Teaching language components to deaf/hard-of-hearing and cochlear implant users: a literature review

Abstract

Cochlear implants are one of the possible ways for Deaf or Hard-of-Hearing (DHH) individuals to detect sounds and as a mean of insertion in the social, academic and work environments. Nevertheless, in many cases, the cochlear implant alone is not sufficient, demanding hearing and expressive language skills rehabilitation to optimize the device used. This study aimed at reviewing scientific articles that described empirical research with interventions and/or teaching methods of various language repertoires to deaf and hard-of-hearing cochlear implant users. The review was carried out in five scientific databases considering all periods. On the first phase, 156 articles were identified and from these, 24 publications were selected. After being read, these articles were categorized and analyzed as to the participants, teaching targets and procedures adopted. On the last stage of the research, 10 experimental studies were selected and analyzed regarding procedures and results, indicating important factors in teaching this population. The results point to the necessity of an increase of scientific production in the construction and evaluation of effective verbal repertoires teaching programs for cochlear implant users.

Estudos sobre a produção de discurso em idosos com Doença de Alzheimer em fase inicial

“…Nos últimos anos, um número considerável de intervenções baseadas na teoria Analítico Comportamental para reabilitação de diversos repertórios de idosos com DA, inclusive verbais, têm sido publicados (Aggio, Ducatti, & de Rose, 2018;Bourgeouis, 1990;Buchanan & Fisher, 2002;Dixon, Becker, & Sadowski, 2011;Gross, Fuqua, & Merritt, 2013;Locke & Mudford, 2010;Trahan, Donaldson, McNabney, & Kahng, 2014). Essa produção, ainda inicial, é relevante pela tradição da área no desenvolvimento de procedimentos eficazes de ensino de repertórios verbais para diversas populações desafiadoras (Lucchesi & Almeida-Verdu, 2017;Rique, Guerra, Borelli, Oliveira, & Almeida-Verdu, 2017;Santos & Almeida-Verdu, 2012), que têm como característica importante o arranjo de contingências de ensino que previnam ou que produzam baixa frequência de ocorrência de erros por parte dos participantes (a chamada aprendizagem sem erros) (de Souza & de Rose, 2006;Melo, Hanna, & Carmo, 2014).…”