Treatment Efficacy

1998 ◽  
Vol 41 (1) ◽  
Author(s):  
Arlene Earley Carney ◽  
Mary Pat Moeller
Keyword(s):  
Hearing Loss ◽  
Speech Perception ◽  
Language Development ◽  
Treatment Efficacy ◽  
Skill Development ◽  
Positive Effects ◽  
Wide Range ◽  
Children With Hearing Loss ◽  
Communication Modalities

This article provides a review of the topic of treatment efficacy for children with hearing loss. Efficacy is related to a wide range of treatment goals in the areas of sensory and perceptual skill development, language development (regardless of communication modality), speech-production skill development, academic performance, and social-emotional growth. Topics addressed in this article include (a) the definition of hearing loss in children; (b) incidence and prevalence data; (c) the effects of childhood hearing loss on daily life, including language and literacy, speech perception and production, socialization and family dynamics; (d) the role of audiologists and speech-language pathologists in managing children with hearing loss; and (e) a summary of pertinent efficacy research for children with hearing loss. The analysis of the available research suggests that (a) early intervention for children who are deaf or hard of hearing has long-term positive effects on overall development; (b) a variety of communication modalities exist for this population, and research to date has been more descriptive than prognostic on the choice of modality; (c) sensory aids (hearing aids, tactile aids, and cochlear implants) provide different degrees of benefit for children in the areas of speech perception, production, and language development, depending upon the extent of their hearing loss; (d) few studies have addressed rates of learning and long-term outcomes, but existing data suggest that enriched programs provide some children with hearing loss with the ability to overcome developmental lags in language and academic skills.

What Clinicians Need to Know About Early Literacy Development in Children With Hearing Loss

2019 ◽  
Vol 50 (1) ◽  
pp. 16-33 ◽  
Author(s):  
Elizabeth Runnion ◽  
Shelley Gray
Keyword(s):  
Hearing Loss ◽  
Early Literacy ◽  
Skill Development ◽  
Reading Proficiency ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Early Literacy Development ◽  
Literacy Skill Development ◽  
Children With Hearing Loss

PurposeChildren with hearing loss may not reach the same level of reading proficiency as their peers with typical development. Audiologists and speech-language pathologists (SLPs) have important roles to play in preventing this problem early in children's development. In this tutorial, we aim to communicate how the habilitation practices of audiologists and intervention services of SLPs can support early literacy skill development in children with hearing loss.MethodWe describe key findings from peer-reviewed research articles to provide a review of early literacy skill development, to explain the relationship between early literacy skills and conventional reading skills, and to highlight findings from early literacy skill intervention studies that included children with hearing loss who use spoken language. We conclude with a hypothetical case study to illustrate how audiologists and SLPs can support early literacy acquisition in children with hearing loss.ConclusionFindings from studies of young children with hearing loss suggest that a promising approach to improving reading outcomes is to provide explicit early literacy instruction and intervention.

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.

The Effects of Parent Training on Vocabulary Scores of Young Children With Hearing Loss

2018 ◽  
Vol 27 (2) ◽  
pp. 765-777 ◽  
Author(s):  
Emily Lund
Keyword(s):  
Hearing Loss ◽  
Parent Training ◽  
Child Outcomes ◽  
Parent Report ◽  
Short Term ◽  
Usual Model ◽  
Vocabulary Growth ◽  
Children With Hearing Loss ◽  
Business As Usual

Purpose The purpose of this study is to evaluate the effects of short-term parent training on maternal use of language stimulation strategies and vocabulary scores in children with hearing loss. Method Six mother–child dyads participated in the multiple-baseline study. During baseline and maintenance, children engaged in a business-as-usual model of clinician-only therapy. During intervention, mothers and children participated in parent training focused on transparent labeling and linguistic mapping strategies. Parent strategy use was measured via weekly play-based probe assessments. Child vocabulary growth was measured via parent report. Results A relation between parent training and use of transparent labeling was established for all mothers, and a relation between parent training and use of linguistic mapping was established for 3 of 6 mothers. Child vocabulary growth rate increased from baseline to intervention in 4 of 6 children. Conclusions Short-term parent training can change parent behavior. However, parents may not maintain these skills without support. Further research is needed to characterize the extent to which short-term training can make long-term changes in parent and child outcomes.

Hearing Impaired Children's Preference for, and Performance with, Four Combinations of Directional Microphone and Digital Noise Reduction Technology

2013 ◽  
Vol 24 (09) ◽  
pp. 832-844 ◽  
Author(s):  
Andrea L. Pittman ◽  
Mollie M. Hiipakka
Keyword(s):  
Hearing Loss ◽  
Speech Perception ◽  
Noise Reduction ◽  
Hearing Aids ◽  
Hearing Aid ◽  
Directional Hearing ◽  
Short Period ◽  
Children With Hearing Loss ◽  
And Performance ◽  
Noise Management

Background: Before advanced noise-management features can be recommended for use in children with hearing loss, evidence regarding their ability to use these features to optimize speech perception is necessary. Purpose: The purpose of this study was to examine the relation between children's preference for, and performance with, four combinations of noise-management features in noisy listening environments. Research Design: Children with hearing loss were asked to repeat short sentences presented in steady-state noise or in multitalker babble while wearing ear-level hearing aids. The aids were programmed with four memories having an orthogonal arrangement of two noise-management features. The children were also asked to indicate the hearing aid memory that they preferred in each of the listening conditions both initially and after a short period of use. Study Sample: Fifteen children between the ages of 8 and 12 yr with moderate hearing losses, bilaterally. Results: The children's preference for noise management aligned well with their performance for at least three of the four listening conditions. The configuration of noise-management features had little effect on speech perception with the exception of reduced performance for speech originating from behind the child while in a directional hearing aid setting. Additionally, the children's preference appeared to be governed by listening comfort, even under conditions for which a benefit was not expected such as the use of digital noise reduction in the multitalker babble conditions. Conclusions: The results serve as evidence in support of the use of noise-management features in grade-school children as young as 8 yr of age.

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

scholarly journals The Efficacy of Auditory, Visual, and Tactile Feedback in Improving Speech and Intelligibility Skills of People with Severe to Profound Hearing Loss Across Varying Age Levels

2018 ◽  
Author(s):  
Marie Partyka ◽  
Cheri Carrico
Keyword(s):  
Hearing Loss ◽  
Speech Intelligibility ◽  
Sensory Feedback ◽  
Tactile Feedback ◽  
Feedback Systems ◽  
Profound Hearing Loss ◽  
School Aged Children ◽  
Positive Effects ◽  
Alternative Means ◽  
Children With Hearing Loss

Introduction Enhanced auditory, tactile, and visual feedback systems have been researched as alternative means of sensory feedback for people with severe to profound hearing loss to improve articulation and intelligibility of speech. The general consensus is that children with hearing loss are on average 20% intelligible, which translates to one word out of every five is understood by the listener. As children enter school, their speech intelligibility is often considered an indication of their abilities, meaning that low intelligibility could result in underestimation of potential. For adults who experience hearing loss, articulation has been shown to dramatically decrease over time, resulting in lowered intelligibility. Purpose The purpose of this research is to compare each form of feedback to determine which form of sensory feedback provides the highest levels of efficacy for preschool aged children (3 to 5 years), school aged children (6 to 17 years), and adults (18+ years). Conclusion A combination of biofeedback types is suggested for school aged children and adults, as each form demonstrated improvement for differing areas of speech. Visual and tactile are not recommended for the preschool children, as it is assumed these forms of feedback are too complex to be translated at this age. Tactile is not recommended for school aged children as there were inconclusive findings. For adults, each of the feedback systems demonstrated positive effects, indicating the three systems should be paired for optimal and most efficient results.

Immediate and long-term effects of hearing loss on the speech perception of children

2009 ◽  
Vol 126 (3) ◽  
pp. 1477-1485 ◽  
Author(s):  
Andrea Pittman ◽  
Kendell Vincent ◽  
Leah Carter
Keyword(s):  
Hearing Loss ◽  
Speech Perception ◽  
Long Term Effects
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