Speech-reading Intervention for Profoundly Deaf Child The Case of Hosanna School for the Deaf, Ethiopia
Journal Title: IOSR Journal of Humanities and Social Science - Year 2018, Vol 23, Issue 6
Abstract
The objective of this intervention was to develop functional speech reading skillsand to increase response of correct speech reading skill. To attain the objective of the study single subject experimental design is used. Four critical elements of methods such as selection of the target, establishment of a baseline, repeated measurement with positive reinforcement, and intervention are used in thestudy. The research design used the steps of the A-B-A-B design. The participant client is profoundly deaf. Intervention of speech reading therapy presented for six weeks. This particular intervention consists of five days in a week and half hour intervention sessions. Long experienced speech therapist teacher was selected for the intervention. Amharic vowels served as the stimulus materials and Amharic one syllable words are instrument materials used for intervention.The finding revealed that 91.77% of the one syllable words at the highest level of success in lip reading and 91.67% similar success of vowels. The client word sound levels appeared to be the best ranging from 83.66% to 100% of the time correct responses and 66.66% to 100% of the vowels sounds correct responses. The result of these words and vowels correct response improvement occurred through continuous practice under proper guidance and intervention. This indicates that with great care and patience, must cultivate the habit of speech reading. Therefore, speech reading is a natural skill and can also optimize the effectiveness of hearing aids and cochlear implants. Large number of individuals in developing countries like Ethiopia cannot afford electronic aids and would benefit from any improvement in the teaching of speech reading.
Authors and Affiliations
Dr. Tesfaye Basha
Keywords
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- EP ID EP419313
- DOI 10.9790/0837-2306072642.
- Views 51
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