evaluated by CAP for children with cochlear implants. MATERIALS AND METHOD: The subjects for this study were 39 children who received the Nucleus multichannel cochlear implants. All children were prelingually deaf and the mean age for these children at the time of implantation was 4 years 5 months (range from 23 months to 10 years 9 months). All children were categorized by means of CAP prior to implantation, and at 6 and 12 months following implantation, and annually thereafter. Thirty children had reached the 1-year stage whereas 24, 21, 14 children, and 8 were in the 2, 3, 4, and 5-year stages, respectively. RESULTS: Eighty-three percent could discriminate speech sounds at 12 months. Their auditory performances gradually developed over 5-year period. Sixty-seven percent of the children who reached the 3-year stage could understand common phrases without lip-reading. Fifty-seven percent of the children who reached the 5-year stage could understand conversation without lip-reading. It is important to consider that the respective percentages at the 3-year stage and the 5-year stage are much higher (93% and 80%), when the eleven children with additional disabilities and/or children who received implants after the age of 7 are excluded. CONCLUSION: The long-term results of this study indicate that the majority of prelingually deaf children, who their cochlear implants before the age of 7 and/or without additional problems, can develop significant auditory performance.

Application of Intraoperative EABR in the Young Deaf With Cochlear Implants / 听力学及言语疾病杂志

Objective The aim of the study was to investigate the intraoperative EABR as a reference of beginning of fitting the cochlear implant(CI)and predicting the result.Methods Intraoperative EABR were recorded in two young children(two years,and three and half years)receiving the Digisonic DX 10 Cochlear Implant.Electrodes 15,13,10,7 and 4 were investigated using Digistim Stimulation Mode.Results During the surgery,wave Ⅲ and Ⅴ were clearly seen in the EABR.It was to demonstrate that the function of the auditory pathway of cochlear nerve and brainstem would be good.Measuring behavioral thresholds after implanted chochlea in patient was similar to predict the result.In young child the EABR thresholds were 15 ?s?60 ?V,20 ?s?60 ?V,25 ?s?60 ?V,30 ?s?60 ?V and 30 ?s?60 ?V at electrodes 15,13,10,7 and 4,whereas in another child the EABR thresholds had 15 ?s?50 ?V,20 ?s?50 ?V,25 ?s?50 ?V,20 ?s?50 ?V,and 20 ?s?50 ?V.Based upon the EABR thresholds,the amplitude for beginning of fitting was set at the 15～20 ?V differences between the Digisonic PDX10 and the EAB stimulation.Minima threshold level was set at 15 dB for starting of the number of electrode 15, and then the number of electrodes were decreased with increasing minima threshold levels(2～3 step).This was also achieved by increasing the maximum electrical thresholds.Conclusion It is confirmed that the intraoperative EABR could predict the result,and could be more precise and sensitive for beginning of fitting the cochlear implant as a reference.