Developmental vulnerability of Australian school-entry children with hearing loss

2020 ◽  
Vol 26 (1) ◽  
pp. 70
Author(s):  
Andrea Simpson ◽  
Bojana Šarkic ◽  
Joanne C. Enticott ◽  
Zoe Richardson ◽  
Kimberly Buck
Keyword(s):  
Hearing Loss ◽  
Longitudinal Research ◽  
School Entry ◽  
Future Research ◽  
First Year ◽  
National Data ◽  
Australian School ◽  
Newborn Hearing ◽  
Developmental Characteristics ◽  
Children With Hearing Loss

National data from the Australian Early Development Census (AEDC) was used to describe the sociodemographic and developmental characteristics of a cohort of Australian children entering their first year of primary school in 2012. Results, together with sociodemographic variables were reported for two groups: children with and without reported hearing loss. Data on 285232 children were analysed, with just over 1% of these children identified with hearing loss. Logistic regression analysis found that children with reported hearing loss had over double the odds than their hearing peers of being developmentally ‘vulnerable’ on one or more domains of the AEDC. Covariates of interest included Aboriginal and Torres Strait Islander heritage, as well as high rates of school absenteeism. Retrospective longitudinal research linking developmental outcomes with intervention efforts, such as newborn hearing screening, would be beneficial in future research.

scholarly journals An Exploration of Early Spelling in Kindergarten Children With Hearing Loss

2020 ◽  
pp. 1-13
Author(s):  
Carson Aho ◽  
Krystal L. Werfel
Keyword(s):  
Hearing Loss ◽  
Oral Reading ◽  
Scoring Systems ◽  
Normal Hearing ◽  
Kindergarten Children ◽  
Future Research ◽  
Spelling Error ◽  
Spelling Errors ◽  
Word Spelling ◽  
Children With Hearing Loss

Purpose The purpose of this study was to determine if group differences exist in spelling accuracy or spelling errors between kindergarten children with hearing loss and children with normal hearing loss. Method Participants included 23 kindergarten children with hearing loss and 21 children with normal hearing. All children used spoken English as their primary language, and the children with hearing loss used amplification. Participants completed three single-word spelling assessments, a language assessment, and an oral reading assessment. Spelling was scored holistically and with two linguistic-based scoring systems. Results Children with hearing loss did not differ significantly from children with normal hearing in spelling accuracy or linguistic-based spelling error analyses. Conclusions The current study provides evidence that children with hearing loss in kindergarten do not differ significantly in their spelling errors compared to children with normal hearing, aside from a lower proportion of mental graphemic representation errors. With these data, in combination with previous research conducted, speech-language pathologists can further individualize treatment to focus on these specific error patterns. Additionally, this focus of treatment can help better prepare children with hearing loss for spelling and writing tasks in later grades. Future research should be conducted to determine when in elementary school the differences in spelling errors are initially seen.

scholarly journals Mixed Blessing: The Beneficial and Detrimental Effects of Religion on Child Development among Third-Graders

Religions ◽  
2019 ◽  
Vol 10 (1) ◽  
pp. 37
Author(s):  
John P. Bartkowski ◽  
Xiaohe Xu ◽  
Stephen Bartkowski
Keyword(s):  
Child Development ◽  
Test Performance ◽  
Standardized Test ◽  
Longitudinal Research ◽  
Third Graders ◽  
Religious Attendance ◽  
Future Research ◽  
Science Tests ◽  
Developmental Characteristics ◽  
Mixed Blessing

Previous research has linked parental religiosity to a number of positive developmental characteristics in young children. This study introduces the concept of selective sanctification as a refinement to existing theory and, in doing so, adds to a small but growing body of longitudinal research on this topic. We explore how parents’ religious attendance (for fathers, mothers, and couples) and the household religious environment (parent–child religious discussions, spousal conflicts over religion) influence child development among third-graders. Analyses of longitudinal data from the Early Childhood Longitudinal Study (ECLS)-Kindergarten Cohort reveal a mix of salutary (beneficial) and adverse (detrimental) developmental outcomes based on teachers’ ratings and standardized test performance scores. Third-graders’ psychological adjustment and social competence are enhanced by various religious factors, but students’ performance on reading, math, and science tests is hampered by several forms of parental religiosity. We discuss the implications of these findings and suggest several avenues for future research.

Listening Effort and Fatigue in School-Age Children With and Without Hearing Loss

2002 ◽  
Vol 45 (3) ◽  
pp. 573-584 ◽  
Author(s):  
Candace Bourland Hicks ◽  
Anne Marie Tharpe
Keyword(s):  
Hearing Loss ◽  
Normal Hearing ◽  
School Age Children ◽  
Future Research ◽  
School Age ◽  
Listening Effort ◽  
Hearing Results ◽  
Dual Task Paradigm ◽  
Children With Hearing Loss ◽  
Acoustic Conditions

Parents, audiologists, and educators have long speculated that children with hearing loss must expend more effort and, therefore, fatigue more easily than their peers with normal hearing when listening in adverse acoustic conditions. Until now, however, very few studies have been conducted to substantiate these speculations. Two experiments were conducted with school-age children with mild-to-moderate hearing loss and with normal hearing. In the first experiment, salivary cortisol levels and a self-rating measure were used to measure fatigue. Neither cortisol measurements nor self-rated measures of fatigue revealed significant differences between children with hearing loss and their normalhearing peers. In the second experiment, however, a dual-task paradigm used to study listening effort indicated that children with hearing loss expend more effort in listening than children with normal hearing. Results are discussed in terms of clinical application and future research needs.

Effect of Hearing Loss on Peer Victimization in School-Age Children

2018 ◽  
Vol 84 (3) ◽  
pp. 280-297 ◽  
Author(s):  
Andrea D. Warner-Czyz ◽  
Betty Loy ◽  
Hannah Pourchot ◽  
Trissan White ◽  
Elika Cokely
Keyword(s):  
Hearing Loss ◽  
General Population ◽  
Peer Victimization ◽  
Hearing Aids ◽  
School Age Children ◽  
Future Research ◽  
School Age ◽  
Crime Victimization ◽  
Increased Risk ◽  
Children With Hearing Loss

Nearly one third of school-age children report being bullied, primarily enduring teasing or rumors. Children with hearing loss (HL) are at increased risk of victimization due to being “different” from the general population. This project assesses effects of auditory status on bullying by comparing incidence and type of bullying in 87 youth and adolescents with HL (7–18 years) to published national data from peers in the general population. All participants wore auditory technology (i.e., hearing aids or cochlear implants), communicated orally, and participated in mainstream education. Each participant completed the 2009 National Crime Victimization Survey’s School Crime Supplement. Adolescents with HL endured significantly higher incidence of bullying versus the general population (50.0% vs. 28.0%), particularly for exclusion (26.3% vs. 4.7%) and coercion (17.5% vs. 3.6%). Children younger than 12 years with HL report lower rates of bullying (38.7%) than adolescents with HL, but rates did not differ significantly. Future research should explore risk and protective factors for peer victimization in youth and adolescents with HL to reduce long-term consequences on quality of life.

Hearing loss due to mannosidosis and otitis media with effusion. A case report and review of audiological assessments in children with otitis media with effusion

2003 ◽  
Vol 117 (4) ◽  
pp. 307-309 ◽  
Author(s):  
A. U. Ahmmed ◽  
S. M. O’Halloran ◽  
N. J. Roland ◽  
M. Starkey ◽  
J. E. Wraith
Keyword(s):  
Hearing Loss ◽  
Otitis Media ◽  
Otitis Media With Effusion ◽  
Relevant Literature ◽  
Before And After ◽  
Newborn Hearing ◽  
Age Appropriate ◽  
Glue Ear ◽  
Hearing Assessment ◽  
Children With Hearing Loss

A case of a child with mannosidosis and bilateral otitis media with effusion (OME) is reported here along with some discussion of relevant literature to emphasize the need for age appropriate audiometricc assessment before and after insertion of grommets for glue ear (OME).There is a need for multidisciplinary teamwork in the management of children with hearing loss. If OME is treated surgically, age-appropriate hearing assessment is required before and after insertion of grommets. The need for audiological assessments will be relevant even if children had passed the newborn hearing screening test.

Auditory Verbal Therapy: A Family-Centered Listening and Spoken Language Intervention for Children With Hearing Loss and Their Families

2017 ◽  
Vol 2 (9) ◽  
pp. 54-65
Author(s):  
Elizabeth A. Rosenzweig
Keyword(s):  
Hearing Loss ◽  
Hard Of Hearing ◽  
Spoken Language ◽  
Language Intervention ◽  
Universal Newborn Hearing Screening ◽  
Language Outcome ◽  
Newborn Hearing ◽  
Children With Hearing Loss ◽  
Auditory Verbal Therapy ◽  
Family Centered

There are many ways for children with hearing loss to learn to communicate. Advances in universal newborn hearing screening and hearing technology have enabled many families to elect a listening and spoken language outcome for their children, regardless of degree of hearing loss. Auditory Verbal Therapy is a family-centered approach to developing listening and spoken language for children who are deaf or hard of hearing. Professionals certified in Auditory Verbal Therapy (AVT) provide services under a guiding set of 10 principles, enumerated in this article with their attendant research bases and practical/clinical implications.

Vestibular Dysfunction and Gross Motor Milestone Acquisition in Children With Hearing Loss: A Systematic Review

2021 ◽  
pp. 019459982098372
Author(s):  
Anisha Singh ◽  
Eileen M. Raynor ◽  
Janet W. Lee ◽  
Sherri L. Smith ◽  
Hannah Heet ◽  
...  
Keyword(s):  
Systematic Review ◽  
Hearing Loss ◽  
Case Series ◽  
Vestibular Function ◽  
Vestibular Dysfunction ◽  
Future Research ◽  
Gross Motor ◽  
Children With Hearing Loss ◽  
The Impact ◽  
Motor Milestone

Objective To describe the impact of vestibular dysfunction on gross motor development in children with hearing loss. Data Sources MEDLINE (PubMed), Embase (Elsevier), Web of Science (Clarivate), and the Cumulative Index of Nursing and Allied Health Literature (EBSCO). Review Methods A systematic review was reported in concordance with the PRISMA guidelines (Preferred Reporting Items for Systematic Reviews and Meta-analyses). Articles on children with hearing loss who underwent at least 1 instrumented measure of vestibular function and had gross motor milestones assessed were included. The Downs and Black checklist was used to assess risk of bias and methodological quality. Results Eleven articles were included in the systematic review. Three articles stratified quantitative results of gross motor milestone acquisition by severity of vestibular impairment. Over half of studies were case series published within the last 5 years. This systematic review showed that children with hearing loss and severe, bilateral vestibular dysfunction demonstrate delayed gross motor milestones. However, it was difficult to draw conclusions on whether milder forms of vestibular dysfunction significantly affect gross motor milestone acquisition in children with hearing loss. The reason is that most studies were of low to moderate quality, used different assessment methods, and contained results that were descriptive in nature. Conclusions This emerging area would benefit from future research, such as higher-quality studies to assess vestibular function and gross motor milestones. This would allow for better characterization of the impacts of vestibular impairment, especially milder forms, in children with hearing loss.

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