Hearing, Listening, and Understanding: Auditory Development in Infancy

2007 ◽  
pp. 35-70 ◽  
Author(s):  
Anne Fernald
Keyword(s):  
Auditory Development

Red Flags: Barriers to Listening and Spoken Language in Children with Hearing Loss

2014 ◽  
Vol 24 (1) ◽  
pp. 11-18
Author(s):  
Andrea Bell ◽  
K. Todd Houston
Keyword(s):  
Hearing Loss ◽  
Early Diagnosis ◽  
Skill Acquisition ◽  
Dynamic Process ◽  
Spoken Language ◽  
Red Flags ◽  
Careful Monitoring ◽  
Auditory Development ◽  
Children With Hearing Loss ◽  
Family Centered

To ensure optimal auditory development for the acquisition of spoken language, children with hearing loss require early diagnosis, effective ongoing audiological management, well fit and maintained hearing technology, and appropriate family-centered early intervention. When these elements are in place, children with hearing loss can achieve developmental and communicative outcomes that are comparable to their hearing peers. However, for these outcomes to occur, clinicians—early interventionists, speech-language pathologists, and pediatric audiologists—must participate in a dynamic process that requires careful monitoring of countless variables that could impact the child's skill acquisition. This paper addresses some of these variables or “red flags,” which often are indicators of both minor and major issues that clinicians may encounter when delivering services to young children with hearing loss and their families.

Validation of the Persian version of the LittlEARS® auditory questionnaire for assessment of auditory development in children with normal hearing

2019 ◽  
Vol 123 ◽  
pp. 79-83 ◽  
Author(s):  
Talieh Zarifian ◽  
Guita Movallali ◽  
Mina Fotuhi ◽  
Gholamreza Ghaedamini Harouni
Keyword(s):  
Normal Hearing ◽  
Persian Version ◽  
Auditory Development

The Importance of Thyroid Hormone for Auditory Development in the Fetus and Neonate

1996 ◽  
Vol 1 (3) ◽  
pp. 137-147 ◽  
Author(s):  
Haim Sohmer ◽  
Sharon Freeman
Keyword(s):  
Thyroid Hormone ◽  
Auditory Development ◽  
Fetus And Neonate

Auditory development in the mouse: Structural maturation of the middle ear

1983 ◽  
Vol 176 (3) ◽  
pp. 249-259 ◽  
Author(s):  
Musan Huangfu ◽  
James C. Saunders
Keyword(s):  
Middle Ear ◽  
Auditory Development

Young cochlear implant users’ auditory development as measured and monitored by the LittlEARS® Auditory Questionnaire: A Turkish experience

2013 ◽  
Vol 77 (8) ◽  
pp. 1359-1363 ◽  
Author(s):  
Julie Kosaner ◽  
Samime Sonuguler ◽  
Levent Olgun ◽  
Edda Amann
Keyword(s):  
Cochlear Implant ◽  
Auditory Development

Listen and Learn? A Software Review of Earobics®

1999 ◽  
Vol 30 (1) ◽  
pp. 108-116 ◽  
Author(s):  
Sylvia Farnsworth Diehl
Keyword(s):  
Software Development ◽  
Language Learning ◽  
Phonemic Awareness ◽  
Auditory Processing ◽  
User Friendliness ◽  
Auditory Development ◽  
Language Learning Disability ◽  
Game Sequence ◽  
Program Description ◽  
Phonemic Awareness Training

The evaluation of software in the treatment of a language-learning disability requires analysis of both the technical and conceptual aspects of software development. The Earobics® program is reviewed with this dual purpose. The Earobics® program, as reported by the publisher, is an auditory development and phonics software program that is designed to provide auditory processing and phonemic awareness training. Considered first are the technical aspects of the program, including the program description, hardware requirements, and user friendliness. Next, the conceptual framework motivating the software development is assessed through an analysis of the six games that make up the program. These six games appear to be premised on a combination of auditory processing and phonological awareness principles, which are not necessarily compatible. Finally, the strengths and limitations of the program are examined for the developmental sequence presented in its games and utility of the game sequence in the reading acquisition process.

scholarly journals Auditory Development between 7 and 11 Years: An Event-Related Potential (ERP) Study

PLoS ONE ◽  
2011 ◽  
Vol 6 (5) ◽  
pp. e18993 ◽  
Author(s):  
Dorothy V. M. Bishop ◽  
Mike Anderson ◽  
Corinne Reid ◽  
Allison M. Fox
Keyword(s):  
Event Related Potential ◽  
Auditory Development

Does Access to Visual Input Inhibit Auditory Development for Children With Cochlear Implants? A Review of the Evidence

2017 ◽  
Vol 2 (9) ◽  
pp. 10-24 ◽  
Author(s):  
Jena McDaniel ◽  
Stephen Camarata
Keyword(s):  
Hearing Loss ◽  
Cochlear Implants ◽  
Sensory Deprivation ◽  
Spoken Language ◽  
Visual Input ◽  
Theoretical Argument ◽  
Language Outcomes ◽  
Auditory Development ◽  
Children With Hearing Loss ◽  
Multisensory Input

Purpose We review the evidence for attenuating visual input during intervention to enhance auditory development and ultimately improve spoken language outcomes in children with cochlear implants. Background Isolating the auditory sense is a long-standing tradition in many approaches for teaching children with hearing loss. However, the evidence base for this practice is surprisingly limited and not straightforward. We review four bodies of evidence that inform whether or not visual input inhibits auditory development in children with cochlear implants: (a) audiovisual benefits for speech perception and understanding for individuals with typical hearing, (b) audiovisual integration development in children with typical hearing, (c) sensory deprivation and neural plasticity, and (d) audiovisual processing in individuals with hearing loss. Conclusions Although there is a compelling theoretical rationale for reducing visual input to enhance auditory development, there is also a strong theoretical argument supporting simultaneous multisensory auditory and visual input to potentially enhance outcomes in children with hearing loss. Despite widespread and long-standing practice recommendations to limit visual input, there is a paucity of evidence supporting this recommendation and no evidence that simultaneous multisensory input is deleterious to children with cochlear implants. These findings have important implications for optimizing spoken language outcomes in children with cochlear implants.

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