Working Memory-Based Cognitive Rehabilitation: Spoken Language of Deaf and Hard-of-Hearing Children

Autor/in	Ashori, Mohammad
Titel	Working Memory-Based Cognitive Rehabilitation: Spoken Language of Deaf and Hard-of-Hearing Children
Quelle	In: Journal of Deaf Studies and Deaf Education, 27 (2022) 3, S.234-244 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ashori, Mohammad)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/enac007
Schlagwörter	Short Term Memory; Rehabilitation; Cognitive Processes; Deafness; Hearing Impairments; Young Children; Intervention; Program Effectiveness; Receptive Language; Expressive Language; Language Skills; Speech Communication + Suchen Sie Ihr Suchwort? Kurzzeitgedächtnis; Cognitive process; Kognitiver Prozess; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Frühe Kindheit; Rezeptive Kommunikationsfähigkeit; Language skill; Sprachkompetenz
Abstract	This research examined the effect of the Working Memory-based Cognitive Rehabilitation (WMCR) intervention on the spoken language development of deaf and hard-of-hearing (DHH) children. In this clinical trial study, 28 DHH children aged between 5 and 6 years were selected by random sampling method. The participants were randomly assigned to experimental and control groups. The experimental group participated in the WMCR intervention involving 11 sessions. All participants were assessed pre-and postintervention. Data were collected by the Newsha Development Scale and analyzed through MANCOVA. The results revealed a significant difference between the scores of the receptive and expressive language of the experimental group that were exposed to the WMCR intervention compared with the control group. The receptive and expressive language skills of the experimental group indicated a significant improvement after the intervention. Therefore, the WMCR intervention is an effective method that affects the spoken language skills of DHH children. These findings have critical implications for teachers, parents, and therapists in supporting DHH young children to develop their language skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01