scholarly journals Production of Greek vowels by hearing-impaired children

2020 ◽  
Author(s):  
Elina Nirgianaki ◽  
Maria Bitzanaki
Keyword(s):  
Hearing Loss ◽  
Cochlear Implants ◽  
High Dimension ◽  
Normal Hearing ◽  
Hearing Impaired ◽  
Acoustic Characteristics ◽  
Significant Difference ◽  
Impaired Group ◽  
Impaired Children ◽  
Hearing Impaired Children

The present study investigates the acoustic characteristics of Greek vowels produced by hearing-impaired children with profound prelingual hearing loss and cochlear implants. The results revealed a significant difference between vowels produced by hearingimpaired children and those produced by normal-hearing ones in terms of duration. Stressed vowels were significantly longer than non-stressed for both groups, while F0, F1 and F2 did not differ significantly between the two groups for any vowel, with the exception of /a/, which had significantly higher F1 when produced by hearingimpaired children. Acoustic vowel spaces were similar for the two groups but shifted towards higher frequencies in the low-high dimension and somehow reduced in the front-back dimension for the hearing-impaired group.

Auditory-Only and Auditory-Visual Presentations of the Test of Auditory Comprehension of Language to Hearing-Impaired Children

1988 ◽  
Vol 19 (4) ◽  
pp. 349-351 ◽  
Author(s):  
Dale O. Robinson
Keyword(s):  
Hearing Loss ◽  
Presentation Mode ◽  
Visual Presentation ◽  
Hearing Impaired ◽  
Sensorineural Hearing ◽  
Auditory Comprehension ◽  
Mode Of Presentation ◽  
Significant Difference ◽  
Impaired Children ◽  
Hearing Impaired Children

This study examined whether the Test of Auditory Comprehension of Language (TACL) (Carrow, 1973) scores were significantly affected by mode of presentation. The TACL was presented to 32 children with moderate sensorineural hearing losses. Two groups of 16 children were matched for age, sex, and hearing loss and were given either an auditory-only or auditory-visual presentation of the TACL. No significant difference was found between mean TACL scores by presentation. Mode of presentation had no effect on the TACL scores for those children examined.

scholarly journals Positive effects of hearing and speech rehabilitation on lexical fund quality in hearing impaired children

2018 ◽  
Vol 75 (6) ◽  
pp. 576-581
Author(s):  
Ivana Maletic-Sekulic ◽  
Ivana Veselinovic ◽  
Ljiljana Jelicic ◽  
Mirjana Sijan-Gobeljic ◽  
Ninoslava Dragutinovic
Keyword(s):  
Cochlear Implants ◽  
Hearing Aids ◽  
Hearing Threshold ◽  
Hearing Impaired ◽  
Number Of Children ◽  
Positive Effects ◽  
Speech Rehabilitation ◽  
Significant Difference ◽  
Impaired Children ◽  
Hearing Impaired Children

Background/Aim. Initial experiences in rehabilitation of children with cochlear implants and frequent debates regarding the effects of their application have imposed the necessity to compare the effects of speech rehabilitation in children with hearing aids with those having cochlear implants. The aim of this study was to evaluate and compare the level of lexical development in hearing impaired children who are involved in the process of hearing and speech-language rehabilitation and who were amplified by hearing aids or cochlear implants. Methods. The sample consisted of 55 children aged 3?6 years, diagnosed with prelingual bilateral hearing impairment with a hearing threshold above 90 dB. All examined children had average intellectual abilities and no additonal impairments. The sample was divided into 2 groups: E1 group consisted of 30 children with cochlear implants and E2 group consisted of 25 children who were amplified by individual hearing aids. Research methodology included a Test of Vocabulary. The testing was performed individually. A year after the testing, a retest was done. Statistical analysis was performed using the SPSS v. 17 for Windows. Results. The largest number of children had average achievements on a Test of Vocabulary during initial testing. After a year (retest) significant improvements were noticed. A large number of children had above average achievements (46.7% in the E1 and 36% in the E2 group) while the number of children with below average achievements was significantly reduced (3.3% in the E1 and 8% in the E2). A comparative analysis of the test and those with gearing aids achievements showed that there was no statistically significant difference between children with cochlear implants and retest. Conclusion. Significant improvement of the achievements on retest in both groups can be explained by positive effects of systematic, planned, intensive and continuous rehabilitation of hearing impaired children, and not by application of certain type of hearing amplification.

scholarly journals Dichotic Listening in Hearing-Impaired Children

1971 ◽  
Vol 14 (4) ◽  
pp. 793-803 ◽  
Author(s):  
Agnes H. Ling
Keyword(s):  
Dichotic Listening ◽  
Normal Hearing ◽  
Hearing Impaired ◽  
The Other ◽  
Impaired Hearing ◽  
Intersubject Variability ◽  
Impaired Group ◽  
Ear Advantage ◽  
Impaired Children ◽  
Hearing Impaired Children

Ear asymmetry for dichotic digits was used in an attempt to estimate speech laterality in 19 children with impaired hearing and 19 with normal hearing. Sequences of digits were also presented monaurally. The normal-hearing group was significantly superior to the hearing-impaired in the recall of both monaural and dichotic digits. No ear advantage was observed for either group on the monaural test. Right-ear dichotic scores were significantly superior for the normal-hearing group, but intersubject variability resulted in a nonsignificant right-ear trend for the hearing-impaired group, with individuals showing marked right- or left-ear advantage. No correlation was found between degree of ear asymmetry on the dichotic test and vocabulary scores for hearing-impaired subjects. Both members of a dichotic pair were rarely reported by hearing-impaired subjects, with one digit apparently masking or suppressing the other. It was concluded that speech lateralization could not safely be inferred from dichotic digit scores of hearing-impaired children.

scholarly journals Development of Persian version of teachers’ evaluation of aural/oral performance of children scale

2020 ◽  
Author(s):  
Farzaneh Fatahi ◽  
Narjes Hajisadeghian ◽  
Fahimeh Hajiabolhassan ◽  
Farzaneh Zamiri Abdollahi ◽  
Shohreh Jalaie
Keyword(s):  
Real Life ◽  
Normal Hearing ◽  
Hearing Impaired ◽  
Face Validity ◽  
Functional Evaluation ◽  
Oral Performance ◽  
Significant Difference ◽  
The Face ◽  
Impaired Children ◽  
Hearing Impaired Children

Background and Aim: Teachers’ evaluation of aural/oral performance of children (TEACH) scale is one of the scales used for assessing hearing-impaired children’s behaviors in real-life environments, regardless of the degree of hearing loss. The aim of the present study was development, determining validity and reliabi­lity of the Persian TEACH (P-TEACH) in normal-hearing and hearing-impaired children. Methods: The TEACH scale was translated and cross-culturally adapted. After verifying the face validity of the scale, P-TEACH was performed on 40 normal-hearing and 42 hearing-impaired and its’ results were compared with the Persian parents' evaluation of aural/oral performance of children (P-PEACH). The test-retest reli­ability of P-TEACH was evaluated after two weeks on 10 subjects who were selected rando­mly. Results: Content validity index for item 3 was 0.8 and for others were 1. P-TEACH scores showed a significant difference between two groups (p < 0.001). There was a strong corre­lation between P-TEACH and P-PEACH scores (r = 0.59 to 0.87; p < 0.05). Cronbach's α for P-TEACH was 0.75 -0.98 for both groups. There was a significant correlation between children’s age and total score of P-TEACH in normal-hearing and hearing-impaired chil­dren (r = 0.40 and 0.41 respectively; p ≤ 0.001). There was a significant correlation between test and retest of P-TEACH (r = 0.87 to 0.97; < 0.001). Conclusion: P-TEACH is a well-adapted valid and reliable tool for functional evaluation of the auditory performance of hearing-impaired children. The study showed that the P-TEACH has a strong agreement with the P-PEACH. Keywords: Evaluation of aural/oral performance of children; hearing impairment; parents' evaluation of aural/oral performance of children; reliability; teachers; validity  

scholarly journals Cochlear implant: Speech and language development in deaf and hard of hearing children following implantation

2011 ◽  
Vol 68 (4) ◽  
pp. 349-352 ◽  
Author(s):  
Sanja Ostojic ◽  
Sanja Djokovic ◽  
Nadezda Dimic ◽  
Branka Mikic
Keyword(s):  
Hearing Aids ◽  
Normal Hearing ◽  
Speech Development ◽  
Hearing Impaired ◽  
Deaf Children ◽  
Significant Difference ◽  
Abstract Words ◽  
Hearing Children ◽  
Impaired Children ◽  
Hearing Impaired Children

Bacground/Aim. Almost 200 cochlear implantations were done in the four centers (two in Belgrade, per one in Novi Sad and Nis) in Serbia from 2002 to 2009. Less than 10% of implantees were postlingually deaf adults. The vast majority, i.e. 90% were pre- and perilingually profoundly deaf children. The aim of this study was to assess the influence of improved auditory perception due to cochlear implantation on comprehension of abstract words in children as compared with hearing impaired children with conventional hearing aids and normal hearing children. Methods. Thirty children were enrolled in this study: 20 hearing impaired and 10 normal hearing. The vocabulary test was used. Results. The overall results for the whole test (100 words) showed a significant difference in favor of the normal hearing as compared with hearing impaired children. The normal hearing children successfully described or defined 77.93% of a total of 100 words. Success rate for the cochlear implanted children was 26.87% and for the hearing impaired children with conventional hearing aids 20.32%. Conclusion. Testing for abstract words showed a statistically significant difference between the cochlear implanted and the hearing impaired children with hearing aids (Mann- Whitney U-test, p = 0.019) implying considerable advantage of cochlear implants over hearing aids regarding successful speech development in prelingually deaf children.

Information Processing of Visually Presented Picture and Word Stimuli by Young Hearing-Impaired and Normal-Hearing Children

1976 ◽  
Vol 19 (4) ◽  
pp. 628-638 ◽  
Author(s):  
Ronald R. Kelly ◽  
C. Tomlinson-Keasey
Keyword(s):  
Visual Information ◽  
Normal Hearing ◽  
Hearing Impaired ◽  
Word Form ◽  
Recognition Phase ◽  
Impaired Group ◽  
Hearing Children ◽  
Impaired Children ◽  
Better Than ◽  
Hearing Impaired Children

Eleven hearing-impaired children and 11 normal-hearing children (mean = four years 11 months) were visually presented familiar items in either picture or word form. Subjects were asked to recognize the stimuli they had seen from cue cards consisting of pictures or words. They were then asked to recall the sequence of stimuli by arranging the cue cards selected. The hearing-impaired group and normal-hearing subjects performed differently with the picture/picture (P/P) and word/ word (W/W) modes in the recognition phase. The hearing impaired performed equally well with both modes (P/P and W/W), while the normal hearing did significantly better on the P/P mode. Furthermore, the normal-hearing group showed no difference in processing like modes (P/P and W/W) when compared to unlike modes (W/P and P/W). In contrast, the hearing-impaired subjects did better on like modes. The results were interpreted, in part, as supporting the position that young normal-hearing children dual code their visual information better than hearing-impaired children.

Assessment of expressive vocabulary outcomes in hearing-impaired children with hearing aids: do bilaterally hearing-impaired children catch up?

2006 ◽  
Vol 120 (8) ◽  
pp. 619-626 ◽  
Author(s):  
C Kiese-Himmel ◽  
M Reeh
Keyword(s):  
Hearing Loss ◽  
Hearing Aids ◽  
Repeated Measures ◽  
Binaural Hearing ◽  
Normal Hearing ◽  
Hearing Impaired ◽  
Expressive Vocabulary ◽  
Clinical Tool ◽  
Impaired Children ◽  
Hearing Impaired Children

Objective: To evaluate expressive vocabulary growth in hearing-impaired preschool children wearing hearing aids.Design: Prospective analysis of the outcomes of children included in the 1994 German ‘Goettinger Hoer-Sprachregister’ (GHR) series, using a repeated-measures paradigm in six- to nine-month intervals (t1–t3).Subjects: Twenty-seven children (aged 2.0–4.4 years) with bilateral sensorineural hearing loss (with averages at frequencies of 0.5, 1, 2 and 4 kHz of >20 to >90 dB in the better ear) from the 1994 GHR series. The children were diagnosed at a mean age of 31.4 months (standard deviation (SD) 10.6 months) and fitted with a binaural hearing aid at a mean age of 32.3 months (SD 10.5 months). Nonverbal intelligence was average (five missing data entries). Standardized, age-appropriate picture naming tests (the ‘Sprachentwicklungstest für 2-jährige Kinder’, the Kaufman Assessment Battery for Children subtest vocabulary, and the ‘Aktiver Wortschatztest für drei- bis sechsjährige Kinder’) were carried out at three time points and results compared with data from children with normal hearing. The test raw scores were converted to T scores (mean = 50; SD = 10).Results: On average, the children scored far below the normative population at t1 (mean = 28.9; SD = 11.3) and slowly improved as they got older (at t3, mean = 34.1; SD = 16.1; p = 0.010). Children with mild or moderate hearing loss improved most notably (mean difference t1–t3; p = 0.001), except for one child of deaf parents. Two of the five mildly hearing-impaired children and two of the eleven moderately hearing-impaired children caught up with their normal hearing peers with regards to expressive vocabulary. Such expressive vocabulary achievements were not seen in any children with >70 dB hearing loss or in six of the eleven children (55 per cent) with a 40–70 dB hearing loss, despite receiving adequate personal amplification.Conclusion: Testing expressive vocabulary size is a useful clinical tool in assessing linguistic lexical outcome.

Suprasegmentele Spraakeienskappe van Prelinguaal Gehoorgestremde Kinders met Kogleêre Inplantings, Gehoorgestremde Kinders sonder Inplantings en Normaalhorende Kinders

1999 ◽  
Vol 46 (1) ◽  
pp. 65-72
Author(s):  
Adri Ligthelm ◽  
Emily Groenewald
Keyword(s):  
Cochlear Implants ◽  
Relevant Literature ◽  
Normal Hearing ◽  
Hearing Impaired ◽  
Speech Characteristics ◽  
Suprasegmental Features ◽  
Acoustic Analyses ◽  
Hearing Children ◽  
Impaired Children ◽  
Hearing Impaired Children

A review of the relevant literature indicates a lack of knowledge regarding suprasegmental speech characteristics in prelingual hearing impaired children with cochlear implants. This study is aimed at examining certain suprasegmental features in the speech of prelingual hearing impaired children with cochlear implants by perceptual ratings and acoustic analyses, comparing these results to that of prelingual hearing impaired children without implants, and normal hearing children of the same age. Twelve Afrikaans speaking children between the ages of six and ten years were included in three groups. An integrated view of the perceptual and acoustic results shows that the cochlear implanted children's suprasegmental speech characteristics bear closer resemblance to those of the normal hearing group than those of the hearing impaired group.

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