Course: Psychology of Deafness and Child
Development (681)
Q.1 Prepare a plan of action to assess the IQ of a child with suspected hearing loss. What other factors must be considered during assessment?
Assessing the IQ
of a child with suspected hearing loss requires a comprehensive plan of action
that considers various factors. The assessment process should involve a
multidisciplinary team of professionals, including a pediatrician, an
audiologist, a psychologist, and a speech-language pathologist. This team will
collaborate to evaluate the child's hearing abilities, cognitive functioning,
and language development. Here is a plan of action to assess the IQ of a child
with suspected hearing loss, along with the other factors that need to be considered
during the assessment.
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1. Referral and Initial Screening:
The process
begins with a referral from parents, teachers, or healthcare professionals who
suspect hearing loss in the child. The child's medical history, including any
known risk factors or developmental delays, should be reviewed. An initial
screening test, such as an otoacoustic emissions (OAE) test or an automated
auditory brainstem response (ABR) test, can be conducted to assess the child's
hearing abilities.
2. Audiological Evaluation:
An audiologist
will perform a comprehensive audiological evaluation to determine the type and
severity of the child's hearing loss. This evaluation may include pure-tone
audiometry, speech audiometry, and immittance measures. The results will help
determine the appropriate amplification or intervention options for the child.
3. Cognitive Assessment:
A psychologist
will conduct a cognitive assessment to evaluate the child's intellectual
functioning. It is important to use appropriate assessment tools for children
with hearing loss, considering their language abilities and communication
modalities. Nonverbal tests, such as the Wechsler Nonverbal Scale of Ability
(WNV), may be used to assess cognitive abilities that are less reliant on
verbal communication.
4. Language Assessment:
A
speech-language pathologist will assess the child's language skills, including
expressive and receptive language abilities. Special attention should be given to
the child's language development in relation to their hearing loss. This
assessment can include standardized tests, language samples, and observation of
the child's communication skills in different settings.
5. Educational Assessment:
An educational
assessment should be conducted to understand the child's learning strengths and
challenges. This assessment may involve evaluating the child's academic
performance, attention and concentration abilities, and adaptive skills. It can
provide valuable insights into the child's overall educational needs and the
appropriate interventions or accommodations required.
6. Social-Emotional Assessment:
Assessing the
child's social-emotional well-being is crucial, as hearing loss can impact a
child's social interactions and emotional development. A social-emotional
assessment can involve interviews with parents, teachers, and the child
themselves. Additionally, standardized questionnaires and behavioral
observations can be used to evaluate the child's social skills, self-esteem,
and overall emotional adjustment.
7. Assistive Technology Assessment:
The child's
potential use of assistive technology, such as hearing aids or cochlear
implants, should be assessed. An audiologist can evaluate the child's candidacy
for these devices and provide recommendations based on their hearing abilities
and communication needs. The effectiveness of any current assistive devices
should also be evaluated.
8. Individualized Education Plan (IEP)
Development:
Based on the
assessment findings, an IEP should be developed to outline specific goals,
interventions, and accommodations for the child. The IEP team, including
parents, teachers, and relevant professionals, should collaborate to create an
inclusive educational plan that addresses the child's hearing loss, cognitive
abilities, language development, and social-emotional needs During the
assessment process, it is important to consider several factors beyond IQ,
including:
1. Age of Onset: Early identification
and intervention are critical for children with hearing loss, as it can impact
their language development and overall cognitive functioning.
2. Communication Modalities: The
child's preferred communication modality (e.g., spoken language, sign language,
or a combination) should be considered when assessing their cognitive abilities
and language skills.
3. Parental Involvement: Engaging
parents as active participants in the assessment process can provide valuable
insights into the child's development, educational goals, and intervention
preferences.
4. Cultural and Linguistic Background:
Cultural and linguistic factors should be taken into account to ensure a
culturally sensitive and appropriate assessment process.
5. Comorbid Conditions: The presence of
any comorbid conditions, such as learning disabilities or attention deficit
hyperactivity disorder (ADHD), should be considered during the assessment to
provide comprehensive support for the child.By following this plan of action
and considering the relevant factors, professionals can conduct a thorough
assessment of the IQ and overall development of a child with suspected hearing
loss. The results of this assessment will guide intervention strategies and
support the child's educational and social-emotional well-being.
Q.2 How
do language and paly interact? Give an example of self-direction by children at
play in a pre-school group.
Language and
play have a close and intertwined relationship. Language plays a crucial role
in facilitating and enhancing play experiences, while play, in turn, supports
the development and use of language skills. The interaction between language
and play is evident in various aspects, including communication,
problem-solving, imagination, and social interaction. Let's explore how
language and play interact and provide an example of self-direction by children
at play in a pre-school group.
1. Communication:
Language is a
fundamental tool for communication during play. Children engage in
conversations, negotiate roles, and express their ideas and preferences while
playing. Through language, children can share their imaginative play scenarios,
assign roles, and engage in dialogue with their peers. Communication during
play helps children develop vocabulary, practice turn-taking, and understand
the importance of expressing themselves effectively.For example, in a pretend
play scenario, children may engage in a "restaurant" theme. They use
language to take on roles like waiters, customers, or chefs. They communicate
orders, ask for menus, and discuss food preferences, enhancing their language
skills in the process.
2. Problem-solving:
Play involves
various problem-solving opportunities that encourage children to use language
to express their thoughts and find solutions. When engaged in open-ended play,
children often encounter challenges or conflicts that require problem-solving
skills. They may need to negotiate rules, resolve disagreements, or come up
with creative solutions to overcome obstacles.
For instance,
during a building block activity, children may need to decide how to construct
a stable tower. They discuss strategies, share ideas, and use language to plan
and problem-solve collaboratively. This interaction supports their cognitive
development and fosters language skills such as expressing opinions, providing
explanations, and seeking feedback.
3. Imagination and Storytelling:
Play provides a
rich context for imaginative and pretend play scenarios, which heavily rely on
language. Through imaginative play, children create fictional narratives, adopt
different roles, and engage in storytelling. This type of play allows children
to develop their narrative and language skills, including vocabulary, sentence
structure, and storytelling abilities.
For example,
children engaged in a pretend "superhero" play may create elaborate
stories with their peers. They use language to describe their superhero
characters, develop storylines, and engage in dialogue. This imaginative play
promotes language fluency, creativity, and narrative skills.
4. Social Interaction:
Play serves as a
platform for social interaction, and language is a vital tool for effective
communication and collaboration with peers. Through play, children develop and
refine their social skills, such as sharing, turn-taking, active listening, and
empathy. Language enables children to express their feelings, negotiate roles,
and engage in cooperative play.
In a pre-school
group, children may engage in a cooperative board game. They use language to
communicate strategies, take turns, and support each other. This interaction
fosters social-emotional development and language skills, including using
appropriate greetings, expressing empathy, and engaging in group discussions.
Example of Self-Direction by Children at
Play in a Pre-school Group:
During free play
time in a pre-school group, a group of children decides to create a
"zoo" using various stuffed animals and toy figures. One child takes
the lead and starts assigning roles to others, such as "zookeeper,"
"veterinarian," and "visitor." The child uses language to
explain the roles, distribute the toys, and set up different areas within the
play space.
As the play
unfolds, another child suggests building enclosures using blocks and cardboard
boxes. The child uses language to propose the idea, describe the construction
process, and ask for assistance. Other children join in, contributing their
ideas and using language to plan and problem-solve collaboratively.
In this
scenario, the children demonstrate self-direction by taking initiative,
assigning roles, and suggesting ideas. They engage in dialogue,
express their thoughts, and use language to
coordinate the play experience. This example showcases how language facilitates
self-directed play, fosters collaboration, and promotes the development of
language and social skills.
Overall, the
interaction between language and play is essential for children's holistic
development. Language supports communication, problem-solving, imaginative
play, and social interaction during play, while play provides a context for
children to practice and enhance their language skills. Encouraging rich and
interactive play experiences can nurture language development and support
children's overall cognitive, social, and emotional growth.
Q.3 Explain
in detail about the discovery and control concept of Hans G. Furth.
Assessing the IQ
of a child with suspected hearing loss requires a comprehensive plan of action
that considers various factors. The assessment process should involve a
multidisciplinary team of professionals, including a pediatrician, an
audiologist, a psychologist, and a speech-language pathologist. This team will
collaborate to evaluate the child's hearing abilities, cognitive functioning,
and language development. Here is a plan of action to assess the IQ of a child
with suspected hearing loss, along with the other factors that need to be
considered during the assessment.
1. Referral and Initial Screening:
The process
begins with a referral from parents, teachers, or healthcare professionals who
suspect hearing loss in the child. The child's medical history, including any
known risk factors or developmental delays, should be reviewed. An initial
screening test, such as an otoacoustic emissions (OAE) test or an automated
auditory brainstem response (ABR) test, can be conducted to assess the child's
hearing abilities.
2. Audiological Evaluation:
An audiologist
will perform a comprehensive audiological evaluation to determine the type and
severity of the child's hearing loss. This evaluation may include pure-tone
audiometry, speech audiometry, and immittance measures. The results will help
determine the appropriate amplification or intervention options for the child.
3. Cognitive Assessment:
A psychologist
will conduct a cognitive assessment to evaluate the child's intellectual
functioning. It is important to use appropriate assessment tools for children
with hearing loss, considering their language abilities and communication
modalities. Nonverbal tests, such as the Wechsler Nonverbal Scale of Ability
(WNV), may be used to assess cognitive abilities that are less reliant on
verbal communication.
4. Language Assessment:
A
speech-language pathologist will assess the child's language skills, including
expressive and receptive language abilities. Special attention should be given
to the child's language development in relation to their hearing loss. This
assessment can include standardized tests, language samples, and observation of
the child's communication skills in different settings.
5. Educational Assessment:
An educational
assessment should be conducted to understand the child's learning strengths and
challenges. This assessment may involve evaluating the child's academic
performance, attention and concentration abilities, and adaptive skills. It can
provide valuable insights into the child's overall educational needs and the
appropriate interventions or accommodations required.
6. Social-Emotional Assessment:
Assessing the
child's social-emotional well-being is crucial, as hearing loss can impact a
child's social interactions and emotional development. A social-emotional
assessment can involve interviews with parents, teachers, and the child
themselves. Additionally, standardized questionnaires and behavioral
observations can be used to evaluate the child's social skills, self-esteem,
and overall emotional adjustment.
7. Assistive Technology Assessment:
The child's
potential use of assistive technology, such as hearing aids or cochlear
implants, should be assessed. An audiologist can evaluate the child's candidacy
for these devices and provide recommendations based on their hearing abilities
and communication needs. The effectiveness of any current assistive devices
should also be evaluated.
8. Individualized Education Plan (IEP)
Development:
Based on the
assessment findings, an IEP should be developed to outline specific goals,
interventions, and accommodations for the child. The IEP team, including
parents, teachers, and relevant professionals, should collaborate to create an
inclusive educational plan that addresses the child's hearing loss, cognitive
abilities, language development, and social-emotional needs.
During the assessment process, it is
important to consider several factors beyond IQ, including:
1. Age of Onset: Early identification
and intervention are critical for children with hearing loss, as it can impact
their language development and overall cognitive functioning.
2. Communication Modalities: The
child's preferred communication modality (e.g., spoken language, sign language,
or a combination) should be considered when assessing their cognitive abilities
and language skills.
3. Parental Involvement: Engaging
parents as active participants in the assessment process can provide valuable
insights into the child's development, educational goals, and intervention
preferences.
4. Cultural and Linguistic Background: Cultural
and linguistic factors should be taken into account to ensure a culturally
sensitive and appropriate assessment process.
5. Comorbid Conditions: The presence of
any comorbid conditions, such as learning disabilities or attention deficit
hyperactivity disorder (ADHD), should be considered during the assessment to
provide comprehensive support for the child.
By following
this plan of action and considering the relevant factors, professionals can
conduct a thorough assessment of the IQ and overall development of a child with
suspected hearing loss. The results of this assessment will guide intervention
strategies and support the child's educational and social-emotional well-being.
Q.4 Give
a detailed note on the standard tests used for assessing the intelligence of
hearing-impaired children? What are their main focuses? (20)
Assessing the
intelligence of hearing-impaired children requires specialized tests that take
into account their unique needs and challenges. These tests aim to measure
cognitive abilities, language
skills, and
overall intellectual functioning. Several standard tests are commonly used for
this purpose, each with its own main focus. In this detailed note, we will
explore these tests and discuss their main focuses.
1. Wechsler Intelligence Scale for Children
(WISC): The WISC is one of the most widely used intelligence tests for
children. It assesses a range of cognitive abilities, including verbal
comprehension, perceptual reasoning, working memory, and processing speed. The
test provides valuable information about a child's general intellectual
functioning and can be adapted to accommodate hearing-impaired children by
incorporating visual stimuli or sign language.
2. Stanford-Binet Intelligence Scales:
The Stanford-Binet test is another comprehensive measure of intelligence. It
assesses various cognitive domains, such as fluid reasoning, knowledge,
quantitative reasoning, visual-spatial processing, and working memory. The test
can be modified to suit the needs of hearing-impaired children by using visual
aids or sign language.
3. Peabody Picture Vocabulary Test (PPVT):
The PPVT is a widely used test for assessing receptive vocabulary in children.
It measures a child's ability to understand and use words by matching spoken
words to corresponding pictures. For hearing-impaired children, adaptations can
be made by presenting visual cues or using sign language to assess their
vocabulary skills.
4. Test of Nonverbal Intelligence (TONI):
The TONI is a nonverbal intelligence test that aims to assess intellectual
abilities without relying on verbal language skills. It uses abstract figures
and designs to measure reasoning and problem-solving abilities. The TONI is
particularly useful for hearing-impaired children who may have limited or
delayed language development.
5. Reynell Developmental Language Scales
(RDLS): The RDLS focuses specifically on assessing language skills in young
children. It measures receptive and expressive language abilities, including
vocabulary, grammar, and comprehension. The test can be adapted for
hearing-impaired children by incorporating visual stimuli or sign language.
6. Vineland Adaptive Behavior Scales
(VABS): The VABS is a comprehensive measure of adaptive behavior, which
includes socialization, communication, daily living skills, and motor skills.
It assesses how well a child can function independently in different areas of
life. The VABS is often used to evaluate the impact of hearing loss on a
child's overall functioning and to identify areas where support may be needed.
7. Clinical Evaluation of Language
Fundamentals (CELF): The CELF assesses various aspects of language,
including semantics, grammar, and comprehension. It can be adapted for
hearing-impaired children by using visual aids, gestures, or sign language to
evaluate their language abilities.
8. Test of
Auditory Comprehension of Language (TACL): The TACL is specifically designed to
evaluate the auditory comprehension skills of hearing-impaired children. It
assesses their ability to understand and follow spoken instructions, as well as
their comprehension of spoken language in different contexts.
The main focuses
of these tests are to evaluate cognitive abilities, language skills, and
adaptive behavior in hearing-impaired children. By assessing these areas,
professionals can gain insights into a child's intellectual potential, language
development, and overall functioning. It is important to consider the specific
needs and communication modalities of each hearing-impaired child during the
assessment process. Adaptations and modifications, such as incorporating visual
stimuli, sign language, or visual aids, ensure that the tests accurately
measure the child's abilities and provide meaningful results.
In addition to
standardized tests, it is essential to employ a holistic approach when
assessing the intelligence of hearing-impaired children. This includes
considering factors such as their educational background, communication
modalities (e.g., sign language, oral
communication, or a combination), and the
impact of their hearing loss on their overall development. Collaborating with a
multidisciplinary team, including speech-language pathologists, audiologists,
psychologists, and educators, can provide a comprehensive assessment and ensure
appropriate interventions and support for hearing-impaired children to thrive
academically and socially.
Q.5 Why
the short-term memory is sometimes referred to as the “working memory”. In what
ways does the long -term memory assist the short-term memory? (20)
Short-term
memory is often referred to as "working memory" because it serves as
a temporary storage system for information that is actively being processed and
manipulated. The term "working memory" emphasizes the active nature
of this memory system and its role in supporting ongoing cognitive processes.
Long-term memory, on the other hand, plays a crucial role in assisting and
enriching the functioning of short-term memory. In this response, I will
explain why short-term memory is called working memory and discuss the ways in
which long-term memory supports short-term memory.
Short-term Memory as Working Memory:
1. Active
Processing: Short-term memory is referred to as working memory because it
involves the active processing and manipulation of information. It is not
simply a passive storage system but a dynamic workspace where information is
actively maintained and manipulated in the service of ongoing cognitive tasks.
2. Limited Capacity: Short-term memory
has a limited capacity, meaning it can only hold a small amount of information
for a brief period. The term "working memory" highlights the notion
that this memory system is actively engaged in processing information and that
this processing is temporary and constantly changing.
3. Multifaceted Functions: Short-term
memory performs multiple cognitive functions simultaneously, such as storing
information, manipulating it, and integrating it with existing knowledge. It is
involved in tasks like problem-solving, decision-making, comprehension, and
language processing.
Ways in which Long-term Memory Assists
Short-term Memory:
1. Retrieval of
Information: Long-term memory plays a crucial role in assisting short-term
memory by providing a vast store of knowledge and information that can be
retrieved and used in real-time processing. Information retrieved from
long-term memory can be actively held and manipulated in short-term memory to
accomplish cognitive tasks.
2. Encoding and Consolidation:
Long-term memory assists short-term memory through the encoding and
consolidation of information. When new information is encoded and consolidated
into long-term memory through repetition, rehearsal, and meaningful
connections, it becomes more accessible and readily available for retrieval and
use in short-term memory.
3. Schema Activation: Long-term memory
provides a framework of organized knowledge structures called schemas. Schemas
are mental frameworks that help in organizing and interpreting incoming
information. When a relevant schema is activated from long-term memory, it
assists in the processing and understanding of new information in short-term
memory.
4. Chunking and Grouping: Chunking
refers to the process of organizing information into meaningful groups or
chunks, which allows for better retention and retrieval. Long-term memory
assists short-term memory by providing pre-existing chunks or patterns of
information that can be used to organize and group new information more
effectively.
5. Knowledge Integration: Long-term
memory aids short-term memory by facilitating the integration of new
information with existing knowledge structures. The retrieval of relevant prior
knowledge from long-term memory helps in making connections, filling in gaps,
and creating a meaningful context for the information being processed in
short-term memory.
6. Automatization: Through repeated
practice and consolidation, certain cognitive processes and skills become
automatic and require minimal cognitive resources. Long-term memory assists
short-term memory by automating frequently used information and skills,
allowing for more efficient processing and freeing up cognitive resources for
other tasks.
7. Contextual Support: Long-term memory
provides contextual support by storing information about the situational and
environmental cues associated with specific memories. This contextual
information assists short-term memory by providing retrieval cues that help in
accessing relevant information and facilitating accurate recall and
recognition.
In summary,
short-term memory is referred to as working memory because it actively
processes and manipulates information in real-time cognitive tasks. Long-term
memory supports short-term memory through the retrieval of information,
encoding and consolidation, schema activation,
|
chunking and
grouping |
knowledge
integration |
automatization |
and contextual
support. The |
interaction
between short-term and long-term memory is crucial for efficient and effective
cognitive functioning, allowing for
the temporary storage, manipulation, and
integration of information in the service of ongoing cognitive processes.
Dear Student,
Ye sample assignment h. Ye bilkul
copy paste h jo dusre student k pass b available h. Agr ap ne university
assignment send krni h to UNIQUE assignment
hasil krne k lye ham c contact kren:
0313-6483019
0334-6483019
0343-6244948
University c related har news c
update rehne k lye hamra channel subscribe kren: