Factors Associated With Anxiety Symptoms in Australian Deaf or Hard of Hearing Children

2020 ◽  
Vol 26 (1) ◽  
pp. 13-20
Author(s):  
Johanna Long ◽  
Tuki Attuquayefio ◽  
Jennifer L Hudson
Keyword(s):  
Hearing Loss ◽  
Hard Of Hearing ◽  
Mental Health Problems ◽  
Psychological Symptoms ◽  
Child Anxiety ◽  
Anxiety Symptoms ◽  
Increased Risk ◽  
Children With Hearing Loss ◽  
Additional Support ◽  
Hearing Children

Abstract Deaf/deaf or hard of hearing (DHH) children are at an increased risk of developing mental health problems, with growing evidence that they may experience greater anxiety symptoms than hearing peers. The present study investigated whether Australian children with varying degrees of hearing loss experienced increased anxiety symptoms compared to hearing children. Furthermore, we examined whether child anxiety symptoms were associated with known risk factors including psychological symptoms of anxiety and depression in parents, age at detection, early intervention and device fitting, type of hearing device, and peer problems. Participants were 65 parents of children with hearing loss aged between 4 and 11 years old (M = 6.05, SD = 1.60) seeking treatment for hearing loss at a specialized hearing clinic in Australia. Based on parent reports, we found that the children with hearing loss had fewer anxiety symptoms than their hearing peers (using normative data). Psychological distress of parents was the only factor that uniquely associated with child anxiety. Parents of children with hearing loss were found to experience greater emotional distress compared to parents of hearing children. This suggests parents may require additional support to cope with the social and economic strains associated with childhood hearing loss.

scholarly journals Acquisition of Word-Formation Categories by Children with Hearing Loss

2008 ◽  
Vol 12 (2) ◽  
pp. 45-67
Author(s):  
Ewa Muzyka
Keyword(s):  
Hearing Loss ◽  
Hard Of Hearing ◽  
Word Formation ◽  
School Age Children ◽  
Extensive Field ◽  
Quantitative Analyses ◽  
Linguistic Functions ◽  
Children With Hearing Loss ◽  
Object Of Study ◽  
Hearing Children

Acquisition of Word-Formation Categories by Children with Hearing LossThe article describes the competence of children with hearing loss in comprehending and producing derivational (word-formation constructions) belonging to various categories. The skills of children with hearing loss are compared with the skills of hearing children. The extensive field of observation - the object of study were all word-formation categories (productive in contemporary Polish) - caused this article to focus exclusively on quantitative analyses. The conclusions that follow from them allow us to determine the hierarchy of word-formation categories, ordered according to the degree of difficulty, and to compare the level of their acquisition by hearing children, hard-of-hearing children (using the hearing sense) and by deaf ones (not using the hearing sense). This hierarchy is different in the area of interpreting than in the area of producing derivational (word-formation) constructions. The degree of complication of the semantic structure of the categories investigated has a distinct effect on the level of their acquisition. If we adopt the view that the categorization of the world by the learning mind is reflected in derivational constructions, analyses of the abilities of children with hearing loss in this sphere of linguistic functions allow us to access the available subjective ways of how they perceive and interpret the phenomena of treality. The analyses proper are preceded by a description of the investigation instrument employed: a word-formation questionnaire, which is a methodological proposal for studying word formation in school-age children.

scholarly journals Developmental Stuttering in Children Who Are Hard of Hearing

2017 ◽  
Vol 48 (4) ◽  
pp. 234-248 ◽  
Author(s):  
Richard M. Arenas ◽  
Elizabeth A. Walker ◽  
Jacob J. Oleson
Keyword(s):  
Hearing Loss ◽  
General Population ◽  
Hard Of Hearing ◽  
Protective Factor ◽  
Age Of Onset ◽  
Severe Hearing Loss ◽  
Parent Questionnaire ◽  
Children With Hearing Loss ◽  
Hearing Children ◽  
Developmental Stuttering

Purpose A number of studies with large sample sizes have reported lower prevalence of stuttering in children with significant hearing loss compared to children without hearing loss. This study used a parent questionnaire to investigate the characteristics of stuttering (e.g., incidence, prevalence, and age of onset) in children who are hard of hearing (CHH). Method Three hundred three parents of CHH who participated in the Outcomes of Children With Hearing Loss study (Moeller & Tomblin, 2015) were sent questionnaires asking about their child's history of stuttering. Results One hundred ninety-four parents of CHH responded to the survey. Thirty-three CHH were reported to have stuttered at one point in time (an incidence of 17.01%), and 10 children were still stuttering at the time of survey submission (a prevalence of 5.15%). Compared to estimates in the general population, this sample displayed a significantly higher incidence and prevalence. The age of onset, recovery rate, and other characteristics were similar to hearing children. Conclusions Based on this sample, mild to moderately severe hearing loss does not appear to be a protective factor for stuttering in the preschool years. In fact, the incidence and prevalence of stuttering may be higher in this population compared to the general population. Despite the significant speech and language needs that children with mild to moderately severe hearing loss may have, speech-language pathologists should appropriately prioritize stuttering treatment as they would in the hearing population. Supplemental Material https://doi.org/10.23641/asha.5397154

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.

Description of Phonological Patterns for Nineteen Elementary-Age Children with Hearing Losses

1997 ◽  
Vol 85 (2) ◽  
pp. 643-653 ◽  
Author(s):  
Timothy Meline
Keyword(s):  
Hearing Loss ◽  
Hard Of Hearing ◽  
Significant Relationship ◽  
Normal Development ◽  
Consonant Clusters ◽  
Phonological Process ◽  
Phonological Processes ◽  
Hearing Children ◽  
Phonological Errors ◽  
Cluster Reduction

The speech productions of 19 hard of hearing children between 5 and 12 years of age were examined for errors related to phonological process categories. For comparison, the subjects were divided into groups of 9 with Profound and 10 with Moderate to Severe hearing losses. There was a significant relationship between hearing loss and phonological errors. Seven phonological processes were evident in at least 33% of obligatory contexts. Prevalent processes included final consonant deletion and cluster reduction. The most prevalent deficiencies included / r/ and /1/ phonemes. Subjects with Profound hearing losses produced more errors over-all as well as more errors in each phonological process category. Subjects with Profound hearing losses frequently deleted entire consonant clusters, whereas subjects with Moderate to Severe hearing losses did not. Results are also discussed in relation to normal development.

scholarly journals Prevalence and Risk Factors of Anxiety, Depression, and Sleep Problems Among Caregivers of People Living With Neurocognitive Disorders During the COVID-19 Pandemic

2021 ◽  
Vol 11 ◽  
Author(s):  
Qiuxuan Li ◽  
Haifeng Zhang ◽  
Ming Zhang ◽  
Tao Li ◽  
Wanxin Ma ◽  
...  
Keyword(s):  
Mental Health ◽  
Depressive Symptoms ◽  
Prevalence Rate ◽  
Mental Health Problems ◽  
Sleep Problems ◽  
Health Problems ◽  
Neurocognitive Disorders ◽  
Anxiety Symptoms ◽  
Increased Risk ◽  
Anxiety Depression

Objectives: To estimate the prevalence of anxiety, depression, and sleep problems among caregivers of persons living with neurocognitive disorders (PLWND) during the COVID-19 pandemic in China and investigate whether the COVID-19-related experiences were associated with the presence of anxiety, depression, and sleep problems.Methods: From March 1 to 31, 2020, 160 caregivers of PLWND participated in an online cross-sectional survey on the prevalence of anxiety, depression, and sleep problems. The 7-item Generalized Anxiety Disorder Scale (GAD-7) was administered to measure anxiety symptoms, and the 2-item Patient Health Questionnaire (PHQ-2) was used to assess depressive symptoms. Questions on sleep duration and sleep quality enquired about sleep problems. Six items were used to explore the COVID-19-related experiences, including community-level infection contact and the level of exposure to media information. We computed the prevalence rate of anxiety, depressive symptoms, and sleep problems. Univariate and multivariate logistic regression analyses were performed to investigate factors associated with these mental health problems.Results: The prevalence rate of anxiety, depression, and sleep problems were 46.9%, 36.3%, and 9.4%. Approximately 55 participants (34.4%) presented with two or more mental health problems. Women had a higher risk of developing anxiety symptoms (OR, 5.284; 95% CI, 2.068–13.503; p = 0.001). Having a mental disorder (OR, 5.104; 95% CI, 1.522–17.114; p = 0.008) was associated with an increased risk of depressive symptoms. Caregivers who preferred to access positive information (OR, 0.215; 95% CI, 0.058–0.793; p = 0.021) was associated with decreased risk of sleep problems.Conclusion: Anxiety and depressive symptoms were common among caregivers of older adults with dementia or mild cognitive impairment during the COVID-19 pandemic. Being female was an independent risk factor for experiencing anxiety symptoms. Preexisting mental disorders increased the risk of depressive symptoms among caregivers, while caregivers who prefer to access positive media information decreased sleep problems.

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.

Orthographic Facilitation of Oral Vocabulary Acquisition in Children With Hearing Loss

2021 ◽  
pp. 1-13
Author(s):  
Andrea Salins ◽  
Greg Leigh ◽  
Linda Cupples ◽  
Anne Castles
Keyword(s):  
Hearing Loss ◽  
Academic Success ◽  
Picture Naming ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Facilitation Effect ◽  
Vocabulary Skills ◽  
Oral Vocabulary ◽  
Children With Hearing Loss ◽  
Hearing Children

Purpose Learning spoken words can be challenging for children with hearing loss who communicate orally and who are known to have weaker oral vocabulary skills than age-matched children who hear. Since vocabulary skills play a crucial role in reading and literacy acquisition, and academic success, it is important to identify effective vocabulary acquisition strategies for children with hearing loss. The aim of this study was to examine whether the incidental presence of orthography can facilitate oral vocabulary learning in children with hearing loss and whether the benefits are greater than those found in hearing children. Method We taught novel picture–word pairs with or without spellings to 23 children with hearing loss and 23 age-matched controls, ranging in age from 6 to 12 years. Word learning was assessed using behavioral and eye tracking data from picture naming and picture–word matching tasks. Results and Conclusions Results revealed an orthographic facilitation effect on oral vocabulary learning in children with hearing loss, with benefits being maintained over a week. Importantly, children with hearing loss showed a greater benefit of orthography than age-matched hearing peers on the picture naming tests. The results of this study have important implications for classroom instruction and vocabulary instruction strategies for children with hearing loss.

Sign in / Sign up

Export Citation Format

Share Document