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Background: Hearing impairment is a factor that directly compromises the individual’s language which can affect emotional and academic defects by delayed development of communicative ability. This can vary according to the type and degree of hearing loss. Speech therapy intervention is important, along with the use of sound amplification devices, so that the child may have a chance to develop speech, consequently learning and re-habilitation to the society. Aims of the present study was performed to assess the effectiveness of early intervention of speech and language therapy after use of hearing aids to hearing impaired children on their syntactic and lexical development.Methods: This quasi-experimental study conducted on 100 children having different degree of hearing loss at department of Neurology and department of ENT, King George’s Medical University, Lucknow, Uttar Pradesh. After collecting socio-demographic data of subjects by observation, completion of questionnaires, and speech recording by audiologist; Speech and language therapy provide by audiologist for six month after providing hearing aids and improvement in their syntactic and lexical development recorded.Results: There is significant improvement in verbal response from 14% before therapy to 81% after therapy and non-verbal response before therapy was 86% and after therapy was 19%. Before giving speech and language therapy to subjects pointing score was 24%, sign language was 10% and words response was 0% which increases after therapy were 1%, 2% and 39% respectively. Early identified/intervened hearing-impaired children had a notable positive difference in all assessed lingual gains.Conclusions: This is study results definitely point to positive effects of intensive and continuous application of speech and language therapy to syntactic and lexical development of hearing impaired children.
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Purpose: To estimate the prevalence, causes, and risk factors for visual impairment (VI) among children of school for hearing-impaired (HI) in Guntur district of Andhra Pradesh, India. Methods: Children between 6 and 16 years of age available in all the 12 special schools for HI were examined. Visual acuity (VA) testing, ocular motility, and examination of anterior and posterior segment for all children were done. Those having VA of less than 6/12 in better eye underwent cycloplegic refraction. For definition of VI, as per World Health Organization (WHO), VA of better eye was considered. HI was also classified as mild, moderate, severe, and profound as per WHO definitions. Examination for systemic diseases and other associated disabilities was also done. Results: In all, 402 children underwent examination. Ophthalmic abnormality was seen in 64 children with a prevalence of 15.9% [95% confidence interval (CI) 14.9%–16.8%], and VI was seen in 29 children with a prevalence of 7.2% (95% CI 4.9%–10.2%). Refractive errors [29 (7.2%)], retinitis pigmentosa (RP) [16 (4%)], and squint [8 (2%)] were the major ophthalmic abnormalities. Thirty-five (54.7%) of the abnormalities were either preventable or treatable. The major cause of VI was refractive error (18) followed by RP (5). Twenty of them (69%) with VI in this study group were treatable. Twenty-two (75.9%) children with eye problem were newly diagnosed. The only risk factor for VI was being mentally challenged (odds ratio: 5.63; 95% CI: 1.89–16.8). Conclusion: The prevalence of ophthalmic abnormalities and VI in school for HI was high, and the majority of them were not detected so far. As most of them are easily treatable, it is highly recommended to conduct regular eye examinations in these schools.
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Objective@#To explore the mediating role of intelligence in the relationship between information processing speed and numerical magnitude processing of hearing-impaired children.@*Methods@#A survey was conducted among 249 hearing-impaired children by using tests of Choice Reaction Time, Numerosity Comparison, and Raven's Progressive Matrices(simplified version).@*Results@#(1)The accurate rate of information processing speed(0.89±0.18)of hearing-impaired children was positively correlated with that of numerical magnitude processing(0.65±0.15)and intelligence(11.83±10.34)(r=0.165, 0.263, both P<0.01). The reaction time of information processing speed was negatively correlated with those of numerical magnitude processing and intelligence(r=-0.164, -0.197, both P<0.05). And there was significant positive correlation between intelligence and numerical magnitude processing (accurate rate and reaction time ) (r=0.269, 0.140, both P<0.05). (2)The accurate rate of information processing speed significantly predicted that of numerical magnitude processing in hearing-impaired children(β=0.17, t=2.64, both P<0.01). The reaction time of information processing speed significantly predicted that of numerical magnitude processing in hearing-impaired children(β=-0.16, t=-2.61, both P<0.05). And intelligence played a complete mediating role in this relationship and the moderating effect were 36.71% and 31.25%.@*Conclusion@#Information processing speed has indirect effects on numerical magnitude processing through intelligence in hearing-impaired children.
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Objective To explore the mediating role of intelligence in the relationship between in-formation processing speed and numerical magnitude processing of hearing-impaired children. Methods A survey was conducted among 249 hearing-impaired children by using tests of Choice Reaction Time,Numero-sity Comparison,and Raven's Progressive Matrices( simplified version). Results (1) The accurate rate of information processing speed(0. 89±0. 18)of hearing-impaired children was positively correlated with that of numerical magnitude processing(0. 65±0. 15)and intelligence(11. 83±10. 34)(r=0. 165,0. 263,both P<0. 01). The reaction time of information processing speed was negatively correlated with those of numerical mag-nitude processing and intelligence(r=-0. 164,-0. 197,both P<0. 05). And there was significant positive correlation between intelligence and numerical magnitude processing (accurate rate and reaction time ) (r=0. 269,0. 140,both P<0. 05). ( 2) The accurate rate of information processing speed significantly predicted that of numerical magnitude processing in hearing-impaired children( β=0. 17,t=2. 64,both P<0. 01). The reaction time of information processing speed significantly predicted that of numerical magnitude processing in hearing-impaired children(β=-0. 16,t=-2. 61,both P<0. 05). And intelligence played a complete medi-ating role in this relationship and the moderating effect were 36. 71% and 31. 25%. Conclusion Information processing speed has indirect effects on numerical magnitude processing through intelligence in hearing-im-paired children.
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Objective To analyze the characteristics of the speech fluency of preschool hearing-impaired children with hearing devices ,and to explore influence of different hearing devices, age, ender and intervention time on their speech fluency.Methods A total of 109 subjects of normal children and hearing-impaired children were induded in this study.They were divided into 3 groups, 30 of normal children , 28 of hearing-impaired children with hearing aids , 26 of hearing-impaired children with cochlear implants, 25 of hearing-impaired children with Cochlear implant and hearing aids.Their speech speed,pause,repetition,and prolongation in spontaneous language tasks by exploring the influence of factors such as hearing devices'' types,age, gender and intervention time difference to their speech fluency were studied.Results (1) The speed in normal children was significantly higher than those of in the other three groups(P0.05).The speech speed of children with hearing aids was higher than children with cochlear implants(P=0.045).Children with cochlear implant had more pauses than children with hearing aids(P=0.028).The speech speed of hearing-impaired children in 3.5~5 years old was lower than hearing-impaired children in 5.1~6.5 years old(P=0.042).The speech speed of hearing-impaired children who receive intervention less than 2.5 years, was higher than the children who receive intervention more than 2.5 years(P=0.002),while children who receive intervention less than 2.5 years had more pauses(P=0.047) and prolongations(P=0.002).Conclusion (1)Preschool hearing-impaired children''s speed is lower than the normal, and the times of pause and prolongation is more than the normal.(2) Different hearing devices and intervention time influence preschool hearing-impaired children''s verbal fluency, while gender have no effects.
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Objective To investigate the effects of posterior focus on the voice quality of hearing-impaired children.Methods A total of 15 cases of 3~6 years old hearing-impaired children with posterior focus and 20 cases of 3~6 years old without oral resonance disorders were included in this study.Fundamental frequency (F0), frequency standard deviation (F0SD), fundamental frequency perturbation (jitter), amplitude perturbation (shimmer) and normalized noise energy (NNE) on each group of children of /(ae)/ were extracted and analyzed by Dr.Voice.Results Hearing-impaired children with posterior focus problems mainly showed the voice disorder of the hyperthyroidism type.The abnormal rate of shimmer values was the highest of hearing-impaired children with posterior focus, followed by F0, jitter and F0SD,and the minimum was NNE.The average value of the voice parameters was greater than hearing-impaired children without oral resonance disorders.The jitter and shimmer of children with posterior focus showed significant differences (P<0.05) compared to the hearing-impaired children without oral resonance disorders.Conclusion Children with posterior focus have a high rate of voice disorders and mainly change the voice jitter and shimmer.
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Objective To investigate the differences of the correct memorization of a sentence with auditory between the hearing-impaired children after rehabilitation training and normal children.Methods Twenty-four hearing-impaired children and 14 normal hearing children at age 3~4 were selected.The hearing-impaired chil-dren were divided into two groups according to the length of the hearing device.The closed-set sentence test of e-valuation of auditory response to speech (EARS)was used.Results 1 .In the first test,the hearing-impaired chil-dren with hearing device 2 to 3 years whose correct rate was 57.14%were close to the normal children whose correct rate was 58.93%.The hearing-impaired children with hearing devices 1 to 2 years whose correct rate was 32.5%were worse than the children of other two groups 2 .In the second test,the hearing-impaired children with hearing devices 2 to 3 years whose correct rate was 44.64% were better than the hearing-impaired children with hearing devices 1 to 2 years whose the correct rate was 22.5%.The normal children whose the correct rate was 55.36%were better than the children of other two groups.3.There was no significant difference to correctly memorize a sen-tence between three groups in the first test,but there was significant difference to correctly memorize a sentence between the hearing-impaired with hearing device 1 to 2 years and the hearing-impaired children with hearing de-vice 2 to 3 years (P0.05).Conclusion The length with hear-ing device strengthens the ability of hearing-impaired children in correctly memorizing a sentence after rehabilitation training.And the content of test affects the result ,it provides reference to the hearing-impaired children's auditory training .
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The aim of present study is to evaluate and compare speech intelligibility in hearing impaired children with cochlear implants (CI) and hearing aid (HA) users and children with normal hearing (NH). The sample consisted of 45 Persian-speaking children aged 3 to 5-years-old. They were divided into three groups, and each group had 15, children, children with CI and children using hearing aids in Hamadan. Participants was evaluated by the test of speech intelligibility level. Results of ANOVA on speech intelligibility test showed that NH children had significantly better reading performance than hearing impaired children with CI and HA. Post-hoc analysis, using Scheffe test, indicated that the mean score of speech intelligibility of normal children was higher than the HA and CI groups; but the difference was not significant between mean of speech intelligibility in children with hearing loss that use cochlear implant and those using HA. It is clear that even with remarkabkle advances in HA technology, many hearing impaired children continue to find speech production a challenging problem. Given that speech intelligibility is a key element in proper communication and social interaction, consequently, educational and rehabilitation programs are essential to improve speech intelligibility of children with hearing loss.
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Child , Humans , Cochlear Implants , Hearing Aids , Hearing Loss , Hearing , Interpersonal Relations , Rehabilitation , Speech IntelligibilityABSTRACT
Objective To evaluate the hearing effects in hearing impaired children using FM system .Methods The FM listening evaluation for children questionnaire was used to evaluate 27 cases with sensorineural hearing loss who were fitted hearing aids or cochlear implants ,or using FM system .The auditory skills of the patients were evaluated in four kinds of listening environments :quiet ,noise ,auditory only and distance by this questionnaire . Each question required a subjective score based on the child's response .The higher the scores the better the results . The age range of the participants was 3 .48~5 .50 .On an average ,their experience of using hearing instruments was 2 .56 ± 0 .97 years .Results With local microphones only ,the total score was 67 .55% ;in quiet situation ,the score was 85 .33% ;in noise ,the score was 60 .54% ;with visual only ,the score was 69 .58% and in distance ,the score was 69 .5% .With frequency modulated + microphone ,the total score was 84 .35% ,in quiet situation ,the score was 94 .89% ,in noise ,the score was 81 .35% ,with visual only ,the score was 83 .56% ,and in distance ,and the score was 83 .29% .The score of the subjects with hearing instruments only in quiet was significant higher than those of in noise and long distance without eye clue situation(F=49 .53 ,P<0 .05) .The score of the subjects was significant improved after using FM system (P<0 .05) .The score of the subjects with hearing instruments and FM system in quiet was also significant higher than those of in noise ,long distance ,without eye clue situation(F=24 . 80 ,P<0 .05) .Conclusion FM system could improve the listening experience in hearing impaired children in a com‐plex environment .However ,processes and programs for preschool hearing impaired children should be further standardized and improved when fitting FM system ,as findings of variability in questionnaire performance .
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Objective To revise the standards of the Language Function Evaluation for Hearing-impaired Children and to study the characteristics of language functions in hearing-impaired children.Methods A total of 741 normal hearing children at the age of 3~7 year old from 15 provinces in China were assessed using the Language Function Evaluation for Hearing-impaired Children.A total of 90 hearing-impaired children also completed the e-valuation.The scores of Representation Function,Tool Function,Coordination Function,Expression Function, Entertainment Function and Comprehensive Function of all the children were collected.ResuIts The regression e-quations of the language function were established:Representation Function score=3.34 +0.81 ×children's age, Tool Function score =6.00+0.51×children's age,Coordination Function score =5.72 +0.52 ×children's age,Ex-pression Function score =4.44+0.67×children's age,Entertainment Function score =6.34+0.47×children's age, Comprehensive Function score =4.96+0.62×children's age;Through the regression analysis,the reference stand-ards of the tool for children at the age of 3~6 year old were set down.Five-year-old hearing-impaired children's Tool Function and Expression Function were better than those of three or four-year-old ones(P<0.05).Five-year-old hearing-impaired children's Comprehensive Function were better than those of three-year-old ones(P<0.05).The language function scores had a big gap between the hearing-impaired children and the hearing-nor-mal children at the same ages.ConcIusion The new reference standards of the Language Function Evaluation for Hearing-impaired Children provides the Expectation values and Minimum values of language function from children at the age of 3 -6.They are rehabilitation criterions for hearing-impaired children.The older the hearing-im-paired children are,the higher their scores of language function evaluation.But their scores are much lower than those of the normal hearing children at the same age.
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@#Objective To explore the social-emotional competence of hearing-impaired children and its related factors. Methods A questionnaire was used to investigate the social-emotional competence, hearing status, temperament and parenting style of 68 hearing-impaired children. Results and Conclusion The social-emotional problems of hearing-impaired children were prominent, especially in the dimension of externalizing behavior (13.23%) and competence (10.29%). The girls had more implicit behavior problems than the boys (P<0.05). Aided thresholds, children's temperament and parenting style had significant influence on social-emotional competence of hearing-impaired children (P<0.05).
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Objective The present study analyzed the performances of hearing impaired children and normal hearing children at age 3 on the open set monosyllables test to provide reference for rehabilitation .Methods 30 typi-cal children and hearing impaired children at age 3 were randomly selected and tested using the open -set monosylla-ble test in evaluation of auditory response to speech (EARS) .Results ① There were significantly differences be-tween different test items in both groups ,the decreasing order of the score was tone> vowel>consonant>word(P<0 .01) ,and the scores on vowels ,consonants and words of hearing -impaired children were respectively signifi-cantly lower than that in normal hearing children(P<0 .001) .②There were similarities and differences between the mistakes of typical children and hearing impaired children .Blade-palatals and laterals in both groups achieved the lowest accuracy .While the accuracies on bilabials ,labiodentals ,nasals and plosives were highest in typical children , the accuracy on velar was highest in hearing impaired children .And the accuracies of consonants and nasal vowels on each place and manner of articulation in hearing -impaired children were significantly lower .Conclusion The study showed that the performances on vowels ,consomants and words of hearing -impaired children aged 3 in the open set monosyllables test were poorer than that in normal hearing children .The main errors were between the same places or methods of articulation ,especially for Blade -palatals and laterals .It is possible related to the deficiency of lan-guage input with the hearing impairment and the age with HA/CI .
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@# Objective To explore the reliability and validity of Meadow-Kendall Social-Emotional Assessment Inventory (SEAI) for Deaf and Hearing-Impaired Students Preschool Version in China. Methods 96 hearing-impaired children were assessed with SEAI, and 30 of them were assessed with Conners Teacher Rating Scale (TRS), 30 by another teacher, 30 by the first teacher 2 weeks later. The data were analyzed with Pearson's or Spearman's correlation analysis. Results For sociable communicative behaviors, impulsive dominating behaviors, developmental lags, anxious compulsive behaviors, items related to deafness, test-retest reliability (correlated coefficient, r) was 0.94,0.55, 0.87, 0.31, 0.74; and Cronbach's α was 0.70, 0.76, 0.76, 0.80, 0.68. The inter-rater reliability was 0.90, 0.58, 0.46, 0.14, 0.55. The subscales of SEAI were correlated (r=-0.36~-0.89, P<0.05) with the subscales of TRS. Confirmatory factor analysis showed that the subscale model of SEAI was reasonable. Conclusion The SEAI for Deaf and Hearing-impaired Students Preschool Version can be used for Chinese hearing-impaired children.
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@#Objective To study the characteristics of language function development and establish the reference standards in children of4~6 years old. Methods 616 hearing normal children at the age of 3~7 from 13 provinces in China were assessed with Language FunctionEvaluation for Hearing-impaired Children. 583 usable data were analyzed via SPSS 17.0. Results The older the children were, the highertheir scores of language function evaluation were (P<0.001). The differences between boys and girls on coordination function and relaxationfunction were significant (P<0.01). The girls were better than the boys. The reference standards of children of 4~6 years old were set downbased on the regression analysis. Conclusion There are some laws on children's language function development. The reference standards ofchildren by 4~6 years old has been developed.
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Background: Ocular problems are more common in children with hearing problems than in normal children. Neglected visual impairment could aggravate educational and social disability. Aim: To detect and treat visual impairment, if any, in hearing-impaired children. Setting and Design: Observational, clinical case series of hearing-impaired children in schools providing special education. Materials and Methods: Hearing-impaired children in selected schools underwent detailed visual acuity testing, refraction, external ocular examination and fundoscopy. Ocular motility testing was also performed. Teachers were sensitized and trained to help in the assessment of visual acuity using Snellen's E charts. Refractive errors and squint were treated as per standard practice. Statistical Analysis: Excel software was used for data entry and SSPS for analysis. Results: The study involved 901 hearing-impaired students between four and 21 years of age, from 14 special education schools. A quarter of them (216/901, 24%) had ocular problems. Refractive errors were the most common morbidity 167(18.5%), but only 10 children were using appropriate spectacle correction at presentation. Fifty children had visual acuity less than 20/80 at presentation; after providing refractive correction, this number reduced to three children, all of whom were provided low-vision aids. Other common conditions included strabismus in 12 (1.3%) children, and retinal pigmentary dystrophy in five (0.6%) children. Conclusion: Ocular problems are common in hearing-impaired children. Screening for ocular problems should be made mandatory in hearing-impaired children, as they use their visual sense to compensate for the poor auditory sense.
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Adolescent , Child , Child, Preschool , Disability Evaluation , Female , Persons With Hearing Impairments/statistics & numerical data , Hearing Loss/complications , Hearing Loss/epidemiology , Hearing Loss/rehabilitation , Humans , India/epidemiology , Male , Prevalence , Students/statistics & numerical data , Vision, Low/complications , Vision, Low/epidemiology , Vision, Low/rehabilitation , Visually Impaired Persons/statistics & numerical data , Young AdultABSTRACT
O objetivo do presente estudo foi descrever e discutir, a partir da vivência de professores, o processo de inclusão de crianças com deficiência auditiva em escola regular. Foram selecionadas três crianças entre 05 e 08 anos de idade, e seus respectivos professores. Por meio de entrevistas com as professoras das crianças, foi selecionado o material que permitiu caracterizar o processo de inclusão de cada criança do estudo. Os relatos das professoras sobre suas experiências com as crianças deficientes auditivas deste estudo parecem indicar que, ainda hoje, apesar da evolução das práticas inclusivas, prevalecem nas escolas muito mais os pressupostos da integração do que da inclusão. As professoras foram unânimes em admitir que não vêm sendo suficientemente preparadas para receber deficientes auditivos e pouco sabem sobre o desenvolvimento da audição, da linguagem e sobre como esses aspectos influenciam e determinam formas particulares de apreensão de conteúdos. Prevalece a idéia de que é a criança com necessidades educacionais especiais quem deve se adaptar ao ambiente, empenhar-se para ser nele integrada; ou então, as professoras buscam estratégias individuais de aproximação, sem que essa questão seja problematizada junto ao corpo técnico da escola, que ainda não vem efetivando transformações em sua organização para receber esses alunos.
The aim of this study was to describe and discuss the process of inclusion in regular schools of children who are hearing impaired, based on teachers' perceptions of the process. Three children between the ages of 5 and 8 years and their teachers participated in the study. The interviews with the children's teachers were recorded, and material was selected from the transcripts that allowed us to characterize the inclusion process of each child in the study. The teachers' reports about their experiences with the hearing impaired children of this study seem to indicate that, even today, despite enhancement of inclusive practices, there is evidence that what prevails in schools are the presuppositions of integration rather than the principles of inclusion. Teachers were unanimous in admitting that they are not being sufficiently prepared to receive hearing impaired children and few of them have knowledge of language and hearing development and how such aspects influence and determine the specific ways hearing impaired students apprehend academic content. The main idea that seems to prevail is that it is the obligation of the child with special needs to adapt to the environment, and attempt to integrate him or herself into it. Teachers seek individual strategies of contacting the child, as the issues are not coped with collectively by the administrative and teaching staff. It seems that the school is slow to change in ways that would help to welcome these students.
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Child, Preschool , Child , Education, Special , Hearing Loss , Interpersonal Relations , Correction of Hearing Impairment/education , Speech Therapy , Teaching , Education, Primary and Secondary , Interviews as TopicABSTRACT
Objective To compare the speech recognition by severe - to - profound hearing - impaired children using digital hearing aids and microlink FM system.Methods Hearing - impaired children were given respectively bilateral 100% omnidirection digital hearing aids, bilateral 100% omnidirection digital hearing aids and lateral FM system, bilateral 100% omnidirection digital hearing aids and bilateral FM system in noise and quiet environment. Speech recognition of these children was tested using different intensity.Results There was significant difference between children using microlink FM system and none FM system ( P