scholarly journals Frequency Modulation System and speech perception in the classroom: a systematic literature review

CoDAS ◽  
2015 ◽  
Vol 27 (3) ◽  
pp. 292-300 ◽  
Author(s):  
Ana Lívia Libardi Bertachini ◽  
Altair Cadrobbi Pupo ◽  
Marina Morettin ◽  
Maria Angelina Nardi Martinez ◽  
Maria Cecília Bevilacqua ◽  
...  
Keyword(s):  
Speech Perception ◽  
Cochlear Implants ◽  
Frequency Modulation ◽  
Sound Field ◽  
Research Strategy ◽  
Speech Perception In Noise ◽  
Manual Search ◽  
School Research ◽  
Study Participants ◽  
The Impact

PURPOSE: This review aimed at presenting the benefits regarding the speech perception in noise shown by children who wear hearing aid devices and/or cochlear implants with the Frequency Modulation (FM) System at school. RESEARCH STRATEGY: A bibliographic survey was conducted in an electronic database with standardized search until the year 2012, and a manual search was performed by using specific keywords. SELECTION CRITERIA: For the selection and evaluation of the scientific studies chosen in the search, criteria were established covering the following aspects: type of study, participants, adopted intervention, and evaluation of results. DATA ANALYSIS: The FM system was verified to improve speech perception and speech threshold in noise in all studies. RESULTS: Regarding the performance as to type, the best results were obtained when children used the personal FM system, followed by the table and the sound field systems. CONCLUSION: After extensive review of national and international literature, it was concluded that the studies indicate the need for further research concerning mainly the impact of the FM system on the school performance of children who have sensory devices coupled to the FM system. Findings in the literature with relation to the publications focused on speech perception in noise did not relate educational and auditory aspects.

scholarly journals Developmental Links Between Speech Perception in Noise, Singing, and Cortical Processing of Music in Children with Cochlear Implants

2018 ◽  
Vol 36 (2) ◽  
pp. 156-174 ◽  
Author(s):  
Ritva Torppa ◽  
Andrew Faulkner ◽  
Teija Kujala ◽  
Minna Huotilainen ◽  
Jari Lipsanen
Keyword(s):  
Speech Perception ◽  
Cochlear Implants ◽  
Musical Instrument ◽  
Noise Performance ◽  
Speech Perception In Noise ◽  
Speech In Noise ◽  
Brain Responses ◽  
Time Period ◽  
Musical Sounds ◽  
Auditory Skills

The perception of speech in noise is challenging for children with cochlear implants (CIs). Singing and musical instrument playing have been associated with improved auditory skills in normal-hearing (NH) children. Therefore, we assessed how children with CIs who sing informally develop in the perception of speech in noise compared to those who do not. We also sought evidence of links of speech perception in noise with MMN and P3a brain responses to musical sounds and studied effects of age and changes over a 14–17 month time period in the speech-in-noise performance of children with CIs. Compared to the NH group, the entire CI group was less tolerant of noise in speech perception, but both groups improved similarly. The CI singing group showed better speech-in-noise perception than the CI non-singing group. The perception of speech in noise in children with CIs was associated with the amplitude of MMN to a change of sound from piano to cymbal, and in the CI singing group only, with earlier P3a for changes in timbre. While our results cannot address causality, they suggest that singing and musical instrument playing may have a potential to enhance the perception of speech in noise in children with CIs.

scholarly journals Factors influencing speech perception in noise for 5-year-old children using hearing aids or cochlear implants

2017 ◽  
Vol 57 (sup2) ◽  
pp. S70-S80 ◽  
Author(s):  
Teresa YC Ching ◽  
Vicky W Zhang ◽  
Christopher Flynn ◽  
Lauren Burns ◽  
Laura Button ◽  
...  
Keyword(s):  
Speech Perception ◽  
Cochlear Implants ◽  
Hearing Aids ◽  
Speech Perception In Noise ◽  
Factors Influencing

Speech Perception by Students With Cochlear Implants Using Sound-Field Systems in Classrooms

2004 ◽  
Vol 13 (1) ◽  
pp. 62-72 ◽  
Author(s):  
Frank Iglehart
Keyword(s):  
Speech Perception ◽  
Cochlear Implants ◽  
Sound Field ◽  
The Other ◽  
School Age ◽  
Classroom Environments ◽  
Deaf Students ◽  
Phoneme Recognition ◽  
Auditory Speech ◽  
Field Systems

Cochlear implants support deaf students' language development through the improved use of audition in the classroom. Unfortunately, the acoustics of typical classrooms greatly reduce auditory speech perception by these students. Sound-field systems can increase speech-to-noise ratios in classrooms and thus improve use of audition. These systems are used by 80% of students with cochlear implants who use an FM system in the classroom. The present study compares speech perception by 14 school-age cochlear implant recipients via 2 classroom sound-field systems, 1 wall-mounted and the other a personal, or desktop, system. Testing was conducted in 2 classroom environments, 1 noisy and reverberant (typical of many classrooms) and the other ideally quiet with reverberation of short duration. In the quiet room with low reverberation, both sound-field systems produced improved phoneme recognition, but there was no difference between the 2. In the noisy room with high reverberation, the sound-field benefits were greater, and the desktop systems provided more benefit than the wall-mounted systems.

scholarly journals Impact of Consistency in Daily Device Use on Speech Perception Abilities in Children with Cochlear Implants: Datalogging Evidence

2018 ◽  
Vol 29 (09) ◽  
pp. 835-846 ◽  
Author(s):  
Vijayalakshmi Easwar ◽  
Joseph Sanfilippo ◽  
Blake Papsin ◽  
Karen Gordon
Keyword(s):  
Speech Perception ◽  
Cochlear Implants ◽  
Positive Influence ◽  
Mean Difference ◽  
Dose Effect ◽  
Profound Hearing Loss ◽  
Speech Test ◽  
The Asymmetry ◽  
Device Use ◽  
The Impact

AbstractCochlear implants (CIs) give children with severe to profound hearing loss access to sound. There appears to be a dose effect of sound exposure on speech perception abilities as shown by the positive influence of early implantation and CI experience. The consistency in device use per day could also affect sound dose, potentially affecting perceptual abilities in children with CIs.The objectives of the present study were to identify the impact of consistency in device use on: (1) speech perception abilities and (2) asymmetry in speech perception abilities between bilateral CIs.Retrospective analysis.To achieve the first objective, data from 65 children (age range at speech test: 1.91–18.05 yrs) with one (unilaterally implanted or bimodal) or two CIs (sequentially or simultaneously implanted) were included. A subset of data from 40 children with bilateral CIs was included to achieve the second objective. Of the 40 children with two CIs, 15 received their CIs sequentially.Device use information was extracted from datalogs stored in personal speech processors using custom software. Speech perception scores per CI collected in quiet were also evaluated. Multiple regression was used to assess the impact of daily CI use, while controlling for factors previously identified to affect speech perception: age at speech test, length of pre-CI (acoustic) hearing experience, length of CI hearing experience, and order of CI for the first objective, and CI category (simultaneous/sequential implantation), interimplant delay, and length of CI experience for the second objective.On average, children wore their CIs for 11.59 ± 2.86 hours/day and, with one CI, exhibited 65.07 ± 22.64% accuracy on speech perception tests. Higher monaural speech perception scores were associated with longer everyday CI use and CI experience (p < 0.05). Among children with bilateral CIs, those with simultaneously implanted CIs and similar bilateral hearing experience demonstrated a small but significant right ear advantage with higher speech perception scores when using the right rather than left CI (mean difference = 4.55 ± 9.83%). The asymmetry in speech perception between CIs was larger and more variable in children who received their CIs sequentially (mean difference CI1-CI2 = 27.48 ± 24.87%). These asymmetries decreased with longer/consistent everyday use of the newer CI (p < 0.05). Yet, despite consistent everyday device use of the second CI (>12 hours/day), only a small proportion of children implanted sequentially (one out of seven children) achieved symmetrical function similar to children with simultaneously received bilateral CIs.Consistent everyday CI use contributes to higher speech perception scores. Although consistent CI use can help reduce the asymmetry in speech perception abilities of children with sequentially implanted CIs subsequent to interimplant delay, residual asymmetry often persists.

Sign in / Sign up

Export Citation Format

Share Document