scholarly journals Phonological Awareness at 5 years of age in Children Who Use Hearing Aids or Cochlear Implants

2015 ◽  
Vol 25 (2) ◽  
pp. 48-59 ◽  
Author(s):  
Teresa Y. C. Ching ◽  
Linda Cupples
Keyword(s):  
Hearing Loss ◽  
Phonological Awareness ◽  
Cochlear Implants ◽  
Hearing Aids ◽  
Profound Hearing Loss ◽  
Significant Group ◽  
Bilateral Cochlear Implants ◽  
Increase With Increase ◽  
Hearing Devices ◽  
Children With Hearing Loss

Children with hearing loss typically underachieve in reading, possibly as a result of their underdeveloped phonological skills. This study addressed the questions of (1)whether or not the development of phonological awareness (PA) is influenced by the degree of hearing loss and (2) whether or not performance of children with severe-profound hearing loss differed according to the hearing devices used. Drawing on data collected as part of the Longitudinal Outcomes of Children with Hearing Impairment (LOCHI,www.outcomes.nal.gov.au) study, the authors found that sound-matching scores of children with hearing loss ranging from mild to profound degrees were, on average, within the normal range. The degree of hearing loss did not have a significant impact on scores, but there was a non-significant tendency for the proportion of children who achieved zero scores to increase with increase in hearing loss. For children with severe hearing loss, there was no significant group difference in scores among children who used bilateral hearing aids, bimodal fitting (a cochlear implant and a hearing aid in contralateral ears), and bilateral cochlear implants. Although there is a need for further prospective research, professionals have an important role in targeting PA skills for rehabilitation of young children with hearing loss.

SOME CHARECTERISTIC EPIDEMIC OF HEARING LOSS CHILDREN UNDER 3 YEARS OLD IN NATIONAL CHILDREN HOSPITAL IN 2018-2019

2021 ◽  
Vol 62 (6) ◽  
Author(s):  
Vu Dinh Thiem ◽  
Lai Thu Ha ◽  
Phan Huu Phuc
Keyword(s):  
Hearing Loss ◽  
Cochlear Implants ◽  
Hearing Aids ◽  
Language Therapy ◽  
Profound Hearing Loss ◽  
Cross Sectional ◽  
High Risk Factors ◽  
History Of ◽  
Children With Hearing Loss ◽  
Impaired Children

A cross-sectional descriptive study was conducted on a group of 461 hearing impaired children who were diagnosed and treated at the Audiology and Speech language therapy centre at the National Children Hospital from January 2018 to August 2019. The purpose of the study is to assess the distribution of children by age group, gender, degree of hearing loss, high risk factors of hearing loss, and status of intervention in this group of children. Data were taken by using questionnaires and analyzed using Stata software. The results showed in the study group, there were 281 boys and 180 girls. Children with profound hearing loss have the highest rate with 58.4%, followed by the severe (11,9%) and the moderate to severe (6,9%). ANSD accounts for 16.7%. The majority of children with hearing loss in both ears (90,5%), only 9,5% children with hearing loss in one ear. The most common age at which children with hearing loss are detected is 13-24 months (33,2%). Among ANSD children, 73,6% had a history of jaundice in the newborn period. Only 17,6% of children had hearing aids and 8,9% of children with severe to profound hearing loss had cochlear implants.

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.

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.

scholarly journals Psychosocial Development in 5-Year-Old Children With Hearing Loss Using Hearing Aids or Cochlear Implants

2017 ◽  
Vol 21 ◽  
pp. 233121651771037 ◽  
Author(s):  
Cara L. Wong ◽  
Teresa Y. C. Ching ◽  
Linda Cupples ◽  
Laura Button ◽  
Greg Leigh ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Cochlear Implants ◽  
Psychosocial Development ◽  
Hearing Aids ◽  
Children With Hearing Loss

scholarly journals Weighting of Acoustic Cues to a Manner Distinction by Children With and Without Hearing Loss

2015 ◽  
Vol 58 (3) ◽  
pp. 1077-1092 ◽  
Author(s):  
Susan Nittrouer ◽  
Joanna H. Lowenstein
Keyword(s):  
Hearing Loss ◽  
Word Recognition ◽  
Cochlear Implants ◽  
Phonemic Awareness ◽  
Hearing Aids ◽  
Auditory Training ◽  
Spectral Structure ◽  
Cue Weighting ◽  
Spectral Cues ◽  
Children With Hearing Loss

Purpose Children must develop optimal perceptual weighting strategies for processing speech in their first language. Hearing loss can interfere with that development, especially if cochlear implants are required. The three goals of this study were to measure, for children with and without hearing loss: (a) cue weighting for a manner distinction, (b) sensitivity to those cues, and (c) real-world communication functions. Method One hundred and seven children (43 with normal hearing [NH], 17 with hearing aids [HAs], and 47 with cochlear implants [CIs]) performed several tasks: labeling of stimuli from /bɑ/-to-/wɑ/ continua varying in formant and amplitude rise time (FRT and ART), discrimination of ART, word recognition, and phonemic awareness. Results Children with hearing loss were less attentive overall to acoustic structure than children with NH. Children with CIs, but not those with HAs, weighted FRT less and ART more than children with NH. Sensitivity could not explain cue weighting. FRT cue weighting explained significant amounts of variability in word recognition and phonemic awareness; ART cue weighting did not. Conclusion Signal degradation inhibits access to spectral structure for children with CIs, but cannot explain their delayed development of optimal weighting strategies. Auditory training could strengthen the weighting of spectral cues for children with CIs, thus aiding spoken language acquisition.

Effects of Universal Newborn Hearing Screening on an Early Intervention Program for Children with Hearing Loss, Birth to 3 Yr of Age

2010 ◽  
Vol 21 (03) ◽  
pp. 169-175 ◽  
Author(s):  
Kathy S. Halpin ◽  
Kay Y. Smith ◽  
Judith E. Widen ◽  
Mark E. Chertoff
Keyword(s):  
Hearing Loss ◽  
Cochlear Implants ◽  
Hearing Aids ◽  
Late Onset ◽  
Hearing Aid ◽  
Profound Hearing Loss ◽  
Universal Newborn Hearing Screening ◽  
Before And After ◽  
Age Of Diagnosis ◽  
Diagnosis Age

Background: Universal Newborn Hearing Screening (UNHS) was introduced in Kansas in 1999. Prior to UNHS a small percentage of newborns were screened for and identified with hearing loss. Purpose: The purpose of this study was to determine the effects of UNHS on a local early intervention (EI) program for young children with hearing loss. Research Design: This was a retrospective study based on the chart review of children enrolled in the EI program during target years before and after the establishment of UNHS. Study Sample: Charts for 145 children were reviewed. Data Collection and Analysis: The chart review targeted the following aspects of the EI program: caseload size, percentage of caseload identified by UNHS, age of diagnosis, age of enrollment in EI, degree of hearing loss, etiology of hearing loss, late onset of hearing loss, age of hearing aid fit, percentage of children fit with hearing aids by 6 mo, percentage of children with profound hearing loss with cochlear implants, and percentage of children with additional disabilities. Results: Changes in the EI program that occurred after UNHS were increases in caseload size, percentage of caseload identified by UNHS, percentage of children fit with hearing aids by 6 mo of age, and percentage of children with profound hearing loss with cochlear implants. There were decreases in age of diagnosis, age of enrollment in EI, and age of hearing aid fit. Before UNHS, the majority of children had severe and profound hearing loss; after UNHS there were more children with mild and moderate hearing loss. The percentage of known etiology and late-onset hearing loss was approximately the same before and after UNHS, as was the percentage of children with additional disabilities. Conclusion: UNHS had a positive impact on caseload size, age of diagnosis, age of enrollment in EI, and age of hearing aid fit. The percentage of the caseload identified in the newborn period was about 25% before UNHS and over 80% after its implementation. After UNHS, the EI caseload included as many children with mild and moderate hearing loss as with severe and profound loss. By the last reporting year in the study (academic year 2005–2006) all children with profound hearing losses had cochlear implants.

scholarly journals The Devil in the Details Can Be Hard to Spot: Malapropisms and Children With Hearing Loss

2020 ◽  
pp. 1-19
Author(s):  
Joanna H. Lowenstein ◽  
Susan Nittrouer
Keyword(s):  
Hearing Loss ◽  
Phonological Awareness ◽  
Hearing Aids ◽  
Phonological Processing ◽  
Speech Signal ◽  
Word Reading ◽  
Verbal Working Memory ◽  
Academic Competence ◽  
Vocabulary Knowledge ◽  
Children With Hearing Loss

Purpose Better auditory prostheses and earlier interventions have led to remarkable improvements in spoken language abilities for children with hearing loss (HL), but these children often still struggle academically. This study tested a hypothesis for why this may be, proposing that the language of school becomes increasingly disconnected from everyday discourse, requiring greater reliance on bottom-up phonological structure, and children with HL have difficulty recovering that structure from the speech signal. Participants One hundred nineteen fourth graders participated: 48 with normal hearing (NH), 19 with moderate losses who used hearing aids (HAs), and 52 with severe-to-profound losses who used cochlear implants (CIs). Method Three analyses were conducted. #1: Sentences with malapropisms were created, and children's abilities to recognize them were assessed. #2: Factors contributing to those abilities were evaluated, including phonological awareness, phonological processing, vocabulary, verbal working memory, and oral narratives. #3: Teachers' ratings of students' academic competence were obtained, and factors accounting for those ratings were evaluated, including the five listed above, along with word reading and reading comprehension. Results #1: Children with HAs and CIs performed more poorly on malapropism recognition than children with NH, but similarly to each other. #2: All children with HL demonstrated large phonological deficits, but they were especially large for children with CIs. Phonological awareness explained the most variance in malapropism recognition for children with CIs. Vocabulary knowledge explained malapropism recognition for children with NH or HAs, but other factors also contributed. #3: Teachers rated academic competence for children with CIs more poorly than for children with NH or HAs, and variance in those ratings for children with CIs were primarily explained by malapropism scores. Conclusion Children with HL have difficulty recognizing acoustic–phonetic detail in the speech signal, and that constrains their abilities to follow conversations in academic settings, especially if HL is severe enough to require CIs. Supplemental Material https://doi.org/10.23641/asha.13133018

scholarly journals The Importance of Access to Bilateral Hearing through Cochlear Implants in Children

2021 ◽  
Vol 42 (04) ◽  
pp. 381-388
Author(s):  
Karen A. Gordon ◽  
Blake C. Papsin ◽  
Vicky Papaioannou ◽  
Sharon L. Cushing
Keyword(s):  
Hearing Loss ◽  
Cochlear Implants ◽  
Developmental Outcomes ◽  
Auditory Pathways ◽  
Early Access ◽  
Single Side ◽  
Profound Deafness ◽  
Hearing Devices ◽  
Children With Hearing Loss ◽  
Asymmetric Hearing Loss

AbstractChildren with hearing loss require early access to sound in both ears to support their development. In this article, we describe barriers to providing bilateral hearing and developmental consequences of delays during early sensitive periods. Barriers include late identification of hearing loss in one or both ears and delayed access to intervention with hearing devices such as cochlear implants. Effects of delayed bilateral input on the auditory pathways and brain are discussed as well as behavioral effects on speech perception and other developmental outcomes including language and academics. Evidence for these effects has supported an evolution in cochlear implant candidacy in children that was started with unilateral implantation in children with profound deafness bilaterally to bilateral implantation to implantation of children with asymmetric hearing loss including children with single-side deafness. Opportunities to enhance the developmental benefits of bilateral hearing in children with hearing loss are also discussed including efforts to improve binaural/spatial hearing and consideration of concurrent vestibular deficits which are common in children with hearing loss.

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