scholarly journals Relationships between speech perception abilities and spoken language skills in young children with hearing loss

2009 ◽  
Vol 48 (5) ◽  
pp. 248-259 ◽  
Author(s):  
Jean L. DesJardin ◽  
Sophie E. Ambrose ◽  
Amy S. Martinez ◽  
Laurie S. Eisenberg
Keyword(s):  
Hearing Loss ◽  
Speech Perception ◽  
Young Children ◽  
Language Skills ◽  
Spoken Language ◽  
Children With Hearing Loss ◽  
Spoken Language Skills

Red Flags: Cochlear Implant Programming

2014 ◽  
Vol 24 (1) ◽  
pp. 19-21
Author(s):  
Douglas P. Sladen
Keyword(s):  
Hearing Loss ◽  
Young Children ◽  
Language Development ◽  
Cochlear Implant ◽  
Time Use ◽  
Language Skills ◽  
Spoken Language ◽  
Full Time ◽  
Red Flags ◽  
Children With Hearing Loss

Consistent, full-time use of a well programmed cochlear implant (CI) is key for auditory and spoken language development. Young children with hearing loss often lack the requisite language skills to alert parents and clinicians when the CI needs to be re-programmed. The article within describes red flags used to indicate the levels of the device need to be reset.

scholarly journals The Listening and Spoken Language Data Repository: Design and Project Overview

2018 ◽  
Vol 49 (1) ◽  
pp. 108-120 ◽  
Author(s):  
Tamala S. Bradham ◽  
Christopher Fonnesbeck ◽  
Alice Toll ◽  
Barbara F. Hecht
Keyword(s):  
Hearing Loss ◽  
Monitoring Program ◽  
Spoken Language ◽  
Position Statement ◽  
Outcome Data ◽  
Data Repository ◽  
Language Data ◽  
Children With Hearing Loss ◽  
Spoken Language Skills ◽  
Diverse Data

Purpose The purpose of the Listening and Spoken Language Data Repository (LSL-DR) was to address a critical need for a systemwide outcome data–monitoring program for the development of listening and spoken language skills in highly specialized educational programs for children with hearing loss highlighted in Goal 3b of the 2007 Joint Committee on Infant Hearing position statement supplement. Method The LSL-DR is a multicenter, international data repository for recording and tracking the demographics and longitudinal outcomes achieved by children who have hearing loss who are enrolled in private, specialized programs focused on supporting listening and spoken language development. Since 2010, annual speech-language-hearing outcomes have been prospectively obtained by qualified clinicians and teachers across 48 programs in 4 countries. Results The LSL-DR has been successfully implemented, bringing together the data collection efforts of these programs to create a large and diverse data repository of 5,748 children with hearing loss. Conclusion Due to the size and diversity of the population, the range of assessments entered, and the demographic information collected, the LSL-DR will provide an unparalleled opportunity to examine the factors that influence the development of listening in spoken language in this population.

TeleIntervention: Improving Service Delivery to Young Children With Hearing Loss and Their Families Through Telepractice

2011 ◽  
Vol 21 (2) ◽  
pp. 66-72 ◽  
Author(s):  
K. Todd Houston
Keyword(s):  
Hearing Loss ◽  
Young Children ◽  
Service Delivery ◽  
Spoken Language ◽  
Service Delivery Model ◽  
Auditory Learning ◽  
Early Intervention Services ◽  
Telecommunication Technology ◽  
Children With Hearing Loss ◽  
Communication Needs

As telecommunication technology continues to evolve, opportunities are emerging for telepractice to meet the communication needs of children with hearing loss. As well, documented shortages of well-trained speech-language pathologists and pediatric audiologists are leading some centers to augment their service delivery through telepractice as a means to meet a need for qualified providers. For families of young children with hearing loss, obtaining services that support auditory learning and spoken language can be a challenge in some communities. One form of telepractice, teleintervention, provides early intervention services to families of children with hearing loss using internet-based videoconferencing to model and coach parents in language facilitation techniques. Though it is a relatively new service delivery model, preliminary results are promising.

scholarly journals Effects of Early Acoustic Hearing on Speech Perception and Language for Pediatric Cochlear Implant Recipients

2019 ◽  
Vol 62 (9) ◽  
pp. 3620-3637 ◽  
Author(s):  
Lisa S. Davidson ◽  
Ann E. Geers ◽  
Rosalie M. Uchanski ◽  
Jill B. Firszt
Keyword(s):  
Speech Perception ◽  
Cochlear Implant ◽  
Language Skills ◽  
Spoken Language ◽  
Receptive Language ◽  
Receptive Vocabulary ◽  
Residual Hearing ◽  
Regression Analyses ◽  
Optimal Duration ◽  
Spoken Language Skills

Purpose The overall goal of the current study was to identify an optimal level and duration of acoustic experience that facilitates language development for pediatric cochlear implant (CI) recipients—specifically, to determine whether there is an optimal duration of hearing aid (HA) use and unaided threshold levels that should be considered before proceeding to bilateral CIs. Method A total of 117 pediatric CI recipients (ages 5–9 years) were given speech perception and standardized tests of receptive vocabulary and language. The speech perception battery included tests of segmental perception (e.g., word recognition in quiet and noise, and vowels and consonants in quiet) and of suprasegmental perception (e.g., talker and stress discrimination, and emotion identification). Hierarchical regression analyses were used to determine the effects of speech perception on language scores, and the effects of residual hearing level (unaided pure-tone average [PTA]) and duration of HA use on speech perception. Results A continuum of residual hearing levels and the length of HA use were represented by calculating the unaided PTA of the ear with the longest duration of HA use for each child. All children wore 2 devices: Some wore bimodal devices, while others received their 2nd CI either simultaneously or sequentially, representing a wide range of HA use (0.03–9.05 years). Regression analyses indicate that suprasegmental perception contributes unique variance to receptive language scores and that both segmental and suprasegmental skills each contribute independently to receptive vocabulary scores. Also, analyses revealed an optimal duration of HA use for each of 3 ranges of hearing loss severity (with mean PTAs of 73, 92, and 111 dB HL) that maximizes suprasegmental perception. Conclusions For children with the most profound losses, early bilateral CIs provide the greatest opportunity for developing good spoken language skills. For those with moderate-to-severe losses, however, a prescribed period of bimodal use may be more advantageous for developing good spoken language skills.

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.

Red Flags: Barriers to Listening and Spoken Language in Children with Hearing Loss

2014 ◽  
Vol 24 (1) ◽  
pp. 11-18
Author(s):  
Andrea Bell ◽  
K. Todd Houston
Keyword(s):  
Hearing Loss ◽  
Early Diagnosis ◽  
Skill Acquisition ◽  
Dynamic Process ◽  
Spoken Language ◽  
Red Flags ◽  
Careful Monitoring ◽  
Auditory Development ◽  
Children With Hearing Loss ◽  
Family Centered

To ensure optimal auditory development for the acquisition of spoken language, children with hearing loss require early diagnosis, effective ongoing audiological management, well fit and maintained hearing technology, and appropriate family-centered early intervention. When these elements are in place, children with hearing loss can achieve developmental and communicative outcomes that are comparable to their hearing peers. However, for these outcomes to occur, clinicians—early interventionists, speech-language pathologists, and pediatric audiologists—must participate in a dynamic process that requires careful monitoring of countless variables that could impact the child's skill acquisition. This paper addresses some of these variables or “red flags,” which often are indicators of both minor and major issues that clinicians may encounter when delivering services to young children with hearing loss and their families.

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