Toward phonetic intelligibility testing in dysarthria. Kent RD, Weismer G, Kent JF, Rosenbek JC. The relation between stimulus context, speech audibility, and perception for normal-hearing and hearingimpaired children. Stelmachowicz PG, Hoover BM, Lewis DE, Kortekaas RW, Pittman AL.
Ann Otol Rhinol Laryngol Suppl 1999 177: 119-23.
Specific languagegrowth in young children using the CLARION cochlear implant. J Speech Hear Res 1985 28(3):345-55.īollard PM, Chute PM, Popp A, Parisier SC. Acoustic dimensions of hearing-impaired speakers' intelligibility. Metz DE, Samar VJ, Schiavetti N, Sitler RW, Whitehead RL. Identification and follow-up of children with hearing loss in Mauritius. Parents' awareness and knowledge of the special needs of their hearing-impaired child. Mukari SZ, Vandort S, Ahmad K, Saim L, Mohamed AS. Meeting the needs of parents around the time of diagnosis of disability among their children: evaluation of a novel program for information, support, and liaison by key workers. Rahi JS, Manaras I, Tuomainen H, Hundt GL. San Diego, CA: Singular Publishing Group 2000. By providing such services, a considerable number of hearing impaired children would have a favorable chance to take part in regular schools and benefit from equivalent social development with normal hearing peers. Oral communication development in severe to profound hearing impaired children is achievable in Iran, but needs integrated public services on aural habilitation and speech therapy. All of severe groups develop oral communication, but profound ones had a semi-intelligible speech and used Total communication. At age 7, all of the severe groups were over 90%, and only two profound ones achieved the score of 48% and 62%.
At the beginning (at age 6) the average speech intelligibility score of these children was 72% and only two of them had score of 90% and 100%. Each tape was presented to10 normal hearing listeners, and their task was to write down, the answers in Persian orthography. The intelligibility test of children was recorded on audio-tape, when they read 10 questions such as where is your home. An integrated intervention services continued again for one year and their oral communication skill was assessed by their speech intelligibility. The average of their speech intelligibility scores was near 70% at age 6, which was accounted as poor oral communication and only two of them were able to communicate by spoken language. Nine severe to profound hearing-impaired children out of the primer 42 cases, who were detected below two years old, had been selected in the previous study to receive aural habilitation. A prospective longitudinal study was undertaken on a consecutive group of children with severe to profound deafness. The main aim of this study was to obtain oral communication development regarding current status of the intervention (aural habilitation and speech therapy)for children with severe to profound hearing impairment in Iran. Early intervention programs need to be multidisciplinary, technologically sound and most important, it should take cognizance of the specific context (community, country) in which the child and family function. It should come as no surprise to us that the key to intervention with deaf children is to establish, as early as possible, a functional communication system for the child and the parents. Communication, cognition, language, and speech are interrelated and develop together.
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