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1.
Am Ann Deaf ; 144(2): 68-77, 1999 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-10369003

RESUMO

The study reports on a set of questions added to the 1997-98 Annual Survey of Deaf and Hard of Hearing Children and Youth designed to take into consideration the functioning of children in their classroom in nine functional areas. Basing information on 30,198 students, the study describes prevalence rates of reported limitations in these functional areas for deaf and hard of hearing students, compares these to rates resulting from the reporting of categorically defined additional disabilities, and examines interrelationships among the items. Results of school estimates of students' functional hearing abilities are presented. The study's findings suggest a broader range and higher prevalence of functional limitations than would be assumed by analyzing categories of additional disabilities alone. The study's findings support the viability of functional assessment through large surveys. The discussion emphasizes the importance of functional assessment for the provision of appropriate educational services to deaf and hard of hearing children.


Assuntos
Surdez , Avaliação da Deficiência , Pessoas com Deficiência Auditiva/psicologia , Estudantes , Adolescente , Transtorno do Deficit de Atenção com Hiperatividade/complicações , Criança , Pré-Escolar , Transtornos Cognitivos/complicações , Surdez/complicações , Humanos , Deficiência Intelectual/complicações
10.
J Speech Hear Res ; 19(1): 36-47, 1976 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-1271799

RESUMO

Congenitally deaf subjects were compared with normal-hearing subjects on short-term retention accuracy and correct response latency. The subjects paced themselves through serial lists of consonant letters six- or seven-items long. Presentation of each list was followed by a position-probe test requiring the subjects to specify where in the list a particular letter had appeared. The subjects were first observed while generating their own input strategies (free strategy). In subsequent sessions they adopted instructed rehearsal strategies involving primary and secondary memory components. Overall, the normal-hearing subjects were more accurate and responded faster than the deaf subjects. Instructing rehearsal strategies resulted in immediate gains on these measures for both groups. For both measures the deaf subjects became at least as proficient as the normal-hearing subjects had been under free strategy. The patterns of correct response latencies for the groups revealed strikingly different comparisons for primary and secondary memory. Following strategy instruction, latencies for the terminal list items never differed for the two groups, indicating that primary memory in the deaf is fully intact. However, the deaf responded slower on the first items of the list, indicating secondary memory deficiencies.


Assuntos
Surdez/congênito , Memória , Adolescente , Adulto , Humanos , Memória de Curto Prazo , Testes Psicológicos/métodos , Fatores de Tempo
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