Seminars in Speech, Language and Hearing最新文献

{"title":"Central Auditory Behaviors in Learning-Disabled Children","authors":"J. A. Willeford","doi":"10.1055/s-0028-1095192","DOIUrl":"https://doi.org/10.1055/s-0028-1095192","url":null,"abstract":"A series of tests designed to measure central auditory function has been administered clinically to learning-disabled (LD) children over the past several years. The validity of these tests had been established previously on adults with well-defined lesions in the brain and brainstem. The results on LD children are diverse and do not correlate well with existing commercial measures that are widely used. These differences, and the lack of dependable training techniques, makes therapeutic intervention questionable at present unless other needs coexist. However, other management strategies, aimed at controlling the auditory environment, are developing and can be remarkably effective.","PeriodicalId":364385,"journal":{"name":"Seminars in Speech, Language and Hearing","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1980-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126123249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Auditory Skills and the Communicative Process","authors":"R. Cohen","doi":"10.1055/s-0028-1095190","DOIUrl":"https://doi.org/10.1055/s-0028-1095190","url":null,"abstract":"The ability to communicate, using abstract symbols, is recognized as one of the human race's greatest achievements. Through the use of both oral and written symbolization humans have been able to communicate complex information from generation to generation. This single achievement is primarily responsible for human dominance over all other species.","PeriodicalId":364385,"journal":{"name":"Seminars in Speech, Language and Hearing","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1980-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114217696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Auditory Perceptual Disorders: Speech and Language Considerations","authors":"D. Rampp","doi":"10.1055/s-0028-1095191","DOIUrl":"https://doi.org/10.1055/s-0028-1095191","url":null,"abstract":"Among the many developments in speech-language pathology there have evolved more specific methods and materials for assessing behaviors exhibited by children. Speech-language pathologists have become sophisticated enough to recognize a constellation of behaviors that allow them to diagnose a child as having an auditory perceptual disorder. \"Auditory perceptual disorder\" is a term applied to children with learning disabilities, which is reflected in poor performance on auditory tasks involving attention, discrimination, figure-ground discrimination, memory, closure, temporal sequencing, and generalizing according to Rampp and Plummer (1977), and Witkin (1971). Stark (1975) reported that these difficulties are often manifested in poorer than normal reading and writing ability and in slower than normal language development. Interest in auditory processing as a component of the understanding and treatment of communication disorders has increased in tandem with the development of the concept of learning disabilities. Evidences that implicate auditory processing dysfunction as a major etiologic factor in impaired learning have been documented from clinical experience and research studies. Research by Friedlander (1970) indicated that approximately 25 per cent of kindergarten children have auditory processing deficits. Males with this disorder out-number females by about eight to one. Johnson and Myklebust (1967) provided a general description of a child with auditory processing deficits: \"The child with a generalized deficit in auditory learning hears, but he does not interpret what he hears. He is unable to structure his auditory world, to sort out and associate sounds with particular objects or experiences.\" In terms of prevalence, learning disabilities are among the most handicapping of all childhood disorders. It is estimated that approximately 8 million individuals in the United States are learning-disabled. However, a much larger number of persons function ineffectively throughout their lives because of learning disabilities. The Department of Health, Education and Welfare's National Advisory Committee on Dyslexia and Related Reading Disorders (Templeton, 1969) estimated that 15 per cent of children in public schools experience difficulty in learning to read. The majority of children identified as being learning disabled are so diagnosed because of difficulties in mastering the process of reading. The relationship between the components of auditory perception and reading ability is a very intimate one. Kaluger and Kolsen (1969) reviewed aspects of auditory perception, including auditory comprehension, auditory discrimination, auditory memory, auditory tem-","PeriodicalId":364385,"journal":{"name":"Seminars in Speech, Language and Hearing","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1980-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128991070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Evaluation of a Child with Auditory Perceptual Deficiencies: An Interdisciplinary Approach","authors":"E. Protti, M. Young, P. Byrne","doi":"10.1055/s-0028-1095196","DOIUrl":"https://doi.org/10.1055/s-0028-1095196","url":null,"abstract":"Auditory perception has developed into a popular term, and is frequently used in the literature pertaining to the learning-disabled child. In reviewing the various definitions of auditory perception, it becomes evident that the term has different implications depending upon each professional's viewpoint. To the reading therapist, auditory perceptual skills pertain to the efficiency that a child \"can readily isolate the individual sounds within a spoken word\" (Rosner 1979) and to the child's skills in the recognition of words as symbols (Schain 1977). The speech-language pathologist interprets auditory perception in light of the appropriate development of adequate linguistic skills, whereas the audiologic community defines auditory perception as the degree to which a child can process auditory signals, especially in unfavorable acoustic environments. A team involved in the perceptual assessment of a child with a learning problem must be guided by the following concerns. First, it must be stressed that relying upon only one viewpoint of central auditory perception results in a very limited scope, similar to the proverbial blind men each describing his own impression of the elephant. One gentleman authoritatively outlines the beast as long, smooth, and curved as he touches and describes the animal's tusks. Another fellow argumentatively reports his impression of the animal as being thin and flat, triangular in shape, and rough in texture, as he examines its huge ear. Each reporter's impressions are limited by his own perceptions. It is quite apparent however that only a summary of all the reports adequately describes the physique of the elephant. Likewise, each professional involved in the evaluation and rehabilitation of a child with learning differences must employ a holistic philosophy requiring the coordination of various disciplines.","PeriodicalId":364385,"journal":{"name":"Seminars in Speech, Language and Hearing","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1980-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116388482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development of the Auditory-Verbal Mode of Communication","authors":"D. Battin, Division Brian C. Decker","doi":"10.1055/s-0028-1095189","DOIUrl":"https://doi.org/10.1055/s-0028-1095189","url":null,"abstract":"All biologic systems have the ability to exchange information. This exchange may take place between parts of a system or between the system and its environment. The most basic communication is found within the system, whether the system is that of an amoeba or a human being. Even within the system there is a wide range in the complexity of the messages sent and received. The act of speaking would be one of the more complex intersystem communications, which also display a wide range of complexity, since they are geared to the environmental controlling needs of the species. For example, the chipmunk has a language made up of sounds of varying pitch, rate, time, and intensity. When the female is \"in season,\" she stretches out on a log or branch and forcefully \"bangs\" her chest against the log, thus emitting a sharp, staccato chirp. Four weeks prior to delivering her young, she informs the male that he must leave the nest. She does this by a sharp, rapid chattering. After the young have arrived, and with the male still banished, the mother sings to the young with a range of trills that sound like the singing of a nightingale. There are sharp sounds for alarm as well as for anger. Appropriate responses to taped sounds can be obtained. This auditory input communication system is similar to that of the human being. An olfactory system or visual input communication systems, such as those seen in the firefly, are used by various species to meet their environmental and procreation needs. Although we know that other animals, such as the porpoise, have complicated communication systems that could be classified as a language, only humans have developed it to such a finite degree. Because these differences in communication ability exist, we are interested in understanding what anatomic, histologic, biochemical, and electrophysical basis there is for human language development. In addition, we should begin to understand where environmental factors enter into the growth pattern. The receptor segment of the neural system involved in communicative activity is critical for the development of language and speech, as is evidenced by the communication difficulties of the deaf. However, the receptor segment is not the decisive factor between human and nonhuman communication systems. Many lower animals have receptor systems as complete as or more complex than those of human beings. The difference, then, lies above the receptor system and involves the decoding, processing, and transferring of information to the appropriate primary sensory area of the cerebral hemisphere. Geschwind (1974) proposes that the evolution of a new association structure in the human brain, which allows for the mixing of information from each of the","PeriodicalId":364385,"journal":{"name":"Seminars in Speech, Language and Hearing","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1980-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133653980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cerebral Dominance and Auditory Perceptual Asymmetries in Normal and Dyslexic Children","authors":"Carol Knox, R. Roeser","doi":"10.1055/s-0028-1095197","DOIUrl":"https://doi.org/10.1055/s-0028-1095197","url":null,"abstract":"The cerebral cortex, like many other organs of the human body, is a \"paired\" organ — for just as there are two arms, two legs, two lungs, and two kidneys, there are in essence two cerebral hemispheres. Shaped like half circles, these cerebral hemispheres are connected by a series of transverse neural pathways called the corpus callosum. The cerebral cortex, composed of the left and right hemispheres and connecting neural fibers, is the seat of higher cognitive function. A difference in the function of the two hemispheres was recognized in the mid-1800s by neurologists working with patients suffering from damage to one side of the brain as a result of penetrating brain wounds or occlusion of blood vessels. In 1836, a French general practitioner, Marc Dax, first proposed the idea that the two cerebral hemispheres were not functionally equivalent. In a short address to the Congress Meridional, he suggested that left — but not right — hemisphere damage would result in deficits in language function (Critchley, 1962). Dax's work received no attention at that time and remains largely unknown. Instead, Paul Broca is usually credited with the first publication relating disruption of language function (aphasia) to localized left hemispheric lesions. He specifically implicated the left frontal area in aphasia with his famous pronouncement: \"We speak with the left hemisphere\" (Broca, 1865). This statement soon became the accepted belief of the neurologic community and innumerable studies subsequently related loss of language function to left hemisphere damage (Geschwind, 1970; Brown, 1976).","PeriodicalId":364385,"journal":{"name":"Seminars in Speech, Language and Hearing","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1980-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128013844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Psychologic Implications of Hearing Loss in Down's Syndrome Infants","authors":"Diane Balkany","doi":"10.1055/s-0028-1089920","DOIUrl":"https://doi.org/10.1055/s-0028-1089920","url":null,"abstract":"The hard of hearing are probably the most numerous of all handicapped children. Because of secondary behavioral and psychologic problems, these children are often mislabeled with pop psychologic terms such as \"hyperactive,\" \"minimally brained damaged,\" and \"aphasic.\" However, recent studies have shown that even mild, fluctuating hearing loss can cause significant speech, language, and educational retardation in otherwise normal children. Normal hearing has long been recognized as essential to development of speech, language, and cognitive abilities. Hearing losses of 15 to 25 decibels have been shown clearly to cause problems in the classroom. This is in the range that is suffered by most children with Down's syndrome. Several studies have shown normal children with this kind of loss to become intellectually impaired.","PeriodicalId":364385,"journal":{"name":"Seminars in Speech, Language and Hearing","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1980-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124631007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Otologic Aspects of Down's Syndrome","authors":"T. Balkany","doi":"10.1055/s-0028-1089917","DOIUrl":"https://doi.org/10.1055/s-0028-1089917","url":null,"abstract":"Hearing loss and ear abnormalities have been recognized as significant characteristics of Down's syndrome since its initial description. However, specific qualities of the hearing loss have been debated in the literature and have remained unclear. Clinical and histopathologic characteristics of the ear in Down's syndrome have been largely ignored. Unfortunately, the handicap caused by hearing loss in Down's syndrome has been largely overlooked by audiologists, pediatricians, and otolaryngologists. The oversight is a result of several factors: hearing evaluation is difficult in retarded children because examination of the tympanic membrane is difficult, owing to narrow external auditory canals and frequent cerumen impactions. The most disconcerting factor, however, is that many professionals trained to deal with hearing loss feel that the mild hearing loss present in the Down's children is unimportant. Few reports on the nature and frequency of hearing loss in Down's syndrome have been published, and those available are contradictory. Glovsky (1966), in describing his audiometric examination of 38 children with Down's syndrome, found 71 percent to have hearing loss. Of these, only 2.6 percent were considered to be conductive in nature. Brooks et al., (1972) found 77 percent of their population of Down's children to have decreased hearing. However, they found 60 percent of these to have conductive-type hearing losses. Fulton and Lloyd (1968) found hearing loss in only 42 percent of their subjects; 55 percent of the hearing losses were conductive in nature. The diagnosis of Down's syndrome frequently causes clinicians to ignore diagnostic and therapeutic steps in management that would be routine in other children. Such an attitude is not consistent with recent advances in the care of the mentally retarded who are now being offered opportunities for increasing self-fulfillment and productivity in the community (Wolfensberger, 1972; Menoliscino, 1974). The need for good otologic care is especially important in childhood. Adequate hearing in early childhood is essential for maximal development of children with Down's syndrome, just as it is for normal children. Care during crucial developmental periods may mean the difference in later life between productive, semi-autonomous function and residential institutionalization.","PeriodicalId":364385,"journal":{"name":"Seminars in Speech, Language and Hearing","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1980-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130435539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Hearing of Down's Individuals","authors":"M. Downs","doi":"10.1055/s-0028-1089916","DOIUrl":"https://doi.org/10.1055/s-0028-1089916","url":null,"abstract":"","PeriodicalId":364385,"journal":{"name":"Seminars in Speech, Language and Hearing","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1980-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131518075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Down's Syndrome Population","authors":"M. Krajicek","doi":"10.1055/s-0028-1089915","DOIUrl":"https://doi.org/10.1055/s-0028-1089915","url":null,"abstract":"In the past, once the clinical diagnosis of Down's syndrome was made, many people responded negatively to further diagnostic and treatment approaches that might have maximized development and learning for the patient. It was also customary to place the patient with Down's syndrome in a residential institution, since his capabilities were deemed to be extremely limited. But with the normalization movement, the mentally retarded are remaining as functional persons in the community (Wolfensberger, 1972), and programs are continually being developed that can provide increasing opportunities for self-fulfillment. The study undertaken by the Denver group attempted to discover whether one vital part of the potential functioning of this population had been overlooked—namely, their hearing capabilities. To this end, we searched for an appropriate sample to investigate. The population studied is detailed in this article, along with a description of the syndrome and what is known about it.","PeriodicalId":364385,"journal":{"name":"Seminars in Speech, Language and Hearing","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1980-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125375543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}