scholarly journals Parental Language Input to Children With Hearing Loss: Does It Matter in the End?

2020 ◽  
Vol 63 (1) ◽  
pp. 234-258 ◽  
Author(s):  
Susan Nittrouer ◽  
Joanna H. Lowenstein ◽  
Joseph Antonelli
Keyword(s):  
Hearing Loss ◽  
Hearing Aids ◽  
Child Language ◽  
Spoken Language ◽  
Normal Hearing ◽  
Early Years ◽  
Language Abilities ◽  
Mediation Analyses ◽  
Language Input ◽  
Children With Hearing Loss

Purpose Parental language input (PLI) has reliably been found to influence child language development for children at risk of language delay, but previous work has generally restricted observations to the preschool years. The current study examined whether PLI during the early years explains variability in the spoken language abilities of children with hearing loss at those young ages, as well as later in childhood. Participants One hundred children participated: 34 with normal hearing, 24 with moderate losses who used hearing aids (HAs), and 42 with severe-to-profound losses who used cochlear implants (CIs). Mean socioeconomic status was middle class for all groups. Children with CIs generally received them early. Method Samples of parent–child interactions were analyzed to characterize PLI during the preschool years. Child language abilities (CLAs) were assessed at 48 months and 10 years of age. Results No differences were observed across groups in how parents interacted with their children. Nonetheless, strong differences across groups were observed in the effects of PLI on CLAs at 48 months of age: Children with normal hearing were largely resilient to their parents' language styles. Children with HAs were most influenced by the amount of PLI. Children with CIs were most influenced by PLI that evoked child language and modeled more complex versions. When potential influences of preschool PLI on CLAs at 10 years of age were examined, those effects at preschool were replicated. When mediation analyses were performed, however, it was found that the influences of preschool PLI on CLAs at 10 years of age were partially mediated by CLAs at preschool. Conclusion PLI is critical to the long-term spoken language abilities of children with hearing loss, but the style of input that is most effective varies depending on the severity of risk for delay.

Language Environments and Spoken Language Development of Children With Hearing Loss

2020 ◽  
Vol 25 (4) ◽  
pp. 457-468
Author(s):  
Sonia Arora ◽  
Elaine R Smolen ◽  
Ye Wang ◽  
Maria Hartman ◽  
Amanda Howerton-Fox ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Language Production ◽  
Child Language ◽  
Spoken Language ◽  
Environment Analysis ◽  
Language Input ◽  
Children With Hearing Loss ◽  
Teachers And Parents ◽  
Language Environment ◽  
Adult Word Count

Abstract This study examined the relationships between adult language input and child language production in regard to the quantity and diversity of spoken language, as well as children’s knowledge of basic concepts and vocabulary. The quantity and diversity of language provided by teachers and parents were related to children’s language output and knowledge. Language ENvironment Analysis technology audio-recorded the language environments of 26 preschool children with hearing loss over 2 days. The language samples were analyzed for quantity (adult word count, child vocalization count, and conversational turn count) and diversity (lexical diversity, syntactical complexity, and clausal complexity) of language. Results indicated a relationship between adult language input and child language production, but only in regard to the quantity of language. Significant differences between the teachers and parents were reported in regard to the diversity of adult language input. These results suggest that the language input provided by adults across environments (school versus home) is considerably different and warrants further investigation.

What Do We Want Them To Be When They Grow Up?

2010 ◽  
Vol 20 (1) ◽  
pp. 27-31
Author(s):  
Lyn Robertson
Keyword(s):  
Hearing Loss ◽  
Social Development ◽  
Young Women ◽  
Hearing Aids ◽  
Test Scores ◽  
Spoken Language ◽  
Language Therapy ◽  
Profound Hearing Loss ◽  
Children With Hearing Loss ◽  
Learning To Listen

Abstract Learning to listen and speak are well-established preludes for reading, writing, and succeeding in mainstream educational settings. Intangibles beyond the ubiquitous test scores that typically serve as markers for progress in children with hearing loss are embedded in descriptions of the educational and social development of four young women. All were diagnosed with severe-to-profound or profound hearing loss as toddlers, and all were fitted with hearing aids and given listening and spoken language therapy. Compiling stories across the life span provides insights into what we can be doing in the lives of young children with hearing loss.

scholarly journals Gesture Use in 14-Month-Old Toddlers With Hearing Loss and Their Mothers' Responses

2016 ◽  
Vol 25 (4) ◽  
pp. 519-531 ◽  
Author(s):  
Sophie E. Ambrose
Keyword(s):  
Socioeconomic Status ◽  
Hearing Loss ◽  
Spoken Language ◽  
Normal Hearing ◽  
Symbolic Language ◽  
Language Abilities ◽  
Matched Group ◽  
Maternal Responses ◽  
Child Gesture

Purpose This study examined the gesture use of 14-month-old toddlers with hearing loss (HL) and mothers' responses to children's early gesture use. Comparisons were made to symbolic language and to dyads in which the toddler had normal hearing (NH). Method Participants were 25 mother–toddler dyads in which the child had HL and a socioeconomic-status matched group of 23 mother–toddler dyads in which the child had NH. Thirty-minute mother–child interactions were video-recorded, transcribed for spoken language, sign, and gesture use, and coded for maternal responses to children's gestures. Mothers also reported on children's gestural and spoken language abilities. Results Toddlers with HL used gesture similarly to their peers with NH, but demonstrated delays in spoken language. Spoken language and gesture were not significantly related for either group. Hearing levels were related to spoken language, but not gesture for the HL group. Maternal and child gesture were only related for signing mothers. Mothers of children with HL were more likely than their counterparts to provide no response to children's gestures. Conclusion Although toddlers' gesture abilities remain intact in the presence of HL, mothers were not maximally responsive to those gestures and thus should be coached to increase their provision of contingent feedback.

Outcomes for Children With HL: Effects of Age of ID, Sign Support, and Auditory Prosthesis

2008 ◽  
Vol 18 (2) ◽  
pp. 74-82 ◽  
Author(s):  
Susan Nittrouer
Keyword(s):  
Hearing Loss ◽  
Hearing Aids ◽  
Spoken Language ◽  
List Type ◽  
Auditory Prosthesis ◽  
Language Outcomes ◽  
Independent Variables ◽  
Language Style ◽  
Language Input ◽  
Outcomes For Children

Abstract The purpose of the project reported here was to examine the effects of three independent variables on developmental outcomes for children with hearing loss (HL): age of identification of hearing loss, whether or not spoken language input was supported with signs and whether children used hearing aids (HAs) or cochlear implants (CI). Children with and without hearing loss were tested multiple times between 12 and 48 months of age, at their 6-month birthdays. Dependent variables were selected to examine all aspects of child development: receptive and expressive language, psychosocial components of personality, deleterious behaviors, adaptive behaviors, parental language style, and levels of parenting stress. Results support several main findings: None of the independent variables had any significant effect on any dependent variable unrelated to language. Mean levels of all language skills were delayed for all groups of children with HL, even those children identified at birth with only moderate losses that could be appropriately aided with HAs. For children with losses identified at birth, the use or nonuse of signs to support spoken language input did not affect language outcomes in the long run. Within the restricted range examined here, age of identification did not affect language outcomes, if children were not getting sign support; children with late-identified hearing loss receiving sign support were more delayed on all language measures than other children with HL. Regarding prosthesis, some experience using HAs was associated with better outcomes, even if children eventually received CIs. A parental language style that involved being very verbally responsive to the child's communicative attempts was strongly associated with positive language outcomes.

scholarly journals Emergent Literacy Skills in Preschool Children With Hearing Loss Who Use Spoken Language: Initial Findings From the Early Language and Literacy Acquisition (ELLA) Study

2017 ◽  
Vol 48 (4) ◽  
pp. 249-259 ◽  
Author(s):  
Krystal L. Werfel
Keyword(s):  
Hearing Loss ◽  
Emergent Literacy ◽  
Oral Language ◽  
Spoken Language ◽  
Normal Hearing ◽  
Literacy Skills ◽  
Print Knowledge ◽  
Emergent Literacy Skills ◽  
Children With Hearing Loss ◽  
Main Effects

PurposeThe purpose of this study was to compare change in emergent literacy skills of preschool children with and without hearing loss over a 6-month period.MethodParticipants included 19 children with hearing loss and 14 children with normal hearing. Children with hearing loss used amplification and spoken language. Participants completed measures of oral language, phonological processing, and print knowledge twice at a 6-month interval. A series of repeated-measures analyses of variance were used to compare change across groups.ResultsMain effects of time were observed for all variables except phonological recoding. Main effects of group were observed for vocabulary, morphosyntax, phonological memory, and concepts of print. Interaction effects were observed for phonological awareness and concepts of print.ConclusionsChildren with hearing loss performed more poorly than children with normal hearing on measures of oral language, phonological memory, and conceptual print knowledge. Two interaction effects were present. For phonological awareness and concepts of print, children with hearing loss demonstrated less positive change than children with normal hearing. Although children with hearing loss generally demonstrated a positive growth in emergent literacy skills, their initial performance was lower than that of children with normal hearing, and rates of change were not sufficient to catch up to the peers over time.

scholarly journals Rhythmic Training Improves Temporal Anticipation and Adaptation Abilities in Children With Hearing Loss During Verbal Interaction

2019 ◽  
Vol 62 (9) ◽  
pp. 3234-3247 ◽  
Author(s):  
Céline Hidalgo ◽  
Jacques Pesnot-Lerousseau ◽  
Patrick Marquis ◽  
Stéphane Roman ◽  
Daniele Schön
Keyword(s):  
Hearing Loss ◽  
Hearing Aids ◽  
Speech Rate ◽  
Normal Hearing ◽  
Event Related Potential ◽  
Auditory Training ◽  
Temporal Adaptation ◽  
Accurate Performance ◽  
Speech Interaction ◽  
Children With Hearing Loss

Purpose In this study, we investigate temporal adaptation capacities of children with normal hearing and children with cochlear implants and/or hearing aids during verbal exchange. We also address the question of the efficiency of a rhythmic training on temporal adaptation during speech interaction in children with hearing loss. Method We recorded electroencephalogram data in children while they named pictures delivered on a screen, in alternation with a virtual partner. We manipulated the virtual partner's speech rate (fast vs. slow) and the regularity of alternation (regular vs. irregular). The group of children with normal hearing was tested once, and the group of children with hearing loss was tested twice: once after 30 min of auditory training and once after 30 min of rhythmic training. Results Both groups of children adjusted their speech rate to that of the virtual partner and were sensitive to the regularity of alternation with a less accurate performance following irregular turns. Moreover, irregular turns elicited a negative event-related potential in both groups, showing a detection of temporal deviancy. Notably, the amplitude of this negative component positively correlated with accuracy in the alternation task. In children with hearing loss, the effect was more pronounced and long-lasting following rhythmic training compared with auditory training. Conclusion These results are discussed in terms of temporal adaptation abilities in speech interaction and suggest the use of rhythmic training to improve these skills of children with hearing loss.

scholarly journals İşitme cihazı kullanan çocuklarda gürültüde konuşmayı anlama becerisinin değerlendirilmesi: Preliminer sonuçlar

2021 ◽  
Vol 4 (2) ◽  
pp. 45-50
Author(s):  
Ecem KARTAL ÖZCAN ◽  
Merve ÖZBAL BATUK ◽  
Şule KAYA ◽  
Gonca SENNAROĞLU
Keyword(s):  
Hearing Loss ◽  
Speech Recognition ◽  
Hearing Aids ◽  
Classroom Environment ◽  
Hearing Aid ◽  
Normal Hearing ◽  
Negative Effects ◽  
The Mean ◽  
Children With Hearing Loss ◽  
Speech Recognition In Noise

Assessment of speech perception in noise in children with hearing aids: Preliminary results* Objective: Noisy environments are a part of the daily life of children, just like adults. Children with hearing loss who wear hearing aids are more susceptible to the negative effects of noise than their normal-hearing peers. This study aims to evaluate the speech recognition in noise performance of hearing aid users and compare them with their normal-hearing peers. Material and Method: Five children aged 6-12 years with bilateral moderate to severe symmetrical sensorineural hearing loss and using bilateral behind-the-ear hearing aids were included in the study. 4 different conditions of the Turkish HINT-C were applied, and a speech recognition threshold (SRT) is determined for each condition. Results: Regardless of their age, the SRT needed by children with hearing aids to achieve equal performance with their normal-hearing peers was found to be higher for all test conditions. As seen in children with normal hearing in general, the mean noise front score of the children with hearing loss was higher than the mean noise right and noise left scores. Conclusion: The results of this study revealed that children with bilaterally symmetrical moderate to severe hearing loss achieved poor speech recognition scores in environments similar to the classroom environment, compared to their normal-hearing peers. Our results guided appropriate rehabilitation and follow-up. Keywords: noise, speech recognition in noise, hearing loss, hearing aid, pediatric audiology, HINT, HINT-C

The Acquisition of Productive Plural Morphology by Children With Hearing Loss

2020 ◽  
Vol 63 (2) ◽  
pp. 552-568 ◽  
Author(s):  
Benjamin Davies ◽  
Nan Xu Rattanasone ◽  
Aleisha Davis ◽  
Katherine Demuth
Keyword(s):  
Hearing Loss ◽  
Cochlear Implants ◽  
Hearing Aids ◽  
Normal Hearing ◽  
Forced Choice ◽  
Choice Task ◽  
Robust Representation ◽  
Different Types ◽  
Forced Choice Task ◽  
Children With Hearing Loss

Purpose Normal-hearing (NH) children acquire plural morphemes at different rates, with the segmental allomorphs /–s, –z/ (e.g., cat-s ) being acquired before the syllabic allomorph /–əz/ (e.g., bus-es ). Children with hearing loss (HL) have been reported to show delays in the production of plural morphology, raising the possibility that this might be due to challenges acquiring different types of lexical/morphological representations. This study therefore examined the comprehension of plural morphology by 3- to 7-year-olds with HL and compared this with performance by their NH peers. We also investigated comprehension as a function of wearing hearing aids (HAs) versus cochlear implants (CIs). Method Participants included 129 NH children aged 3–5 years and 25 children with HL aged 3–7 years (13 with HAs, 12 with CIs). All participated in a novel word two-alternative forced-choice task presented on an iPad. The task tested comprehension of the segmental (e.g., teps, mubz ) and syllabic (e.g., kosses ) plural, as well as their singular counterparts (e.g., tep, mub, koss ). Results While the children with NH were above chance for all conditions, those with HL performed at chance. As a group, the performance of the children with HL did not improve with age. However, results suggest possible differences between children with HAs and those with CIs, where those with HAs appeared to be in the process of developing representations of consonant–vowel–consonant singulars. Conclusions Results suggest that preschoolers with HL do not yet have a robust representation of plural morphology for words they have not heard before. However, those with HAs are beginning to access the singular/plural system as they get older.

Prosody Perception and Production in Children with Hearing Loss and Age- and Gender-Matched Controls

2017 ◽  
Vol 28 (04) ◽  
pp. 283-294 ◽  
Author(s):  
Rose Thomas Kalathottukaren ◽  
Suzanne C. Purdy ◽  
Elaine Ballard
Keyword(s):  
Hearing Loss ◽  
Cochlear Implants ◽  
Hearing Aids ◽  
Normal Hearing ◽  
Control Group ◽  
Hearing Level ◽  
Typically Developing ◽  
Age And Gender ◽  
Children With Hearing Loss ◽  
And Gender

Background: Auditory development in children with hearing loss, including the perception of prosody, depends on having adequate input from cochlear implants and/or hearing aids. Lack of adequate auditory stimulation can lead to delayed speech and language development. Nevertheless, prosody perception and production in people with hearing loss have received less attention than other aspects of language. The perception of auditory information conveyed through prosody using variations in the pitch, amplitude, and duration of speech is not usually evaluated clinically. Purpose: This study (1) compared prosody perception and production abilities in children with hearing loss and children with normal hearing; and (2) investigated the effect of age, hearing level, and musicality on prosody perception. Research Design: Participants were 16 children with hearing loss and 16 typically developing controls matched for age and gender. Fifteen of the children with hearing loss were tested while using amplification (n = 9 hearing aids, n = 6 cochlear implants). Six receptive subtests of the Profiling Elements of Prosody in Speech-Communication (PEPS-C), the Child Paralanguage subtest of Diagnostic Analysis of Nonverbal Accuracy 2 (DANVA 2), and Contour and Interval subtests of the Montreal Battery of Evaluation of Amusia (MBEA) were used. Audio recordings of the children’s reading samples were rated using a perceptual prosody rating scale by nine experienced listeners who were blinded to the children’s hearing status. Study Sample: Thirty two children, 16 with hearing loss (mean age = 8.71 yr) and 16 age- and gender-matched typically developing children with normal hearing (mean age = 8.87 yr). Data Collection and Analysis: Assessments were completed in one session lasting 1–2 hours in a quiet room. Test items were presented using a laptop computer through loudspeaker at a comfortable listening level. For children with hearing loss using hearing instruments, all tests were completed with hearing devices set at their everyday listening setting. Results: All PEPS-C subtests and total scores were significantly lower for children with hearing loss compared to controls (p < 0.05). The hearing loss group performed more poorly than the control group in recognizing happy, sad, and fearful emotions in the DANVA 2 subtest. Musicality (composite MBEA scores and musical experience) was significantly correlated with prosody perception scores, but this link was not evident in the regression analyses. Regression modeling showed that age and hearing level (better ear pure-tone average) accounted for 55.4% and 56.7% of the variance in PEPS-C and DANVA 2 total scores, respectively. There was greater variability for the ratings of pitch, pitch variation, and overall impression of prosody in the hearing loss group compared to control group. Prosody perception (PEPS-C and DANVA 2 total scores) and ratings of prosody production were not correlated. Conclusions: Children with hearing loss aged 7–12 yr had significant difficulties in understanding different aspects of prosody and were rated as having more atypical prosody overall than controls. These findings suggest that clinical assessment and speech–language therapy services for children with hearing loss should be expanded to target prosodic difficulties. Future studies should investigate whether musical training is beneficial for improving receptive prosody skills.

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