Interaction patterns of mothers of children with different degrees of hearing: Normally hearing children and congenitally hearing-impaired children with a cochlear implant

The present study examines the amount of input and output in congenitally hearing-impaired children with a cochlear implant (CI) and normally-hearing children (NH) and their normally-hearing mothers. The aim of the study was threefold: (a) to investigate the input provided by the two groups of mothers, (b) to investigate the output of the two groups of children, and (c) to investigate the influence of the mothers’ input on child output and expressive vocabulary size. Mothers are less influenced by their children’s hearing status than the children are: CI children are more talkative and slower speakers. Mothers influenced their children on most parameters, but strikingly, it was not maternal talkativeness as such, but the number of maternal turns that is the best predictor of a child’s expressive vocabulary size.

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Acoustic Analysis of Persian Vowels in Cochlear Implant Users: A Comparison With Hearing-impaired Children Using Hearing Aid and Normal-hearing Children

Journal of Voice ◽

10.1016/j.jvoice.2015.10.006 ◽

2016 ◽

Vol 30 (6) ◽

pp. 763.e1-763.e7 ◽

Cited By ~ 5

Author(s):

Narges Jafari ◽

Fariba Yadegari ◽

Shohreh Jalaie

Keyword(s):

Cochlear Implant ◽

Acoustic Analysis ◽

Hearing Aid ◽

Normal Hearing ◽

Hearing Impaired ◽

Hearing Children ◽

Impaired Children ◽

Hearing Impaired Children

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A Comparison of Persian Vowel Production in Hearing-Impaired Children Using a Cochlear Implant and Normal-Hearing Children

Journal of Voice ◽

10.1016/j.jvoice.2015.04.012 ◽

2016 ◽

Vol 30 (3) ◽

pp. 340-344 ◽

Cited By ~ 5

Author(s):

Narges Jafari ◽

Michael Drinnan ◽

Reyhane Mohamadi ◽

Fariba Yadegari ◽

Mandana Nourbakhsh ◽

...

Keyword(s):

Cochlear Implant ◽

Normal Hearing ◽

Hearing Impaired ◽

Vowel Production ◽

Hearing Children ◽

Impaired Children ◽

Hearing Impaired Children

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Identificeerbaarheid van kinderen met een gehoorbeperking

Dutch Journal of Applied Linguistics ◽

10.1075/dujal.18017.boo ◽

2019 ◽

Author(s):

Nathalie Boonen ◽

Hanne Kloots ◽

Steven Gillis

Keyword(s):

Cochlear Implant ◽

Hearing Aid ◽

Speech Quality ◽

Hearing Impaired ◽

Device Use ◽

Hearing Children ◽

Children's Speech ◽

Impaired Children ◽

Hearing Impaired Children

Abstract Studies on the speech and language development of hearing-impaired children often focus on (deviations in) the children’s speech production. However, it is unclear if listeners also perceive differences between the speech of normally hearing and hearing-impaired children. This contribution wants to fill this void by investigating the overall perceived speech quality of both groups. Three groups of listeners (speech and language pathologists, primary school teachers and inexperienced listeners) judged 126 utterances of seven normally hearing children, seven children with an acoustic hearing aid and seven children with a cochlear implant, in a comparative judgment task. All children were approximately seven years old and received, in the case of the hearing-impaired children, their assistive hearing device before the age of two. The online tool D-PAC was used to administer the comparative judgement task. The listeners compared stimuli in pairs and decided which stimulus sounded best. This method ultimately leads to a ranking in which all stimuli are represented according to their overall perceived speech quality. The main result is that the speech of normally hearing children was preferred by the listeners. This indicates that, even after several years of device use, the speech quality of hearing-impaired children is perceived as different from that of normally hearing children. Within the group of hearing-impaired children, cochlear implanted children were judged to exhibit higher speech quality than acoustically hearing aided children, especially after a longer device use. The speech quality of the latter group, on the other hand, remained practically stable. Listeners, irrespectively of their degree of experience with (hearing-impaired) children’s speech, completed the task similarly. In other words: the difference between the overall perceived speech quality of normally hearing and hearing-impaired children is salient for all listener groups and they all slightly preferred children with a cochlear implant over children with an acoustic hearing aid.

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Intelligibility of Modified Speech for Young Listeners With Normal and Impaired Hearing

Journal of Speech Language and Hearing Research ◽

10.1044/1092-4388(2002/083) ◽

2002 ◽

Vol 45 (5) ◽

pp. 1027-1038 ◽

Cited By ~ 12

Author(s):

Rosalie M. Uchanski ◽

Ann E. Geers ◽

Athanassios Protopapas

Keyword(s):

Speech Processing ◽

Normal Hearing ◽

Hearing Impaired ◽

Processing Conditions ◽

Impaired Hearing ◽

Slowing Down ◽

Listening In Noise ◽

Hearing Children ◽

Impaired Children ◽

Hearing Impaired Children

Exposure to modified speech has been shown to benefit children with languagelearning impairments with respect to their language skills (M. M. Merzenich et al., 1998; P. Tallal et al., 1996). In the study by Tallal and colleagues, the speech modification consisted of both slowing down and amplifying fast, transitional elements of speech. In this study, we examined whether the benefits of modified speech could be extended to provide intelligibility improvements for children with severe-to-profound hearing impairment who wear sensory aids. In addition, the separate effects on intelligibility of slowing down and amplifying speech were evaluated. Two groups of listeners were employed: 8 severe-to-profoundly hearingimpaired children and 5 children with normal hearing. Four speech-processing conditions were tested: (1) natural, unprocessed speech; (2) envelope-amplified speech; (3) slowed speech; and (4) both slowed and envelope-amplified speech. For each condition, three types of speech materials were used: words in sentences, isolated words, and syllable contrasts. To degrade the performance of the normal-hearing children, all testing was completed with a noise background. Results from the hearing-impaired children showed that all varieties of modified speech yielded either equivalent or poorer intelligibility than unprocessed speech. For words in sentences and isolated words, the slowing-down of speech had no effect on intelligibility scores whereas envelope amplification, both alone and combined with slowing-down, yielded significantly lower scores. Intelligibility results from normal-hearing children listening in noise were somewhat similar to those from hearing-impaired children. For isolated words, the slowing-down of speech had no effect on intelligibility whereas envelope amplification degraded intelligibility. For both subject groups, speech processing had no statistically significant effect on syllable discrimination. In summary, without extensive exposure to the speech processing conditions, children with impaired hearing and children with normal hearing listening in noise received no intelligibility advantage from either slowed speech or envelope-amplified speech.

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Language development of a group of hearing impaired children

South African Journal of Communication Disorders ◽

10.4102/sajcd.v17i1.424 ◽

1970 ◽

Vol 17 (1) ◽

Author(s):

Alida M.U. Laubscher

Keyword(s):

Time Lag ◽

Hearing Impaired ◽

Developmental Trend ◽

Hearing Level ◽

Particle Displacement ◽

Hearing Children ◽

Verb Inflections ◽

Age Range ◽

Impaired Children ◽

Hearing Impaired Children

Spoken samples of language from a group of ten hearing impaired children were analysed with respect to development of occurrence of verb tenses and verb inflections, the development of the kernel sentence and four transformations: conjunction, particle displacement, auxiliary "have" and pronoun. The language samples represented an age range of five—three to nine—seven years. The mean hearing level of the ten subjects, in the better ear was 76dB I.S.O. From the results obtained, general conclusions seem to emerge. Firstly, the earliest acquired verb tense is the present, followed by, or appearing concurrently with, the present progressive. Secondly, the kernel sentence is correctly used at an early age by some children. As age increases, so does the percentage of children using the kernel sentence. From approximately seven years of age, more transformations are used. The transformations conjunction and particle displacement indicated a clear developmental trend towards greater complexity. The conjunction and pronoun transformations were used by a greater percentage of children. The transformation auxiliary "have" appeared much later and less frequently. These developmental trends show strong similarities to the trends observed in normal hearing children by other investigators. There is, however, a time lag in that the hearing impaired children develop these features at a later age and over a longer period of time.

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Communicative indicators, motor and cognitive development of hearing-impaired children

Journal of Human Growth and Development ◽

10.7322/jhgd.113717 ◽

2016 ◽

Vol 26 (1) ◽

pp. 54

Author(s):

Érica Endo Amemiya ◽

Alexandra Dezani Soares ◽

Brasilia Maria Chiari

Keyword(s):

Child Development ◽

Standardized Tests ◽

Age Groups ◽

Hearing Impaired ◽

Typical Development ◽

Impaired Child ◽

Hearing Children ◽

Impaired Children ◽

Two Age Groups ◽

Hearing Impaired Children

Introduction: For the assessment of child development in the deaf is effective protocols are needed for this population, as in Brazil, standardized tests for these children are still scarce 4.5. Thus, emphasis is placed on studying child development in deaf so that therapeutic and educational approaches are contemplated in accordance with the needs of each child. Objective: Analyze the performance of children with hearing defi cit in different areas: Communications-Issue, Communication-reception, aspects Motors and Cognitive Aspects of Language. Methods: We have carried out a comparative study in an institutional clinic with 109 children, divided into 60 hearing individuals with typical development and 49 with hearing loss, severe to profound. The performance index was calculated for each child in these four domains. The index was analysed according to the equation: (number of responses in each area / number of assessed behaviours) x100. Results: In all age groups, hearing-impaired children had a smaller performance when compared to hearing children in the Communication – Emission domain. The Communication-Reception domain showed signifi cant differences (p < 0.05) from the 12-to-23-months to the 60-to-71-months age groups. The Cognitive Aspects domain demonstrated a signifi cant difference (p < 0.01) between hearing-impaired and hearing children aged 24 to 35 months and onwards. Motor Aspects only had a signifi cant difference (p < 0.01) in the last two age groups, 48-59 months and 60-71 months. The signifi cance level was 5%. Conclusion: In all age groups, hearing-impaired children’s performance was worse when compared to hearing children. The intervention made by health professionals ought to take place as soon as possible in order to develop the cognitive, motor and language skills of the hearing-impaired child.

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Performance of Young Hearing-Impaired Children on a Test of Basic Concepts

Journal of Speech and Hearing Research ◽

10.1044/jshr.1703.342 ◽

1974 ◽

Vol 17 (3) ◽

pp. 342-351 ◽

Cited By ~ 28

Author(s):

Julia Davis

Keyword(s):

Hard Of Hearing ◽

Item Analysis ◽

Hearing Impaired ◽

Time Concepts ◽

Part Time ◽

Basic Concepts ◽

Hearing Children ◽

Space Concepts ◽

Impaired Children ◽

Hearing Impaired Children

The Boehm Test of Basic Concepts was administered to 24 hard-of-hearing children and 24 normally hearing children, who ranged in age from six to eight years. The hearing-impaired children were enrolled at least part time in regular public school classrooms. Their responses were analyzed according to age level and degree of hearing loss and compared to norms for normal-hearing children. Results indicate significant differences in knowledge of the concepts tested between children with milder losses and those with moderately severe losses, but no significant differences between younger and older hearing-impaired children. Percentile rankings of raw scores revealed that 75% of the hard-of-hearing children scored at or below the 10th percentile when compared to norms for hearing children their age or younger. Item analysis of the responses indicated poorest performance on time concepts, followed by quantity, miscellaneous, and space concepts, in that order.

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