The Colorado Journey Towards Optimal Outcomes for Children With Hearing Loss

2010 ◽  
Vol 20 (1) ◽  
pp. 3-11 ◽  
Author(s):  
Christine Yoshinaga-Itano
Keyword(s):  
Hearing Loss ◽  
Language Development ◽  
Hard Of Hearing ◽  
Diverse Population ◽  
Language Outcomes ◽  
Maternal Bonding ◽  
Level Of Education ◽  
Optimal Outcomes ◽  
Outcomes For Children ◽  
Children With Hearing Loss

Abstract It is possible for children who are deaf or hard of hearing to attain language development comparable to their hearing peers, but these outcomes are not guaranteed. The population of children with hearing loss is a diverse population and although the variable of the age of identification is less variable, there are numerous variables that could potentially and have historically impacted language outcomes of children who are deaf or hard of hearing. Variables such as hearing loss, maternal level of education, and maternal bonding can overcome the benefits of earlier identification and intervention.

Impact of Meeting Early Hearing Detection and Intervention Benchmarks on Spoken Language

2021 ◽  
pp. 105381512110252
Author(s):  
Brittany Grey ◽  
Elizabeth K. Deutchki ◽  
Emily A. Lund ◽  
Krystal L. Werfel
Keyword(s):  
Hearing Loss ◽  
Early Intervention ◽  
Spoken Language ◽  
Language Outcomes ◽  
Number Of Children ◽  
Predictive Role ◽  
Outcomes For Children ◽  
Children With Hearing Loss ◽  
Unique Predictor

This study compared preschool spoken language outcomes for children with hearing loss who met the Early Hearing Detection and Intervention (EHDI) guidelines to those who did not, as well as compared outcomes for those who met the current EHDI guidelines to those who met the earlier benchmarks. Finally, the predictive role of meeting each component of the guidelines was evaluated relative to language outcomes. Children who met the EHDI guidelines had higher language scores than those who did not; however, there was no difference between children who met the current guidelines and those who met the earlier benchmarks. Entering early intervention by 6 months of age was the only unique predictor of spoken language outcomes. The findings suggest that EHDI programs should target increasing the number of children with hearing loss who meet the current 1-3-6 benchmarks with a particular focus on enrollment in early intervention by 6 months.

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.

Monitoring Progress for Children with Hearing Loss

2014 ◽  
Vol 24 (2) ◽  
pp. 74-81
Author(s):  
Monica Weston ◽  
Karen F. Muñoz ◽  
Kristina Blaiser
Keyword(s):  
Hearing Loss ◽  
Hearing Aid ◽  
Full Time ◽  
Data Logging ◽  
Standardized Measures ◽  
Word Structure ◽  
Hearing Aid Use ◽  
Outcomes For Children ◽  
Language Measures ◽  
Children With Hearing Loss

Purpose This study investigated average hours of daily hearing aid use and speech-language outcomes for children age 3 to 6 years of age with hearing loss. Method Objective measures of hearing aid use were collected via data logging. Speech and language measures included standardized measures GFTA-2, CELF Preschool-2 and additional item analyses for the word structure subtest CELF Preschool-2 and the GFTA-2. Results Hearing aid use was full time for 33% of the children (n=3; M=8.84 hours; Range: 2.9–12.1) at the beginning of the study, and for 78% at the end of the study (n=7; M=9.89 hours; Range 2.6–13.2). All participants demonstrated an improvement in articulation and language standard scores and percentiles however continued to demonstrate areas of weakness in sounds high-frequency in nature. Conclusions Through early identification and fitting, children gain access to speech sounds. Both standardized measures and individual language analysis should be used to identify and support children with hearing loss in language and subsequent literacy development.

scholarly journals THE ROLE OF FAMILY INTERVENTION IN EARLY DETECTION OF CONGENITAL DEAFNESS: A CASE STUDY

2020 ◽  
Vol 1 (2) ◽  
pp. 98
Author(s):  
Alif Sholehen ◽  
Fajrinka Pralampito ◽  
Antonius Galih ◽  
Akbar Ghaus ◽  
Andi Airina ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Family Intervention ◽  
Congenital Deafness ◽  
Congenital Hearing Loss ◽  
Her Family ◽  
Problem Detection ◽  
Outcomes For Children ◽  
Children With Hearing Loss ◽  
Development Outcomes

Congenital deafness is a hearing loss disorder that occurs at birth and is one of the disorders that can cause complications when it is not treated.1 Children with hearing loss will face difficulties such as poor development outcomes, including poor speech and language skills and face difficulties with cognition and social-emotional interactions. Early intervention has been proven to be one of the most important factors leading to good outcomes for children with congenital hearing loss.2 This case study is intended to highlight the importance of early case detections, early interventions and how family support plays a crucial role in the development of children with hearing loss. With the support of her family, Ms. DRP has gone through several speech and hearing therapies since her surgery and has proven to have an above-average linguistic abilities, showing that early problem detection does not hinder the development and achievement of children with congenital hearing loss.

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.

scholarly journals Early-auditory intervention in children with hearing loss and neurodevelopmental outcomes: cognitive, motor and language development

2021 ◽  
Vol 63 (3) ◽  
pp. 450
Author(s):  
Pelin Çelik ◽  
Kemal Keseroğlu ◽  
Serap Er ◽  
İclal Ayrancı Sucaklı ◽  
Güleser Saylam ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Language Development ◽  
Neurodevelopmental Outcomes ◽  
Children With Hearing Loss

Oral Language Performance of Deaf and Hard-of-Hearing Students in Mainstream Schools

2019 ◽  
Vol 24 (4) ◽  
pp. 448-458
Author(s):  
Tammy H M Lau ◽  
Kathy Y S Lee ◽  
Emily Y C Lam ◽  
Joffee H S Lam ◽  
Chris K M Yiu ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Hong Kong ◽  
Hard Of Hearing ◽  
Oral Language ◽  
Primary Schools ◽  
Speech Therapy ◽  
Language Outcomes ◽  
Language Performance ◽  
Profound Hearing Loss ◽  
Hearing Children

Abstract In Hong Kong, students are expected to speak fluent Cantonese, Putonghua, and English. However, the curriculum does not include Cantonese studies, as children are expected to have already acquired Cantonese by the age of school entry. This study examined the language outcomes of Cantonese-speaking deaf or hard-of-hearing children who attend primary schools within the Hong Kong educational system and considered whether the system currently meets the needs of these children. The Hong Kong Cantonese Oral Language Assessment Scale, which comprises six subtests, was used to assess 98 children with mild to profound hearing loss. A regression analysis was used to examine the influences of various variables on oral language performance in these children. Notably, 41% of the participants had achieved age-appropriate oral language skills, while 18% and 41% exhibited mild-to-moderate or severe oral language impairment, respectively. The degree of hearing loss and the use of speech therapy were identified as significant negative predictors of oral language performance. The issues of a relatively late diagnosis and device fitting, as well as the very poor oral language outcomes, strongly emphasize the need for policy makers to reconsider the existing educational approaches and support for deaf or hard-of-hearing children.

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