Can Music Training Improve Listening Skills For Children With Hearing Loss?

Hearing aids and cochlear [ko-clear] implants are very useful devices for children with hearing loss. But they do not completely restore hearing. Many children with hearing loss find it difficult to listen in noisy places like the playground. This is important because many social interactions create noise or occur in noisy places. While most people think we listen through our ears, it is the brain that does most of the hard work! We thought that music training might be a good way to improve listening skills. Why? Because music is a fun activity that involves not only sounds, but also sights, movement, memory, and more! This means a lot of activity and learning, which is good for the brain. What did we find? After 12 weeks of music training, children with hearing loss were better at listening, particularly in noisy environments.

Impact of Auditory–Oral Education on Device Use in Children With Hearing Loss

Purpose: This study examined changes in datalogging for children attending an auditory–oral educational program with integrated audiology services versus children attending a mainstream or nonspecialized program. Method: Eighty children participated in this study, half of which were enrolled in an auditory–oral educational program versus the nonspecialized or mainstream setting. Datalogging for cochlear implant and hearing aid users was obtained via retrospective medical and educational chart review from 2016 to 2019. Results: Results demonstrated that at post-enrollment, children attending the auditory–oral educational program significantly increased device wear time (as measured by average hours/day) when compared to the control group. Children using hearing aids enrolled in the specialized educational program obtained the largest improvement in overall wear time, averaging an increase of 5 hr/day of device use from pre- to post-enrollment. Conclusions: This is the first study to document the association of specialized educational programs on device use. Clinical and educational programs should collaborate to provide integrated services to lessen family burden and increase a child's device use and retention.

The Speech-Language Pathologist Evaluating Appropriateness of Learning Apps as a Service Delivery Model for Children With Hearing Loss

Purpose: This study aimed to gain insight from speech-language pathologists (SLPs) regarding appealing features of speech and language applications to use as a service delivery model in schools for children who have a hearing loss. Method: A 1-hr focus group was conducted with three SLPs to identify appealing design features of speech and language apps, their benefits, and potential concerns. Participants were provided two speech and language applications to navigate through and review. Participants responded to Likert scale surveys and verbally provided benefits and drawbacks of the features as part of the structured discussion. Results: SLPs identified a range of appealing features for speech and language apps to utilize as a service delivery model for children with hearing loss. They preferred interfaces that allowed the opportunity for SLP and student collaboration rather than student isolation. Conclusions: SLPs have valuable input in regard to future speech and language app design informed by their experiences with children with hearing loss. SLPs are key stakeholders in the design process and should be included in future design and research endeavors.

Disparate Oral and Written Language Abilities in Adolescents With Cochlear Implants: Evidence From Narrative Samples

Purpose: In spite of improvements in language outcomes for children with hearing loss (HL) arising from cochlear implants (CIs), these children can falter when it comes to academic achievement, especially in higher grades. Given that writing becomes increasingly relevant to educational pursuits as children progress through school, this study explored the hypothesis that one challenge facing students with CIs may be written language. Method: Participants were 98 eighth graders: 52 with normal hearing (NH) and 46 with severe-to-profound HL who used CIs. Oral and written narratives were elicited and analyzed for morphosyntactic complexity and global narrative features. Five additional measures were collected and analyzed as possible predictors of morphosyntactic complexity: Sentence Comprehension of Syntax, Grammaticality Judgment, Expressive Vocabulary, Forward Digit Span, and Phonological Awareness. Results: For oral narratives, groups performed similarly on both morphosyntactic complexity and global narrative features; for written narratives, critical differences were observed. Compared with adolescents with NH, adolescents with CIs used fewer markers of morphosyntactic complexity and scored lower on several global narrative features in their written narratives. Adolescents with NH outperformed those with CIs on all potential predictor measures, except for Sentence Comprehension of Syntax. Moderately strong relationships were found between predictor variables and individual measures of morphosyntactic complexity, but no comprehensive pattern explained the results. Measures of morphosyntactic complexity and global narrative features were not well correlated, suggesting these measures are assessing separate underlying constructs. Conclusions: Adolescents with CIs fail to show writing proficiency at high school entry equivalent to that of their peers with NH, which could constrain their academic achievement. Interventions for children with CIs need to target writing skills, and writing assessments should be incorporated into diagnostic assessments. Supplemental Material https://doi.org/10.23641/asha.17139059

Mental health support for children and adolescents with hearing loss: scoping review

Background Children with hearing loss are at increased risk of mental health conditions, including behavioural problems, but there is limited evidence about available mental health support. Aims We aimed to map the evidence on mental health support for children and adolescents with hearing loss. Method Medline, Embase, PsycINFO and grey literature databases were searched until April 2021. Articles of any study design were eligible if they described an intervention supporting the mental health of children with hearing loss. No restrictions were placed on geography or publication date. Four reviewers independently screened results by title, abstract and full text. Study characteristics and outcome data were extracted, with results narratively synthesised. Results From 5629 search results, 27 articles were included. A large majority of the studies (81%, n = 22) were from high-income settings, with two-thirds (67%, n = 18) conducted in the USA. Less than half (41%, n = 11) of the articles adopted experimental research designs, and the majority of studies included small samples. The interventions presented were diverse, with the majority either therapy based (30%, n = 8) or skills training (30%, n = 8). Interventions included ice-skating, parent–child interaction therapy and resilience training. When measured, interventions demonstrated at least some evidence of effectiveness, although this was not always assessed with gold-standard methodology. Conclusions The evidence is lacking in breadth, study quality and geographical spread. That said, what is available indicates a range of effective approaches to support the mental health of children with hearing loss. Additional research is needed to improve the breadth of evidence on mental health support for this population.

REHABILITATION OF CHILDREN WITH HEARING IMPAIRMENT IN UKRAINE AT THE PRESENT STAGE

The article considers the rehabilitation problem of children with hearing loss who have cochlear implants. The main aspects of detecting hearing loss of different degrees, providing early help, and a modern method of hearing aid — cochlear implantation are described. The leading indicators of hearing development of a child after cochlear implantation and the importance of an integrated approach in rehabilitation are revealed. It is noted that a child with a cochlear implant can communicate with others, hear them and understand. However, this method is critical to use in the first three years of a child’s life to develop speech and hearing centres of the brain. In this case, with the help of a cochlear implant, the child will learn to perceive the language of others, use language for communication and develop along with peers, and accordingly socialize.The article emphasizes the importance and necessity of training specialists to rehabilitate such children, the introduction into the educational process of correctional programs for the development of auditory perception after cochlear implantation, development of guidelines for professionals and parents, educational and rehabilitation literature.

Low-level Speech Recognition of Children with Hearing Aids

Background: For children with hearing loss, the primary goal of hearing aids is to provide improved access to the auditory environment within the limits of hearing aid technology and the child’s auditory abilities. However, there are limited data examining aided speech recognition at very low (40 dBA) and low (50 dBA) presentation levels. Purpose: Due to the paucity of studies exploring aided speech recognition at low presentation levels for children with hearing loss, the present study aimed to 1) compare aided speech recognition at different presentation levels between groups of children with normal hearing and hearing loss, 2) explore the effects of aided pure tone average (PTA) and aided Speech Intelligibility Index (SII) on aided speech recognition at low presentation levels for children with hearing loss ranging in degree from mild to severe, and 3) evaluate the effect of increasing low-level gain on aided speech recognition of children with hearing loss. Research Design: In phase 1 of this study, a two-group, repeated-measures design was used to evaluate differences in speech recognition. In phase 2 of this study, a single-group, repeated-measures design was used to evaluate the potential benefit of additional low-level hearing aid gain for low-level aided speech recognition of children with hearing loss. Study Sample: The first phase of the study included 27 school-age children with mild to severe sensorineural hearing loss and 12 school-age children with normal hearing. The second phase included eight children with mild to moderate sensorineural hearing loss. Intervention: Prior to the study, children with hearing loss were fitted binaurally with digital hearing aids. Children in the second phase were fitted binaurally with digital study hearing aids and completed a trial period with two different gain settings: 1) gain required to match hearing aid output to prescriptive targets (i.e., primary program), and 2) a 6-dB increase in overall gain for low-level inputs relative to the primary program. In both phases of this study, real-ear verification measures were completed to ensure the hearing aid output matched prescriptive targets. Data Collection and Analysis: Phase 1 included monosyllabic word recognition and syllable-final plural recognition at three presentation levels (40, 50, and 60 dBA). Phase 2 compared speech recognition performance for the same test measures and presentation levels with two differing gain prescriptions. Results and Conclusions: In phase 1 of the study, aided speech recognition was significantly poorer in children with hearing loss at all presentation levels. Higher aided SII in the better ear (55 dB SPL input) was associated with higher CNC word recognition at a 40 dBA presentation level. In phase 2, increasing the hearing aid gain for low-level inputs provided a significant improvement in syllable-final plural recognition at very low-level inputs and resulted in a non-significant trend toward better monosyllabic word recognition at very low presentation levels. Additional research is needed to document the speech recognition difficulties children with hearing aids may experience with low-level speech in the real world as well as the potential benefit or detriment of providing additional low-level hearing aid gain

The Importance of Access to Bilateral Hearing through Cochlear Implants in Children

Children with hearing loss require early access to sound in both ears to support their development. In this article, we describe barriers to providing bilateral hearing and developmental consequences of delays during early sensitive periods. Barriers include late identification of hearing loss in one or both ears and delayed access to intervention with hearing devices such as cochlear implants. Effects of delayed bilateral input on the auditory pathways and brain are discussed as well as behavioral effects on speech perception and other developmental outcomes including language and academics. Evidence for these effects has supported an evolution in cochlear implant candidacy in children that was started with unilateral implantation in children with profound deafness bilaterally to bilateral implantation to implantation of children with asymmetric hearing loss including children with single-side deafness. Opportunities to enhance the developmental benefits of bilateral hearing in children with hearing loss are also discussed including efforts to improve binaural/spatial hearing and consideration of concurrent vestibular deficits which are common in children with hearing loss.