Approach and adjustment adapted to meet cognitive and behavioral characteristics in the auditory and language training of a hearingimpaired young child suspected of having AD/HD

Tsukuri Mori, Masayuki Kumai

    Research output: Contribution to journalArticlepeer-review

    Abstract

    We undertook auditory and language training for a hearing-impaired young child suspected to have attention deficit/hyperactivity disorder (AD/HD). In this training, carried out between the ages of 3 and 6, we analyzed the therapist's approach and adjustment adapted to meet the child's AD/HD cognitive and behavioral needs as compared with two hearing-impaired young children of the same age without AD/HD. The results suggested that an early approach and adjustment which addresses the cognitive and behavioral needs of AD/HD are effective, in addition to management of the hearing loss. Particularly in the case under study, the following appeared to be useful for the subject's characteristic inattention behavior: 1) a structured learning procedure, involving initial provision of a task schedule and signals, and setting of goals at the end; 2) proactive adjustment for the content and difficulty of the task and the time available; 3) use of visual aids and provision of inflective and emotional feedback; 4) competition against the therapist or role reversal; 5) commanding the child's attention using physical cues such as gestures or pointing and lightly touching the body while talking.

    Original languageEnglish
    Pages (from-to)43-52
    Number of pages10
    JournalJapan Journal of Logopedics and Phoniatrics
    Volume52
    Issue number1
    DOIs
    Publication statusPublished - 2011 Jan

    Keywords

    • Adjustment
    • Approach
    • Attention deficit/hyperactivity disorder
    • Auditory and language training
    • Hearing-impaired young child

    ASJC Scopus subject areas

    • LPN and LVN
    • Speech and Hearing

    Fingerprint

    Dive into the research topics of 'Approach and adjustment adapted to meet cognitive and behavioral characteristics in the auditory and language training of a hearingimpaired young child suspected of having AD/HD'. Together they form a unique fingerprint.

    Cite this