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Please use this identifier to cite or link to this item: http://hdl.handle.net/1860/2705

Title: Auditory training through music as a therapeutic tool for hearing-impaired preschool children.
Authors: Amir, Dikla
Issue Date: Sep-1982
Abstract: Twelve hearing-impaired preschool children, eight girls and four boys, aged 3.5-4.5, participated in this study, which investigated the effects of auditory training through music on the use of residual hearing as well as on social, emotional, and task-oriented behavior. Children were non-randomly assigned to an experimental and a control group, six children in each, by matching pairs on biographical and socioeconomic variables, variables related to hearing impairment, and cognitive functioning. The experimental group received 24 sessions of auditory training through music, which were conducted in two subgroups, twice a week, for 30 minutes per session. The pre- and post-measures for the experimental and control groups consisted of: (a) Assessment of the use of residual hearing, which was designed for this study and included four tests according to the four major hierarchical levels of auditory perception; detection, discrimination, recognition, and comprehension? (b) Classroom Behavior Inventory (adapted version), and (c) Non-standardized assessment of the children's spontaneous pictorial creation. The experimental group exhibited a significant increase in the use of residual hearing in comparison with that of the control group, on the levels of discrimination and recognition. No significant differences were found between the two groups on the levels of detection and comprehension. Children in the experimental group used their intellectual potential more effectively in comparison with the control group, as evidenced in the significant correlation between mental age and the posttest scores of the Comprehension Test. Regarding the social, emotional, and task-oriented behavior, although no significant differences were revealed between the two groups on the Inventory, a marked difference was detected on the assessment of the children's pictorial creation. This study implies that auditory training through music, conducted in groups, is effective, and thus provides experimental support for what is already known about the value of music for the hearing-impaired child. The more effective use of intellectual potential, the auditory abilities which were improved, and the sensitivity of the tools utilized to assess behavior are discussed as well as implications and suggestions for further research.
Description: xi, 176 leaves : ill. ;
URI: http://hdl.handle.net/1860/2705
Appears in Collections:Health Sciences Theses and Dissertations

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