3 edition of Cognitive processes in deaf and hearing adolescents and adults found in the catalog.
Cognitive processes in deaf and hearing adolescents and adults
Solis L. Kates
|Statement||by Solis L. Kates, William W. Kates, and James Michael.|
|Series||Psychological monographs: general and applied,, v. 76, no. 32; whole no. 551|
|LC Classifications||BF1 .P8 vol. 76, no. 32|
|The Physical Object|
|Number of Pages||34|
|LC Control Number||63004644|
Hearing-impaired children reported more depressive symptoms than normally hearing children. Prevention and treatment of depression in hearing-impaired children could focus on the use of coping strategies adequately, because these strategies have a direct relation with the level of by: Each chapter focuses primarily on the intersection of research in cognitive psychology, developmental psychology, and deaf education. The general theme of the book is that deaf and hearing individuals differ to some extent in early experience, brain development, cognitive functioning, memory organization, and problem solving.
Deaf and hard of hearing adolescents. About 5% of adolescents in industrialized countries have at least a mild level of hearing loss (Pinquart & Pfeiffer, ). Following Erikson's () theoretical model, adolescents with hearing loss may face challenges in accomplishing their developmental tasks due to personal, family, and social life Cited by: 1. When deaf and hard of hearing adults are asked where they learned their self-advocacy skills from, their parents are often the people they refer to the most. As a child, when a parent stands up for, and advocates for the child - whether it be in the educational setting, or out in society - .
Read "Psychological and Psychoeducational Assessment of Deaf and Hard of Hearing Children and Adolescents" by Margery S. Miller available from Rakuten Kobo. The obstacles to valid and meaningful assessment of deaf and hard of hearing children and adolescents are great, yet pro Brand: Gallaudet University Press. Punch, R. (). Employment and adults who are deaf or hard of hearing: current status and experiences of barriers, accommodations, and stress in the workplace. American Annals of the Deaf, (3), About the Author Bentley W. Fink received his B.A. degree in Biology from Gallaudet University, and is currently a Ph.D.
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If you work in a mental health service for pre-verbally deaf adults, this book is a gem (as long as you can deal with the looooong title). In particular, Neil Glickman captures the complex needs of less able deaf service-users, conveying this in accessible language.
The book is clearly based on extensive clinical practice.5/5(2). Get this from a library. Cognitive processes in deaf and hearing adolescents and adults. [Solis L Kates; et al]. The deaf less skilled readers were significantly slower and made significantly more errors, supporting a difference in reading performance related to word recognition and lexical access inefficiency.
Deaf skilled readers were not differentiated from hearing readers and showed evidence of rapid and accurate word by: Deaf and hard-of-hearing (D/HH) adults have lower health literacy compared to hearing adults but it is unclear if this disparity also occurs in by: 5. Each chapter focuses primarily on the intersection of research in cognitive psychology, developmental psychology, and deaf education.
The general theme of the book is that deaf and hearing individuals differ to some extent in early experience, brain development, cognitive functioning, memory organization, and problem solving. This groundbreaking book integrates the work of 54 contributors to the symposium on cognition, education, and deafness.
It focuses on cognition and deaf students’ growth and development, problem-solving strategies, thinking processes, language development, reading methodology, measurement of potential, and intervention by: In book: Handbook of Special Education, Chapter: Deaf and Hard of Hearing Students, Publisher: Routledge, Editors: James M.
Kauffman, Daniel P. Hallahan, pp Cite this publication Gabriel I. from parents and teachers, but also from the hearing impaired children and adolescents themselves, a multi-informant approach.
The mental health services for hearing impaired and deaf have multiple challenges, and need to be further developed to reach acceptable quality and accessibility.
Hearing loss is associated with poor cognitive performance and incident dementia and may contribute to cognitive decline. Treating hearing loss with hearing aids may ameliorate cognitive decline. The purpose of this study was to test whether use of hearing aids was associated with better cognitive performance, and if this relationship was mediated via social isolation and/or Cited by: Many teens with hearing loss suffer from a lack of ability to identify with themselves as a hard-of-hearing or deaf individual.
Disabilities cause serious problems in social and emotional life, and greatly impact the ability to engage in activities and duties that the hearing take for granted. This chapter addresses cognitive assessment of deaf children and adults.
Emphasis is placed on the psychometric properties (e.g., reliability, validity, norms, item analysis) of published intelligence tests when administered to this population.
The use of intelligence tests with deaf people has a long history that can be traced back to the early years of formal intelligence testing aimed at Cited by: Two sessions were performed on two groups of adolescents aged between 12 and 16 years of age (36 adolescents with CI and 54 participants with typical hearing, TH).
They were evaluated by means of a standardized reading battery, a false belief task, and Faux Pas stories. Cognitive development in deaf children Ch. 4 deafness creates a barrier to reading development. However, if the barrier were insurmountable, no deaf students would read proﬁciently.
It is important to remember that these reading statistics are median reading levels. Half of deaf high school students readCited by: The obstacles to valid and meaningful assessment of deaf and hard of hearing children are great, yet psychologists, school psychologists, psychoeducational specialists, and other professionals regularly are asked to conduct comprehensive assessments of these children and adolescents to determine appropriate resource and program eligibility, test modifications in school, classroom and home Cited by: 2.
This book provides a model for adapting best practices in cognitive-behavioral therapy to consumers whose language and cognitive deficits make it difficult for them to benefit from traditional talk oriented psychotherapy.
The book focuses primarily upon the mental health care of those deaf clients, sometimes referred to as "low functioning" or "traditionally underserved," who are particularly. The use of standardized tests to determine the cognitive abilities, academic achievement, and mental status of people who are deaf or hard of hearing may result in inaccurate or misleading results.
Few tests have been normed on deaf and hard of hearing populations. Comparison norms are made to File Size: KB. Chapter 3 Cognitive Development Uma G. Soman Photo courtesy of NCHAM I t is well established that childhood hearing loss limits children’s ability to hear the language in their auditory environment and has a negative impact on language acquisition.
Without timely and appropriate intervention, children who are deaf or hard of hearing (D/HH)File Size: KB. AN INTRODUCTION TO EDUCATING CHILDREN WHO ARE DEAF/HARD OF HEARING Chapter 3 • Cognitive Development Chapter 4 • Social Development Uma G.
Soman, PhD, LSLS Cert AVEd Joni Alberg, PhD Dr. Uma G. Soman is the Outreach Coordinator at Carle Auditory Oral School in Urbana, IL. She provides support to students who are deaf or hard of hearingFile Size: 9MB. The ability to communicate effectively with other peers whether the peers are hearing, deaf or hard of hearing will need to be addressed in your child's IEP, as will effective communication with adults your child will meet at school.
The school placement you have chosen will influence the direction of the IEP. Cognitive-Behavioral Therapy for Deaf and Hearing Persons with Language and Learning Challenges.
Neil S. Glickman New York: Routledge ()pp., $ (Paperback) When I heard about this title, I was interested in reading it because of friend of mine has a son who is both deaf and has learning challenges. By keeping these issues in mind, adults can provide the support adolescents need as their brains develop.
Additional information on adolescent cognitive development can be found in The Teen Years Explained: A Guide to Healthy Adolescent Development, produced by the Center for Adolescent Health at the Johns Hopkins Bloomberg School of Public : Office of Adolescent Health.Language Development in School-Age Children, Adolescents, and Adults state of inactivity that can include a lack of motiva- tion or opportunity) (Nippold et al., ).The hearing of people with intellectual disabilities (ID) was evaluated at Special Olympics events worldwide.
A striking 24% revealed hearing loss; most was previously undetected, unserved or under-treated. Individuals with ID need advocates for proactive annual audiological and medical evaluations followed by immediate treatment as needed.