ERIC Number: ED256096
Record Type: RIE
Publication Date: 1984
Reference Count: 0
Alleviating Auditory Figure-Ground Disability in Kindergarten and First-Grade Children Using Rehabilitative and Nonrehabilitative Techniques.
The paper examines the problem of auditory figure ground confusion, usually indicated by distractibility, inability to follow directions, and/or inability to comprehend word meanings. A practicum was designed to teach kindergarten and first grade teachers to alleviate the auditory figure-ground disability. Author-produced cassette tapes emphasizing verbal mediation, stress on directions, and specific temporal and spatial concepts in a number of settings were used with 29 children. Pre- and post-tests indicated that 24 (82.8%) of the children met or exceeded the target goal. It was concluded that verbal mediation may be easily and quickly taught to young children, and that children who know how to mediate and comprehend basic words can overcome the auditory figure-ground disability, and may never require special help. Eight pages of references and bibliography are included. Numerous appendices provide questionnaires used with parents and teachers, lesson and activity schedules, management suggestions for teachers and a resource list for tests and materials. (CL)
Publication Type: Dissertations/Theses - Practicum Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Auditory Figure Ground; Verbal Mediation
Note: Ed.D. Practicum Report, Nova University.