The effect of visual distractions on speech perception in children.
Anecdotal parental reports have raised concerns that visual distractions in general education classrooms may negatively affect hearing-impaired children's speech perception. The literature supports this potential problem, which could have educational implications for inclusion. To investigate, this...
| Publicado en: | Volta Review Vol. 98; no. 2; pp. 43 - 55 |
|---|---|
| Autor principal: | |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Alexander Graham Bell Association for the Deaf
Spring96
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=107294110&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 107294110 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00428639 VLT jtl: Volta Review issn: 00428639 maglogo: N pubinfo: dt: Spring96 vid: 98 iid: 2 pid: 954 pub: Alexander Graham Bell Association for the Deaf place: Washington, District of Columbia artinfo: ui: 107294110 107294110 1998071918 107294110 ppf: 43 ppct: 12 formats: fmt: @attributes: type: T tig: atl: The effect of visual distractions on speech perception in children. aug: au: Keetay V affil: Department of Communication Disorders and Special Education, Indiana State University, Terre Haute, IN sug: subj: Speech Perception In Infancy and Childhood Visual Perception In Infancy and Childhood Hearing Disorders In Infancy and Childhood Child Learning Comparative Studies Case Control Studies Learning Environment Descriptive Statistics Videorecording Analysis of Variance Human Child: 6-12 years ab: Anecdotal parental reports have raised concerns that visual distractions in general education classrooms may negatively affect hearing-impaired children's speech perception. The literature supports this potential problem, which could have educational implications for inclusion. To investigate, this study compared continuous discourse tracking rates in 16 children (8 with hearing impairments and 8 with normal hearing) using three competing noise conditions: classroom noise, videotaped classroom activity, and combined noise and visual activity. The design used multiple baselines across subjects followed by alternating treatments. Statistical analyses showed no significant differences among tracking rates due to the distractors. The results suggest that children with hearing impairments may not necessarily be at risk for reduced speech perception due to visually busy classrooms, which has positive implications for inclusion. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|