scholarly journals Preference for Infant-Directed Speech in Infants With Hearing Aids: Effects of Early Auditory Experience

2018 ◽  
Vol 61 (9) ◽  
pp. 2431-2439 ◽  
Author(s):  
Yuanyuan Wang ◽  
Tonya R. Bergeson ◽  
Derek M. Houston
Keyword(s):  
Hearing Loss ◽  
Cognitive Development ◽  
Language Development ◽  
Hearing Aids ◽  
Chronological Age ◽  
Early Interventions ◽  
Acoustic Cues ◽  
Auditory Experience ◽  
Fixation Preference ◽  
Central Fixation

Purpose It is well established that (a) infants prefer listening to infant-directed speech (IDS) over adult-directed speech (ADS), and (b) IDS facilitates speech, language, and cognitive development, compared with ADS. The main purpose of this study was to determine whether infants with hearing aids (HAs), similar to their peers with normal hearing (NH), show a listening preference for IDS over ADS. Method A total of 42 infants participated in the study. In Experiment 1, 9 infants with hearing loss, who had approximately 12 months of experience (mean chronological age of 17.57 months) with HAs, and 9 infants with NH, who had similar chronological age (17.54 months), were tested. In Experiment 2, 10 infants with hearing loss, who had approximately 4 months of experience (mean chronological age of 9.86 months) with HAs, and 14 infants with NH, who had similar chronological age (9.09 months), were tested. Infants were tested on their listening preference in 3 randomized blocks: IDS versus silence, ADS versus silence, and IDS versus ADS blocks, using the central fixation preference procedure. Results Experiment 1 showed that infants with HAs, similar to their peers with NH, listened longer to both IDS and ADS relative to silence; however, neither infants with HAs nor infants with NH showed a listening preference for IDS over ADS. In Experiment 2, both infants with HAs and infants with NH showed a listening preference for IDS and ADS relative to silence; in addition, both groups preferred listening to IDS over ADS. Conclusions Infants with HAs appear to have sufficient access to the acoustic cues in the speech that allow them to develop an age-equivalent IDS preference. This may be attributed to a combination of being able to use the hearing they do have before receiving HAs and early device fitting. Given previously demonstrated positive associations between IDS preference and language development, this research encourages early interventions focusing on maximizing early auditory experience in infants with hearing loss. Supplemental Material https://doi.org/10.23641/asha.6906365

The Effect of Hearing Loss on the Perception of Infant- and Adult-Directed Speech

2013 ◽  
Vol 56 (4) ◽  
pp. 1108-1119 ◽  
Author(s):  
Susie Robertson ◽  
Deborah von Hapsburg ◽  
Jessica S. Hay
Keyword(s):  
Hearing Loss ◽  
Language Learning ◽  
Hearing Impairment ◽  
Speech Signal ◽  
Developmentally Appropriate ◽  
Normal Hearing ◽  
Chronological Age ◽  
Fixation Preference ◽  
Central Fixation

Purpose Infant-directed speech (IDS) facilitates language learning in infants with normal hearing, compared to adult-directed speech (ADS). It is well established that infants with normal hearing prefer to listen to IDS over ADS. The purpose of this study was to determine whether infants with hearing impairment (HI), like their NH peers, show a listening preference for IDS over ADS. Method A total of 36 infants—9 HI infants (mean chronological age of 19.1 with mean listening age of 7.7 months), 9 NH infants with similar average listening age (7.8 months), and 9 NH infants with similar average chronological age (18.6 months)—were tested on their listening preference for IDS compared with ADS using the central fixation preference procedure. Results Infants with HI significantly preferred listening to IDS over ADS. The preference for IDS was also seen in the younger NH infants, but not older NH controls. Additionally, HI infants showed shorter overall looking times as compared to either NH group. Conclusion Although infants with hearing loss displayed a shorter looking time to speech compared to NH controls, HI infants nonetheless appear to have sufficient access to the speech signal to display a developmentally appropriate preference for IDS over ADS.

The Acquisition of Acoustic Cues to Onset and Coda Voicing Contrasts by Preschoolers With Hearing Loss

2021 ◽  
pp. 1-18
Author(s):  
Laurence Bruggeman ◽  
Julien Millasseau ◽  
Ivan Yuen ◽  
Katherine Demuth
Keyword(s):  
Hearing Loss ◽  
Cochlear Implants ◽  
Hearing Aids ◽  
Self Esteem ◽  
Acoustic Cues ◽  
Elicited Imitation ◽  
Phonological Representations ◽  
Initial Onset ◽  
English Speaking ◽  
Children With Hearing Loss

Purpose Children with hearing loss (HL), including those with hearing aids (HAs) and cochlear implants (CIs), often have difficulties contrasting words like “ b each ” versus “ p each ” and “ do g ” versus “ do ck ” due to challenges producing systematic voicing contrasts. Even when acoustic contrasts are present, these may not be perceived as such by others. This can cause miscommunication, leading to poor self-esteem and social isolation. Acoustic evidence is therefore needed to determine if these children have established distinct voicing categories before entering school and if misperceptions are due to a lack of phonological representations or due to a still-maturing implementation system. The findings should help inform more effective early intervention. Method Participants included 14 children with HL (eight HA users, five CI users, and one bimodal) and 20 with normal hearing, all English-speaking preschoolers. In an elicited imitation task, they produced consonant–vowel–consonant minimal pair words that contrasted voicing in word-initial (onset) or word-final (coda) position at all three places of articulation (PoAs). Results Overall, children with HL showed acoustically distinct voicing categories for both onsets and codas at all three PoAs. Contrasts were less systematic for codas than for onsets, as also confirmed by adults' perceptual ratings. Conclusions Preschoolers with HL produce acoustic differences for voiced versus voiceless onsets and codas, indicating distinct phonological representations for both. Nonetheless, codas were less accurately perceived by adult raters, especially when produced by CI users. This suggests a protracted development of the phonetic implementation of codas, where CI users, in particular, may benefit from targeted intervention.

Connected Speech Intelligibility of Children With Cochlear Implants and Children With Normal Hearing

2003 ◽  
Vol 12 (4) ◽  
pp. 440-451 ◽  
Author(s):  
Steven B. Chin ◽  
Patrick L. Tsai ◽  
Sujuan Gao
Keyword(s):  
Cochlear Implants ◽  
Hearing Aids ◽  
Speech Intelligibility ◽  
Normal Hearing ◽  
Chronological Age ◽  
Connected Speech ◽  
Hearing Results ◽  
Educational Environments ◽  
Auditory Experience ◽  
Similar Peak

The objective of this study was to compare the connected speech intelligibility of children who use cochlear implants with that of children who have normal hearing. Previous research has shown that speech intelligibility improves from before cochlear implantation to after implantation and that the speech intelligibility of children who use cochlear implants compares favorably with that of children who use conventional hearing aids. However, no research has yet addressed the question of how the speech intelligibility of children who use cochlear implants compares to that of children with normal hearing. In the current study, archival data on connected speech intelligibility from 51 children with cochlear implants were compared with newly collected data from 47 children with normal hearing. Results showed that for children with cochlear implants, greater intelligibility was associated with both increased chronological age and increased duration of cochlear implant use. Consistent with previous studies, children with normal hearing achieved adult-like or near-adult-like intelligibility around the age of 4 years, but a similar peak in intelligibility was not observed for the children who used cochlear implants. On the whole, children with cochlear implants were significantly less intelligible than children with normal hearing, when controlling both for chronological age and for length of auditory experience. These results have implications for the socialization and education of children with cochlear implants, particularly with respect to on-time placement in mainstream educational environments with age peers.

Pediatric Bilateral Sensorineural Hearing Loss: Minimum Test Battery and Referral Criteria for Cochlear Implant Candidacy Evaluation

2021 ◽  
pp. 019459982110273
Author(s):  
Samantha Anne ◽  
Kevin D. Brown ◽  
Donald M. Goldberg ◽  
Oliver F. Adunka ◽  
Margaret Kenna ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Language Development ◽  
Cochlear Implant ◽  
Sensorineural Hearing Loss ◽  
Hearing Aids ◽  
Early Years ◽  
Sensorineural Hearing ◽  
Speech And Language ◽  
Bilateral Sensorineural Hearing Loss ◽  
Speech And Language Development

Among the various cochlear implant systems approved by the Food and Drug Administration, current labeling for pediatric usage encompasses (1) bilateral profound bilateral sensorineural hearing loss in children aged 9 to 24 months and bilateral severe to profound sensorineural hearing loss in children older than 2 years; (2) use of appropriately fitted hearing aids for 3 months (this can be waived if there is evidence of ossification); and (3) demonstration of limited progress with auditory, speech, and language development. Pediatric guidelines require children to have significantly worse speech understanding before qualifying for cochlear implantation. The early years of life have been shown to be critical for speech and language development, and auditory deprivation is especially detrimental during this crucial time. Level of evidence: 2.

Hearing Losses, Hearing Aids, and Children with Language Disorders

1973 ◽  
Vol 38 (2) ◽  
pp. 232-239 ◽  
Author(s):  
Frank R. Kleffner
Keyword(s):  
Hearing Loss ◽  
Language Development ◽  
Hearing Impairment ◽  
Hearing Aids ◽  
Clinical Management ◽  
Pure Tone ◽  
Language Disorders ◽  
Educational Placement ◽  
Pure Tones

Theoretical interpretations and terminological practices can interfere with appropriate clinical management of hearing losses in children with language disorders. De-emphasis of the significance of hearing losses for pure tones in children who present problems in language development is unwarranted. The value of the pure-tone result in determining the nature and severity of hearing impairment is well established. The child with a hearing loss for pure tones must be given the benefit of whatever amplification and educational placement considerations are indicated by his loss, regardless of the diagnostic classifications or speculations evoked by other problems he may present.

scholarly journals The Influence of Hearing Aids on the Speech and Language Development of Children With Hearing Loss

2014 ◽  
Vol 140 (5) ◽  
pp. 403 ◽  
Author(s):  
J. Bruce Tomblin ◽  
Jacob J. Oleson ◽  
Sophie E. Ambrose ◽  
Elizabeth Walker ◽  
Mary Pat Moeller
Keyword(s):  
Hearing Loss ◽  
Language Development ◽  
Hearing Aids ◽  
Speech And Language ◽  
Children With Hearing Loss ◽  
Speech And Language Development

scholarly journals Audibility-Based Hearing Aid Fitting Criteria for Children With Mild Bilateral Hearing Loss

2020 ◽  
Vol 51 (1) ◽  
pp. 55-67 ◽  
Author(s):  
Ryan W. McCreery ◽  
Elizabeth A. Walker ◽  
Derek J. Stiles ◽  
Meredith Spratford ◽  
Jacob J. Oleson ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Language Development ◽  
Hearing Aids ◽  
Speech Intelligibility ◽  
Hearing Aid ◽  
Language Outcomes ◽  
Hearing Aid Fitting ◽  
Modeling Approach ◽  
Speech Intelligibility Index ◽  
Children With Hearing Loss

Purpose Because of uncertainty about the level of hearing where hearing aids should be provided to children, the goal of the current study was to develop audibility-based hearing aid candidacy criteria based on the relationship between unaided hearing and language outcomes in a group of children with hearing loss who did not wear hearing aids. Method Unaided hearing and language outcomes were examined for 52 children with mild-to-severe hearing losses. A group of 52 children with typical hearing matched for age, nonverbal intelligence, and socioeconomic status was included as a comparison group representing the range of optimal language outcomes. Two audibility-based criteria were considered: (a) the level of unaided hearing where unaided children with hearing loss fell below the median for children with typical hearing and (b) the level of unaided hearing where the slope of language outcomes changed significantly based on an iterative, piecewise regression modeling approach. Results The level of unaided audibility for children with hearing loss that was associated with differences in language development from children with typical hearing or based on the modeling approach varied across outcomes and criteria but converged at an unaided speech intelligibility index of 80. Conclusions Children with hearing loss who have unaided speech intelligibility index values less than 80 may be at risk for delays in language development without hearing aids. The unaided speech intelligibility index potentially could be used as a clinical criterion for hearing aid fitting candidacy for children with hearing loss.

scholarly journals High-Frequency Sensorineural Hearing Loss Alters Cue-Weighting Strategies for Discriminating Stop Consonants in Noise

2019 ◽  
Vol 23 ◽  
pp. 233121651988670 ◽  
Author(s):  
Léo Varnet ◽  
Chloé Langlet ◽  
Christian Lorenzi ◽  
Diane S. Lazard ◽  
Christophe Micheyl
Keyword(s):  
Hearing Loss ◽  
Hearing Aids ◽  
Speech Processing ◽  
High Frequency ◽  
Low Frequency ◽  
Internal Noise ◽  
Acoustic Cues ◽  
Cue Weighting ◽  
The Individual ◽  
Listening Strategies

There is increasing evidence that hearing-impaired (HI) individuals do not use the same listening strategies as normal-hearing (NH) individuals, even when wearing optimally fitted hearing aids. In this perspective, better characterization of individual perceptual strategies is an important step toward designing more effective speech-processing algorithms. Here, we describe two complementary approaches for (a) revealing the acoustic cues used by a participant in a /d/-/g/ categorization task in noise and (b) measuring the relative contributions of these cues to decision. These two approaches involve natural speech recordings altered by the addition of a “bump noise.” The bumps were narrowband bursts of noise localized on the spectrotemporal locations of the acoustic cues, allowing the experimenter to manipulate the consonant percept. The cue-weighting strategies were estimated for three groups of participants: 17 NH listeners, 18 HI listeners with high-frequency loss, and 15 HI listeners with flat loss. HI participants were provided with individual frequency-dependent amplification to compensate for their hearing loss. Although all listeners relied more heavily on the high-frequency cue than on the low-frequency cue, an important variability was observed in the individual weights, mostly explained by differences in internal noise. Individuals with high-frequency loss relied slightly less heavily on the high-frequency cue relative to the low-frequency cue, compared with NH individuals, suggesting a possible influence of supra-threshold deficits on cue-weighting strategies. Altogether, these results suggest a need for individually tailored speech-in-noise processing in hearing aids, if more effective speech discriminability in noise is to be achieved.

The Relationship Between Hearing Loss Self-Management and Hearing Aid Benefit and Satisfaction

2019 ◽  
Vol 28 (2) ◽  
pp. 274-284 ◽  
Author(s):  
Elizabeth Convery ◽  
Gitte Keidser ◽  
Louise Hickson ◽  
Carly Meyer
Keyword(s):  
Decision Making ◽  
Hearing Loss ◽  
Hearing Aids ◽  
Clinical Decision Making ◽  
Hearing Aid ◽  
Well Being ◽  
Self Report ◽  
Self Management ◽  
Hearing Aid Benefit ◽  
The Relationship

Purpose Hearing loss self-management refers to the knowledge and skills people use to manage the effects of hearing loss on all aspects of their daily lives. The purpose of this study was to investigate the relationship between self-reported hearing loss self-management and hearing aid benefit and satisfaction. Method Thirty-seven adults with hearing loss, all of whom were current users of bilateral hearing aids, participated in this observational study. The participants completed self-report inventories probing their hearing loss self-management and hearing aid benefit and satisfaction. Correlation analysis was used to investigate the relationship between individual domains of hearing loss self-management and hearing aid benefit and satisfaction. Results Participants who reported better self-management of the effects of their hearing loss on their emotional well-being and social participation were more likely to report less aided listening difficulty in noisy and reverberant environments and greater satisfaction with the effect of their hearing aids on their self-image. Participants who reported better self-management in the areas of adhering to treatment, participating in shared decision making, accessing services and resources, attending appointments, and monitoring for changes in their hearing and functional status were more likely to report greater satisfaction with the sound quality and performance of their hearing aids. Conclusion Study findings highlight the potential for using information about a patient's hearing loss self-management in different domains as part of clinical decision making and management planning.

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