Language Abilities and Language Growth in Children with Hearing Loss

2019 ◽  
pp. 387-403 ◽  
Author(s):  
Teresa Y. C. Ching ◽  
Linda Cupples ◽  
Vicky W. Zhang
Keyword(s):  
Hearing Loss ◽  
Language Abilities ◽  
Language Growth ◽  
Children With Hearing Loss

scholarly journals Improving speech-in-noise recognition for children with hearing loss: Potential effects of language abilities, binaural summation, and head shadow

2013 ◽  
Vol 52 (8) ◽  
pp. 513-525 ◽  
Author(s):  
Susan Nittrouer ◽  
Amanda Caldwell-Tarr ◽  
Eric Tarr ◽  
Joanna H. Lowenstein ◽  
Caitlin Rice ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Language Abilities ◽  
Speech In Noise ◽  
Binaural Summation ◽  
Children With Hearing Loss

scholarly journals Parental Language Input to Children With Hearing Loss: Does It Matter in the End?

2020 ◽  
Vol 63 (1) ◽  
pp. 234-258 ◽  
Author(s):  
Susan Nittrouer ◽  
Joanna H. Lowenstein ◽  
Joseph Antonelli
Keyword(s):  
Hearing Loss ◽  
Hearing Aids ◽  
Child Language ◽  
Spoken Language ◽  
Normal Hearing ◽  
Early Years ◽  
Language Abilities ◽  
Mediation Analyses ◽  
Language Input ◽  
Children With Hearing Loss

Purpose Parental language input (PLI) has reliably been found to influence child language development for children at risk of language delay, but previous work has generally restricted observations to the preschool years. The current study examined whether PLI during the early years explains variability in the spoken language abilities of children with hearing loss at those young ages, as well as later in childhood. Participants One hundred children participated: 34 with normal hearing, 24 with moderate losses who used hearing aids (HAs), and 42 with severe-to-profound losses who used cochlear implants (CIs). Mean socioeconomic status was middle class for all groups. Children with CIs generally received them early. Method Samples of parent–child interactions were analyzed to characterize PLI during the preschool years. Child language abilities (CLAs) were assessed at 48 months and 10 years of age. Results No differences were observed across groups in how parents interacted with their children. Nonetheless, strong differences across groups were observed in the effects of PLI on CLAs at 48 months of age: Children with normal hearing were largely resilient to their parents' language styles. Children with HAs were most influenced by the amount of PLI. Children with CIs were most influenced by PLI that evoked child language and modeled more complex versions. When potential influences of preschool PLI on CLAs at 10 years of age were examined, those effects at preschool were replicated. When mediation analyses were performed, however, it was found that the influences of preschool PLI on CLAs at 10 years of age were partially mediated by CLAs at preschool. Conclusion PLI is critical to the long-term spoken language abilities of children with hearing loss, but the style of input that is most effective varies depending on the severity of risk for delay.

scholarly journals Subjective Fatigue in Children With Hearing Loss Assessed Using Self- and Parent-Proxy Report

2017 ◽  
Vol 26 (3S) ◽  
pp. 393-407 ◽  
Author(s):  
Benjamin W. Y. Hornsby ◽  
Samantha J. Gustafson ◽  
Hope Lancaster ◽  
Sun-Joo Cho ◽  
Stephen Camarata ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Self Report ◽  
School Age ◽  
Language Abilities ◽  
Cognitive Fatigue ◽  
Proxy Report ◽  
Subjective Fatigue ◽  
Parent Proxy Report ◽  
Children With Hearing Loss ◽  
Parent Proxy

Purpose The primary purposes of this study were to examine the effects of hearing loss and respondent type (self- vs. parent-proxy report) on subjective fatigue in children. We also examined associations between child-specific factors and fatigue ratings. Method Subjective fatigue was assessed using the Pediatric Quality of Life Inventory Multidimensional Fatigue Scale (PedsQL-MFS; Varni, Burwinkle, Katz, Meeske, & Dickinson, 2002). We compared self- and parent-proxy ratings from 60 children with hearing loss (CHL) and 43 children with normal hearing (CNH). The children ranged in age from 6 to 12 years. Results School-age CHL experienced more overall and cognitive fatigue than CNH, although the differences were smaller than previously reported. Parent-proxy report was not strongly associated with child self-report, and parents tended to underestimate their child's fatigue, particularly sleep/rest fatigue. Language ability was also associated with subjective fatigue. For CHL and CNH, as language abilities increased, cognitive fatigue decreased. Conclusions School-age CHL experience more subjective fatigue than CNH. The poor association between parent-proxy and child reports suggests that the parent-proxy version of the PedsQL-MFS should not be used in isolation when assessing fatigue in school-age children. Future research should examine how language abilities may modulate fatigue and its potential academic consequences in CHL.

Language Abilities, Phonological Awareness, Reading Skills, and Subjective Fatigue in School-Age Children With Mild to Moderate Hearing Loss

2018 ◽  
Vol 84 (4) ◽  
pp. 420-436 ◽  
Author(s):  
Stephen Camarata ◽  
Krystal Werfel ◽  
Tonia Davis ◽  
Benjamin W.Y. Hornsby ◽  
Fred H. Bess
Keyword(s):  
Hearing Loss ◽  
Reading Achievement ◽  
Phonological Awareness ◽  
Reading Skills ◽  
Receptive Language ◽  
Language Abilities ◽  
Poor Reading ◽  
Subjective Fatigue ◽  
Children With Hearing Loss ◽  
Moderate Hearing Loss

Although reading outcomes for children with hearing loss are improving, too many of these children continue to display persistent reading difficulties. Because of these difficulties, there is an ongoing need to understand the nature of the relationships among decoding abilities, language skills, and reading achievement in this population more fully. Coincidentally, there has also been an emerging literature on the subjective fatigue in children with hearing loss, which could be directly or indirectly linked to reading ability. The purpose of this study was to examine associations among language abilities, reading skills, and subjective fatigue in 56 children with mild to moderate hearing loss (CMMHL). The results indicated that both phonological awareness and receptive language ability predicted reading achievement in CMMHL, which replicates findings for children without hearing loss. The results also indicated that CMMHL who had poor reading skills reported significantly higher levels of subjective fatigue relative to the other children with mild to moderate hearing loss in the sample.

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

Dimensions of Multiskilling

1999 ◽  
Vol 30 (1) ◽  
pp. 4-10 ◽  
Author(s):  
Carole E. Johnson
Keyword(s):  
Hearing Loss ◽  
Service Delivery ◽  
Monitoring Program ◽  
School Age Children ◽  
School Age ◽  
Support Personnel ◽  
Educational Personnel ◽  
Educational Audiology ◽  
Children With Hearing Loss ◽  
Improve Service Delivery

Educational audiologists often must delegate certain tasks to other educational personnel who function as support personnel and need training in order to perform assigned tasks. Support personnel are people who, after appropriate training, perform tasks that are prescribed, directed, and supervised by a professional such as a certified and licensed audiologist. The training of support personnel to perform tasks that are typically performed by those in other disciplines is calledmultiskilling. This article discusses multiskilling and the use of support personnel in educational audiology in reference to the following principles: guidelines, models of multiskilling, components of successful multiskilling, and "dos and don’ts" for multiskilling. These principles are illustrated through the use of multiskilling in the establishment of a hearing aid monitoring program. Successful multiskilling and the use of support personnel by educational audiologists can improve service delivery to school-age children with hearing loss.

Speech-Language Pathologists' Perceptions of School-Based Services for Children With Hearing Loss

2020 ◽  
Vol 51 (2) ◽  
pp. 469-478
Author(s):  
Sarah Allen ◽  
Robert Mayo
Keyword(s):  
Hearing Loss ◽  
Online Survey ◽  
Working Relationships ◽  
Speech Language Pathologists ◽  
School Aged Children ◽  
School Based ◽  
Significant Difference ◽  
Positive Feelings ◽  
Children With Hearing Loss ◽  
Perceptions Of School

Purpose School-aged children with hearing loss are best served by a multidisciplinary team of professionals. The purpose of this research was to assess school-based speech-language pathologists' (SLPs) perceptions of their access to, involvement of, and working relationships with educational audiologists in their current work setting. Method An online survey was developed and distributed to school-based SLPs in North Carolina. Results A significant difference in access to and involvement of educational audiologists across the state was found. Conclusions This research contributes to professional knowledge by providing information about current perceptions in the field about interprofessional practice in a school-based setting. Overall, SLPs reported positive feelings about their working relationship with educational audiologists and feel the workload is distributed fairly.

What Clinicians Need to Know About Early Literacy Development in Children With Hearing Loss

2019 ◽  
Vol 50 (1) ◽  
pp. 16-33 ◽  
Author(s):  
Elizabeth Runnion ◽  
Shelley Gray
Keyword(s):  
Hearing Loss ◽  
Early Literacy ◽  
Skill Development ◽  
Reading Proficiency ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Early Literacy Development ◽  
Literacy Skill Development ◽  
Children With Hearing Loss

PurposeChildren with hearing loss may not reach the same level of reading proficiency as their peers with typical development. Audiologists and speech-language pathologists (SLPs) have important roles to play in preventing this problem early in children's development. In this tutorial, we aim to communicate how the habilitation practices of audiologists and intervention services of SLPs can support early literacy skill development in children with hearing loss.MethodWe describe key findings from peer-reviewed research articles to provide a review of early literacy skill development, to explain the relationship between early literacy skills and conventional reading skills, and to highlight findings from early literacy skill intervention studies that included children with hearing loss who use spoken language. We conclude with a hypothetical case study to illustrate how audiologists and SLPs can support early literacy acquisition in children with hearing loss.ConclusionFindings from studies of young children with hearing loss suggest that a promising approach to improving reading outcomes is to provide explicit early literacy instruction and intervention.

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