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Original Article

JRCRS. 2016; 4(2): 65-68

Comparative Effects of Group and One to One Speech and Language Therapy on Language Development of Hearing Impaired Children

Atia Ur Rehman, Sikander Ghayas Khan, Munawer Ahmed Malik, Naseer Ud Din..

Background: Children with hearing impairment face speech and language deficits throughout their lives; hence they develop non speaking attitudes. Speech and language therapies are planned to develop oral/verbal language skills in students with hearing impairment. The therapy may be individualized or in groups depending upon time, duration, resources and extent of disability. This study aimed to nd the effectiveness of group and individual therapy on language development of hearing impaired students. The population comprised hearing impaired students in Lahore district. The sample constituted twenty students from class one randomly selected and having a severe to profound degree of hearing loss. A quasi experimental study based on pre-posttest design. The ndings are indicative of effectiveness of group approach as compared to the individualized therapy.

Objective of Study: The objective of the study was to nd out the difference in terms of speech and language development as a consequence of group and individualized therapy plans in children with hearing impairment.

Methodology: A quasi experimental research conducted to explore the effects of individualized (one to one) and group therapy on language development of students with hearing impairment. The study was delimited to the students having severe to profound degree of hearing losses and studying in Grade 1. A sample of 20 students was selected through random sampling technique. It was a pre posttest designed study. A tool comprising a list of ten words was developed with the help of speech language experts to ascertain the areas of language including, vocabulary, articulation and expressive skills. The words were taken by the syllabic content of the students with the help of the teacher and were piloted before the nal application. A pre-test was conducted of each group before the intervention, which comprised 12 therapy sessions. The intervention was provided in terms of group and individualized group therapy. Later a post test was conducted to nd out the impacts of individual and group therapy session. Mean scores of individual and group sessions were compared to see differences, if any.

Results: Mean scores in pre and post- test group therapy session were more than individual or one to one therapy mean scores. The group therapy method for students with hearing impairment was found more effective than individualized for language development.

Conclusion: Individualized as well as group therapy language interventions proved to be effective, however grouped models found more effective for the language development, specically in the areas of articulation, vocabulary and expressive form for children with hearing impairment.

Key words: Key Words: Hearing Impairment, individualized, Group session, Severe to Profound

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Journal of Molecular Pathophysiology


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