The effectiveness of sound as a reinforcer of manipulative responses was studied with 50 infants four to 12 months old. Noisy toys were manipulated significantly more frequently than quiet ones by infants from six to 10 months old. (Author/SEW)

The study investigates differences in the auditory discrimination ability of 24 elementary school age reading achievers and underachievers, as measured by standard audiometric tests and nonconventional auditory tests. The findings show that reading underachievers scored significantly poorer than reading achievers on some of the nonconventional…

Information is presented about the auditory development of infants and toddlers with hearing impairments, the goals of amplification, and how amplification is selected and assessed. Practical points to enhance hearing aid use and adjustment are offered. (Author/DB)

This tutorial paper examines the potential of otoacoustic emissions (OAEs) in diagnostic audiology. It discusses classification of OAEs, basic properties of various types of OAEs, and clinical applications. It concludes that both transiently evoked and distortion product OAEs have beneficial clinical application resulting from their objectivity,…

A study of 44 infants who suffered asphyxia during the perinatal period examined the influence of perinatal asphyxia on the maturation of auditory pathways by serial recordings of the brainstem auditory evoked potentials (BAEP). The general maturational course of the BAEP following asphyxia was similar to a control group. (Author/CR)

An operate conditional technique was used to determine the relative success of toys and video shows as reinforcers for testing the hearing of 28 younger (30-month-old) and 28 older (45-month old) children. Animated toys and video shows for children were equally effective as reinforcers for both age groups. (Contains references.) (Author/CR)

The paper reports on a study in which 64 students (6-9 years old) identified as learning disabled in the area of auditory discrimination were trained to discriminate musical pitches in order to assess effects on speech discrimination. A detailed review of the literature is presented regarding the use of music in remediation, the definition of…

A profoundly retarded 28-year-old female was trained to avoid an aversive but harmless shock to the foot by withdrawing the foot upon presentation of a visual cue. (Author/SBH)

Central auditory function was assessed in 10 stutterers and 10 nonstutterers between the ages of 10 and 35 years, and the performance of the two groups compared for seven audiometric procedures, including acoustic reflex threshold and acoustic reflex amplitude function. (Author)

The ability of the sensitivity prediction from acoustic reflex (SPAR) technique to estimate hearing loss in 32 trainable mentally retarded Ss (adults and young adults with normal to profound hearing loss) was investigated by comparing measured pure-tone thresholds determined through tangible-reinforcement operant-conditioning audiometry with…

This paper outlines hearing loss in children in terms of type, etiology, socioeducational effect, and methods of differentiation of these types from the perspective of the school nurse teacher. The source of information, when not otherwise noted, is data obtained on 2,386 school-age children seen by the author on the Ithaca College Mobile…

Data were collected on sound levels in public school shops, the policies regarding hearing protection and sound level monitoring in shops in a four state area, and hearing levels of students with varying histories of noise exposure. Sound levels in most school shops are sufficient to constitute a hazard to hearing. (Author)

Examples of 26 toys and games that can be used as rewards for language lessons and audiological evaluation of hearing-impaired children are listed. The materials are explained to provide reinforcement for the child's speech production. Materials are briefly described and names of their publishers given. (CL)

To determine the auditory acuity levels and responsiveness of seven deaf blind multihandicapped young children, the authors developed systematic observation procedures that can be used by parents, teachers, and teacher aides. The advantages of this approach and suggestions for further work are described. A case study is reported. (Author)