| Título : | Diagnostic testing of deaf children : The syndrome of dyspraxia | | Tipo de documento: | texto impreso | | Autores: | Van Uden, A. M. J., Autor | | Editorial: | Swets and Zeitlinger | | Fecha de publicación: | 1983 | | Número de páginas: | viii p., 216 p. | | ISBN/ISSN/DL: | 978-90-265-0436-5 | | Idioma : | Inglés (eng) | | Clasificación: | Comunicacion:Oralidad
Etapas de desarrollo:Infancia
Medicina
Medicina:Afasia
Medicina:Disfasia
| | Nota de contenido: | Contents
Introductory chapter
Dysphasia in deaf children
1. Prelingual profound deafness
2. Specific learning difficulties, additional to deafness
3. The deaf a homogeneous group?
4. Children who have difficulty acquiring speech, and dyssymbolic children?
5. Dysphasia in deaf children
6. Some phenomena in hearing adults
7. Congenital dysphasia and aphasia in normally hearing children
8. Historical notes from the institute for the deaf sint michiels-gestel
a. The detection of the phenomena
b. A diagnostic center
c. The syndrome of dyspraxia and its treatment
d. A few extremely difficult cases of apraxia of speech
9. The value of the graphic information for the deaf
Summary
1. Neurological considerations
1.1. Neurological interconnections
1.1.1. Stimulogeneous fibrillation and biochemical facilitation; neurobiotaxis; synapses with stochastic functions
1.1.2. Nature and nurture
1.1.3. Intramodal programming of parts of the brain and Gestalt formations
1.1.4. Normal distributions of functions
1.1.5. Intermodal integration and governing of behavior
1.2. The efference principle. Body scheme. Memory
1.2.1. The efference principle
1.2.2. Body scheme
1.2.3. The memory function
1.3. Description of some disturbances and disabilities
1.4. Treatment by switching on compensatory functions
2. Development of eupraxia of speech,, i.e. of speech programing in the brain, in congenitally profoundly deaf children
2.1. Babbling not influenced yet by the wearing of a hearing aid nor by a constant from outside
2.1.1. Use of voice and babbling
2.1.2. The similarity between the babbling of congenitally profoundly deaf babies and that of normally hearing babies
2.1.3. Babbling of deaf babies and normal eupraxia of speech
2.2. Is the eupraxia of speech in deaf babies (i.e. the development of speech programing in the brain) influenced by a constant from outside?
2.2.1. Face-directedness use of voice lipreading and reaction to hearing aid
2.2.2. Face-directedness maintained or regained
2.2.3. The order of difficulty of phonemes in learning to speak
2.2.4. Phonetic symbolism also called oral mine
2.2.5. The influence of the hearing aid
3. Difficulties in the development of the eupraxia of speech in a congenitally profound deaf children
3.1. Difficulties from additional handicaps
3.2. Difficulties originating from the attitudes of the educators
3.3. Difficulties directed due to deafness
4. A survey of methods in teaching deaf children to talk
4.1. Background principles
4.2. Speech is a rhythmic behavior par excellence
4.3. A continual process from early childhood
4.4. Survey of the methods
4.5. Different degrees of transitivity
4.6. A diagram of the different methods
4.7. The graphic support
4.8. Some data about the speech of congenitally profoundly deaf children in the institute for the deaf at sing-michielsgestel
4.8.1. Spontaneous vocalization: deafness and silence?
4.8.2. Tempo of speech
4.8.3. Short-term memory for speech
4.8.4. Oral technical communicative ability and oral fluency
5. Disturbed motor development and congenital deafness. An introductory study (1971)
5.1. Congenital deafness and eurhythmia
5.2. Eupraxia and eurhythmia and congenitally deaf children
5.3. Dyspraxia, dysrhythmia and motor-dysphasia
5.4. A typical profile of learning aptitude in deaf children with dyspraxia including dysrhythmia
6. The syndrome of dyspraxia in some prelingually profoundly deaf children – can tests given to deaf children shed any light on their difficulties in learning to speak
6.1. Question
6.2. Subjects
6.3. The 15 tests
6.3.1. Remembering simultaneously presented colored rods
6.3.2. Imitating demonstrating successive folding movements
6.3.3. Remembering simultaneously presented pictures
6.3.4. Remembering successively presented pictures
6.3.5. Repeating spoken series of digits
6.3.6. Simultaneous digit/symbol association
6.3.7. Copying simultaneously presented geometrical figures from memory
6.3.8. Identifying simultaneously presented geometrical figures from memory
6.3.9. Tapping successively four cubes in a shown order
6.3.10. Putting the fingers in a certain position according to an example
6.3.10.1. Adapted test of Berges and Lezine
6.3.11. Imitating shown finger-movements from memory
6.3.11.1. Imitating finger movements from memory
6.3.12. Repeating rhythmically spoken syllables
6.3.12.1. A rhythm test for hand and mouth for prelingually profoundly deaf preschool children
6.3.12.2. A rhythm test for oral movements for prelingually profoundly deaf children
6.3.12.3. Integration of a rhythmic oral pattern with a graphic symbol
6.3.13. Speaking as many words as possible within 2 minutes
6.3.14. Lipreading with sound-perception and repeating
6.3.15. Speaking correctly repeated words again from memory
6.4. Working method
6.5. Results
6.6. A three factors’ analysis
6.7. Discussion
6.7.1. Comments on some of the tests used and their validity
6.7.2. Observations concerning factors I and II
6.7.3. Conclusion
7. Does seeing oneself speak benefit lipreading? A help especially for dyspraxic deaf children?
7.1. Problem
7.2. Subjects
7.3. Presented material: homorganic words
7.4. Procedure
7.4.1. Survey
7.4.2. The test-tape for pre and re-test
7.4.3. Test procedure
7.4.4. Scoring
7.4.5. Training
7.5. Results
7.6. Additional test of reaction-time
7.7. Discussion
7.8. Conclusion
Summary
Literature
Alphabetic index
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Diagnostic testing of deaf children : The syndrome of dyspraxia [texto impreso] / Van Uden, A. M. J., Autor . - [S.l.] : Swets and Zeitlinger, 1983 . - viii p., 216 p. ISBN : 978-90-265-0436-5 Idioma : Inglés ( eng) | Clasificación: | Comunicacion:Oralidad
Etapas de desarrollo:Infancia
Medicina
Medicina:Afasia
Medicina:Disfasia
| | Nota de contenido: | Contents
Introductory chapter
Dysphasia in deaf children
1. Prelingual profound deafness
2. Specific learning difficulties, additional to deafness
3. The deaf a homogeneous group?
4. Children who have difficulty acquiring speech, and dyssymbolic children?
5. Dysphasia in deaf children
6. Some phenomena in hearing adults
7. Congenital dysphasia and aphasia in normally hearing children
8. Historical notes from the institute for the deaf sint michiels-gestel
a. The detection of the phenomena
b. A diagnostic center
c. The syndrome of dyspraxia and its treatment
d. A few extremely difficult cases of apraxia of speech
9. The value of the graphic information for the deaf
Summary
1. Neurological considerations
1.1. Neurological interconnections
1.1.1. Stimulogeneous fibrillation and biochemical facilitation; neurobiotaxis; synapses with stochastic functions
1.1.2. Nature and nurture
1.1.3. Intramodal programming of parts of the brain and Gestalt formations
1.1.4. Normal distributions of functions
1.1.5. Intermodal integration and governing of behavior
1.2. The efference principle. Body scheme. Memory
1.2.1. The efference principle
1.2.2. Body scheme
1.2.3. The memory function
1.3. Description of some disturbances and disabilities
1.4. Treatment by switching on compensatory functions
2. Development of eupraxia of speech,, i.e. of speech programing in the brain, in congenitally profoundly deaf children
2.1. Babbling not influenced yet by the wearing of a hearing aid nor by a constant from outside
2.1.1. Use of voice and babbling
2.1.2. The similarity between the babbling of congenitally profoundly deaf babies and that of normally hearing babies
2.1.3. Babbling of deaf babies and normal eupraxia of speech
2.2. Is the eupraxia of speech in deaf babies (i.e. the development of speech programing in the brain) influenced by a constant from outside?
2.2.1. Face-directedness use of voice lipreading and reaction to hearing aid
2.2.2. Face-directedness maintained or regained
2.2.3. The order of difficulty of phonemes in learning to speak
2.2.4. Phonetic symbolism also called oral mine
2.2.5. The influence of the hearing aid
3. Difficulties in the development of the eupraxia of speech in a congenitally profound deaf children
3.1. Difficulties from additional handicaps
3.2. Difficulties originating from the attitudes of the educators
3.3. Difficulties directed due to deafness
4. A survey of methods in teaching deaf children to talk
4.1. Background principles
4.2. Speech is a rhythmic behavior par excellence
4.3. A continual process from early childhood
4.4. Survey of the methods
4.5. Different degrees of transitivity
4.6. A diagram of the different methods
4.7. The graphic support
4.8. Some data about the speech of congenitally profoundly deaf children in the institute for the deaf at sing-michielsgestel
4.8.1. Spontaneous vocalization: deafness and silence?
4.8.2. Tempo of speech
4.8.3. Short-term memory for speech
4.8.4. Oral technical communicative ability and oral fluency
5. Disturbed motor development and congenital deafness. An introductory study (1971)
5.1. Congenital deafness and eurhythmia
5.2. Eupraxia and eurhythmia and congenitally deaf children
5.3. Dyspraxia, dysrhythmia and motor-dysphasia
5.4. A typical profile of learning aptitude in deaf children with dyspraxia including dysrhythmia
6. The syndrome of dyspraxia in some prelingually profoundly deaf children – can tests given to deaf children shed any light on their difficulties in learning to speak
6.1. Question
6.2. Subjects
6.3. The 15 tests
6.3.1. Remembering simultaneously presented colored rods
6.3.2. Imitating demonstrating successive folding movements
6.3.3. Remembering simultaneously presented pictures
6.3.4. Remembering successively presented pictures
6.3.5. Repeating spoken series of digits
6.3.6. Simultaneous digit/symbol association
6.3.7. Copying simultaneously presented geometrical figures from memory
6.3.8. Identifying simultaneously presented geometrical figures from memory
6.3.9. Tapping successively four cubes in a shown order
6.3.10. Putting the fingers in a certain position according to an example
6.3.10.1. Adapted test of Berges and Lezine
6.3.11. Imitating shown finger-movements from memory
6.3.11.1. Imitating finger movements from memory
6.3.12. Repeating rhythmically spoken syllables
6.3.12.1. A rhythm test for hand and mouth for prelingually profoundly deaf preschool children
6.3.12.2. A rhythm test for oral movements for prelingually profoundly deaf children
6.3.12.3. Integration of a rhythmic oral pattern with a graphic symbol
6.3.13. Speaking as many words as possible within 2 minutes
6.3.14. Lipreading with sound-perception and repeating
6.3.15. Speaking correctly repeated words again from memory
6.4. Working method
6.5. Results
6.6. A three factors’ analysis
6.7. Discussion
6.7.1. Comments on some of the tests used and their validity
6.7.2. Observations concerning factors I and II
6.7.3. Conclusion
7. Does seeing oneself speak benefit lipreading? A help especially for dyspraxic deaf children?
7.1. Problem
7.2. Subjects
7.3. Presented material: homorganic words
7.4. Procedure
7.4.1. Survey
7.4.2. The test-tape for pre and re-test
7.4.3. Test procedure
7.4.4. Scoring
7.4.5. Training
7.5. Results
7.6. Additional test of reaction-time
7.7. Discussion
7.8. Conclusion
Summary
Literature
Alphabetic index
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