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Journal articles on the topic 'Hearing disorders in children Hearing disorders in children'

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Published: 4 June 2021

Last updated: 13 February 2022

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1

Franklin, Barbara. "Hearing Disorders in Children." Ear and Hearing 9, no. 2 (1988): 94. http://dx.doi.org/10.1097/00003446-198804000-00011.

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2

Bellman, S. C. "Hearing disorders in children." British Medical Bulletin 43, no. 4 (1987): 966–82. http://dx.doi.org/10.1093/oxfordjournals.bmb.a072229.

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3

Uju, Ibekwe Matilda, and Gabriel Job Nneka. "Hearing among children with neurological disorders." International Journal of Research in Medical Sciences 8, no. 8 (2020): 2938. http://dx.doi.org/10.18203/2320-6012.ijrms20203442.

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Background: Neurologic disorders are not rare in our environment but studies determining the hearing of these children are almost non- existent. This study therefore is to determine the prevalence of hearing loss in these children and also determine the care seeking attitude of the parents/guardians concerning the hearing.Methods: A hospital based descriptive study of all children attending the children neurologic clinic of university of Port Harcourt teaching hospital. A semi structured questionnaire was administered to parents / guardians who gave their consent for their children to be recruited into the study. Hearing loss in the children was taken as reported by the parents/guardians. Data collected were then entered into Microsoft Excel and then exported to the IBM Statistical Package for Social Sciences (SPSS) version 20 for statistical analysis.Results: The study comprised 49 children; 29 males and 20 females. Age range was from 8months to 18years. Age group 1-5 years comprised the majority of the study population. Commonest neurological disorder seen was childhood epilepsy n=27, 55.1%. Prevalence of hearing loss was 26.5%. Children with childhood epilepsy had 15.4% having hearing loss while children with cerebral palsy, autistic spectrum disorder and microcephaly had 50% hearing loss recorded. Maternal illness during pregnancy was significantly related to the hearing loss with a p value = 0.045 and presence of neonatal illness with p value =0.009. Only 7.7% was formally treated while 92.3% had no form of treatment whatsoever.Conclusions: Childhood epilepsy was the commonest type of neurologic disorder seen while highest point prevalence for hearing loss was in cerebral palsy. Majority of parents/caregivers did not seek medical care concerning the hearing loss neither were there any form of treatment given to the children.

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Brown, Taylor M., Becky S. Baas, Ruth E. Stoeckel, Lee A. Belf, and Gayla L. Poling. "Assessment of Children With Hearing Loss and Co-Occurring Medical Disorders: Challenging Cases." Perspectives of the ASHA Special Interest Groups 6, no. 2 (2021): 375–83. http://dx.doi.org/10.1044/2021_persp-20-00080.

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Purpose Assessing children with hearing loss and co-occurring medical disorders can be challenging. The purpose of this clinical focus article is to highlight multidisciplinary decision making and evaluation considerations when assessing communication skills of children with hearing loss and co-occurring disorders: velopharyngeal insufficiency, childhood apraxia of speech, and autism spectrum disorder. Method Case examples are described to illustrate multidisciplinary decision-making processes for assessing the communication skills of children with hearing loss who have co-occurring velopharyngeal insufficiency, childhood apraxia of speech, or autism spectrum disorder. Conclusions Clinicians must have knowledge of speech sound development, language development, and social communication for differential diagnosis and treatment planning for children with hearing loss and co-occurring disorders. A team-based approach is recommended when assessing and treating children with hearing loss. Speech-language pathologists and audiologists should feel comfortable recommending other professionals to help with differential diagnosis and treatment considerations when appropriate. Continued assessment and monitoring by a multidisciplinary team for individuals with hearing loss is recommended across the life-span.

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Bush, Matthew L. "Behavioral Disorders in Children with Hearing Loss." Hearing Journal 72, no. 1 (2019): 34. http://dx.doi.org/10.1097/01.hj.0000552753.74488.4e.

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Chennupati, Sri Kiran, Jessica Levi, Patricia Loftus, Carly Jornlin, Thierry Morlet, and Robert C. O’Reilly. "Hearing loss in children with mitochondrial disorders." International Journal of Pediatric Otorhinolaryngology 75, no. 12 (2011): 1519–24. http://dx.doi.org/10.1016/j.ijporl.2011.08.019.

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Lenarz, Thomas. "Connatal Hearing Disorders in Children. Part I: Connatally Acquired Hearing Loss." Otology & Neurotology 23, no. 6 (2002): 1008–9. http://dx.doi.org/10.1097/00129492-200211000-00043.

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8

Gentili, Nicoletta, and Andrew Holwell. "Mental health in children with severe hearing impairment." Advances in Psychiatric Treatment 17, no. 1 (2011): 54–62. http://dx.doi.org/10.1192/apt.bp.109.006718.

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SummaryDeafness does not in itself cause emotional/behavioural or cognitive problems or psychiatric disorders. However, children with hearing impairment are at greater risk of developing emotional/behavioural problems and neurodevelopmental disorders. The incidence of both seems to be higher in deaf children from hearing families. Most prelingual deafness is caused by recessive genes; hence, most deaf individuals come from hearing families, the majority of whom do not use sign language. Numerous studies, in both hearing and deaf populations, show how the lack of access to language has an impact on the emotional development of children. This article focuses on the mechanisms by which early language deprivation mediates emotional/behavioural difficulties and consequent emotional dysregulation, and may produce behaviours and symptoms that can be misdiagnosed as neurodevelopmental disorders in deaf children and adolescents (from infancy to 18 years of age).

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9

Jerger, James. "Auditory Processing Disorders in Children." Journal of the American Academy of Audiology 17, no. 05 (2006): i—ii. http://dx.doi.org/10.1055/s-0040-1715678.

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10

SUZUKI, SHIGETADA, MASAKO NOTOYA, HIROMI TEDORIYA, and MITSURU FURUKAWA. "MILD HEARING LOSS IN CHILDREN WITH COMMUNICATION DISORDERS." Nippon Jibiinkoka Gakkai Kaiho 96, no. 6 (1993): 946–51. http://dx.doi.org/10.3950/jibiinkoka.96.946.

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11

Kuk, Francis. "Hearing Aids for Children with Auditory Processing Disorders?" Seminars in Hearing 32, no. 02 (2011): 189–95. http://dx.doi.org/10.1055/s-0031-1277241.

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12

Kuk, Francis, Amy Jackson, Denise Keenan, and Chi-chuen Lau. "Personal Amplification for School-Age Children with Auditory Processing Disorders." Journal of the American Academy of Audiology 19, no. 06 (2008): 465–80. http://dx.doi.org/10.3766/jaaa.19.6.3.

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Background: Children with auditory processing disorders (APD) are described to have a signal-to-noise ratio (SNR) difficulty. Frequency-modulated (FM) systems have been reported to improve this situation. Yet the use of personal amplification that may be more portable has not been attempted. Purpose: To determine whether personal amplification would result in improvement in speech-in-noise performances (attentiveness and speech recognition) and daily functioning in children with diagnosed APD. In addition, the desired hearing aid features (such as required gain, directional microphone and noise reduction, and open-ear fitting) are examined. Research Design: A single-blind, longitudinal descriptive study in which subjects served as their own control in various hearing aid conditions. Study Sample: Fourteen normal hearing children who had a diagnosis of APD and who were between the ages of 7 and 11 participated. Intervention: All subjects wore bilateral, mild-gain, behind-the-ear, wide dynamic range compression hearing aids fitted in an open-ear mode. Gain on the hearing aids was adjusted to provide approximately 10 dB of insertion gain for conversational input. Directional microphone and noise reduction were used on the hearing aids. Subjects wore the hearing aids home and were encouraged to use them as much as possible in their daily environments (school, home, and social activities). Subjects were seen four times: an initial visit where hearing aids were fitted, then visits at 2 weeks, 3 months, and 6 months after the initial fitting. The majority of the testing was completed during these final three visits. Data Collection and Analysis: The children were evaluated on the Northwestern University word-list (NU–6) and the Auditory Continuous Performance Test (ACPT) in noise at most visits. The hearing aids were evaluated in the omnidirectional microphone mode only, omnidirectional microphone with noise reduction (NR) mode, and directional microphone with NR mode. The children's parents and teachers were asked to complete the Children's Auditory Processing Performance Scale (CHAPS) questionnaire both before and at the end of the study. Results: The results showed that the use of hearing aids in the omnidirectional microphone mode alone did not improve speech identification in noise over the unaided condition. However, the inclusion of the NR algorithm and directional microphones improved speech understanding in noise. Amplification reduced the number of errors on the ACPT and improved several areas on the CHAPS; however, the results were not statistically significant. Conclusions: The use of mild-gain, open-ear fitting hearing aids with a directional microphone and noise reduction algorithm may be attempted on some children with APD on a trial basis.

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Karaush, I. S. "P01-305-Problems of mental health in children with hearing disorder." European Psychiatry 26, S2 (2011): 307. http://dx.doi.org/10.1016/s0924-9338(11)72016-8.

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Problem of mental health and personality development of persons with sensory disorders currently is of extraordinary relevance because it is associated with success of their social adaptation and integration into the society.Objective of investigationStudy of level of mental health of children with hearing disorder.Object of investigationSchoolchildren of Tomsk Special (Correctional) General Boarding School № 15 of kind I, II where 165 children from 5 till 20 years study. At the moment 45 schoolchildren at the age of 10–20 years have been examined, from them 37 – hard-of-hearing (sensory-neural poor hearing of stage II- IV) and 8 deaf (sensory-neural deafness), consultations with parents have been conducted. 18 children are school leavers (16–20 years). All children have disability on basic disease.Methods of investigationClinical, neuropsychological methods, Anxiety Scale SMAS, drawing tests, Luscher Test.ResultsChildren are well adapted in stable, familiar for them conditions of the boarding school and try to cut themselves off thoughts about their own perspectives. Revealed abilities of mental status require psychological and psychotherapeutic correction, in some cases administration of medication. Absence of complaints may be conditioned by speech disorders against the background of the basic defect, disturbances of emotional-volitional sphere as one of the basic characteristics of delay of mental development.ConclusionAccessibility of education for deaf and heard-of-hearing children in the collectives of hearing ones supposes opposite moving of the society and children with hearing disorder, which interests should be represented by parents and specialists.

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KIMURA, TERU. "Decrease of hearing level in children with hearing disorders and the countermeasures." AUDIOLOGY JAPAN 29, no. 5 (1986): 663–64. http://dx.doi.org/10.4295/audiology.29.663.

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15

St. Louis, Kenneth O., Gregory G. R. Hansen, Janice L. Buch, and Tonia L. Oliver. "Voice Deviations and Coexisting Communication Disorders." Language, Speech, and Hearing Services in Schools 23, no. 1 (1992): 82–87. http://dx.doi.org/10.1044/0161-1461.2301.82.

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The purpose of this study was to determine the extent to which other communicative disorders coexist with voice disorders in school children. The authors randomly selected two voice deviant groups and a control group from a database of nearly 39,000 school children in grades 1–12. Hoarseness was the most commonly occurring voice disorder in both groups. The majority of voice disordered children had coexisting articulation deviations. In addition, the voice disordered samples differed significantly from controls on two language measures and mean pure-tone hearing thresholds. This study supports other research indicating that different communication disorders frequently coexist.

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Ralli, Massimo, Maria Romani, Alessio Zodda, et al. "Hyperacusis in Children with Attention Deficit Hyperactivity Disorder: A Preliminary Study." International Journal of Environmental Research and Public Health 17, no. 9 (2020): 3045. http://dx.doi.org/10.3390/ijerph17093045.

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The association between hyperacusis and developmental disorders such as autism spectrum disorders has been extensively reported in the literature; however, the specific prevalence of hyperacusis in attention deficit hyperactivity disorder (ADHD) has never been investigated. In this preliminary study, we evaluated the presence of hyperacusis in a small sample of children affected by ADHD compared to a control group of healthy children. Thirty normal hearing children with a diagnosis of ADHD and 30 children matched for sex and age were enrolled in the study. All children underwent audiological and multidisciplinary neuropsychiatric evaluation. Hearing was assessed using pure tone audiometry and immittance test; ADHD was diagnosed following the Diagnostic and Statistical Manual of Mental Disorder criteria. Hyperacusis was assessed through the administration of a questionnaire to parents and an interview with children. Hyperacusis was diagnosed in 11 children (36.7%) in the study group and in four children (13.3%) in the control group; this difference was statistically significant (p = 0.03). The preliminary results of this study suggest a higher presence of hyperacusis in children with attention deficit hyperactivity disorder compared to control children. More studies on larger samples are necessary to confirm these results.

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17

Skowronek, Jolanta. "Auditory attention disorders in the functioning of children’s language." Kształcenie Językowe 18 (March 4, 2021): 63–74. http://dx.doi.org/10.19195/1642-5782.18(28).5.

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Hearing has a decisive role in human life and human development. It conditions proper functioning in terms of both primary and higher skills. Sometimes, despite the normative level of physiological hearing, there are difficulties in perception and auditory analysis. The article describes the importance of the sense of hearing in human life. The auditory attention function and its components are described. Basic profiles of auditory attention occurring in children and the difficulties that they condition — especially in the development of communication competence and school situation — are also described. The article ends with developed proposals for strategies for working with children with impaired hearing attention. The recommendations developed are the result of literature studies, observations and numerous consultations with parents. The article aims to increase the awareness and alertness of teachers towards children with the behaviours described in the article.

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Roeser, Ross J., and Marion P. Downs. "Auditory Disorders in School Children." Ear and Hearing 9, no. 4 (1988): 222. http://dx.doi.org/10.1097/00003446-198808000-00015.

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Barrett, Kathryn A. "Auditory Disorders in School Children." Ear and Hearing 16, no. 6 (1995): 637. http://dx.doi.org/10.1097/00003446-199512000-00010.

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20

Martin, Frederick N., Mark E. Bernstein, John A. Daly, and Janet P. Cody. "Classroom Teachers' Knowledge of Hearing Disorders and Attitudes about Mainstreaming Hard-of-Hearing Children." Language, Speech, and Hearing Services in Schools 19, no. 1 (1988): 83–95. http://dx.doi.org/10.1044/0161-1461.1901.83.

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An 84-item questionnaire regarding knowledge of hearing disorders and attitudes about mainstreaming hard-of-hearing children was administered to 187 in-service teachers enrolled in graduate communications courses. Results indicated that teachers' knowledge of hearing disorders was quite limited. The consensus of the respondents was that they would prefer to teach hard-of-hearing students only if substantial support personnel and in-service training were available. Somewhat surprising was the fact that respondents did not consider the subject of hearing aids to be of great importance, but this was attributed to lack of information on the subject of amplification devices.

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21

Sholehen, Alif, Fajrinka Pralampito, Antonius Galih, Akbar Ghaus, Andi Airina, and Nyilo Purnami. "THE ROLE OF FAMILY INTERVENTION IN EARLY DETECTION OF CONGENITAL DEAFNESS: A CASE STUDY." Journal of Community Medicine and Public Health Research 1, no. 2 (2020): 98. http://dx.doi.org/10.20473/jcmphr.v1i2.21702.

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Congenital deafness is a hearing loss disorder that occurs at birth and is one of the disorders that can cause complications when it is not treated.1 Children with hearing loss will face difficulties such as poor development outcomes, including poor speech and language skills and face difficulties with cognition and social-emotional interactions. Early intervention has been proven to be one of the most important factors leading to good outcomes for children with congenital hearing loss.2 This case study is intended to highlight the importance of early case detections, early interventions and how family support plays a crucial role in the development of children with hearing loss. With the support of her family, Ms. DRP has gone through several speech and hearing therapies since her surgery and has proven to have an above-average linguistic abilities, showing that early problem detection does not hinder the development and achievement of children with congenital hearing loss.

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Lucker, Jay R., Kate Ortman, Margaret Mackie, and Becky Childress. "Auditory Processing Disorders in Adopted Children." Hearing Journal 73, no. 7 (2020): 16,18,19. http://dx.doi.org/10.1097/01.hj.0000689416.43382.cd.

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23

Hodson, Barbara, and Rosalind Scudder. "Phonological Disorders in Children." Seminars in Speech and Language 11, no. 03 (1990): 192–99. http://dx.doi.org/10.1055/s-2008-1064252.

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Ruscello, Dennis M., Kenneth O. St. Louis, and Nancy Mason. "School-Aged Children With Phonologic Disorders." Journal of Speech, Language, and Hearing Research 34, no. 2 (1991): 236–42. http://dx.doi.org/10.1044/jshr.3402.236.

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Subjects in grades 1–12 with phonologic disorders were identified and categorized into either Residual or Delayed groups. Group selection was based on a subject rating system of communicative defectiveness and number and type of phonologic errors. The subjects’ performance was compared with that of normal individuals on a number of speech and language parameters. The results indicated that voice disorders, deficits in expressive language, and hearing problems occurred in persons exhibiting phonologic disorders with a higher frequency than in the normal individuals.

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Ogorodnikova, E., A. Baliakova, I. Koroleva, E. Stoliarova, and S. Pak. "Hearing perception of temporal sound cues in children with speech and hearing disorders." International Journal of Psychophysiology 77, no. 3 (2010): 244. http://dx.doi.org/10.1016/j.ijpsycho.2010.06.043.

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Bigler, Diana, Kristen Burke, Nicholas Laureano, Kristan Alfonso, Julie Jacobs, and Matthew L. Bush. "Assessment and Treatment of Behavioral Disorders in Children with Hearing Loss: A Systematic Review." Otolaryngology–Head and Neck Surgery 160, no. 1 (2018): 36–48. http://dx.doi.org/10.1177/0194599818797598.

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Objective There is evidence that children who are deaf and hard of hearing (DHH) have a higher incidence of behavioral disorders. Assessment of behavioral health in this population is often complicated by language developmental delays, which may result in unrecognized and untreated behavioral problems. The purpose of this study is to assess the association of behavioral disorders among children who are DHH and to explore behavioral interventions for children in this population. Data Sources PubMed, CINALH, PsychINFO, and Web of Science. Review Methods Search terms included the following: problem behavior, child behavior disorders/diagnosis, child behavior disorders/psychology coupled with hearing loss, cochlear implants, hearing aids, or deafness. Studies from the last 30 years (1985-2016) were included. The articles were reviewed independently by 3 reviewers. Results Thirty-six articles met criteria. There was an association between internalizing behaviors and hearing loss among children, which may persist after cochlear implantation. These problems may be more pronounced for children with additional disabilities. Conduct and hyperactivity disorders as well as emotional and executive function problems among children who are DHH may be related to poor language development. There was limited evidence regarding interventions to address the behavioral disorders of DHH children. Conclusions There is a significant body of evidence demonstrating behavioral problems among DHH children but a lack of clear understanding of the mechanisms involved. There is limited evidence on interventions to address the behavioral problems of DHH children. Future research is warranted to mitigate the long-term effects of disruptive behavior among these children.

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Diab, Kh M., Ya M. Sapozhnikov, I. V. Naumova, V. N. Sokolova, N. V. Kapelyush, and O. A. Balakireva. "The psychogenic hearing disorders in the children and adolescents." Vestnik otorinolaringologii 82, no. 5 (2017): 77. http://dx.doi.org/10.17116/otorino201782577-79.

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Elango, S., G. N. Purohit, M. Hashim, and R. Hilmi. "Hearing loss and ear disorders in Malaysian school children." International Journal of Pediatric Otorhinolaryngology 22, no. 1 (1991): 75–80. http://dx.doi.org/10.1016/0165-5876(91)90098-v.

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Karimova, N. A., Sh D. Islomov, and Sh E. Amonov. "Features of objective audiometry tests and their diagnostic value in the research of hearing in children." OTORHINOLARYNGOLOGY, no. 4-5(2) 2019 (March 12, 2020): 53–57. http://dx.doi.org/10.37219/2528-8253-2019-4-53.

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The article highlights the features of the conduct and interpretation of data on audiological tests at the children in order to identify the degree, type and level of damage of the auditory disorders. According to a survey of 121 children with a diagnosis of sensorineural hearing loss, it was confirmed that using a complex algorithm of audiological tests such as OAE, DPOAE, BERA and ASSR in hearing diagnosis of the children allows to obtain more accurate and detailed information and avoid possible errors in determining various forms of hearing disorders.

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Höglund Carlsson, Lotta, Fritjof Norrelgen, Liselotte Kjellmer, Joakim Westerlund, Christopher Gillberg, and Elisabeth Fernell. "Coexisting Disorders and Problems in Preschool Children with Autism Spectrum Disorders." Scientific World Journal 2013 (2013): 1–6. http://dx.doi.org/10.1155/2013/213979.

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Objectives. To analyze cooccurring disorders and problems in a representative group of 198 preschool children with autism spectrum disorders (ASD) who had had interventions at a specialized habilitation center.Methods. Parents and children were seen by a research team. Data were based on parental interviews, pediatric assessments, and tests of the child. Information on autistic symptoms, general cognitive function, speech and language, motor function, epilepsy, vision, hearing, activity level, behavior, and sleep was collected.Results. Three ASD categories were used: (1) autistic disorder (AD), (2) autistic-like condition (ALC) or Asperger syndrome, and (3) one group with autistic symptoms/traits but not entirely all its criteria met for ASD. Children with autism had a mean of 3.2 coexisting disorders or problems, the ALC/Asperger group had a mean of 1.6, and children with autistic traits had a mean of 1.6. The most common disorder/problems in the total group pertained to language problems (78%), intellectual disability (ID) (49%), below average motor function (37%), and severe hyperactivity/ADHD (33%).Conclusions. The results accord with the concept of early symptomatic syndromes eliciting neurodevelopmental clinical examination (ESSENCE), and highlight the need of considering ASD in a broad perspective taking also other cooccurring developmental disorders into account.

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Wiatr, Agnieszka, Sebastian Kocoń, Patryk Hartwich, et al. "Analysis of diagnostic-therapeutic results after the first year of life in children of hearing disturbance risk groups." Otolaryngologia Polska 72, no. 3 (2018): 9–12. http://dx.doi.org/10.5604/01.3001.0012.0479.

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Introduction: It is assumed that the critical period for diagnosis of hearing disorders is the baby's first three months of life and that appropriate course and implementation of treatment and/or rehabilitation should begin before a child is six months old. However various kinds of problems may occur during auditory screening of a child may exceed this interval. Aim: The aim of this study was an evaluation of auditory screening results for children over 12 months old with congenital hearing loss. Material and methods: Results from 250 children were analyzed retrospectively. The study group consisted of children between one and three months old observed between 2015-2016. For the purpose of this analysis we divided the patients into four groups: children with Down Syndrome, children with nervous system disorders , children with cleft palate or both cleft palate and lip and children with congenital CMV. To discuss performed diagnostics and treatment two groups of children were esteblished: • with implementation of appropriate course of treatment • without instituted treatment Results: 250 children were examined in Level III NICUs in the years 2015 – 2016. The highest proportion of children with the implemented course of proceedings, was in groups with children with congenital CMV (71.1%). The highest proportion of children substituted with a hearing prosthesis was observed in the group of children with Down Syndrome. The lowest proportion of children with the implemented course of proceedings, was in groups with children with cleft palate or both cleft palate and lip (41.6%). Conclusions: • Early implementation of treatment and/or rehabilitation in children with hearing disorders is crucial to prevent depression of speech and psychological development. I t is important in children with cleft palate or both cleft palate and lip even if surgical correction is discussed. • The highest proportion of children with the implemented course of proceedings, was in groups with children with congenital CMV. This children should be observed despite of right results of hearing tests. • In children with nervous system disorders 1 year period of observation is too short to exclude problems with hearing.

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Stepanchenko, N. I., I. B. Hrybovska, M. V. Danylevych, and R. V. Hryboskyy. "Aspects of psychomotor development of primary school children with hearing loss from the standpoint of Bernstein's theory of movement construction." Pedagogy of Physical Culture and Sports 24, no. 3 (2020): 151–56. http://dx.doi.org/10.15561/26649837.2020.0308.

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Purpose: As the latest research shows, psychomotor development and motor learning of deaf children is garnering a great deal of attention from scientists. Effectively correcting the psychomotor development of hearing-impaired kids requires a deep understanding of the disorders, structures, depth, and the children’s potential motor learning capabilities. We believe this understanding can be reached with the Bernstein approach. However, we were able to find only a handful of studies on psychomotor development of hearing-impaired children from the point of view of the theory of how motor skills are formed. Based on this theory, the purpose of this study was to create a diagnostic program that can evaluate and analyze psychomotor disorders and uncover their mechanism in hearing impaired kids compared to their peers with normal hearing. Methods: The study included 54 children from primary schools in Lviv with normal hearing and 94 primary school children with hearing loss from the Lviv Specialized Boarding School named after Maria Pokrova №101 and the Zhovkiv Training and Rehabilitation Center “Zlagoda” (51 children with hearing loss and 43 deaf children). The research sample we chose was random and the children ranged in age from 7-8 years old. To study a single motor skill based on the involvement of multiple levels of central nervous system control, the jump model was chosen. The study consisted of 10 tests, each of which was rated on a 5point scale. Gathered and analysed data were used for the quantitative method. Result: It was established that children with hearing loss had psychomotor retardation on all motor skill levels compared to their peers with normal hearing. Hearing impaired children had a low level of static and dynamic coordination, speed of movement, and motor memory. The lowest level of development was purposeful movement. Conclusions: We identified specific psychomotor disorders in primary school children with hearing loss compared to their peers with normal hearing on all levels of motor skill formation, and found correlations between the overall assessment of hearing impaired children and the studied components by level of movement construction: for any motor activity, there is a primary level, which forms the foundation of the movement and all other levels that are activated when performing the movement. The aspects of sensory-motor functions in primary school children with hearing loss depend on the level of hearing loss and consist of an absence of coordination on multiple levels of movement construction.

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Varsha, N. S., Sowmiya R., Prasitha P., and Jayakumar Praveena. "Prevalence of speech language and hearing impairment in school going children of rural area: a longitudinal study." International Journal Of Community Medicine And Public Health 7, no. 10 (2020): 4043. http://dx.doi.org/10.18203/2394-6040.ijcmph20204374.

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Background: This study aimed on identifying children with hearing, speech and language disorders in rural population that are not identified, diagnosed or rehabilitated yet. The study also focused on collecting a large data with increased study duration to give an appropriate representation of the findings in a rural population.Methods: Subjective tests were used to screen for hearing, speech and language disorders.Results: On performing audiological and speech language tests, 130 children were found to have hearing, speech and language disorders out of 1,453 children.Conclusions: The findings of this study indicate that there is a need to create an awareness and importance in identifying hearing and speech language disorders. This can be done by setting up clinics in rural areas, thus improving the accessibility of these diagnostic and rehabilitative services.

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Zakzouk, Siraj M., and Sameer Ali Bafaqeeh. "Prevalence of Severe to Profound Sensorineural Hearing Loss in Children Having Family Members with Hearing Impairment." Annals of Otology, Rhinology & Laryngology 105, no. 11 (1996): 882–86. http://dx.doi.org/10.1177/000348949610501108.

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The purpose of this paper is to study the prevalence rate of hearing impairment among children with siblings and family members having hearing and speech disorders. A random survey of 6,421 Saudi infants and children between 2 months and 12 years of age was conducted in the Riyadh area. Children with no or few siblings and those who were firstborn were at relatively higher risk, and there was a strong association between children in the hearing-impaired group among those having living siblings with deafness. Those children who had family members with hearing and speech problems were at twice the risk of their counterpart groups regarding hearing impairment.

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Willems, Daniëlle C. M., Manuela A. Joore, Fred H. M. Nieman, Johan L. Severens, Emiel F. M. Wouters, and Johannes J. E. Hendriks. "Using EQ-5D in children with asthma, rheumatic disorders, diabetes, and speech/language and/or hearing disorders." International Journal of Technology Assessment in Health Care 25, no. 03 (2009): 391–99. http://dx.doi.org/10.1017/s0266462309990171.

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Objectives:This study explores several variables of the EQ-5D child version, a multi-attribute utility instrument, in children with chronic conditions.Methods:A convenience sample was selected from hospital outpatient records and school records. The sample included children aged 7–18 years with the following chronic conditions: asthma, rheumatic disorders, diabetes, and speech/language and/or hearing disorders. The practicality, convergent validity, and discriminant power were compared with a generic quality of life questionnaire for children (TACQOL) and the 2-week test–retest reliability was assessed.Results:A total of 182 children or their parents completed the first questionnaire and 161 children/parents completed both questionnaires. The practicality of the EQ-5D was good. Low to moderate correlations were found between the utilities and VAS scores and the TACQOL scales. The discriminant power of the EQ-5D items was low overall and was greater for children with a rheumatic disorder than for children with the other conditions. In the subset of children who experienced no health change between the test and the retest, the reliability of the EQ-5D was moderate to high.Conclusions:The EQ-5D seems suitable for children, although the use of an additional disease-specific questionnaire is still recommended. The EQ-5D seems the most suitable for children with a chronic physical condition and appears to be reliable for children with a stable health status.

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Russu, Georgiana, Cristina Rusu, and Alexandra Grosu. "HEARING DISORDERS – PART OF FETAL ALCOHOL SYNDROME." Romanian Journal of Pediatrics 65, no. 2 (2016): 155–57. http://dx.doi.org/10.37897/rjp.2016.2.4.

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Fetal alcohol syndrome (FAS) (1-2/1000 newborns), resulting from maternal consumption of alcohol early in the pregnancy, consists in: persistent growth failure, low weight, microcephaly, characteristic facial features, congenital heart diseases (especially septal defects), minor anomalies of joints and limbs, disorders of central nervous system development and function. The complexity, severity and frequency of the anomalies depends on the amount of the ingested alcohol associated or not with other risk factors: low socio-economic level, psychologic disturbances, smoking, drugs. Hearing disorders determined by maternal alcohol consumption, although not classically included in the FAS, and also chronic ear infections, are associated in variable severity degrees. Audiologic procedures performed in FAS children revealed four main hearing disorders: delayed development of auditory function associated with language disorders, sensorineural hearing loss (disorders of middle ear and conductive system), intermittent loss of sound vibrations conduction, hearing loss by central auditory nervous system deficits. Early detection of hearing anomalies alleviates the prognosis by early interventions.

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McLaughlin, Susan A., John C. Thorne, Tracy Jirikowic, Tiffany Waddington, Adrian K. C. Lee, and Susan J. Astley Hemingway. "Listening Difficulties in Children With Fetal Alcohol Spectrum Disorders: More Than a Problem of Audibility." Journal of Speech, Language, and Hearing Research 62, no. 5 (2019): 1532–48. http://dx.doi.org/10.1044/2018_jslhr-h-18-0359.

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Purpose Data from standardized caregiver questionnaires indicate that children with fetal alcohol spectrum disorders (FASDs) frequently exhibit atypical auditory behaviors, including reduced responsivity to spoken stimuli. Another body of evidence suggests that prenatal alcohol exposure may result in auditory dysfunction involving loss of audibility (i.e., hearing loss) and/or impaired processing of clearly audible, “suprathreshold” sounds necessary for sound-in-noise listening. Yet, the nexus between atypical auditory behavior and underlying auditory dysfunction in children with FASDs remains largely unexplored. Method To investigate atypical auditory behaviors in FASDs and explore their potential physiological bases, we examined clinical data from 325 children diagnosed with FASDs at the University of Washington using the FASD 4-Digit Diagnostic Code. Atypical behaviors reported on the “auditory filtering” domain of the Short Sensory Profile were assessed to document their prevalence across FASD diagnoses and explore their relationship to reported hearing loss and/or central nervous system measures of cognition, attention, and language function that may indicate suprathreshold processing deficits. Results Atypical auditory behavior was reported among 80% of children with FASDs, a prevalence that did not vary by FASD diagnostic severity or hearing status but was positively correlated with attention-deficit/hyperactivity disorder. In contrast, hearing loss was documented in the clinical records of 40% of children with fetal alcohol syndrome (FAS; a diagnosis on the fetal alcohol spectrum characterized by central nervous system dysfunction, facial dysmorphia, and growth deficiency), 16-fold more prevalent than for those with less severe FASDs (2.4%). Reported hearing loss was significantly associated with physical features characteristic of FAS. Conclusion Children with FAS but not other FASDs may be at a particular risk for hearing loss. However, listening difficulties in the absence of hearing loss—presumably related to suprathreshold processing deficits—are prevalent across the entire fetal alcohol spectrum. The nature and impact of both listening difficulties and hearing loss in FASDs warrant further investigation.

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Cabbage, Katy. "Speech Sound Disorders in Children." Seminars in Speech and Language 40, no. 02 (2019): 079–80. http://dx.doi.org/10.1055/s-0039-1677758.

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MATSUKI, KIYONORI. "Automated selection of hearing aid for children with severe hearing disorders using personal computer." AUDIOLOGY JAPAN 29, no. 5 (1986): 583–84. http://dx.doi.org/10.4295/audiology.29.583.

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Walch, Christian, Wolfgang Anderhuber, Wolfgang Köle, and Andrea Berghold. "Bilateral sensorineural hearing disorders in children: etiology of deafness and evaluation of hearing tests." International Journal of Pediatric Otorhinolaryngology 53, no. 1 (2000): 31–38. http://dx.doi.org/10.1016/s0165-5876(00)00307-4.

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Pang-Ching, Glenn, Michael Robb, Robert Heath, and Mona Takumi. "Middle Ear Disorders and Hearing Loss in Native Hawaiian Preschoolers." Language, Speech, and Hearing Services in Schools 26, no. 1 (1995): 33–38. http://dx.doi.org/10.1044/0161-1461.2601.33.

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This study reported on the prevalence of middle ear disorders and hearing loss among native Hawaiian preschoolers. The subjects included children enrolled in the Kamehameha Schools on the islands of Kauai, Maui, and Oahu. At the beginning of the school year, each child received a battery of tests that included pure-tone audiometry, tympanometry, acoustic reflectometry, and pneumatic otoscopy. Approximately 15% of the children failed a majority of these tests. Serial testing, involving pure-tone audiometry and tympanometry, was administered at regular intervals throughout the school year. Approximately 9–15% of the children failed both audiometric and tympanometric tests at each of the serial screenings. The results are discussed in comparison to other indigenous groups at risk for middle ear disorders and hearing loss and as evidence of the need to develop systematic screenings for Hawaii’s preschool children.

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Greenwell, Tamar, and Françoise Brosseau-Lapré. "Innovative Service Delivery Models for Serving Children with Speech Sound Disorders." Seminars in Speech and Language 40, no. 02 (2019): 113–23. http://dx.doi.org/10.1055/s-0039-1677762.

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AbstractService delivery variables that may have an impact on the treatment outcomes of children with speech sound disorders include the number and duration of intervention sessions, distribution of the sessions over time, and the format (group intervention or individual intervention). In this article, we briefly review these variables and the recommendations for the most effective service delivery components for children with speech sound disorders. We then describe innovative, collaborative service delivery models for preschoolers and school-age children with speech sound disorder. The models include “Quick Articulation!” conducted in a local elementary school by clinical MS-SLP students from Purdue University, as well as Summer Speech and Literacy Laboratory, which takes place in the department of Speech, Language, and Hearing Sciences at Purdue and involves participation from clinical and research faculty, and graduate and undergraduate students. The article provides useful information to help guide clinicians and clinical supervisors in implementing components of these models into their practice with children with speech sound disorder.

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Mamedova, Elena, Marina Skuratovskaya, and Natalia Grash. "Features of teaching students with motor skills disorder caused by hearing loss." E3S Web of Conferences 273 (2021): 12092. http://dx.doi.org/10.1051/e3sconf/202127312092.

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This study analyses various disorders of general motor skills, voluntary finger movement, and articulatory motor skills of school-aged children with hearing loss. The analyzed disorders of the motor sphere of schoolchildren with auditory deprivation are not of a pronounced character but are one of the reasons for their lag in psychophysiological and speech development. The results of studies that reveal specific motor difficulties of deaf primary schoolchildren are considered. The role of dysfunction of the vestibular system in movement disorders in children with hearing impairment has been determined. Particular attention is paid to the consideration of the complex possibilities of correctional and developmental work of educational institutions for deaf children to overcome motor development disorders of deaf primary schoolchildren. The role of complex correctional and developmental work at the initial stage of school training in educational institutions for deaf children has been determined. The possibilities of using computer technologies as an effective resource in the motor and speech development of young schoolchildren with hearing impairment are shown.

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Babajić, Mirela, Emira Švraka, and Dijana Avdić. "Frequency of joined disabilities of children with cerebral palsy in Tuzla canton." Journal of Health Sciences 3, no. 3 (2013): 222–26. http://dx.doi.org/10.17532/jhsci.2013.111.

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Introduction: Cerebral palsy (CP) connotes a group of non-progressive, but often variable symptoms of motor impairment of movement and posture, as well as other impairments which are a consequenceof anomalies or brain impairment in different phases of its development. CP is a pathological condition characterised in the fi rst place by motor function impairment to which other disorders such as: visual andhearing impairment, intellectual defi cit, emotional problems, behaviour disorder, speech disorder, epileptic seizure and similar can join. The aim of this study is to determine frequency of joined disabilities ofchildren with cerebral palsy in Tuzla Canton.Methods: The research covers a total sample of 48 examinees, chronological age from 2-19 years, in Tuzla Canton. Research instrument was a Structural Questionnaire for the parents of children and adolescentswith cerebral palsy. Research data were processed by nonparametric statistics method. Basic statistical parameters of frequency and percentages were calculated, and tabular presentation was made.Results: After classification of examinees as per frequency of joined disabilities was done, work results have shown that speech impairment occurred with 35.4 % of children, visual impairment 33.3 %, epilepsy29.3 %, whereas hearing impairment occurred with 2 % of children.Conclusion: In research of frequency of joined disabilities of children with cerebral palsy in Tuzla Canton, most expressed are speech and visual disorders with children, then epilepsy, whereas a small percentageof children are with hearing disorder.

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Chase, Patricia A., and Teresa L. Boggs. "Speech-Language-Hearing Health Disparities in Young Children." Perspectives on Swallowing and Swallowing Disorders (Dysphagia) 9, no. 4 (2008): 151–54. http://dx.doi.org/10.1044/sbi9.4.151.

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Abstract Communication disorders are among the most prevalent disabilities in young children. This research examined the effectiveness of a consultative model for providing speech, language, and hearing health services to preschool children in a rural Appalachian community. Outcomes from this project may be useful in other disadvantaged or underserved communities.

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Deryabina, Galina, Viktoriya Lerner, and Aleksey Filatkin. "Various types violations features of junior pupils coordinating abilities with hearing deprivation." Tambov University Review. Series: Humanities, no. 178 (2019): 35–42. http://dx.doi.org/10.20310/1810-0201-2019-24-178-35-42.

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Hearing impairment in the system of analyzers entails not only an isolated “exclusion” of one sense organ, but a defect in the whole development of the child. Hearing impairment is closely functionally interdependent with speech function and motor sphere. The hearing disorder is functionally closely interdependent, with speech function and motor area. For this reason, of all types of motor abilities are the most impaired coordination, as their development is based on the lack of functional formation of sensory systems involved in the management of movements. It is important to note that disorders in the development of coordination abilities in children with hear-ing disorders are most pronounced in preschool and primary school age. The influence of vestibu-lar function disorders as a consequence of auditory deprivation on the development of coordina-tion abilities of children of primary school age is described. These motor tests allow us to identify the development levels of coordination abilities following types: static balance, responsiveness, the ability to coordinate movements, the ability to differentiate muscle efforts and space, the ability to orient in space, tempo-rhythm ability. The obtained test results were evaluated with respect to the indicators of the development of six types of coordination abilities of primary school children without deviations in health status. The comparative analysis revealed the lag of the studied types of coordination abilities of younger schoolchildren with auditory deprivation.

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Cardoso, Carla, Juliana Fernandes Lomba da Rocha, Catarina Santana Moreira, and Amanda Luz Pinto. "Social cognitive performance and different communication settings in groups of children with different disorders." Jornal da Sociedade Brasileira de Fonoaudiologia 24, no. 2 (2012): 140–44. http://dx.doi.org/10.1590/s2179-64912012000200009.

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PURPOSE: To investigate the social-cognitive performance of children with diagnostics of autism spectrum disorder (ASD), mental disability (MD) and hearing impairment (HI) in two different communicative situations. METHODS: Participated in this study 30 children ages between 3 and 12 years starting speech language therapy processes, divided in three groups: Group 1 - ten children with diagnoses included in the Autism Spectrum Disorders (ASD); Group 2: ten children diagnosed with mental disabilities (MD) and Group 3: ten children diagnosed with hearing impairment (HI). The subjects were assessed in two different communicative situations (group and individual therapy situation) for 12 months. RESULTS: Data regarding the performance of the three groups in the two situations show that G3 had better absolute performance when compared with other groups, with the variable symbolic play as an important differential criterion for the three groups. CONCLUSION: We conclude that the social-cognitive performance can be used as an auxiliary tool for intervention, helping the identification of variables that could interfere in the communicative performance.

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Wiener-Vacher, Sylvette R. "Vestibular disorders in children." International Journal of Audiology 47, no. 9 (2008): 578–83. http://dx.doi.org/10.1080/14992020802334358.

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Alpern, Carol S., and Mehmet S. Yavas. "Phonological Disorders in Children." Topics in Language Disorders 13, no. 4 (1993): 79–81. http://dx.doi.org/10.1097/00011363-199308000-00010.

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Klein, Harriet B., Alvirda Farmer, Judith Felson Duchan, and Carol S. Alpern. "Phonological Disorders in Children." Topics in Language Disorders 12, no. 4 (1992): 83–85. http://dx.doi.org/10.1097/00011363-199208000-00008.

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