Objectives: The purposes of this study were to compare children with cochlear implants and children with normal hearing in terms of the performance of false belief task (FBT) and the use of mental state vocabulary test (MSVT), and to examine the relationship between their ability with these two tasks in each group.Methods: The subjects of the study were a total of 20 children–10 children with cochlear implants (CI) and 10 children with normal hearing (NH). For the FBT, 4 Maxi tasks and 4 Smarties tasks were presented. For the MSVT, the children were first presented with two stories and then were asked 20 questions to answer verbally.Results: The CI group showed lower performance both on the FBT and MSVT compared to the NH group. The difference of the FBT was statistically significant, but that of the MSVT was not. There was a correlation between mental state vocabulary use and the false belief task in each group. The mental state vocabulary used in the NH group was more diverse than in the CI group.Conclusion: Children with cochlear implants showed a lower performance on the false belief test and use of mental state vocabularies than their peers with normal hearing, even though they were in the same level according to a formal language test. The results of this study suggest that evaluation and intervention regarding Theory of Mind are necessary for children with CIs to have a successful social life through interaction with people around them.
{"title":"Development of Theory of Mind in Children with Cochlear Implants: False Belief and Mental State Vocabularies","authors":"Hye Min Kim, Mi-Sun Yoon","doi":"10.12963/csd.23947","DOIUrl":"https://doi.org/10.12963/csd.23947","url":null,"abstract":"Objectives: The purposes of this study were to compare children with cochlear implants and children with normal hearing in terms of the performance of false belief task (FBT) and the use of mental state vocabulary test (MSVT), and to examine the relationship between their ability with these two tasks in each group.Methods: The subjects of the study were a total of 20 children–10 children with cochlear implants (CI) and 10 children with normal hearing (NH). For the FBT, 4 Maxi tasks and 4 Smarties tasks were presented. For the MSVT, the children were first presented with two stories and then were asked 20 questions to answer verbally.Results: The CI group showed lower performance both on the FBT and MSVT compared to the NH group. The difference of the FBT was statistically significant, but that of the MSVT was not. There was a correlation between mental state vocabulary use and the false belief task in each group. The mental state vocabulary used in the NH group was more diverse than in the CI group.Conclusion: Children with cochlear implants showed a lower performance on the false belief test and use of mental state vocabularies than their peers with normal hearing, even though they were in the same level according to a formal language test. The results of this study suggest that evaluation and intervention regarding Theory of Mind are necessary for children with CIs to have a successful social life through interaction with people around them.","PeriodicalId":45124,"journal":{"name":"Communication Sciences and Disorders-CSD","volume":"355 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135897859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Objectives: Some children with speech sound disorders (SSD) are likely to have difficulty with phonological awareness skills and develop reading problems when they reach school age. This study aimed to examine the effect of the integrated phonological awareness intervention for children with SSD.Methods: Three children with SSD participated in the intervention study. All of them were 5 years old and showed consonant accuracy of about 50-80% in word levels of the Assessment of Phonology and Articulation for Children (APAC) test. They had no previous experience in speech therapy or specific phonological awareness training. Integrated phonological awareness which emphasized production practices for target phonemes as well as phonological awareness tasks were provided to the three children for approximately 12 weeks within a multiple baseline and AB design.Results: All the three children showed improvements in consonant accuracy of spontaneous speech as well as all target phonemes. Also, they showed progress in phonological awareness skills at syllable and body-coda levels. The intervention effects were maintained after the intervention phases were completed.Conclusion: This study confirmed that integrated phonological awareness intervention was effective in improving articulation and phonological awareness skills for children with SSD. It is expected that the intervention would prevent them from showing reading difficulties.
{"title":"Effect of Integrated Phonological Awareness Intervention for Children with Speech Sound Disorders","authors":"Ye-lim Kang, Seunghee Ha","doi":"10.12963/csd.23946","DOIUrl":"https://doi.org/10.12963/csd.23946","url":null,"abstract":"Objectives: Some children with speech sound disorders (SSD) are likely to have difficulty with phonological awareness skills and develop reading problems when they reach school age. This study aimed to examine the effect of the integrated phonological awareness intervention for children with SSD.Methods: Three children with SSD participated in the intervention study. All of them were 5 years old and showed consonant accuracy of about 50-80% in word levels of the Assessment of Phonology and Articulation for Children (APAC) test. They had no previous experience in speech therapy or specific phonological awareness training. Integrated phonological awareness which emphasized production practices for target phonemes as well as phonological awareness tasks were provided to the three children for approximately 12 weeks within a multiple baseline and AB design.Results: All the three children showed improvements in consonant accuracy of spontaneous speech as well as all target phonemes. Also, they showed progress in phonological awareness skills at syllable and body-coda levels. The intervention effects were maintained after the intervention phases were completed.Conclusion: This study confirmed that integrated phonological awareness intervention was effective in improving articulation and phonological awareness skills for children with SSD. It is expected that the intervention would prevent them from showing reading difficulties.","PeriodicalId":45124,"journal":{"name":"Communication Sciences and Disorders-CSD","volume":"163 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135897858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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