Pure-Tone Thresholds and Word-Recognition Abilities of Hearing-Impaired Children

1974 ◽  
Vol 17 (2) ◽  
pp. 194-202 ◽  
Author(s):  
Norman P. Erber
Keyword(s):  
Word Recognition ◽  
Pure Tone ◽  
Hearing Impaired ◽  
Pure Tone Average ◽  
Recognition Ability ◽  
Impaired Children ◽  
Degree Of Overlap ◽  
Better Than ◽  
Hearing Impaired Children

A recorded list of 25 spondaic words was administered monaurally through earphones to 72 hearing-impaired children to evaluate their comprehension of “easy” speech material. The subjects ranged in age from eight to 16 years, and their average pure-tone thresholds (500-1000-2000 Hz) ranged in level from 52 to 127 dB (ANSI, 1969). Most spondee-recognition scores either were high (70 to 100* correct) or low (0 to 30% correct). The degree of overlap in thresholds between the high-scoring and the low-scoring groups differed as a function of the method used to describe the audiogram. The pure-tone average of 500-1000-2000 Hz was a good, but not perfect, predictor of spondee-recognition ability. In general, children with average pure-tone thresholds better than about 85 dB HTL (ANSI, 1969) scored high, and those with thresholds poorer than about 100 dB scored low. Spondee-recognition scores, however, could not be predicted with accuracy for children whose audiograms fell between 85 and 100 dB HTL.

A Spondee Recognition Test for Young Hearing-Impaired Children

1974 ◽  
Vol 39 (3) ◽  
pp. 304-311 ◽  
Author(s):  
Kathryn D. Cramer ◽  
Norman P. Erber
Keyword(s):  
Recognition Test ◽  
Pure Tone ◽  
Close Relation ◽  
Hearing Impaired ◽  
Hearing Level ◽  
Repeated Testing ◽  
Stable Performance ◽  
Impaired Children ◽  
Better Than ◽  
Hearing Impaired Children

Ten spondaic words recorded on Language Master cards were presented monaurally, through insert receivers, to 58 hearing-impaired children to evaluate their ability to recognize familiar speech material. The subjects ranged in age from five to nine years, and their average pure-tone thresholds (500-1000-2000 Hz) ranged in hearing level from 52 to 123 dB (ANSI, 1969). The children were tested individually, on consecutive days, until their performance stabilized—which required from four to 10 sessions. They indicated their responses by pointing to labeled picture cards. Spondee recognition scores were bimodally distributed, with clusters of scores of 0–65% and 66–100%, respectively. In general, pure-tone averages better than 93 dB HTL were associated with spondee scores from 66 to 100%, while pure-tone averages poorer than 103 dB HTL corresponded to spondee scores from 0 to 65%. However, no close relation between pure-tone thresholds and spondee recognition scores was found for average hearing levels between 93 and 103 dB. Recognition scores varied as a function of repeated testing in three general ways: stable performance, steadily improving performance, or inconsistent performance.

Pure Tone Audiograms from Hearing-Impaired Children: I. A Statistical Approach to Summarizing Audiogram Information

1980 ◽  
Vol 9 (4) ◽  
pp. 195-200 ◽  
Author(s):  
J. M. Bamford ◽  
I. M. Wilson ◽  
D. Atkinson ◽  
R. J. Bench
Keyword(s):  
Pure Tone ◽  
Statistical Approach ◽  
Hearing Impaired ◽  
Impaired Children ◽  
Hearing Impaired Children

scholarly journals Speech audiometry test in modern Greek language with sentence lists for hearing impaired children

2017 ◽  
Author(s):  
Κωνσταντίνα Κολούτσου
Keyword(s):  
Pure Tone ◽  
Pure Tone Audiometry ◽  
Normal Hearing ◽  
Hearing Impaired ◽  
Speech Audiometry ◽  
Greek Language ◽  
Modern Greek ◽  
Speech Reception ◽  
Impaired Children ◽  
Hearing Impaired Children

Σκοπός: Σκοπός αυτής της μελέτης ήταν η ανάπτυξη της Δοκιμασίας -Τέστ, το G-SEBSAT τέστ, στην ακουστική ομιλία βασισμένο σε προτάσεις για παιδιά με προβλήματα ακοής.Μέθοδοι: Προσλήφθηκαν εβδομήντα έξι παιδιά κατόπιν έγκρισης από την τοπική επιτροπή δεοντολογίας και κατόπιν ενημέρωσης από τους γονείς τους. Η συλλογή του λεξιλογίου βασίστηκε στην προβολή εικόνων που επιλέχθηκαν από δημοφιλείς αναγνωστικές ύλες στα ελληνικά στα παιδιά με προβλήματα ακοής (Hearing Impaired-ΗΙ). Εκπονήθηκε μια γραμματική ανάλυση περιεχομένου για να προσδιοριστούν οι μέσες συντακτικές και μορφολογικές δομές των φράσεων που χρησιμοποιούνται από τα παιδιά της ΗΙ ομάδας . Δέκα λίστες που σχετίζονται με αντοίστοιχες εικόνες, δημιουργήθηκαν με βάση το λεξιλόγιο και τη γραμματική ανάλυση και καταγράφηκαν από έναν άνδρα ομιλητή με μητρική του γλώσσα την σύγχρονη ελληνική. Οι δέκα λίστες παρουσιάστηκαν σε παιδιά με κανονική ακοή (Normal Hearing-NH) και σε παιδιά με HI, ενώ και στις δύο ομάδες καταγράφηκε το μέσο όριο απόκρισης ομιλίας (Speech Reception Threshold-SRT) καθώς και η κλίση της καμπύλης SRT στο επίπεδο SRT των 50% σωστών αποκρίσεων (S50). Οι κατάλογοι καταγγελιών επικυρώθηκαν σε σχέση με τη μεταβλητότητα της δυσκολίας τους σε κάθε ομάδα, καθώς και με τη μεταβλητότητα δοκιμής-επανεξέτασης των αντίστοιχων βαθμολογιών SRT.Αποτελέσματα: Το μέσο όριο απόκρισης ομιλίας (SRT) σε όλες τις λίστες για παιδιά με ΗΙ ήταν 65,27 dB και η κλίση της καμπύλης SRT στο επίπεδο SRT των 50% των σωστών αποκρίσεων ήταν 3,11% / dB. Τα αντίστοιχα αποτελέσματα σε όλους τους καταλόγους για τα παιδιά με NH ήταν 17,66 dB και 9,7% / dB αντίστοιχα. Τα SRT των παιδιών με ΗΙ συσχετίστηκαν έντονα θετικά, με στατιστικά σημαντικό τρόπο με την μέτρηση ακουστικού τόνου (Pure Tone Audiometry-ΡΤΑ) τόσο στις δοκιμασίες όσο και στις δοκιμαστικές συνεδρίες (δοκιμασία: r = 0.750, Ρ <0.0005, επανέλεγχος: r = 0.753, Ρ <0.0005). Η συσχέτιση Spearman των βαθμολογιών των τιμών SRT και των τιμών κλίσης ήταν 0.998 και 0.997 αντίστοιχα για το ΗΙ και 0.939 και 0.88 για την ομάδα με ΝΗ, υποδεικνύοντας πολύ χαμηλή μεταβλητότητα σε όλες τις συνεδρίες δοκιμής και επανεξέτασης. Επιπλέον, η ανάλυση της διακύμανσης (ANOVA) του μέσου SRT στα παιδιά με NH και τα υπολείμματα SRT στην ομάδα με HI έδειξε ότι οι διαφορετικές προτάσεις ήταν της ίδιας δυσκολίας σε κάθε ομάδα. ((F (9,81) = 0,401, ρ = 0,930 και (F (9,93) = 2,241, ρ = 0,025 αντίστοιχα).Συμπεράσματα: Για πρώτη φορά δημιουργήθηκε στην ελληνική γλώσσα επικυρωμένη δοκιμή ομιλίας ακουστικής φωνής. Οι τιμές SRT και S50 και για τα παιδιά με NH και με HI είναι συγκρίσιμες με παρόμοιες δοκιμές που αναπτύχθηκαν σε άλλες γλώσσες.

Effects of Stimulus Intensity on Speech Perception by Deaf Children

1977 ◽  
Vol 42 (2) ◽  
pp. 271-278 ◽  
Author(s):  
Norman P. Erber ◽  
Linda H. Witt
Keyword(s):  
Word Recognition ◽  
Stimulus Intensity ◽  
Stress Pattern ◽  
Hearing Impaired ◽  
Deaf Children ◽  
Word Perception ◽  
Severe Group ◽  
Stress Patterns ◽  
Impaired Children ◽  
Hearing Impaired Children

Ten monosyllabic, 10 trochaic, and 10 spondaic words were presented monaurally to 10 severely (70–95 dB HTL) and 10 profoundly (x0003E 95 dB HTL) hearing-impaired children at sensation levels (SL) ranging from near detection to near discomfort. Two methods were used to evaluate word perception as a function of stimulus intensity: the percentage of words recognized correctly and the percentage of words categorized correctly as to stress pattern. Both word-recognition and categorization scores reached maxima at 24–36 dB SL for the severe group, supporting previous results. For the profoundly deaf group, word-recognition scores were low regardless of SL, but their perception of the stress patterns of words improved as a function of increasing intensity, reaching maxima at 12–30 dB SL. The procedure and results described in this paper may be used by audiologists to help select optimal hearing aid volume settings for young hearing-impaired children.

Functional Gain and Speech Recognition With Two Types of FM Amplification

1986 ◽  
Vol 17 (1) ◽  
pp. 28-37 ◽  
Author(s):  
Dianne J. Van Tasell ◽  
Christi Ann Mallinger ◽  
Elizabeth S. Crump
Keyword(s):  
Speech Recognition ◽  
Word Recognition ◽  
School Children ◽  
Hearing Impaired ◽  
Residual Hearing ◽  
Low Frequencies ◽  
Functional Gain ◽  
Impaired Children ◽  
Hearing Impaired Children

Functional gain and word recognition were assessed for nine hearing-impaired school children under two conditions of FM amplification: (a) FM auditory trainer with insert earphone, and (b) personal FM system with miniloop. On the average, the insert-earphone auditory trainer system provided slightly greater functional gain than did the miniloop system; differences were most consistent at frequencies below 1,000 Hz. For eight of the nine subjects, word recognition scores did not differ across the two amplification conditions. When they are adjusted properly, personal miniloop systems apparently may provide sufficient gain for speech recognition to some hearing-impaired children, with the exception of those children whose residual hearing is limited to low frequencies.

Auditory, Visual, and Auditory-Visual Perception of Vowels by Hearing-Impaired Children

1982 ◽  
Vol 25 (1) ◽  
pp. 100-107 ◽  
Author(s):  
Zarita Caplan Hack ◽  
Norman P. Erber
Keyword(s):  
Word Recognition ◽  
Hearing Impaired ◽  
Only Children ◽  
The Third ◽  
Auditory Word ◽  
Auditory Word Recognition ◽  
Good Word ◽  
Impaired Children ◽  
Experienced Difficulty ◽  
Hearing Impaired Children

The vowels/i I æ a У у /were presented through auditory, visual, and combined auditory-visual modalities to hearing-impaired children having good, intermediate, and poor auditory word-recognition skills. When they received acoustic information only, children with good word-recognition skills confused neighboring vowels (i.e., those having similar formant frequencies). Children with intermediate word-recognition skills demonstrated this same difficulty and confused front and back vowels. Children with poor word-recognition skills identified vowels mainly on the basis of temporal and intensity cues. Through lipreading alone, all three groups distinguished spread from rounded vowels but could not reliably identify vowels within the categories. The first two groups exhibited only moderate difficulty in identifying vowels audiovisually. The third group, although showing a small amount of improvement over lipreading alone, still experienced difficulty in identifying vowels through combined auditory and visual modes.

Information Processing of Visually Presented Picture and Word Stimuli by Young Hearing-Impaired and Normal-Hearing Children

1976 ◽  
Vol 19 (4) ◽  
pp. 628-638 ◽  
Author(s):  
Ronald R. Kelly ◽  
C. Tomlinson-Keasey
Keyword(s):  
Visual Information ◽  
Normal Hearing ◽  
Hearing Impaired ◽  
Word Form ◽  
Recognition Phase ◽  
Impaired Group ◽  
Hearing Children ◽  
Impaired Children ◽  
Better Than ◽  
Hearing Impaired Children

Eleven hearing-impaired children and 11 normal-hearing children (mean = four years 11 months) were visually presented familiar items in either picture or word form. Subjects were asked to recognize the stimuli they had seen from cue cards consisting of pictures or words. They were then asked to recall the sequence of stimuli by arranging the cue cards selected. The hearing-impaired group and normal-hearing subjects performed differently with the picture/picture (P/P) and word/ word (W/W) modes in the recognition phase. The hearing impaired performed equally well with both modes (P/P and W/W), while the normal hearing did significantly better on the P/P mode. Furthermore, the normal-hearing group showed no difference in processing like modes (P/P and W/W) when compared to unlike modes (W/P and P/W). In contrast, the hearing-impaired subjects did better on like modes. The results were interpreted, in part, as supporting the position that young normal-hearing children dual code their visual information better than hearing-impaired children.

scholarly journals Audiological Assessment of Hearing-Impaired Children under Age 3 and Their Later Pure Tone Audiometry.

2002 ◽  
Vol 105 (9) ◽  
pp. 920-924
Author(s):  
Yoshifumi Takahashi ◽  
Ayako Sawada ◽  
Yasuko Mori ◽  
Takako Iwaki ◽  
Takayuki Kawashima ◽  
...  
Keyword(s):  
Pure Tone ◽  
Pure Tone Audiometry ◽  
Hearing Impaired ◽  
Impaired Children ◽  
Hearing Impaired Children

Pure Tone Audiograms from Hearing-impaired Children; II. predicting Speech-hearing from the Audiogram

1981 ◽  
Vol 15 (1) ◽  
pp. 3-10 ◽  
Author(s):  
J. M. Bamford ◽  
I. M. Wilson ◽  
D. Atkinson ◽  
J. Bench
Keyword(s):  
Pure Tone ◽  
Hearing Impaired ◽  
Impaired Children ◽  
Hearing Impaired Children

Word awareness in hearing-impaired children

1993 ◽  
Vol 14 (1) ◽  
pp. 61-73 ◽  
Author(s):  
Gloria M. Gartner ◽  
Sandra E. Trehub ◽  
Sherri Mackay Soroka
Keyword(s):  
Hearing Loss ◽  
Hearing Impaired ◽  
Older Children ◽  
Hearing Children ◽  
Impaired Children ◽  
Better Than ◽  
Hearing Impaired Children

ABSTRACTNormally hearing children (aged 4–10) and hearing-impaired children (aged 6–14) were tested on word awareness skills, such as the distinction between words and their referents, and their ability to provide explicit definitions of word. Older children performed significantly better than younger children, and normally hearing children performed significantly better than hearing-impaired children. However, orally educated children with mild or moderate hearing losses did not perform better than children with severe or profound losses. Instead, hearingimpaired children exhibited marked metalinguistic deficits, regardless of their degree of hearing loss. Finally, bimodally educated children performed significantly worse than orally educated children on the metalinguistic tasks of the present study. The implications of these findings for educational instruction are discussed.

Sign in / Sign up

Export Citation Format

Share Document