Evaluation of the Effectiveness of An Early Intervention Program for Hearing-Impaired Children by WPPSI Intelligence Test.
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Accession number;00A0534298
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| Title;Evaluation of the Effectiveness of An Early Intervention Program for Hearing-Impaired Children by WPPSI Intelligence Test. |
| Author;
UCHIYAMA TSUTOMU
(Fujimidaikikoetokotobanokyoshitsu)
IJUIN RYOKO
(Fujimidaikikoetokotobanokyoshitsu)
TENDO AYAKO
(Fujimidaikikoetokotobanokyoshitsu)
MORI MIWAKO
(Fujimidaikikoetokotobanokyoshitsu)
TOKUMITSU HIROKO
(Fujimidaikikoetokotobanokyoshitsu)
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Journal Title;Japan Journal of Logopedics and Phoniatrics
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Journal Code:Z0214B
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ISSN:0030-2813
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VOL.41;NO.2;PAGE.120-129(2000)
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| Figure&Table&Reference;FIG.5, TBL.4, REF.12 |
| Pub. Country;Japan |
| Language;Japanese |
| Abstract;To evaluate the effectiveness of an auditory-oral early intervention program for hearing-impaired children, we administered the WPPSI Intelligence Test to 72 hearing-impaired children(average age: 6 years 4 months, hearing level: 43-111dB, start-age: 6 months-5 years 5 months). The test results showed that verbal IQ ranged from 40 through 151 points, and that performance IQ ranged from 72 through 146 points. Data analysis revealed that verbal IQ correlated closely with performance IQ and start-age of intervention, and also that verbal IQ had a positive correlation with both the parents' educational ability and participation, and the hearing level. We drew the following conclusions from these findings: 1) Fifty of the 72(69%) hearing-impaired children were able to acquire language abilty(verbal IQ.GEQ.80) comparable to others of their age when they completed an early intervention program for hearing-impaired children. 2) The difference between verbal IQ and performance IQ is useful as an index to evaluate the effectiveness of an early intervention program. When the difference is slight or moderate, we may conclude that the program has been more effective. 3) The development of language by hearing-impaired children is affected by various factors, including hearing level, intelligence, start-age of intervention, and the parents' educational ability and participation. (author abst.) |
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