Development and Validation of the Objectives for
Language Stimulation Home Training Activity Manual
in Hindi for the Parents for the Children with Hearing
ImpairmentRajeev Ranjan1& 2, Arun Banik3
1 Ali Yavar Jung National Institute for the Hearing Handicapped/ MUHS, India, 2 Society for the Physically Disabled, Singapore3 National Center for Disabilities Studies, IGNOU, India.
“Hearing impairment and deafness are serious disabilities that can impose a heavy social and economic burden on individuals, families, communities and countries. Children with hearing
impairment often experience delayed development of speech, language and cognitive skills, which may result in slow learning and difficulty progressing in school. Hearing impairment can also
make it more difficult to escape poverty by slowing progress in school and the workplace, and placing people in social isolation” (WHO, 1998).
The SKI* HI Model: Programming for Hearing Impaired infants through home intervention, Home visit curriculum, 4rth edition by Clarck, Thomas c, Watkins, Susan (1985). Which describes
the SKI*HI Model, A comprehensive approach to identification and home intervention treatment of Hearing Impaired children and their families.In Indian context there are different learning manual for children with Hearing-Impairment have been developed in different languages mainly, Kannada, Malayalam and English, which mainly
focus on Listening and auditory based activities.
None of these learning manuals focus on the home base activities to develop language, except than few manual developed for children with mental retardation.
Results
Introduction
Objectives Methods
Table: 1. Comparison among the
group i.e. P, SE and ASLPs’ for
the objectives selected in Section I.
Table: 2. Comparison among the
groups i.e. P, SE and ASLPs’ for
the objectives selected in Section II.
Table: 3. Comparison among the
groups i.e. P, SE and ASLPs’ for the objectives selected in Section III.
Table: 4. Comparison among the
groups i.e. P, SE and ASLPs’ forthe objectives selected in Section IV.
Table: 5. Comparison among the
groups i.e. P, SE and ASLPs’ for the objectives selected in Section V.
A Quasi Experimental Research Design Taken
5 P 5 SE 5 ASLPGiven to all Judges to Validate the written Items/
Objectives under 4 points rating scale
1
Not
relevant &
useful
2
Very
Limited use
& relevant
3
Mostly
suitable &
useful
4
Most
relevant &
Very useful
10 Items/ Objectives were selected under each Section
15 Judges 11-15 Items/ Objectives written under each section
1. To develop items/
objectives for language
stimulation home training
activity manual useful for
the children with hearing impairment in the
chronological age range
of 2-6 years.
2. To validate developed
items/ objectives for
language stimulation home
training activity manual
useful for the children with hearing impairment in the
chronological age range of
2-6 years.
Sub-Objectives: This will have V sections.
(under each section 10 items/ objectives will be developed)
Section I: Attention, Section II: Auditory training,
Section III: Verbal Comprehension,
Section IV: Oral Expression & Section V: Articulation.
Items/ Objectives Groups Mean Standard
deviation
p-
value
O.2. To attend the puzzles P 2.8 1.090.28 **SE 3.6 0.54
ASLP 3.2 0.44
O.3. To match the two Pictures:
Bus & Car
P 4 0.000.23 **SE 3.4 0.54
Items/ Objectives Groups Mean Standard
deviation
p-
value
O.1. To articulate sound /p/ P 4.0 0.00
0.11 **SE 3.6 0.54
ASLP 4.0 0.00
O.2. To articulate sound /h/ P 3.4 0.54
0.13 **SE 3.0 0.00
Items/ Objectives Groups Mean Standard
deviation
p-
value
O.1. To attend the sound
(Mother and Father Voice)
P 3.4 0.89
0.64 **SE 3.6 0.54
ASLP 3.4 0.44
O.2. To localize the sound
(Mother and Father Voice)
P 3.2 1.09
0.35 **SE 3.2 0.44
Items/ Objectives Groups Mean Standard
deviation
p-
value
O.2.To vocalize vowels /a/, /e/, /u/ P 2.8 1.09
0.61 **SE 3.6 0.54
ASLP 3.2 0.44
O.3.To vocalize consonants /p/, /b/, /m/,
/t/ etc.
P 4 0.00
0.10 **SE 3.4 0.54
Items/ Objectives Groups Mean Standard
deviation
p-
value
O.1. To develop name Recognition P 3.8 0.44
0.33 **SE 3.6 0.54
ASLP 4.0 0.00
O.2. To recognize his family members
(Father and Mother)
P 3.8 0.440.10 **SE 3.4 0.54
ASLP 4.0 0.00
Anitha. A, 2001. Auditory learning Manual for English speaking Hearing-Impaired Children. Unpublished M.Sc. (Speech and Hearing) Dissertation, AIISH, University of Mysore, Karnataka, India.
Asha Manoharan, 2008. Auditory learning Manual for Malayalam speaking children with Hearing-Impaired. Unpublished M.Sc. (Speech and Hearing) Dissertation, AIISH, University of Mysore, Karnataka, India.
Ansari Shamim. M, (2004), screening programme for Hearing impairment in newborns: A challenge during Rehabilitation for all, Asia Pacific disability rehabilitation journal, 83. Vol-15, No.1.2004.
Burgess, A. (1997). Fatherhood Reclaimed: The making of the modern father. London: Vermilion Press.
Clarck, Thomas c, Watkins, Susan (1985), The SKI* HI Model: Programming for Hearing Impaired infants through home intervention, Home visit curriculum, fourth edition, Utah state university, Logan, Department of communicative disorders.
Devi, N. 2005. Auditory learning manual for hearing-impaired infants and toddlers. Unpublished M.Sc. (Speech and Hearing) Dissertation, AIISH, University of Mysore, Karnataka, India.
Ranjan Rajeev. (2006). Language stimulation for the children with mental retardation-An activity manual for the Parents, Unpublished master dissertation: Mangalore university, Mangalore, India.
Subba Rao, T.A., & Narayan, J., (2003). Training in communication skills for Persons with Mental Retardation: UTILITY GUIDE FOR PARENTS. Secunderabad: national institute for the mentally handicapped.
Vijayalakshmi, 2004. Auditory learning Manual for Kannada speaking Hearing-Impaired Children. Unpublished M.Sc. (Speech and Hearing) Dissertation, AIISH, University of Mysore, Karnataka, India.
World Health Organization, 1998, the World Health Report Life in the 21st Century: a Vision for All, Report of the Director General, Geneva, WHO.
I would like to thank Director, AYJNIHH for his permission to carry out the research as a part of PhD programme, Dr Arun Banik for his guidance, Mr Kotian and Kaushal for helping in statistical analysis.
Mr Mukesh, Niraj and Mrs Punam for helping in data collection and Mrs Sulekha for her invaluable support in the study. I would like to thank all the subjects for their participation in this study.
And also I would like to thank Director, SPD, Singapore for funding the poster presentation in the conference.
Conclusion
References
Discussions
Acknowledgements
Result shows that there is
no significance difference
among the groups for all
selected items/ objectives under Attention..
Result shows that there is no
significance difference
among the groups for all
selected items/ objectives under Section II.
Result shows that there is no
significance difference among the
groups for the most of the items/
objectives. However, few items/
objectives (O.3, O.6, O.7, O.8 & O.11) under Section III, are approaching near significant level.
Result shows that there is no
significance difference among the
groups for the most of the items/
objectives under section IV, except
item/ objective (O.11) that approaching near significant level.
Result shows that there is no
significance difference among the
groups for the most of the items/
objectives under Articulation.
However, the items/ objectives no: O.3, O.4, O.9 & O.10, are approaching near significant level.
Graph 1. Rating for Section I. Graph 2. Rating for Section II. Graph 3. Rating for Section III. Graph 4. Rating for Section IV. Graph 5. Rating for Section V.
Development & Validation of items/ objectives:
For section I: Attention, Out of 13 items/ objectives, total 10 items/
objectives were selected to develop activity for the manual.
Out of 11 items/ objectives, total 10 items/ objectives were
selected under auditory training to develop activity for the manual.For section III: Verbal comprehension, Out of 12 items/
objectives, total 10 items/ objectives were selected to develop
activity for the manual.
Out of 14 items/ objectives, total 10 items/ objectives were
selected under oral expression to develop activity for the manual. For section V: Articulation, Out of 11 items/ objectives, total 10
items/ objectives were selected to develop activity
Reliability of selected items/ objectives:
To know the reliability of the items/ objectives among
the judges, Intra-reliability test (spearman brown
coefficient) was done. And spearman brown
coefficient value, i.e., Alpha value was > 0.5 for all the groups under each section of the activity manual.
This indicates good reliability for the items/
objectives under each section by all the judges. And
as per the suggestion given by the judges, the items/
objectives were modified, added and sequentially arranged, which were incorporated in the final list of
the items/ objectives for the activity manual.
Further recommendations: More number of subjects and more items/ objectives can
be included to validate.Other regional languages can be used to
develop the same items/ objectives to
develop an activity manual.
Most of the items/ objectives were highly rated, which
indicated the high reliability of the selected items/
objectives among the subjects. Which will also be useful
and helpful to develop an activity manual for Parents of the
children with hearing impairment.
Bus & Car 0.23 **SE 3.4 0.54
ASLP 3.4 0.89
O.4. To match the Pictures
(Bus) and object (Bus)
P 3.2 0.830.61 **SE 3.2 0.44
ASLP 4 .00
O.5. Points to a person
(Mother/ Father)
P 3.2 0.830.28 **SE 3 0.00
ASLP 3.6 0.54
O.6. To colour the Picture as
per Number
P 3.4 0.540.54 **SE 3.2 0.44
ASLP 2.8 1.30
O.7. To sit for 10 – 20 minutes P 2.8 0.440.80 **SE 2.8 0.44
ASLP 3 0.70
O.9. To search the words in 10
words puzzle
P 3.8 0.440.64 **SE 3.4 0.54
ASLP 3.6 0.89
O.10. To look towards an
object (Bus/Car)
P 3.8 0.44
0.55 **SE 3.4 0.54
ASLP 3.4 0.89
O.11. Points to an object
(Bus/Car)
P 4.0 0.00
0.30 **SE 3.6 0.54
ASLP 3.6 0.54
O.12. Turns and looks toward
person speaking
P 4 0.00
0.32 **SE 3.6 0.54
ASLP 3.4 0.89
0.13 **SE 3.0 0.00
ASLP 3.6 0.54
O.3. To articulate sound /e/ P 3.6 0.54
0.00 *SE 3.0 0.00
ASLP 4.0 0.00
O.4. To articulate sound /t/ P 3.4 0.54
0.02 *SE 3.2 0.44
ASLP 4.0 0.00
O.5. To articulate sound /k/ P 3.0 1.00
0.05 **SE 2.6 0.54
ASLP 3.8 0.44
O.6.To articulate sound /l/ P 4.0 0.00
0.11 **SE 3.6 0.54
ASLP 4.0 0.00
O.7. To articulate sound /s/ P 3.2 0.83
0.09 **SE 3.0 0.00
ASLP 3.8 0.44
O.8. To articulate sound /tS/ P 2.4 0.54
0.05 **SE 3.0 0.96
ASLP 3.0 1.22
O.9. To articulate sound /d/ P 2.8 1.09
0.02 *SE 2.8 0.44
ASLP 4.0 0.00
O.10. To articulate sound /a/ P 3.0 1.00
0.02 *SE 2.8 0.44
ASLP 4.0 0.00
(Mother and Father Voice) 0.35 **SE 3.2 0.44
ASLP 3.8 0.44
O.3. To detect sound (Mother
& Father voice) from distance
(3-6 feet)
P 3.8 0.44
0.75 **SE 3.6 0.54
ASLP 3.8 0.44
O.4. To discriminate between
two sounds-Door bell & Door
knocks
P 3.6 0.54
0.17 **SE 3.2 0.44
ASLP 3.8 .44
O.5. To discriminate between
name call & Table tap
P 3.6 0.54
0.86 **SE 3.4 0.54
ASLP 3.4 0.89
O.6. To identify his/her name P 3.2 0.54
0.49 **SE 3.4 0.54
ASLP 3.2 0.44
O.7. To identity his/her parent
voice from back
P 3.6 0.89
0.64 **SE 3.4 0.54
ASLP 3.8 0.44
O.8. To identify the sound
from distance (3-6 feet)
P 3.4 0.89
0.34 **SE 3.2 0.44
ASLP 3.8 0.44
O.9. To understand two word
utterances (Action + location=
come here)
P 3.8 0.44
0.34 **SE 3.6 0.54
ASLP 3.2 0.83
O.10. To understand the
different speech sounds, such
as /p/, /t/ and /k/
P 3.4 0.54
0.49 **SE 3.2 0.44
ASLP 3.6 0.54
/t/ etc. 0.10 **SE 3.4 0.54
ASLP 3.4 0.89
O.4.Vocalizes to greet others (To say
hello, Bye to mummy & Papa)
P 3.2 0.83
0.33 **SE 3.2 0.44
ASLP 4 .00
O.6.To say his/her name P 3.4 0.54
0.33 **SE 3.2 0.44
ASLP 2.8 1.30
O.7.To say meaningful single word
such as (mamma) & (papa)
P 2.8 0.44
0.35 **SE 2.8 0.44
ASLP 3 0.70
O.9.To name the parts of the body –
Hand, leg, mouth, head, ear, eye etc.
P 3.8 0.44
0.17 **SE 3.4 0.54
ASLP 3.6 0.89
O.11.To speak action verbs such as
eat, drink etc.
P 4.0 0.00
0.02*SE 3.6 0.54
ASLP 3.6 0.54
O.12.To say color names i.e. red, blue,
black, green, white, yellow etc.
P 4 0.00
0.23**SE 3.6 0.54
ASLP 3.4 0.89
O.13.To speak in two word utterances
(Agent + action form = mummy eat)
P 3.2 0.44
0.09 **SE 3 0.00
ASLP 3.2 1.30
O.14.To answer (what) question – what
is your name?
P 2.6 0.89
0.22 **SE 2.6 0.54
ASLP 3.4 0.89
ASLP 4.0 0.00
O.3. To follow simple instruction (Give
me + object – Give me glass).
P 3.4 0.540.02 *SE 3.2 0.44
ASLP 4.0 0.00
O.4. To develop number recognition (1-
10)
P 3.4 0.890.13 **SE 3.0 0.00
ASLP 3.8 0.44
O.5. Locates common objects in
unfamiliar pictures
P 3.6 0.540.49 **SE 3.4 0.54
ASLP 3.8 0.44
O.6. To follow 2 step instructions (Take
the glass and give it to mummy)
P 3.0 0.700.03 *SE 3.0 0.00
ASLP 3.8 0.44
O.7. To sort two groups of object (Fruits
& vegetables) without assistance
P 2.6 1.140.03 *SE 3.4 0.54
ASLP 4.0 0.00
O.8. To give the correct object when
asked to give
P 3.0 1.00.16 *SE 2.6 0.54
ASLP 4 0.00
O.9. To point to the correct picture
which answers a question involving
who, what or where? (To show a family
picture, where his/her all family are
there)
P 3.6 0.540.30 **SE 3.6 0.54
ASLP 4.0 0.00
O.11. To improve understanding of,
concepts of positions & Prepositions:
on, under, in
P 3.4 0.54
0.02 *SE 3.0 0.00
ASLP 3.8 0.44
