Real-time lexical and semantic processing in school-age children with hearing aids and cochlear implants

2020 ◽  
Author(s):  
Kelsey Elizabeth Klein
Keyword(s):  
Real Time ◽  
Cochlear Implants ◽  
Hearing Aids ◽  
Semantic Processing ◽  
School Age Children ◽  
School Age

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.

scholarly journals Talker Discrimination by Prelingually Deaf Children with Cochlear Implants: Preliminary Results

2002 ◽  
Vol 111 (5_suppl) ◽  
pp. 113-118 ◽  
Author(s):  
Miranda Cleary ◽  
David B. Pisoni
Keyword(s):  
Cochlear Implants ◽  
Deaf Children ◽  
School Age Children ◽  
School Age ◽  
Sentence Condition ◽  
Language Outcome ◽  
The Mean ◽  
Hearing Children ◽  
Proportion Correct ◽  
Linguistic Content

Forty-four school-age children who had used a multichannel cochlear implant (CI) for at least 4 years were tested to assess their ability to discriminate differences between recorded pairs of female voices uttering sentences. Children were asked to respond “same voice” or “different voice” on each trial. Two conditions were examined. In one condition, the linguistic content of the sentence was always held constant and only the talker's voice varied from trial to trial. In another condition, the linguistic content of the utterance also varied so that to correctly respond “same voice,” the child needed to recognize that Two different sentences were spoken by the same talker. Data from normal-hearing children were used to establish that these tasks were well within the capabilities of children without hearing impairment. For the children with CIs, in the “fixed sentence condition” the mean proportion correct was 68%, which, although significantly different from the 50% score expected by chance, suggests that the children with CIs found this discrimination task rather difficult. In the “varied sentence condition,” however, the mean proportion correct was only 57%, indicating that the children were essentially unable to recognize an unfamiliar talker's voice when the linguistic content of the paired sentences differed. Correlations with other speech and language outcome measures are also reported.

scholarly journals Assistive Hearing Technology for Deaf and Hard-of-Hearing Spoken Language Learners

2019 ◽  
Vol 9 (2) ◽  
pp. 153 ◽  
Author(s):  
Frush Holt
Keyword(s):  
Cochlear Implants ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Spoken Language ◽  
School Age Children ◽  
Future Research ◽  
Language And Literacy ◽  
Language Outcomes ◽  
Related Factors ◽  
Literacy Outcomes

Radical advancements in hearing technology in the last 30 years have offered some deaf and hard-of-hearing (DHH) children the adequate auditory access necessary to acquire spoken language with high-quality early intervention. However, meaningful achievement gaps in reading and spoken language persist despite the engineering marvel of modern hearing aids and cochlear implants. Moreover, there is enormous unexplained variability in spoken language and literacy outcomes. Aspects of signal processing in both hearing aids and cochlear implants are discussed as they relate to spoken language outcomes in preschool and school-age children. In suggesting areas for future research, a case is made for not only expanding the search for mechanisms of influence on outcomes outside of traditional device- and child-related factors, but also for framing the search within Biopsychosocial systems theories. This theoretical approach incorporates systems of risk factors across many levels, as well as the bidirectional and complex ways in which factors influence each other. The combination of sophisticated hearing technology and a fuller understanding of the complex environmental and biological factors that shape development will help maximize spoken language outcomes in DHH children and contribute to laying the groundwork for successful literacy and academic development.

An Introduction to Cochlear Implant Technology, Activation, and Programming

2002 ◽  
Vol 33 (3) ◽  
pp. 153-161 ◽  
Author(s):  
Jan A. Moore ◽  
Holly F. B. Teagle
Keyword(s):  
Hearing Loss ◽  
Cochlear Implant ◽  
Cochlear Implants ◽  
Speech Processing ◽  
Academic Development ◽  
School Age Children ◽  
School Age ◽  
Technology In The Classroom ◽  
Processing Strategies ◽  
Cochlear Implant Surgery

Over the last decade, cochlear implantation has become an increasingly viable alternative for the treatment of profound sensorineural hearing loss in children. Although speech and hearing professionals play an important role in the communicative, social, and academic development of children with cochlear implants, many may be unfamiliar with recent advances in implant technology. This article provides an overview of the components of cochlear implant systems and the speech processing strategies that are currently being used by toddlers, preschoolers, and school-age children. A brief description of cochlear implant surgery and the procedures for programming these devices are also included. Finally, information regarding the use of assistive listening technology in the classroom is presented.

scholarly journals The actual condition of school-age children with cochlear implants who had received language education by our top down method

2012 ◽  
Vol 55 (2) ◽  
pp. 152-158
Author(s):  
Yoshisato Tanaka ◽  
Satoko Ashino ◽  
Yumi Koyama ◽  
Yuuko Yoshida ◽  
Shigeko Harigai
Keyword(s):  
Cochlear Implants ◽  
Language Education ◽  
School Age Children ◽  
Actual Condition ◽  
School Age ◽  
Top Down

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

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.

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.

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