Effect of Linear Frequency Transposition on Speech Recognition and Production of School-Age Children

2009 ◽  
Vol 20 (05) ◽  
pp. 289-305 ◽  
Author(s):  
Jane Auriemmo ◽  
Francis Kuk ◽  
Chi Lau ◽  
Susan Marshall ◽  
Natalie Thiele ◽  
...  
Keyword(s):  
Hearing Aids ◽  
Oral Reading ◽  
Repeated Measures ◽  
School Age Children ◽  
School Age ◽  
Conversational Speech ◽  
Low Frequencies ◽  
Linear Frequency ◽  
Consonant Recognition ◽  
Special Education School

Purpose: To investigate the clinical efficacy of linear frequency transposition (LFT) for a group of school-age children. Research Design: A nonrandomized, within-subject design was implemented to investigate vowel and consonant recognition and fricative articulation of school-age children utilizing this feature. Study Sample: Ten children, aged 6 years and 3 months, to 13 years and 6 months from a special education school district participated in this study. Individual hearing thresholds ranged from normal to moderate in the low frequencies and from severe to profound in the high frequencies. Average language age of children was within 2.2 years of chronological age. Data Collection and Analysis: Phoneme recognition and fricative articulation performance were compared for three conditions: (1) with the children's own hearing aids, (2) with an advanced hearing instrument utilizing LFT, and (3) with the same instrument without LFT. Nonsense syllable materials were administered at 30 and 50 dB HL input levels. Fricative articulation was measured by analyzing speech samples of conversational speech and oral reading passages. Repeated measures general linear model was utilized to determine the significance of any noted effects. Results: Results indicated significant improvements in vowel and consonant recognition with LFT for the 30 dB HL input level. Significant improvement in the accuracy of production of high-frequency (HF) fricatives after six weeks of use of LFT was also observed. Conclusions: These results suggest that LFT is a potentially useful hearing aid feature for school-age children with a precipitous HF sensorineural hearing loss.

Hearing Technology Use and Management in School-Age Children: Reports from Data Logs, Parents, and Teachers

2017 ◽  
Vol 28 (10) ◽  
pp. 883-892 ◽  
Author(s):  
Samantha J. Gustafson ◽  
Todd A. Ricketts ◽  
Anne Marie Tharpe
Keyword(s):  
Hearing Loss ◽  
Hearing Aids ◽  
Hearing Aid ◽  
Parent Report ◽  
School Age Children ◽  
School Age ◽  
Data Logging ◽  
Hearing Aid Use ◽  
System Use ◽  
Children With Hearing Loss

Background: Consistency of hearing aid and remote microphone system use declines as school-age children with hearing loss age. One indicator of hearing aid use time is data logging, another is parent report. Recent data suggest that parents overestimate their children’s hearing aid use time relative to data logging. The potential reasons for this disparity remain unclear. Because school-age children spend the majority of their day away from their parents and with their teachers, reports from teachers might serve as a valuable and additional tool for estimating hearing aid use time and management. Purpose: This study expands previous research on factors influencing hearing aid use time in school-age children using data logging records. Discrepancies between data logging records and parent reports were explored using custom surveys designed for parents and teachers. Responses from parents and teachers were used to examine hearing aid use, remote microphone system use, and hearing aid management in school-age children. Study Sample: Thirteen children with mild-to-moderate hearing loss between the ages of 7 and 10 yr and their parents participated in this study. Teachers of ten of these children also participated. Data Collection and Analysis: Parents and teachers of children completed written surveys about each child’s hearing aid use, remote microphone system use, and hearing aid management skills. Data logs were read from hearing aids using manufacturer’s software. Multiple linear regression analysis and an intraclass correlation coefficient were used to examine factors influencing hearing aid use time and parent agreement with data logs. Parent report of hearing aid use time was compared across various activities and school and nonschool days. Survey responses from parents and teachers were compared to explore areas requiring potential improvement in audiological counseling. Results: Average daily hearing aid use time was ˜6 hr per day as recorded with data logging technology. Children exhibiting greater degrees of hearing loss and those with poorer vocabulary were more likely to use hearing aids consistently than children with less hearing loss and better vocabulary. Parents overestimated hearing aid use by ˜1 hr per day relative to data logging records. Parent-reported use of hearing aids varied across activities but not across school and nonschool days. Overall, parents and teachers showed excellent agreement on hearing aid and remote microphone system use during school instruction but poor agreement when asked about the child’s ability to manage their hearing devices independently. Conclusions: Parental reports of hearing aid use in young school-age children are largely consistent with data logging records and with teacher reports of hearing aid use in the classroom. Audiologists might find teacher reports helpful in learning more about children’s hearing aid management and remote microphone system use during their time at school. This supplementary information can serve as an additional counseling tool to facilitate discussion about remote microphone system use and hearing aid management in school-age children with hearing loss.

Influence of Thumb Sucking on Peer Social Acceptance in First-Grade Children

PEDIATRICS ◽  
1993 ◽  
Vol 91 (4) ◽  
pp. 784-786
Author(s):  
Patrick C. Friman ◽  
Keith M. McPherson ◽  
William J. Warzak ◽  
Joseph Evans
Keyword(s):  
Repeated Measures ◽  
Social Acceptance ◽  
Peer Acceptance ◽  
First Grade ◽  
School Age Children ◽  
School Age ◽  
Repeated Measures Analysis ◽  
Thumb Sucking ◽  
Composite Scores ◽  
Harmful Effects

Chronic thumb sucking in school-age children may reduce peer social acceptance, an important contributor to social development. The influence of thumb sucking on social acceptance was assessed among 40 first-grade children, who were shown four slides of two 7-year-old children (one boy, one girl) in two poses (one thumb sucking, one not). After viewing each slide in their classrooms, the children answered 10 numerically weighted questions related to peer acceptance. To limit the possibility that the children would determine the girl and boy were the same in each pose, the slide presentation was counterbalanced across two sessions 1 week apart. Using a repeated-measures analysis of variance, the authors compared composite scores on each question for both poses. The results indicate that while in the thumb-sucking pose, the children were rated as significantly less intelligent, happy, attractive, likable, and fun and less desirable as a friend, playmate, seatmate, classmate, and neighbor than when they were in the non-thumb-sucking pose. These findings suggest that the risk of reduced social acceptance should be added to the list of potentially harmful effects of chronic thumb sucking in school-age children.

scholarly journals Oral Reading Fluency Assessments in School-Age Children who Stutter

2015 ◽  
Vol 193 ◽  
pp. 352
Author(s):  
K. Scaler Scott ◽  
E.J. Carlo ◽  
S. Garzon ◽  
L. Ramos-Heinrichs
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
School Age Children ◽  
School Age

Tone, Rhythm, and Timbre Perception in School-Age Children Using Cochlear Implants and Hearing Aids

2013 ◽  
Vol 24 (09) ◽  
pp. 789-806 ◽  
Author(s):  
Hamish Innes-Brown ◽  
Jeremy P. Marozeau ◽  
Christine M. Storey ◽  
Peter J. Blamey
Keyword(s):  
Hearing Loss ◽  
Hearing Aids ◽  
Repeated Measures ◽  
Mixed Model ◽  
Linear Mixed Model ◽  
School Age Children ◽  
Impaired Hearing ◽  
School Year ◽  
Temporal Cues ◽  
Wide Range

Background: Children with hearing impairments, especially those using hearing devices such as the cochlear implant (CI) or hearing aid (HA), are sometimes not encouraged to attend music classes, as they or their parents and teachers may be unsure whether the child can perform basic musical tasks. Purpose: The objective of the current study was to provide a baseline for the performance of children using CIs and HAs on standardized tests of rhythm and pitch perception as well as an instrument timbre identification task. An additional aim was to determine the effect of structured music training on these measures during the course of a school year. Research Design: The Intermediate Measures of Music Audiation (IMMA) Tonal and Rhythmic subtests were administered four times, with 6 wk between tests. All children in the study were also enrolled in “Music Club” teaching sessions. Measures were compared between groups and across the four testing sessions. Study Sample: Twenty children from a single school in Melbourne, Australia, were recruited. Eleven (four girls) had impaired hearing, including six with a unilateral CI or CI and HA together (two girls) and five with bilateral HAs (two girls). Nine were normally hearing, selected to match the age and gender of the hearing-impaired children. Ages ranged from 9–13 yr. Intervention: All children participated in a weekly Music Club – a 45 min session of musical activities based around vocal play and the integration of aural, visual, and kinesthetic modes of learning. Data Collection and Analysis: Audiological data were collected from clinical files. IMMA scores were converted to percentile ranks using published norms. Between-group differences were tested using repeated-measures analysis of variance, and between-session differences were tested using a linear mixed model. Linear regression was used to model the effect of hearing loss on the test scores. Results: In the first session, normally hearing children had a mean percentile rank of ˜50 in both the Tonal and Rhythmic subtests of the IMMA. Children using CIs showed trends toward lower scores in the Tonal, but not the Rhythmic, subtests. No significant improvements were found between sessions. In the timbre test, children generally made fewer errors within the set of percussive compared to nonpercussive instruments. The hearing loss level partially predicted performance in the Tonal, but not the Rhythmic, task, and predictions were more significant for nonpercussive compared to percussive instruments. Conclusions: The findings highlight the importance of temporal cues in the perception of music, and indicate that temporal cues may be used by children with CIs and HAs in the perception of not only rhythm, but also of some aspects of timbre. We were not able to link participation in the Music Club with increased scores on the Tonal, Rhythmic, and Timbre tests. However, anecdotal evidence from the children and their teachers suggested a wide range of benefits from participation in the Music Club that extended from increased engagement and interest in music classes into the children's social situations.

PENGARUH PENYULUHAN GIZI DENGAN PERUBAHAN PERILAKU SARAPAN PAGI SISWA SEKOLAH DASAR

2017 ◽  
Vol 2 (3) ◽  
pp. 239
Author(s):  
Ricvan Dana Nindrea
Keyword(s):  
Elementary School ◽  
Repeated Measures ◽  
Sampling Technique ◽  
School Age Children ◽  
Research Approach ◽  
School Age ◽  
School Students ◽  
Average Behavior ◽  
Before And After ◽  
Post Test

<em>Basic Health Research Data years 2010-2013 showed an increased prevalence of nutritional status (BMI for Age) with a category of thin 7,6%, while in 2013 increased to 11,2%. Total of 16 provinces have prevalence thin School Age Children above the national prevalence, one of the province are the West Sumatra Province. One of the causes of the incident is school age children's food consumption is not good. This study aims to determine the effect of nutrition counseling to behavior change of breakfast in elementary school students. This type of research with pre experimental study. The research approach using a design one group pre and post test design. The study was conducted in 05 Elementary Schools of South Solok District. The research was conducted from November 2015 to May 2016. The population in this study all students in fourth and fifth grade 05 Elementary School South Solok District. These samples included 58 people with the sampling technique stratified random sampling. Data analysis was performed using mutivariat General Linear Model (GLM) Repeated Measures analysis. The survey results revealed an increase in the average behavior before and after counseling 3 times. Average behavior before the counseling 18 ± 4,2, post test I increased to 25 ± 4,4, post test II increased to 30 ± 2,2 and post test III increased 37 ± 3,5. Based on the analysis of the GLM Repeated Measures according breakfast behavior known that increasing breakfast behavior has occurred in the post test I (p = 0,000), as well as post test II and III (p = 0,000).</em>

Duration of Sound Prolongation and Sound/Syllable Repetition in Children Who Stutter

1994 ◽  
Vol 37 (2) ◽  
pp. 254-263 ◽  
Author(s):  
Patricia M. Zebrowski
Keyword(s):  
Clinical Significance ◽  
Average Duration ◽  
Speech Rate ◽  
School Age Children ◽  
School Age ◽  
Conversational Speech ◽  
Fluent Speech ◽  
Syllable Repetition ◽  
Speech Disfluency ◽  
Post Onset

The purpose of this study was to measure the duration of sound prolongations and sound/syllable repetitions (stutterings) in the conversational speech of school-age children who stutter. The relationships between duration and (a) frequency and type of speech disfluency, (b) number and rate of repeated units per instance of sound/syllable repetition, (c) overall speech rate, and (d) articulatory rate were also examined. Results indicated that for the children in this study the average duration of stuttering was approximately three-quarters of a second, and was not significantly correlated with age, length of post-onset interval, or frequency of speech disfluency. In addition, findings can be taken to suggest that part of the clinical significance of stuttering duration for children who stutter might lie in its relationship to the amount of sound prolongations these children produce, as well as their articulatory rate during fluent speech.

scholarly journals An Evidence-Based Systematic Review of Frequency Lowering in Hearing Aids for School-Age Children With Hearing Loss

2012 ◽  
Vol 21 (2) ◽  
pp. 313-328 ◽  
Author(s):  
Ryan W. McCreery ◽  
Rebecca A. Venediktov ◽  
Jaumeiko J. Coleman ◽  
Hillary M. Leech
Keyword(s):  
Systematic Review ◽  
Hearing Loss ◽  
Hearing Aids ◽  
School Age Children ◽  
Evidence Based ◽  
School Age ◽  
Children With Hearing Loss
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