Rate of conceptual development among deaf preschool and primary children as compared to a matched group of nonhearing impaired children

Abstract

Seventeen deaf children and a matched group of 17 nonhearing impaired children were assessed to compare rate of basic concept development. The results indicate that deaf children scored approximately two standard deviations below their matched nonhearing impaired peers. Additionally, the deaf children exhibited a relatively flat subtest proflle, suggesting that basic concepts that have not been specifically taught remain uniformly delayed for deaf children.The incidence of language and academic delay among hearing impaired students has long been well documented (degree of language delay being directly related to the degree of hearing impairment (Davis, 1974). Davis investigated the performance of hard-ofhearing 6-to 8-year-old children on the Boehm Test of Basic Concepts (Boehm, 1971), a measure of 50 commonly used basic conceptual terms. She found that the hard-ofhearing students performed differentially with respect to their level of hearing loss; those with pure-tone averages (PTA) for frequencies of 500, 1000, and 2000 Hz which fell in a range of 35 to 50 dB HTL (ANSI, 1969) performed significantly higher than did the students whose PTA exceeded 51 dB HTL.Davis further attempted a content analysis of the Boehm Test to determine whether content domains on the Boehm proved to be more difficult for hard-of-hearing students than for others. On the three specific domains assessed by the Boehm (Space, Quantity, and Time) and one general domain (Miscellaneous), the lowest percentage of errors occurred on Space concepts, with Miscellaneous, Quantity, and Time concepts following, respectively. Of the 10 most difficult concepts assessed by the Boehm Test, five were Quantity Concepts, three were Spatial, one Time, and one Miscellaneous concepts. Since the Boehm provides only raw scores and normative means do not exist for the subscales, it is not known whether the pattern reported by Davis is atypical performance found among hearing impaired children or is the norm for all children. In all, 75% of the 24 students in the Davis (1974) study scored below the 10th percentile on the Boehm Test.The present researchers were interested in assessing deaf children of the same approximate age as Davis' sample, using a more comprehensive measure of basic concepts, and comparing their performance to a matched group of nonhearing impaired students. Additionally, the present study sought to investigate the pattern of conceptual development among the deaf children. First, it was hypothesized that the deaf children would perform significantly more poorly in concept attainment than the matched sample of nonhearing impaired students. Second, because Davis' findings regarding subscale patterns were inconclusive, it was hypothesized that the conceptual delay among the deaf children across the Bracken Basic Concept Scale (BBCS) (Bracken, 1984) subtests would be relatively uniform. Requests for reprints should be directed to Bruce A. Bracken, Dept. of Educational Psychology, P.O. 'The authors would like to express their appreciation to Ms. Na...

Basic Concepts in Early Childhood Educational Standards: A 50-State Review

“…The focus on basic concept acquisition and educational policy recognizes the importance of empirically supported educational interventions and that all children must possess the foundational language arts knowledge necessary to explore, comprehend, and discuss topical concepts in all content areas if they are to succeed academically. This fact is especially true for children from diverse cultural and linguistic backgrounds, and those with exceptionalities (e.g., Bracken and Cato 1986;Stebbins and McIntosh 1996). Neuman (2006, p. 28), writing about the importance of concept acquisition among students of poverty concluded, ''Low-income preschool children need content-rich instruction… including knowledge of words and the concepts that connect them.…”

Um estudo sobre o domínio de conceitos básicos por crianças com paralisia cerebral e por crianças pré-escolares em função da forma de avaliação

“…As diferentes edições da Escala de Conceitos Básicos de Bracken também foram utilizadas com frequência nos trabalhos encontrados. Alguns destes envolveram crianças com desenvolvimento típico (ADI-JAPHA; KLEIN, 2009;AYHAN et al, 2007;BRACKEN et al, 1990;DROTAR et al, 2008;FARVER et al, 2005;PANTER, 2000;SON;MORRISON, 2010;STERNER;MCCALLUM, 1988;WILSON, 2004), enquanto outros avaliaram crianças com alterações no desenvolvimento CATO, 1986;BUTTER;MULICK;METZ, 2006;CAMPBELL;STAUFFENBERG, 2009;EMERSON et al, 2009EMERSON et al, , 2010GOLDSTROHM;ARFFA, 2005;HARRINGTON;SHEA, 2009;HATTON et al, 2010;MCINTOSH;BROWN;ROSS, 1995;SORENSEN et al, 2011). BRACKEN et al, 1990;EISENBERG, 2011;HUNDT;PLUMERT, 2007;KOERBER;SODIAN, 2008;KUCZAJ;MARATSOS, 1975;LAMÔNICA et al, 2003;LOMÔNACO et al, 1996LOMÔNACO et al, , 2000…”

“…Outra conclusão que merece ser mencionada é que a formação de conceitos não ocorre de maneira global em um dado momento do desenvolvimento da criança; ou seja, parece não existir um marco no desenvolvimento a partir do qual a criança passe a conhecer, ao mesmo tempo, todos os conceitos básicos relacionais. Tal assertiva pode ser derivada das pesquisas que encontraram, nos mesmos sujeitos, um nível de dificuldade diferente para diferentes conceitos ou domínios conceituais (AGUIAR, 1997(AGUIAR, , 1998(AGUIAR, , 2001BARNER;SNEDEKER, 2008;CATO, 1986;CAZEIRO, 2008;CAZEIRO;LOMÔNACO, 2011;EISENBERG, 2011;HARRINGTON;SHEA, 2009;KAVALE, 1982;KUCZAJ;MARATSOS, 1975;LAMÔNICA et al, 2003;LOMÔNACO et al, 1996LOMÔNACO et al, , 2000LOMÔNACO et al, , 2001LOMÔNACO et al, , 2007NATSOPOULOS;STAVROUSSI;ALEVRIADOU, 1998;PFEIFER, 1997;SUCUOGLU;BÜYÜKÜZTÜRK;ÜNSAL, 2008;WEIST, 2002;ZHOU;BOEHM, 2001BOEHM, , 2004. O desenvolvimento conceitual também parece estar relacionado a outros fatores, tais como a inteligência, as habilidades percepto-motoras e motoras finas, a aprendizagem da leitura, da escrita e da matemática, de modo que os conceitos podem influenciar ou ser influenciados por tais aquisições (AYHAN et al, 2007;GALLIVAN, 1988;HARRINGTON;SHEA, 2009;MCINTOSH;…”

“…O desenvolvimento conceitual também parece estar relacionado a outros fatores, tais como a inteligência, as habilidades percepto-motoras e motoras finas, a aprendizagem da leitura, da escrita e da matemática, de modo que os conceitos podem influenciar ou ser influenciados por tais aquisições (AYHAN et al, 2007;GALLIVAN, 1988;HARRINGTON;SHEA, 2009;MCINTOSH;BROWN;ROSS, 1995;PANTER, 2000;PILKINGTON;PIERSEL;PONTEROTTO, 1988;PORWANCHER;LISI, 1993;STERNER;MCCALLUM, 1988). Adicionalmente, é possível observar que a criança que se desenvolve sob condições diferentes pode apresentar dificuldades para o desenvolvimento conceitual, visto que diversos autores identificaram um atraso na formação de conceitos por crianças com deficiência ou com dificuldades de aprendizagem (AGUIAR, 2001(AGUIAR, , 2004CATO, 1986;CAMPBELL;STAUFFENBERG, 2009;CAZEIRO, 2008;CAZEIRO;LOMÔNACO, 2011;GALLIVAN, 1988;GOLDSTROHM;ARFFA, 2005;HARRINGTON;SHEA, 2009;KAVALE, 1982;LAMÔNICA et al, 2003;LOMÔNACO et al, 2007;MCINTOSH;BROWN;ROSS, 1995;MELLO et al, 2009;NATSOPOULOS;STAVROUSSI;ALEVRIADOU, 1998;…”

“…Tais achados são condizentes com os de Boehm (2001a) (AGUIAR, 1997(AGUIAR, , 1998(AGUIAR, , 2001BARNER;SNEDEKER, 2008;CATO, 1986;CAZEIRO, 2008;CAZEIRO;LOMÔNACO, 2011;EISENBERG, 2011;HARRINGTON;SHEA, 2009;KAVALE, 1982;KUCZAJ;MARATSOS, 1975;LAMÔNICA et al, 2003;LOMÔNACO et al, 1996LOMÔNACO et al, , 2000LOMÔNACO et al, , 2001LOMÔNACO et al, , 2007NATSOPOULOS;STAVROUSSI;ALEVRIADOU, 1998;PFEIFER, 1997;SUCUOGLU;BÜYÜKÜZTÜRK;ÜNSAL, 2008;WEIST, 2002;ZHOU;BOEHM, 2001BOEHM, , 2004 BOEHM, 2001a;BRACKEN et al, 1990;EISENBERG, 2011;HUNDT;PLUMERT, 2007;KOERBER;SODIAN, 2008;KUCZAJ;MARATSOS, 1975;LAMÔNICA et al, 2003;LOMÔNACO et al, 1996…”