The oral referential communication skills of hearing-impaired children

Lloyd, Jenny; Lieven, Elena; Arnold, Paul

doi:10.1002/dei.21

Cited by 8 publications

(11 citation statements)

References 19 publications

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“…However, it constitutes a bridge between laboratory read speech and natural spontaneous speech by introducing communicative intent in the speech produced, and enabling researchers to collect speech that is relatively consistent across talkers in terms of the style and lexical content of the speech produced. Referential tasks that share similarities with the diapix task, in that they involve a transfer of specific information between two talkers, are frequently used in studies of communication with clinical populations (e.g., Leinonen et al, 1997;Lloyd et al, 2005).…”

Section: Discussionmentioning

confidence: 99%

Acoustic-phonetic characteristics of speech produced with communicative intent to counter adverse listening conditions

Hazan

Baker

2011

The Journal of the Acoustical Society of America

132

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This study investigated whether speech produced in spontaneous interactions when addressing a talker experiencing actual challenging conditions differs in acoustic-phonetic characteristics from speech produced (a) with communicative intent under more ideal conditions and (b) without communicative intent under imaginary challenging conditions (read, clear speech). It also investigated whether acoustic-phonetic modifications made to counteract the effects of a challenging listening condition are tailored to the condition under which communication occurs. Forty talkers were recorded in pairs while engaged in "spot the difference" picture tasks in good and challenging conditions. In the challenging conditions, one talker heard the other (1) via a three-channel noise vocoder (VOC); (2) with simultaneous babble noise (BABBLE). Read, clear speech showed more extreme changes in median F0, F0 range, and speaking rate than speech produced to counter the effects of a challenging listening condition. In the VOC condition, where F0 and intensity enhancements are unlikely to aid intelligibility, talkers did not change their F0 median and range; mean energy and vowel F1 increased less than in the BABBLE condition. This suggests that speech production is listener-focused, and that talkers modulate their speech according to their interlocutors' needs, even when not directly experiencing the challenging listening condition.

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Section: Discussionmentioning

confidence: 99%

Acoustic-phonetic characteristics of speech produced with communicative intent to counter adverse listening conditions

Hazan

Baker

2011

The Journal of the Acoustical Society of America

132

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“…the responses to the clarification requests consisted of expansions of the original utterance. In summary, previous research on requests for clarification in interaction involving children with CI has shown that these children use more clarification requests than children with normal hearing except from the study by Lloyd et al (2). One plausible reason for the contradictory results is that the children with NH in the study by Lloyd (2) were younger than the children with CI, while the two groups were of the same age in the other studies.…”

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confidence: 71%

“…In summary, previous research on requests for clarification in interaction involving children with CI has shown that these children use more clarification requests than children with normal hearing except from the study by Lloyd et al (2). One plausible reason for the contradictory results is that the children with NH in the study by Lloyd (2) were younger than the children with CI, while the two groups were of the same age in the other studies. However, the previous studies have only examined task oriented communication, and in the present study it will be investigated if the pattern is similar in everyday interaction.…”

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confidence: 71%

“…The empirical picture displays a mixed pattern. Lloyd et al (2) found no difference regarding number of clarification requests between children with hearing impairment (HI) and children with normal hearing (NH), whereas the studies by Toe and Paatsch (31), Sandgren et al (4) and Ibertsson et al (3) reported that the total number of clarification requests was significantly higher for children with CI than for children with NH.…”

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confidence: 98%

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Clarification requests in everyday interaction involving children with cochlear implants

Samuelsson

Lyxell

2013

Logopedics Phoniatrics Vocology

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The aim of the present study is to explore the form and function of clarification request sequences in interaction involving children with cochlear implants. Clarification request sequences are investigated in everyday interaction, and it is demonstrated that children with CI use both general/open and specific requests for clarification. It is also shown that there is relatively lower frequency of requests for clarification in interactions involving children with CI with high intelligibility scores. The results may be useful in clinical assessment and intervention demonstrating the importance of assessing interactional ability in everyday interaction

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“…3 In contrast, children who are deaf or hard of hearing have been found to have delayed or deviant pragmatic skill development. [4][5][6][7][8][9] Researchers have hypothesized that these delays are due to insufficient access to daily discourse and the underlying linguistic structures that support it. Pragmatic language competence is critical in face-to-face communication, and better pragmatic language skills also have been associated with success in educational settings.…”

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confidence: 99%

Early Intervention, Parent Talk, and Pragmatic Language in Children With Hearing Loss

et al. 2020

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BACKGROUND AND OBJECTIVES: Pragmatic language skills form the foundation for conversational competence, whereas deficits in this area are associated with behavioral problems and low literacy skills. Children who are deaf or hard of hearing demonstrate significant delays in this critical area of language. Our purpose with this research was to identify variables associated with pragmatic language ability in children who are deaf or hard of hearing. METHODS: This was a longitudinal study of 124 children with bilateral hearing loss between 4 and 7 years of age living in Colorado. As part of a comprehensive speech and language assessment, pragmatic language skills were evaluated annually by using the Pragmatics Checklist. RESULTS: The children's pragmatic skills increased significantly with age. Higher levels of pragmatic language ability at 7 years of age were predicted by (1) meeting Early Hearing Detection and Intervention 1-3-6 guidelines (hearing screening by 1 month, identification of hearing loss by 3 months, and receiving intervention by 6 months of age), (2) greater quantity of parent talk, (3) higher nonverbal intelligence, (4) lesser degrees of hearing loss, and (5) higher maternal education. CONCLUSIONS: With the findings of this study, we underscore the importance of pediatricians and other health care professionals counseling parents about the value of adherence to the Early Hearing Detection and Intervention 1-3-6 guidelines with regard to intervention outcomes. The strong association between amount of child-directed parent talk in the first 4 years of life and pragmatic language outcomes at 7 years of age emphasizes the need for professionals to encourage parents to talk to their children as much as possible.

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The oral referential communication skills of hearing-impaired children

Abstract: This paper focuses on the oral referential communication skills of hearing-impaired (HI) children. A task based on that used with language impaired children by Leinonen and Letts (1997) Grammar (Bishop, 1989), which suggested that the detection and evaluation stages of Ackerman's (1983)

Cited by 8 publications

References 19 publications

Acoustic-phonetic characteristics of speech produced with communicative intent to counter adverse listening conditions

Acoustic-phonetic characteristics of speech produced with communicative intent to counter adverse listening conditions

Clarification requests in everyday interaction involving children with cochlear implants

Early Intervention, Parent Talk, and Pragmatic Language in Children With Hearing Loss

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