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Analysis of the Relative Efficacy of Self-Monitoring and Feedback in the Development of Emotion Adjectives with Hearing-Impaired Persons

This investigation compared the relative efficacy of two instructional procedures-self-monitoring and feedback-on the use of emotion adjectives by hearing- impaired individuals in conversational settings. A multiple-baseline analysis indicated that self-monitoring resulted in use of emotion adjectives by the hearing- impaired participants at a level that was comparable to levels demonstrated by normally hearing peers. Implications of this study for both current practice and future research are discussed.