Clinicians utilize various methods for narrative sampling, including oral assessments like story generation and retelling, often aided by visual aids. Assessing language skills in deaf/hard of hearing (DHH) children requires careful narrative technique selection. This comparative observational study investigates the narrative outcomes of story generation and retelling tasks in 21 DHH children, using both book and movie contexts. Most microstructural elements (except for the mean length of utterance) were similar across the book and movie conditions. Differences in word choice, such as the use of action verbs, were evident. Macrostructural differences between book and movie conditions were insignificant regarding story grammar elements. However, movies, being visually engaging, potentially enhance the inclusion of characters, settings, plot, and actions. This research illuminates narrative assessment considerations, emphasizing technology's role in enhancing options for assessment for DHH children.
Download full-text PDF |
Source |
|---|---|
| http://dx.doi.org/10.1093/jdsade/enae026 | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
South African parents' views on oral, signing, and bilingual communication for Deaf or hard-of-hearing children.
Afr J Disabil
December 2024
Department of Audiology, Faculty of Human and Community Development, University of the Witwatersrand, Braamfontein, South Africa.
Background: Parents of Deaf or hard-of-hearing (DHH) children are faced with a plethora of overwhelming decisions concerning their children, particularly during the early stages of development. Among these decisions are those concerning assistive devices and the modes of communication for their child.
Objectives: The aim of this study was to explore the perceptions of parents of DHH children towards the various modes of communication for their children within the South African context.
Effect of hearing experience on preschool-aged children's eye gaze to a talker during spoken language processing.
Atten Percept Psychophys
January 2025
School of Allied Health and Communicative Disorders, Northern Illinois University, DeKalb, IL, USA.
Speechreading-gathering speech information from talkers' faces-supports speech perception when speech acoustics are degraded. Benefitting from speechreading, however, requires listeners to visually fixate talkers during face-to-face interactions. The purpose of this study is to test the hypothesis that preschool-aged children allocate their eye gaze to a talker when speech acoustics are degraded.
View Article and Find Full Text PDFNewborn Screening for Deafness/Hard of Hearing in the Genomic Era.
Clin Chem
January 2025
Department of Pathology, Brigham and Women's Hospital, Boston, MA, United States.
Article Synopsis
- Newborn hearing screening is crucial for identifying infants who may be deaf or hard of hearing (DHH), but it can sometimes miss mild or later-onset cases.
- Advances in genomic technologies offer better diagnosis for DHH in infants who don’t pass initial screenings, highlighting a potential need for comprehensive genomic screening for all newborns.
- This shift towards genomic testing aims to improve the early detection of genetic causes of hearing loss, ultimately aiding long-term development in affected children.
Hearing Loss Health Literacy in Speech-Language Pathologists: Impact of Academic Training and On-the-Job Experience.
J Speech Lang Hear Res
December 2024
University of South Carolina, Columbia.
Purpose: The purpose of this study was to explore if academic training and/or on-the-job experience predicts general health literacy, hearing loss health literacy, and self confidence levels of speech-language pathologists (SLPs).
Method: Participants included 423 SLPs with differing levels of academic training and on-the-job experience working with children who are deaf or hard of hearing (DHH). General health literacy, hearing loss health literacy, and confidence levels treating children who are DHH were assessed.
Deaf/hard of hearing ecological assessment form-child (DEAF-C).
J Deaf Stud Deaf Educ
December 2024
Department of Psychology, Clinical Psychology Program, Gallaudet University, Washington, DC, United States.
Only about 1% of the children receiving special education services are deaf or hard of hearing (DHH). This group of children is highly heterogeneous with respect to a range of factors such as age of onset, degree of hearing loss, language and communication choices and access, and educational settings. Capturing the complex background of a DHH child is a critical component of an appropriate and accurate evaluation.
View Article and Find Full Text PDFWant AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!