Nonverbal Hearing Loss

In this paper, I will present my findings about the two testing (Cognitive Ability Test

On May 22, 2014 Mrs. Schram had a cognitive examination that was administered by Cynthia Burton, her Speech and Language Pathologist. This examination required Mrs. Schram to accomplish a variety of tasks. After performing the evaluation, Ms. Burton reported that Mrs. Schram was unable to conduct attention strategies for safety and daily responsibilities. However, Ms. Burton noted that Mrs. Schram was able to complete this task when Ms. Burton used oral reading, went at a slow pace, and allowed rechecking. Ms. Burton also noted that Mrs. Schram’s visual attention, organizing and planning skills, prospective and spatial memory, and auditory verbal working memory were improving. However, Mrs. Schram still showed difficulty with auditory selective

The Working Memory Index measures the EE104’s ability to register, maintain, and manipulate visual and auditory information in conscious awareness. Working Memory assists an individual in controlling attention and resisting distractions. This index is composed of the Digit Span and Picture Span subtests. EE104 exhibited a strength on the Picture Span (high average) subtest compared to the Digit Span subtest (low average). This discrepancy may indicate that EE104 can best utilize working memory in problem solving when a visual, rather than a verbal, stimulus is presented. During the administration of the Digit Span subtest, EE104 listened

The instrument asks teachers to score from -5 to +1 each of the 36 behaviors in the following listening conditions: noise, quite, ideal, multiple inputs, auditory memory sequencing, and auditory attention span. Scores are analyzed and interpreted as pass or risk. Students who got an average score of risk on any listening conditions are referred for further evaluation. Average risk scores in auditory memory sequencing and auditory attention span may indicate learning disabilities.

Kontorinins (2009) wrote that nonorganic hearing loss children display a certain demeanor during the testing procedure, they exaggerate their movements to highlight increased difficulty in hearing. Holenweg and Kompis (2010) state that children who are diagnosed with NOHL typically have some knowledge of hearing loss, like a close family member has hearing loss, therefore it is a good idea to check family history sections of the case histories. Another reason case history is crucial is because Schmidt, Zehnhoff-Dinnesen, Matulat, Knief, Rosslau and Deuster (2013) found that learning disabilities are one of the most common characteristics in children with nonorganic hearing loss. They also found that in cases where nonorganic hearing loss is present, there is also history of intellectual impairments, low IQ scores, speech and language disorders, school problems and problems in the household, these are all considered characteristics of NOHL children (Schmidt et al., 2013).

The relation between the specific cognitive measure employed and the QEEG variables addressed has not been specifically delineated in previous research; effective variables for normal adults predominantly involve SCC values, not beta microvolts or relative power values; and beta1 relative power values are negatively related to auditory memory performance

For all the participants first we will evaluate cognitive performance using the auditory N-back test. This test has different variety, we will use 0-back which is more a measure of attention and 2-back which is representative of working memory.

Now getting older, I see the effects that hearing loss has had on me. For one, I will admit to having the worst vocabulary skills (thank goodness for a dictionary and thesaurus). For two, I get tongue twisted a lot and do not

A cochlear implant is a surgically implanted electronic device that provides a sense of sound to a person who is profoundly deaf or severely hard of hearing. To what degree is there a difference in communicative and responsive verbal language skills in children who are fitted with a cochlear implant and children who have no hearing responsive impairment? Research validates that the cochlear implant has improved the hearing capability in children. The purpose of this project is to explain the differences in communicative and verbal language skills, performance on cognitive tasks, and reading comprehension in children with normal hearing and children with the cochlear implant.

A study published in 2013 by Johns Hopkins University followed nearly 2,000 people with an average age of 77. Researchers found that people who had deafness that interfered with normal conservations were 24 percent more likely to have diminished cognitive functions. This particular study followed participants for six years. The basic conclusion was that hearing loss, especially in older adults, may speed up dementia and the decline of the brain.

Age might likewise portray a diminished ability to access information stored in short term memory, and therefore increase the short term memory deterioration. Errors were limited by testing the subjects in quiet rooms, giving all six subjects the same tests and giving the subjects a clear procedure on what their objective was, so that uniform data could be obtained. Some possible sources of error may have been that the subjects could have still glanced at the visuals while they were being taking away, and another error that could have occurred was during the verbal test. The words may not have been read at the exact pace and clarity with each subject. This error could have had a significant effect on the results because everybody has different ways of memorizing words. It is suggested that the following improvements could be made to the experiment such as testing a variety of age groups, and testing more subjects from each group. These improvements could make an impact on the final results, as well as providing reliable information to

As history progresses certain terms that hearing people use for the Deaf community have been changed due to the negative connotation associated with the definitions. Due to the negative impacts that some terms have there is a need to avoid them to respect the individuals that are in the Deaf community. The three terms that should be avoided are “hearing impaired”, “Deaf mute”, and “Hearing-handicap”

The strengths of the study rested in the recruitment of the control subjects and the fact that the researchers collected pre-injury health and mental health data. The control subjects were retained by advertisement and paired with the mTBI subjects by correlated gender, age (plus or minus 2 years), and level of educational achievement. All subjects participated in telephone screening which eliminated subjects with previous head trauma or diseases, and a MRI to exclude subjects with unknown brain lesions. The results showed significant differences between the control subjects and the mTBI subjects in cognitive functioning, with episodic memory being the most significant followed by working memory and attention (Konrad et al 2010). All subjects took the following battery neuropsychological and psychiatric tests. 1. German Version of the Auditory Verbal Learning Test (AVLT; Rey, 1964; Helmstaedter et al. 1996 as cited by Konrad et al 2010). 2. German Version of Tests for Attentional Performance (TAP; Zimmermann & Fimm, 1992 as cited by Konrad et al 2010). 3. Trail Making Test Parts A and B (TMT-A and TMT-B; Reitan, 1958; Spreen & Strauss, 1998 as cited by Konrad et al 2010). 4. A

Assessments for children who are deaf or hard of hearing require certain accommodations in order to achieve the goal of obtaining adequate information based on the child’s skills and learning disabilities. In selecting the appropriate instruments for measuring these areas, one must be aware of these accommodations and must understand that there are certain criteria to be met for effective administration and test results. This review focus’ its attention on the matters of guidance and accommodations, score interpretation, and subtest selection in assessing children who may be deaf or hard of hearing. (Reesman, Jennifer H., Hughes-Wheatland, Roxanne, Kalback,

Hearing loss is the most common physical disability in the whole wide world. In the United States alone, about 28 million people have some level of hearing impairment that interferes with their ability to understand normal speech and participate in conversations. Another 2 million cannot hear at all.