Individual band-importance functions for children with normal hearing and children with hearing loss

2021 ◽  
Vol 150 (4) ◽  
pp. A340-A340
Author(s):  
Ryan McCreery ◽  
Adam K. Bosen ◽  
Meredith Spratford ◽  
Elizabeth Walker
Keyword(s):  
Hearing Loss ◽  
Normal Hearing ◽  
Individual Band ◽  
Children With Hearing Loss

scholarly journals Masking Release in Children and Adults With Hearing Loss When Using Amplification

2016 ◽  
Vol 59 (1) ◽  
pp. 110-121 ◽  
Author(s):  
Marc Brennan ◽  
Ryan McCreery ◽  
Judy Kopun ◽  
Dawna Lewis ◽  
Joshua Alexander ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Signal To Noise Ratio ◽  
Hearing Aid ◽  
Normal Hearing ◽  
Noise Masking ◽  
Sentence Recognition ◽  
Hearing Status ◽  
Masking Release ◽  
Adults And Children ◽  
Children With Hearing Loss

Purpose This study compared masking release for adults and children with normal hearing and hearing loss. For the participants with hearing loss, masking release using simulated hearing aid amplification with 2 different compression speeds (slow, fast) was compared. Method Sentence recognition in unmodulated noise was compared with recognition in modulated noise (masking release). Recognition was measured for participants with hearing loss using individualized amplification via the hearing-aid simulator. Results Adults with hearing loss showed greater masking release than the children with hearing loss. Average masking release was small (1 dB) and did not depend on hearing status. Masking release was comparable for slow and fast compression. Conclusions The use of amplification in this study contrasts with previous studies that did not use amplification. The results suggest that when differences in audibility are reduced, participants with hearing loss may be able to take advantage of dips in the noise levels, similar to participants with normal hearing. Although children required a more favorable signal-to-noise ratio than adults for both unmodulated and modulated noise, masking release was not statistically different. However, the ability to detect a difference may have been limited by the small amount of masking release observed.

scholarly journals Perception–Production Links in Children's Speech

2019 ◽  
Vol 62 (4) ◽  
pp. 853-867 ◽  
Author(s):  
Joanna H. Lowenstein ◽  
Susan Nittrouer
Keyword(s):  
Hearing Loss ◽  
Young Children ◽  
Speech Production ◽  
Voice Onset Time ◽  
Onset Time ◽  
Normal Hearing ◽  
Spectral Measures ◽  
Signal Degradation ◽  
Children With Hearing Loss ◽  
Production Capacities

Purpose Child phonologists have long been interested in how tightly speech input constrains the speech production capacities of young children, and the question acquires clinical significance when children with hearing loss are considered. Children with sensorineural hearing loss often show differences in the spectral and temporal structures of their speech production, compared to children with normal hearing. The current study was designed to investigate the extent to which this problem can be explained by signal degradation. Method Ten 5-year-olds with normal hearing were recorded imitating 120 three-syllable nonwords presented in unprocessed form and as noise-vocoded signals. Target segments consisted of fricatives, stops, and vowels. Several measures were made: 2 duration measures (voice onset time and fricative length) and 4 spectral measures involving 2 segments (1st and 3rd moments of fricatives and 1st and 2nd formant frequencies for the point vowels). Results All spectral measures were affected by signal degradation, with vowel production showing the largest effects. Although a change in voice onset time was observed with vocoded signals for /d/, voicing category was not affected. Fricative duration remained constant. Conclusions Results support the hypothesis that quality of the input signal constrains the speech production capacities of young children. Consequently, it can be concluded that the production problems of children with hearing loss—including those with cochlear implants—can be explained to some extent by the degradation in the signal they hear. However, experience with both speech perception and production likely plays a role as well.

scholarly journals Family-Level Executive Functioning and At-Risk Pediatric Hearing Loss Outcomes

2020 ◽  
pp. 1-12
Author(s):  
Andrew Blank ◽  
Rachael Frush Holt ◽  
David B. Pisoni ◽  
William G. Kronenberger
Keyword(s):  
Hearing Loss ◽  
Executive Functioning ◽  
Language Comprehension ◽  
Parent Report ◽  
Normal Hearing ◽  
Family Characteristics ◽  
Family Organization ◽  
Family Level ◽  
Behavior Rating Inventory ◽  
Children With Hearing Loss

Purpose Using a new measure of family-level executive functioning (EF; the Family Characteristics Scale [FCS]), we investigated associations between family-level EF, spoken language, and neurocognitive skills in children with hearing loss (HL), compared to children with normal hearing. Method Parents of children with HL ( n = 61) or children with normal hearing ( n = 65) completed the FCS-Parent, and clinicians evaluated families using the FCS-Examiner. Children completed an age-appropriate version of the Concepts and Following Directions subtest of the Clinical Evaluation of Language Fundamentals and the Peabody Picture Vocabulary Test–Fourth Edition. Child EF was assessed via the parent report Behavior Rating Inventory of Executive Function. Results Two higher order components were derived from FCS subscales: Family Inhibition and Family Organization. For both samples, Family Inhibition was positively associated with child inhibition, child shifting, and child language comprehension skills. Family Organization was differentially associated with child inhibition, working memory, and planning/organization skills across the samples. Additionally, Family Inhibition was associated with child planning and organization skills for children with HL. Conclusions Results support the FCS as a measure of family-level EF. Family-level inhibition related to better child inhibition, flexibility/shifting, and language comprehension across both samples and to better planning and organization skills in children with HL. As children with HL experienced greater difficulties in EF, families demonstrated greater organization, possibly as a compensatory measure. Results suggest that inhibition and organization at a family level may be important targets for the development of novel interventions to promote EF and language outcomes for children with HL.

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.

Triggering, Configuration, and Engagement

2020 ◽  
pp. 137-149
Author(s):  
Emily Lund
Keyword(s):  
Hearing Loss ◽  
Word Learning ◽  
Educational Interventions ◽  
Normal Hearing ◽  
Vocabulary Knowledge ◽  
Academic Skill ◽  
Learning Differences ◽  
Cascading Effects ◽  
New Words ◽  
Children With Hearing Loss

Word learning and vocabulary knowledge, although related, represent distinct constructs. The process by which a child learns new words will affect both the quantity of words learned and the quality of word representations in a child’s lexicon. Children with normal hearing experience predictable patterns of learning via the processes of triggering, configuration, and engagement. Children with hearing loss may experience, for various reasons, disruptions at all three levels. Those difficulties with the process of word learning may then lead to delays and differences in vocabulary knowledge, with cascading effects on other linguistic and academic skill development. Cultivating an understanding of how hearing loss affects not only vocabulary outcomes but also word-learning processes in children with hearing loss may provide avenues for future educational interventions that interrupt the adverse consequences of poor lexical knowledge. This chapter addresses the process of spoken word learning in children with normal hearing and the ways in which hearing loss affects this the subprocesses of triggering, configuration and engagement. The consequences of word-learning differences on other later-developing skills, such as phonological awareness, are discussed.

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