The Effect of Communication Mode on Learning Outcomes for Children with Severe–Profound Hearing Loss

2020 ◽  
pp. 59-77
Author(s):  
Julia Sarant ◽  
Ann Geers
Keyword(s):  
Hearing Loss ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Oral Communication ◽  
Communication Mode ◽  
Profound Hearing Loss ◽  
Conflicting Information ◽  
Outcomes For Children ◽  
Children With Hearing Loss ◽  
Communication Approach

Hearing loss has well-reported and significant detrimental effects on learning in children. In particular, it negatively impacts the development of language, through which most other learning occurs. It is therefore of the utmost importance for parents of children with hearing loss to determine which communication approach will give their children the best possible chance of achieving age-appropriate language. Parents are often presented with conflicting information about what their choice of communication mode should be. This chapter reviews the evidence regarding learning outcomes for children using oral communication versus oral plus signed communication across a variety of outcomes, including language, reading, speech production, speech perception, and social and academic development. The cognitive/learning differences observed between children with normal hearing and hearing loss, and between children using different communication modes, are discussed, and conclusions are drawn to assist parents and clinicians with optimizing learning opportunities for children with hearing loss.

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.

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.

Monitoring Progress for Children with Hearing Loss

2014 ◽  
Vol 24 (2) ◽  
pp. 74-81
Author(s):  
Monica Weston ◽  
Karen F. Muñoz ◽  
Kristina Blaiser
Keyword(s):  
Hearing Loss ◽  
Hearing Aid ◽  
Full Time ◽  
Data Logging ◽  
Standardized Measures ◽  
Word Structure ◽  
Hearing Aid Use ◽  
Outcomes For Children ◽  
Language Measures ◽  
Children With Hearing Loss

Purpose This study investigated average hours of daily hearing aid use and speech-language outcomes for children age 3 to 6 years of age with hearing loss. Method Objective measures of hearing aid use were collected via data logging. Speech and language measures included standardized measures GFTA-2, CELF Preschool-2 and additional item analyses for the word structure subtest CELF Preschool-2 and the GFTA-2. Results Hearing aid use was full time for 33% of the children (n=3; M=8.84 hours; Range: 2.9–12.1) at the beginning of the study, and for 78% at the end of the study (n=7; M=9.89 hours; Range 2.6–13.2). All participants demonstrated an improvement in articulation and language standard scores and percentiles however continued to demonstrate areas of weakness in sounds high-frequency in nature. Conclusions Through early identification and fitting, children gain access to speech sounds. Both standardized measures and individual language analysis should be used to identify and support children with hearing loss in language and subsequent literacy development.

scholarly journals THE ROLE OF FAMILY INTERVENTION IN EARLY DETECTION OF CONGENITAL DEAFNESS: A CASE STUDY

2020 ◽  
Vol 1 (2) ◽  
pp. 98
Author(s):  
Alif Sholehen ◽  
Fajrinka Pralampito ◽  
Antonius Galih ◽  
Akbar Ghaus ◽  
Andi Airina ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Family Intervention ◽  
Congenital Deafness ◽  
Congenital Hearing Loss ◽  
Her Family ◽  
Problem Detection ◽  
Outcomes For Children ◽  
Children With Hearing Loss ◽  
Development Outcomes

Congenital deafness is a hearing loss disorder that occurs at birth and is one of the disorders that can cause complications when it is not treated.1 Children with hearing loss will face difficulties such as poor development outcomes, including poor speech and language skills and face difficulties with cognition and social-emotional interactions. Early intervention has been proven to be one of the most important factors leading to good outcomes for children with congenital hearing loss.2 This case study is intended to highlight the importance of early case detections, early interventions and how family support plays a crucial role in the development of children with hearing loss. With the support of her family, Ms. DRP has gone through several speech and hearing therapies since her surgery and has proven to have an above-average linguistic abilities, showing that early problem detection does not hinder the development and achievement of children with congenital 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.

Impact of Meeting Early Hearing Detection and Intervention Benchmarks on Spoken Language

2021 ◽  
pp. 105381512110252
Author(s):  
Brittany Grey ◽  
Elizabeth K. Deutchki ◽  
Emily A. Lund ◽  
Krystal L. Werfel
Keyword(s):  
Hearing Loss ◽  
Early Intervention ◽  
Spoken Language ◽  
Language Outcomes ◽  
Number Of Children ◽  
Predictive Role ◽  
Outcomes For Children ◽  
Children With Hearing Loss ◽  
Unique Predictor

This study compared preschool spoken language outcomes for children with hearing loss who met the Early Hearing Detection and Intervention (EHDI) guidelines to those who did not, as well as compared outcomes for those who met the current EHDI guidelines to those who met the earlier benchmarks. Finally, the predictive role of meeting each component of the guidelines was evaluated relative to language outcomes. Children who met the EHDI guidelines had higher language scores than those who did not; however, there was no difference between children who met the current guidelines and those who met the earlier benchmarks. Entering early intervention by 6 months of age was the only unique predictor of spoken language outcomes. The findings suggest that EHDI programs should target increasing the number of children with hearing loss who meet the current 1-3-6 benchmarks with a particular focus on enrollment in early intervention by 6 months.

scholarly journals Pengaruh Auditori Verbal Therapy Terhadap Kemampuan Penguasaan Kosa Kata Pada Anak Yang Mengalami Gangguan Pendengaran

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Hermin Ratih H ◽  
Rr Amanda Pasca Rini
Keyword(s):  
Hearing Loss ◽  
Data Collection ◽  
Learning Outcomes ◽  
Research Data ◽  
Wilcoxon Test ◽  
Check List ◽  
Learning Outcomes Assessment ◽  
Assessment Sheet ◽  
Effect Of Treatment ◽  
Children With Hearing Loss

Research methods quasi experiment on students TKLB especially children with hearing loss is aimed to prove the effect of treatment or therapy AVT toward mastery of vocabulary in children who have a hearing loss. Research data collection using a check list or learning outcomes assessment sheet that refers to the criteria set out in the curriculum in 2006. Evidence hypothesis through non-parametric Wilcoxon test test obtained value Z = -3.934; p = 0.000 (p <0.01), which means no influence on the ability Auditory Verbal Terapy vocabulary in children who have a hearing loss.Through the process of AVT therapy can be seen that the vocabulary of children already covers almost the entire class of existing words. Of the eight classes of existing words, most of the child's vocabulary already includes a noun, verb (the verb), adjectives, description (adverb), pronouns, numbers (Numeral), prepositions, and conjunctions.

scholarly journals Evidence-Based Practices and Outcomes for Children with Mild and Unilateral Hearing Loss

2020 ◽  
Vol 51 (1) ◽  
pp. 1-4
Author(s):  
Elizabeth A. Walker
Keyword(s):  
Hearing Loss ◽  
Cognitive Abilities ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
Unilateral Hearing Loss ◽  
Full Potential ◽  
Listening Effort ◽  
Outcomes For Children ◽  
Children With Hearing Loss ◽  
The Impact

Purpose This forum provides an overview of current research and clinical practice for children with mild bilateral or unilateral hearing loss. Historically, there has been ambiguity surrounding the need for intervention in this population. Our goal is to explore the literature on outcomes and treatment so that audiologists, speech-language pathologists, teachers, physicians, and families can be confident in the clinical decision-making process when working with these children. To that end, topics include (a) progression of mild hearing loss in children; (b) the impact of mild or unilateral hearing loss on language, listening, and cognitive abilities; (c) research and reviews on intervention approaches; and (d) listening effort and fatigue in unilateral hearing loss. Conclusion Uncertainty about outcomes and treatment approaches for children with mild or unilateral hearing loss leads to inconsistent intervention and increased developmental risk. We hope that this forum will generate productive discussion among researchers and clinicians to ensure that all children with hearing loss reach their full potential.

Sign in / Sign up

Export Citation Format

Share Document