Journal articles: 'Hearing impaired child language problems'

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Barker, David H., Alexandra L. Quittner, Nancy E. Fink, Laurie S. Eisenberg, Emily A. Tobey, and John K. Niparko. "Predicting behavior problems in deaf and hearing children: The influences of language, attention, and parent–child communication." Development and Psychopathology 21, no. 2 (April 1, 2009): 373–92. http://dx.doi.org/10.1017/s0954579409000212.

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AbstractThe development of language and communication may play an important role in the emergence of behavioral problems in young children, but they are rarely included in predictive models of behavioral development. In this study, cross-sectional relationships between language, attention, and behavior problems were examined using parent report, videotaped observations, and performance measures in a sample of 116 severely and profoundly deaf and 69 normally hearing children ages 1.5 to 5 years. Secondary analyses were performed on data collected as part of the Childhood Development After Cochlear Implantation Study, funded by the National Institutes of Health. Hearing-impaired children showed more language, attention, and behavioral difficulties, and spent less time communicating with their parents than normally hearing children. Structural equation modeling indicated there were significant relationships between language, attention, and child behavior problems. Language was associated with behavior problems both directly and indirectly through effects on attention. Amount of parent–child communication was not related to behavior problems.

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Bishop, D. V. M., and C. Adams. "Comprehension Problems in Children With Specific Language Impairment." Journal of Speech, Language, and Hearing Research 35, no. 1 (February 1992): 119–29. http://dx.doi.org/10.1044/jshr.3501.119.

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A group of 61 schoolchildren with specific language impairment (SLI) was compared with a control group on a comprehension task, in which the child was questioned about a story that had been presented either orally or as a series of pictures. Half the questions were literal, requiring the child to provide a detail that had been mentioned or shown explicitly in the story. The remainder required the child to make an inference about what had not been directly shown or stated. SLI children were impaired on this task, even after taking into account "comprehension age," as assessed on a multiple-choice test. However, the effects of mode of presentation and question type were similar for control and SLI groups. Children who fitted the clinical picture of semantic-pragmatic disorder had lower scores than other SLI children on this task. In addition, they were more prone to give answers that suggested they had not understood the question. However, as with the other SLI children, there was no indication that they had disproportionate difficulty with inferential questions. It is concluded that SLI children are impaired in constructing an integrated representation from a sequence of propositions, even when such propositions are presented nonverbally.

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Shapiro, S., and F. Irani. "C-67 Cognitive Function in an 8-Year-Old Girl with Gray Matter Heterotopia Without Evidence of Seizures." Archives of Clinical Neuropsychology 34, no. 6 (July 25, 2019): 1096. http://dx.doi.org/10.1093/arclin/acz034.229.

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Abstract Objective Heterotopia is a rare condition typically identified in the context of seizures. This case study presents a cognitive profile in a child with a history of heterotopia and hearing problems but without any known seizure history. Method An 8-year-old referred for evaluation by her neurologist due to concerns about persistent academic and social difficulties. Medical history was remarkable for small size, hearing problems, multiple pressure equalization tube placements, food allergies, and a left lateral ventricle gray matter heterotopia found on brain MRI. EEG was normal. Genetic testing found no dysmorphia. Developmental history was remarkable for delayed speech and early intervention, as well as social delays. She began receiving special education for learning disability and speech/language impairment in first grade. Results WISC-V IQ was Low Average and significantly lower than GAI. WMI was Below Average and PSI was Low. Language performance was variable. Visual scanning was Below Average. Verbal memory ranged from Below Average to Impaired, with worse performance on WRAML-2 Story Memory subtests. Attention and hyperactivity deficits were found on a continuous performance task. Executive function was Average to Above Average on phonemic fluency, category switching and Stroop tasks. BASC-3 parent ratings indicated greatest concerns in areas of atypicality, withdrawal, and adaptive skills. ABAS-3 indicated Low conceptual skills and Average to Low Average skills on other composites. Conclusions Aside from language deficits likely related to hearing problems, these findings indicated deficits in visual scanning, attention/hyperactivity, visually-based processing speed, and memory in the context of heterotopia without seizures. Social delays may be multifactorial.

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Lemajic-Komazec, Slobodanka, Zoran Komazec, and Ljiljana Vlaski. "The role of current audiological tests in the early diagnosis of hearing impairment in children." Medical review 60, no. 5-6 (2007): 261–66. http://dx.doi.org/10.2298/mpns0706261l.

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Introduction: Permanent hearing impairment is a significant and relatively common condition in newborns, affecting at least 1 child per 1000 live births. The early identification of hearing loss is very important in order to begin early rehabilitation and for optimizing normal development of language. Material and methods: We examined 70 children with parental suspicion of a hearing loss. Brainstem Evoked Response Audiometry was performed and the group was divided into three subgroups. The following parameters were analyzed: the average age of hearing loss-identification, the time of parental first suspicion of a hearing loss, as well as risk factors for hearing impairment. Results and discussion: Of 70 children with parental suspicion of a hearing loss, in 17 cases normal hearing or mild hearing loss (up to 40 dB HL) was found (group I), 16 children were suffering from moderate and severe hearing loss (40 to 90 dB HL) (group II), and 37% of children were suffering from profound hearing loss (greater than 90 dB HL) (group III). Up to the age of 2, the diagnosis was made in 17.64% of children in group I, in 25% in group II, and in 58.8% in group III. The average age of hearing loss identification was 2.83, 3.32, 2.32 years in groups I, II, III, respectively, although parents suspected hearing problems at least one year earlier. Presence of hearing impaired family members as well as of risk factors were not sufficient reasons to get a medical check-up. Conclusion: The use of otoacoustic emission testing in routine clinical practice, as well as education of parents and pediatricians, was followed by earlier detection of hearing loss in regard to our previous study (10 years ago). The mean age of diagnosis in our region is still over 2 years, but establishment of a universal screening program may help reduce the age of hearing loss detection.

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Огнєва, Анастасія. "Revisiting Research on Grammatical Gender Acquisition by Russian-Speaking Children with Developmental Language Disorder." East European Journal of Psycholinguistics 6, no. 1 (June 30, 2019): 58–64. http://dx.doi.org/10.29038/eejpl.2019.6.1.ogn.

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Although both Developmental Language Disorder (DLD) and grammatical gender acquisition have been the focus of scientific interest for decades, a few research has been conducted in order to explore how DLD Russian-speaking children acquire this linguistic category. One of the main reasons for this is the difficulty of recruiting DLD children as we still cannot reliably identify these children. Previous studies claim that typically developing children acquire grammatical gender at about 3-4 years of age, but have difficulties with neuter gender up to 6 years of age. This brief report aims at providing the theoretical background of a research in process. The review deals with the issue of grammatical gender acquisition by Russian-speaking children diagnosed with DLD. Specifically, this paper reviews i) the main findings of studies on gender acquisition in typically developing Russian-speaking children, ii) the outcomes of research on how Russian-speaking DLD children make use of grammatical gender. References Anderson, R.T. & Souto, S.M. (2005). The use of articles by monolingual Puerto Rican Spanish-speaking children with specific language impairment. Applied Psycholinguistics, 26(4), 621-647. Bedore, L. M., & Leonard, L. B. (2001). Grammatical morphology deficits in Spanish-speaking children with specific language impairment. Journal of Speech, Language, and Hearing Research, 44(4), 905–924 Bishop, D.V.M., Snowling M.J., Thompson, P. A., Greenhalgh Y., & The CATALISE Consortium. (2017): Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. PLoS ONE, 11(7), 1-26. Clahsen, H., Bartke, S. & Göllner S. (1997). Formal features in impaired grammars: A Comparison of English and German SLI children. Journal of Neurolinguistics, 10(2/3), 151-171. Corbett, G. G. (1991). Gender. Cambridge: Cambridge University Press. Гвоздев, А.Н. (1961). Формирование у ребенка грамматического строя русского языка. Москва: АПН РСФСР. Jackson-Maldonado, D. & Maldonado, R. (2017). Grammaticality differences between Spanish-speaking children with specific language impairment and their typically developing peers. International Journal of Language and Communication Disorders, 52(6), 750-765. Leonard, Laurence B. (2014). Children with Specific Language Impairment. Cambridge: The MIT Press. Mitrofanova, N., Rodina, Y., Urek, O. & Westergaard, M. (2018). Bilinguals’ Sensitivity to Grammatical Gender Cues in Russian: The Role of Cumulative Input, Proficiency, and Dominance. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2018.01894 Orgassa, A., & Weerman, F. (2008). Dutch gender in specific language impairment and second language acquisition. Second Language Research, 24(3), 333–364. Popova, M. I. (1973). Grammatical elements of language in the speech of pre-preschool children. In Studies of child language development, (pp. 269–80). C. A. Ferguson & D. I. Slobin (eds). New York: Holt, Rinehart and Winston. Rakhlin, N., Kornilov, S., & Grigorenko, E. (2014). Gender and agreement processing in children with Developmental Language Disorder. Journal of Child Language, 41(2), 241–274. Rodina, Y. (2008). Semantics and morphology: The acquisition of grammatical gender in Russian. Doctoral thesis. Tromso: University of Tromso. Retrieved from: https://munin.uit.no/handle/ 10037/2247. Rodina, Y. & Westeergard M. (2012). A cue-based approach to the acquisition of grammatical gender in Russian. Journal of Child Language, 39(5), 1077-1106. Roulet-Amiot, L., & Jacubowicz, C. (2006). Production and perception of gender agreement in French SLI. Advances in Speech Language Pathology, 8(4), 335–346. Silveira, M. (2006). A preliminary investigation of grammatical gender abilities in Portuguese speaking children with Specific Language Impairment. Unpublished working paper, University College London, Department of Phonetics and Linguistics. Retrieved from: http://www.ucl.ac.uk/ psychlangsci/research/linguistics/publications/wpl/06papers/silveira Tribushinina, E., & Dubinkina, E. (2012). Adjective production by Russian-speaking children with specific language impairment. Clinical Linguistics and Phonetics, 26(6), 554–571. Tribushinina, E., Mak, M., Dubinkina, E. & Mak, W.M. (2018). Adjective production by Russian-speaking children with developmental language disorder and Dutch-Russian simultaneous bilinguals. Applied Psycholinguistics, 39(5), 1033-1064. Цейтлин, С. Н. (2005). Категория рода в детской речи. Проблемы функциональной грамматики: полевые структуры. А.В. Бондаренко (ред.). Санкт-Петербург: Наука, 346-375. Цейтлин, С.Н. (2009). Очерки по словообразованию и формообразованию в детской речи. Москва: Знак. Varlokosta, S. & Nerantzini, M. (2013). Grammatical gender in Specific Language Impairment: Evidence from Determiner-Noun Contexts in Greek. Psychology, 20(3), 338-357. References (translated and transliterated) Anderson, R.T. & Souto, S.M. (2005). The use of articles by monolingual Puerto Rican Spanish-speaking children with specific language impairment. Applied Psycholinguistics, 26(4), 621-647. Bedore, L. M., & Leonard, L. B. (2001). Grammatical morphology deficits in Spanish-speaking children with specific language impairment. Journal of Speech, Language, and Hearing Research, 44(4), 905–924 Bishop, D.V.M., Snowling M.J., Thompson, P. A., Greenhalgh Y., & The CATALISE Consortium. (2017): Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. PLoS ONE, 11(7), 1-26. Clahsen, H., Bartke, S. & Göllner S. (1997). Formal features in impaired grammars: A Comparison of English and German SLI children. Journal of Neurolinguistics, 10(2/3), 151-171. Corbett, G. G. (1991). Gender. Cambridge: Cambridge University Press. Гвоздев, А.Н. (1961). Формирование у ребенка грамматического строя русского языка. Москва: АПН РСФСР. Gvozdev, A. N. (1961). Formirovanie u Rebenka Grammatičeskogo Stroja Russkogo Jazyka [The Construction of the Grammatical Basis of the Russian Language in a Child]. Moscow: The Russian Academy of Pedagogical Sciences. Jackson-Maldonado, D. & Maldonado, R. (2017). Grammaticality differences between Spanish-speaking children with specific language impairment and their typically developing peers. International Journal of Language and Communication Disorders, 52(6), 750-765. Leonard, Laurence B. (2014). Children with Specific Language Impairment. Cambridge: The MIT Press. Mitrofanova, N., Rodina, Y., Urek, O. & Westergaard, M. (2018). Bilinguals’ Sensitivity to Grammatical Gender Cues in Russian: The Role of Cumulative Input, Proficiency, and Dominance. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2018.01894 Orgassa, A., & Weerman, F. (2008). Dutch gender in specific language impairment and second language acquisition. Second Language Research, 24(3), 333–364. Popova, M. I. (1973). Grammatical elements of language in the speech of pre-preschool children. In Studies of child language development, (pp. 269–80). C. A. Ferguson & D. I. Slobin (eds). New York: Holt, Rinehart and Winston. Rakhlin, N., Kornilov, S., & Grigorenko, E. (2014). Gender and agreement processing in children with Developmental Language Disorder. Journal of Child Language, 41(2), 241–274. Rodina, Y. (2008). Semantics and morphology: The acquisition of grammatical gender in Russian. Doctoral thesis. Tromso: University of Tromso. Retrieved from: https://munin.uit.no/handle/ 10037/2247. Rodina, Y. & Westeergard M. (2012). A cue-based approach to the acquisition of grammatical gender in Russian. Journal of Child Language, 39(5), 1077-1106. Roulet-Amiot, L., & Jacubowicz, C. (2006). Production and perception of gender agreement in French SLI. Advances in Speech Language Pathology, 8(4), 335–346. Silveira, M. (2006). A preliminary investigation of grammatical gender abilities in Portuguese speaking children with Specific Language Impairment. Unpublished working paper, University College London, Department of Phonetics and Linguistics. Retrieved from: http://www.ucl.ac.uk/ psychlangsci/research/linguistics/publications/wpl/06papers/silveira Tribushinina, E., & Dubinkina, E. (2012). Adjective production by Russian-speaking children with specific language impairment. Clinical Linguistics and Phonetics, 26(6), 554–571. Tribushinina, E., Mak, M., Dubinkina, E. & Mak, W.M. (2018). Adjective production by Russian-speaking children with developmental language disorder and Dutch-Russian simultaneous bilinguals. Applied Psycholinguistics, 39(5), 1033-1064. Цейтлин, С. Н. (2005). Категория рода в детской речи. Проблемы функциональной грамматики: полевые структуры. А.В. Бондаренко (ред.). Санкт-Петербург: Наука, 346-375. Ceitlin, S. N. (2005). Kategorija roda v detskoj reči [The category of gender in child speech]. In Problemy funkcional'noj grammatiki: Polevye struktury [Issues in functional grammar: Field structures], (pp. 346–375). A. V. Bondarko (ed.). S.-Petersburg: Nauka. Цейтлин, С.Н. (2009). Очерки по словообразованию и формообразованию в детской речи. Москва: Знак. Ceitlin, S. N. (2009). Ocherki po slovoobrazovaniju i formoobrazovaniju v detskoj rechi [On Inflection and Derivation in Child Language]. Moscow: Znak. Varlokosta, S. & Nerantzini, M. (2013). Grammatical gender in Specific Language Impairment: Evidence from Determiner-Noun Contexts in Greek. Psychology, 20(3), 338-357.

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McColl, Hilary. "Listening skills and the hearing-impaired child." Language Learning Journal 6, no. 1 (September 1992): 41–42. http://dx.doi.org/10.1080/09571739285200421.

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Weiss, Amy L. "Classroom discourse and the hearing-impaired child." Topics in Language Disorders 6, no. 3 (June 1986): 60–70. http://dx.doi.org/10.1097/00011363-198606000-00007.

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Rosenhouse, Judith. "Intonation Problems of Hearing-Impaired Hebrew-Speaking Children." Language and Speech 29, no. 1 (January 1986): 69–92. http://dx.doi.org/10.1177/002383098602900107.

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Ebbels, S. "Psycholinguistic profiling of a hearing-impaired child." Child Language Teaching and Therapy 16, no. 1 (February 1, 2000): 3–22. http://dx.doi.org/10.1191/026565900674758983.

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Stothard, Susan E., Margaret J. Snowling, D. V. M. Bishop, Barry B. Chipchase, and Carole A. Kaplan. "Language-Impaired Preschoolers." Journal of Speech, Language, and Hearing Research 41, no. 2 (April 1998): 407–18. http://dx.doi.org/10.1044/jslhr.4102.407.

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This paper reports a longitudinal follow-up of 71 adolescents with a preschool history of speech-language impairment, originally studied by Bishop and Edmundson (1987). These children had been subdivided at 4 years into those with nonverbal IQ 2 SD below the mean (General Delay group), and those with normal nonverbal intelligence (SLI group). At age 5;6 the SLI group was subdivided into those whose language problems had resolved, and those with persistent SLI. The General Delay group was also followed up. At age 15–16 years, these children were compared with age-matched normal-language controls on a battery of tests of spoken language and literacy skills. Children whose language problems had resolved did not differ from controls on tests of vocabulary and language comprehension skills. However, they performed significantly less well on tests of phonological processing and literacy skill. Children who still had significant language difficulties at 5;6 had significant impairments in all aspects of spoken and written language functioning, as did children classified as having a general delay. These children fell further and further behind their peer group in vocabulary growth over time.

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M., Gross, M. E. Spormann-Lagodzinski, and Wohlleben B. "Testing of Language Development in Hearing-Impaired Children." Pediatrics and Related Topics 41, no. 6 (January 1, 2002): 537–43. http://dx.doi.org/10.1080/0030932021000043599.

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Kenworthy, O. T. "Caregiver—child interaction and language acquisition of hearing-impaired children." Topics in Language Disorders 6, no. 3 (June 1986): 1–11. http://dx.doi.org/10.1097/00011363-198606000-00003.

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Kumari, Rina, Sunita Tiwari, Arun Chatuvedi, Sunil Kumar, and Nalini Rastogi. "Impact of early intervention of speech and language therapy among hearing impaired child." International Journal of Research in Medical Sciences 8, no. 7 (June 26, 2020): 2641. http://dx.doi.org/10.18203/2320-6012.ijrms20202909.

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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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Oshima-Takane, Yuriko, Elizabeth Cole, and Rosalie L. Yaremko. "Pronominal semantic confusion in a hearing-impaired child: a case study." First Language 13, no. 38 (June 1993): 149–68. http://dx.doi.org/10.1177/014272379301303801.

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Geers, Ann E., and Jean S. Moog. "Predicting Spoken Language Acquisition of Profoundly Hearing-Impaired Children." Journal of Speech and Hearing Disorders 52, no. 1 (February 1987): 84–94. http://dx.doi.org/10.1044/jshd.5201.84.

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The Spoken Language Predictor (SLP) Index is a proposed guide for making recommendations regarding the most appropriate communication mode to be used in educating a given hearing-impaired child. The SLP Index is the sum of points obtained on five predictor factors that have been weighted according to their contribution to successful spoken language acquisition. The point values assigned for each factor as well as assignment of points to particular test scores within each factor was accomplished by subjective clinical judgment followed by trial application to actual clinic cases. Three ranges of SLP indexes are associated with three educational recommendations: speech emphasis (SLP = 80–100), provisional speech instruction (SLP = 60–75), and sign language emphasis (SLP = 0–55). The purpose of this article is to describe the development and application of the SLP and preliminary evidence for its stability and validity.

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Abdalla, Hafiza, Yehia Mostafa Helmy, and Mohamed Marie. "The impact of e learning on the hearing impaired (Empirical study on Hearing-impaired students in middle school)." INTERNATIONAL JOURNAL OF COMPUTERS & TECHNOLOGY 11, no. 5 (October 30, 2013): 2534–43. http://dx.doi.org/10.24297/ijct.v11i5.1146.

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This study describes the approach to e- learning and Realization for people with disabilities, especially the Hearing Impair. The researcher is trying in this research that measure the effectiveness and impact of e-learning on the Hearing Impaired, By knowing the different educational problems faced by the hearing impaired and try to eliminate these problems by applying them to an e-educational program in one of the subjects and find the difference before and after the application of the program. If the results are, positive we try to apply this method in their educational lives and this provides a lot for the hearing impaired (integrated educational environment of the cadres of education and educational presentations of lessons and exercises appropriate to the number of times many training and examinations) and the teacher's role here is different from previously. The teacher's role here will be the facilitator of the educational process. This helps the hearing-impaired integration in the Egyptian society and not linked to the idea of sign language and education in order to participate Hearing Impaired any kind of education or different cultures with the Egyptian society through e -learning.

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Lynas, Wendy. "Book reviews : The hearing-impaired child in the ordinary school." Child Language Teaching and Therapy 2, no. 1 (February 1986): 122–24. http://dx.doi.org/10.1177/026565908600200122.

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Musselman, Carol Reich, Anne Keeton Wilson, and Peter H. Lindsay. "Effects of Early Intervention on Hearing Impaired Children." Exceptional Children 55, no. 3 (November 1988): 222–28. http://dx.doi.org/10.1177/001440298805500304.

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A longitudinal study was conducted of 118 children with severe and profound hearing losses-Children were first tested when they were between 3 and 5 years and again in 3 or 4 years, using measures of receptive and expressive spoken language, receptive language in the child's primary educational modality, receptive and expressive mother-child communication, and social development. A multivariate design was used to investigate the effects of age of intervention, program intensity, and parent instruction on the children's linguistic and social development. Early intervention was associated with higher receptive language scores in the first, but not in the final year. Age of intervention was not related to any other language measure or the measure of social development. Consistent effects were not associated with program intensity or parent instruction.

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Nienhuys, Terry G., Kim M. Horsborough, and Toni G. Cross. "A dialogic analysis of interaction between mothers and their deaf or hearing preschoolers." Applied Psycholinguistics 6, no. 2 (June 1985): 121–39. http://dx.doi.org/10.1017/s014271640000607x.

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ABSTRACTDialogic interaction between mothers and their age-matched or linguistically matched hearing and hearing-impaired children was investigated. The study employed the cognitively based System of dialogic analysis proposed by Blank and Franklin (1980). The System assesses each participant both as initiator and responder, and judges each participant's initiations for cognitive complexity and summoning power, as well as the appropriateness of participants' responses. Four samples of eight mother–child dyads were investigated, including hearing and hearing-impaired 2-year-olds and 5-year-olds. Results revealed differences between hearing and hearing-impaired dyads along most dimensions, including the number and form of initiations employed, the complexity levels of initiations, and appropriateness of the child's responses, as well as measures of the degree of dialogic exchange that took place in the mother–child dyads.

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Davis, Julia M., Jill Elfenbein, Robert Schum, and Ruth A. Bentler. "Effects of Mild and Moderate Hearing Impairments on Language, Educational, and Psychosocial Behavior of Children." Journal of Speech and Hearing Disorders 51, no. 1 (February 1986): 53–62. http://dx.doi.org/10.1044/jshd.5101.53.

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An extensive psychoeducational evaluation was administered to 40 hearing-impaired children to investigate the effects of degree of hearing impairment, age, and other factors on intellectual, social, academic, and language behavior. Although children varied greatly in performance, hearing loss of any degree appeared to affect psychoeducational development adversely, leading to the conclusion that even minimal hearing loss places children at risk for language and learning problems.

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Vanormelingen, Liesbeth, Sven De Maeyer, and Steven Gillis. "A comparison of maternal and child language in normally-hearing and hearing-impaired children with cochlear implants." Language, Interaction and Acquisition 7, no. 2 (December 31, 2016): 145–79. http://dx.doi.org/10.1075/lia.7.2.01van.

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The present study examines the amount of input and output in congenitally hearing-impaired children with a cochlear implant (CI) and normally-hearing children (NH) and their normally-hearing mothers. The aim of the study was threefold: (a) to investigate the input provided by the two groups of mothers, (b) to investigate the output of the two groups of children, and (c) to investigate the influence of the mothers’ input on child output and expressive vocabulary size. Mothers are less influenced by their children’s hearing status than the children are: CI children are more talkative and slower speakers. Mothers influenced their children on most parameters, but strikingly, it was not maternal talkativeness as such, but the number of maternal turns that is the best predictor of a child’s expressive vocabulary size.

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Porter, Ruth, and Gina Conti-Ramsden. "Clarification requests and the language-impaired child." Child Language Teaching and Therapy 3, no. 2 (June 1987): 133–50. http://dx.doi.org/10.1177/026565908700300202.

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Busby, P. A., R. C. Dowell, T. G. Nienhuys, and G. M. Clark. "Audiological Assessment of Profoundly Hearing-Impaired Children." Annals of Otology, Rhinology & Laryngology 96, no. 1_suppl (January 1987): 85–86. http://dx.doi.org/10.1177/00034894870960s143.

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The design of an audiological assessment protocol for profoundly hearing-impaired children may be divided into three areas. First, accurate estimation of hearing loss includes the behavioral measures of unaided and aided thresholds and the objective measures of electrocochleography and auditory brain stem response. The reliability of these measures for the accurate diagnosis of a profound to total hearing loss is discussed. Second, speech perception includes the measure of perception in the audition alone, vision alone, and audition plus vision conditions. Test material should include speech features, words, and sentences. Factors influencing the choice of material are the developmental age of the child, the method of educational instruction, speech and language skills, and vocabulary limits. Third, psychophysical properties of residual auditory skills include measures such as frequency, intensity, and duration difference limens. These skills may be compared to those elicited through other sensory channels, such as visual and tactile. Other important factors that should be considered are the psychological well-being of the child and family, family motivations and expectations, and educational requirements.

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Amemiya, Érica Endo, Alexandra Dezani Soares, and Brasilia Maria Chiari. "Communicative indicators, motor and cognitive development of hearing-impaired children." Journal of Human Growth and Development 26, no. 1 (April 28, 2016): 54. http://dx.doi.org/10.7322/jhgd.113717.

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Introduction: For the assessment of child development in the deaf is effective protocols are needed for this population, as in Brazil, standardized tests for these children are still scarce 4.5. Thus, emphasis is placed on studying child development in deaf so that therapeutic and educational approaches are contemplated in accordance with the needs of each child. Objective: Analyze the performance of children with hearing defi cit in different areas: Communications-Issue, Communication-reception, aspects Motors and Cognitive Aspects of Language. Methods: We have carried out a comparative study in an institutional clinic with 109 children, divided into 60 hearing individuals with typical development and 49 with hearing loss, severe to profound. The performance index was calculated for each child in these four domains. The index was analysed according to the equation: (number of responses in each area / number of assessed behaviours) x100. Results: In all age groups, hearing-impaired children had a smaller performance when compared to hearing children in the Communication – Emission domain. The Communication-Reception domain showed signifi cant differences (p < 0.05) from the 12-to-23-months to the 60-to-71-months age groups. The Cognitive Aspects domain demonstrated a signifi cant difference (p < 0.01) between hearing-impaired and hearing children aged 24 to 35 months and onwards. Motor Aspects only had a signifi cant difference (p < 0.01) in the last two age groups, 48-59 months and 60-71 months. The signifi cance level was 5%. Conclusion: In all age groups, hearing-impaired children’s performance was worse when compared to hearing children. The intervention made by health professionals ought to take place as soon as possible in order to develop the cognitive, motor and language skills of the hearing-impaired child.

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PORTER, E. RUTH. "Parent-child interaction: a father and mother with their language-impaired child." International Journal of Language & Communication Disorders 30, S1 (October 1995): 194–204. http://dx.doi.org/10.1111/j.1460-6984.1995.tb01666.x.

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Soares, Alexandra Dezani, Bárbara Niegia Garcia de Goulart, and Brasilia Maria Chiari. "Narrative competence among hearing-impaired and normal-hearing children: analytical cross-sectional study." Sao Paulo Medical Journal 128, no. 5 (2010): 284–88. http://dx.doi.org/10.1590/s1516-31802010000500008.

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CONTEXT AND OBJECTIVE: Oral narrative is a means of language development assessment. However, standardized data for deaf patients are scarce. The aim here was to compare the use of narrative competence between hearing-impaired and normal-hearing children. DESIGN AND SETTING: Analytical cross-sectional study at the Department of Speech-Language and Hearing Sciences, Universidade Federal de São Paulo. METHODS: Twenty-one moderately to profoundly bilaterally hearing-impaired children (cases) and 21 normal-hearing children without language abnormalities (controls), matched according to sex, age, schooling level and school type, were studied. A board showing pictures in a temporally logical sequence was presented to each child, to elicit a narrative, and the child's performance relating to narrative structure and cohesion was measured. The frequencies of variables, their associations (Mann-Whitney test) and their 95% confidence intervals was analyzed. RESULTS: The deaf subjects showed poorer performance regarding narrative structure, use of connectives, cohesion measurements and general punctuation (P < 0.05). There were no differences in the number of propositions elaborated or in referent specification between the two groups. The deaf children produced a higher proportion of orientation-related propositions (P = 0.001) and lower proportions of propositions relating to complicating actions (P = 0.015) and character reactions (P = 0.005). CONCLUSION: Hearing-impaired children have abnormalities in different aspects of language, involving form, content and use, in relation to their normal-hearing peers. Narrative competence was also associated with the children's ages and the school type.

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Beitchman, J. H. "Therapeutic Considerations with the Language Impaired Preschool Child." Canadian Journal of Psychiatry 30, no. 8 (December 1985): 609–13. http://dx.doi.org/10.1177/070674378503000811.

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This paper examines the relevance of language impairment to the development of psychiatric disorders of childhood. The literature showing a relationship between language impairment and psychiatric disorders is briefly reviewed. Although deficiencies of both expressive and receptive language have been associated with psychiatric disorder, this discussion focuses on disturbances of “receptive language”. Some cases are described which illustrate the connections between deficient receptive language and disturbances of development. These disturbances of development range from excessive temper tantrums, with defiant and oppositional behavior, to mannerisms, the insistence on sameness and frank autistic symptoms. These disorders are understood in a developmental context in which deficiencies of receptive language are seen to interfere with the normal unfolding of the child's developing individuation, autonomy and independence. Depending on the severity of the language disorder and the responsivity of the environment, this results in a continuum of behavioral problems with oppositional and defiant behaviour at one end, and mannerisms and autistic symptoms on the other end. The implications for therapy and long term development are discussed.

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Notoya, Masako, Kimie Nakamura, Junichi Washio, Tsutomu Uchiyama, Eiko Hirota, Toshiko Mori, and Tatsuo Nakagawa. "Language Evaluation for Hearing Impaired Children. Application of the Various Standardized Tests and its Problems." Japan Journal of Logopedics and Phoniatrics 39, no. 4 (1998): 477–82. http://dx.doi.org/10.5112/jjlp.39.477.

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SZAGUN, GISELA. "Learning by ear: on the acquisition of case and gender marking by German-speaking children with normal hearing and with cochlear implants." Journal of Child Language 31, no. 1 (February 2004): 1–30. http://dx.doi.org/10.1017/s0305000903005889.

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The acquisition of case and gender marking on the definite and indefinite article was studied in a sample of 6 normally-hearing children and 9 children with cochlear implants. Longitudinal spontaneous speech data are used. Children were matched by MLU, with 4 MLU levels: 1·8, 2·8, 3·6, 4·8. Age ranges for normally-hearing children were 1;4 to 3;8 and for children with cochlear implants 1;8 to 7;0. Frequencies of correctly marked article forms increased over MLU but less so in the hearing-impaired group. In both groups error rates were high. However, error patterns were different. In normally-hearing children errors of case predominated, in hearing-impaired children errors of gender and omission. Error patterns suggest that in normally-hearing children syntactic categorization interacts with input frequency and low discriminability of article forms. In the hearing-impaired group the article system is less advanced, despite higher frequencies of definite articles in adult speech. The predominance of article omission is discussed in terms of persisting perceptual problems or a working memory deficit.

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Ademokoya, Julius A., and Mukaila G. Olujide. "Typology and interventions for some social problems affecting the learning of the hearing-impaired child." International Journal of Rehabilitation Research 30, no. 1 (March 2007): 75–79. http://dx.doi.org/10.1097/mrr.0b013e3280143ca4.

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Seneviratne, L. C. "Effect of early identification on language acquisition in hearing impaired, cochlear implanted children." Sri Lanka Journal of Child Health 42, no. 2 (June 1, 2013): 87. http://dx.doi.org/10.4038/sljch.v42i2.5629.

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Keegstra, A. L., W. A. Knijff, W. J. Post, and S. M. Goorhuis-Brouwer. "Children with language problems in a speech and hearing clinic: Background variables and extent of language problems." International Journal of Pediatric Otorhinolaryngology 71, no. 5 (May 2007): 815–21. http://dx.doi.org/10.1016/j.ijporl.2007.02.001.

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Chaudhary, Shreya. "MY CHILD’S DISABILITY AND ME”: IMPACT OF CHILD DISABILITY ON MATERNAL QUALITY OF LIFE AND COPING STRATEGY." Journal of University of Shanghai for Science and Technology 23, no. 07 (August 1, 2021): 1406–18. http://dx.doi.org/10.51201/jusst/21/07331.

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The birth of differently-abled child brings huge impact on the life of parents. This condition results in adverse impact on quality of life of parents. The study examined the components of quality of life and coping strategies of mothers of children with visual impairment, hearing impairment, locomotor disability, and intellectual disability. This was a cross-sectional, ex-post facto research study. The statistical population included the mothers of differently abled children. 200 mothers of differently-abled children participated in the study. WHOQOL-BREF and Coping strategies scale was used for data collection. Findings revealed that the quality of life has statistically significant difference among the mothers of visually impaired, hearing-impaired children and mothers of locomotor disabled and intellectually disabled children. The mothers of visually impaired and hearing-impaired children use approach coping more than the mothers of intellectually disabled and locomotor disabled children. The avoidance coping is used more by mothers of locomotor disabled children followed by mothers of intellectually disabled children. Efficient social skill training programs should be provided to enhance their social network and quality of life. The professionals should also assess the needs, potential problems of mothers and integrate effective strategies with the treatment of their children.

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Sugiuchi, Tomoko, Kiyoko Sato, Kimiko Asano, Yuichiro Sugio, Keiko Terashima, and Harumi Suzaki. "The Development of Language and Problems in 30 Mild, Moderate, and Moderately Severe Hearing-Impaired Children." Nippon Jibiinkoka Gakkai Kaiho 104, no. 12 (2001): 1126–34. http://dx.doi.org/10.3950/jibiinkoka.104.1126.

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Notoya, Masako, Kimie Nakamura, Eiko Hirota, Toshiko Mori, Junichi Washio, Tsutomu Uchiyama, and Yasutoshi Shirasaka. "A Study of Language Evaluation for Hearing Impaired Children Consideration of the Evaluation Items and Problems." Japan Journal of Logopedics and Phoniatrics 39, no. 4 (1998): 483–87. http://dx.doi.org/10.5112/jjlp.39.483.

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Weiss, Amy L., and Monica Nakamura. "Children With Normal Language Skills in Preschool Classrooms for Children With Language Impairments." Language, Speech, and Hearing Services in Schools 23, no. 1 (January 1992): 64–70. http://dx.doi.org/10.1044/0161-1461.2301.64.

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Three children with normally-developing language who served as peer models in a preschool classroom for language-impaired children were observed to evaluate their performance as language models. Data analyses focused on how much time each child spent alone, in activities with language-impaired classmates, with other models and/or adults, as well as how language was used by the models during conversations. Conversation samples were coded for assertiveness and responsiveness as per a taxonomy developed by Fey (1986). Results indicated that although each of the model children had the prerequisite language competencies for modeling age-appropriate language behaviors, the amount of time each spent engaging language-impaired classmates in activities and conversation varied.

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Keilmann, Annerose, Barbara Friese, and Vanessa Hoffmann. "Receptive and productive speech and language abilities in hearing-impaired children with German as a second language." International Journal of Pediatric Otorhinolaryngology 120 (May 2019): 100–107. http://dx.doi.org/10.1016/j.ijporl.2019.02.012.

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Kretschmer, Robert E. "Educational Considerations for At-Risk/Marginal Students Who Are Deaf or Hard of Hearing." Language, Speech, and Hearing Services in Schools 28, no. 4 (October 1997): 395–406. http://dx.doi.org/10.1044/0161-1461.2804.395.

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The teaching of children who are at risk, marginally deaf, or hard of hearing is considered in this article, primarily from the framework provided by Ogbu (1990), Sinclair and Ghory (1990), Cromer (1993), and the contemporary writings of others working with multiethnic populations of children who are hearing and hearing-impaired. Emphasis is put on the social constructive nature of this complex phenomenon, the heterogeneity (both inter- and intraculturally) of the populations involved, and some of the processes that students go through in becoming marginalized. Finally, consideration is given to how one might address some of the problems of educating these children. Descriptions and examples of some successful intervention projects are presented.

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NORBURY, COURTENAY FRAZIER, DOROTHY V. M. BISHOP, and JOSIE BRISCOE. "Does impaired grammatical comprehension provide evidence for an innate grammar module?" Applied Psycholinguistics 23, no. 2 (June 2002): 247–68. http://dx.doi.org/10.1017/s0142716402002059.

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Children with specific language impairment (SLI) have distinctive impairments in the comprehension of sentences that involve long-distance syntactic relationships. This has been interpreted as evidence for impairment in an innate grammatical module. An alternative theory attributes such difficulties to lower level problems with speech perception or deficits in phonological working memory. These theoretical accounts were contrasted using comprehension data from three subgroups: 20 children with SLI, 19 children with mild–moderate hearing loss, and normally developing children matched on age and/or language level. There were close similarities between the hearing-impaired and SLI groups on a measure of phoneme perception. Children with SLI did poorly on tests assessing knowledge of Binding principles and in assigning thematic roles in passive sentences whereas hearing-impaired children performed close to control levels, indicating that poor speech perception cannot account for this pattern of deficit. However, the pattern of errors on syntactic tasks and the relatively weak correlation between different indicators of syntactic deficit seemed incompatible with a modular hypothesis. We propose that limited processing capacity is the principal determinant of deficient syntactic comprehension in SLI.

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Swain, Santosh Kumar, Basanta Kumar Choudhury, and Mahesh Chandra Sahu. "Dental problems among hearing-impaired children: Our experiences at a tertiary care teaching hospital in eastern India." Pediatria Polska 93, no. 3 (2018): 199–202. http://dx.doi.org/10.5114/polp.2018.77200.

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Milano, Charlene, Tara Upshire, Sarah Scarazzo, Benjamin P. Schade, and Karen H. Larwin. "Adjustment and Other Factors Related to High School Aged Students Identified as Hearing Impaired." International Journal of Evaluation and Research in Education (IJERE) 5, no. 4 (October 7, 2016): 255. http://dx.doi.org/10.11591/ijere.v5i4.5952.

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<p>Healthy social, emotional and cognitive development of deaf children depends upon complex interactions between the many individual and environmental factors associated with deafness. Deaf children and adolescents have been reported to possess greater rates of mental health problems than hearing children and adolescents. Dysfunction in one or more systems impacts the other systems in the child’s life. Dysfunction increases the risk for maladjustment and poor mental and emotional health. Deaf youth are at greater risk for disruption in interactions between the child and their environment and therefore are also at greater risk for social and emotional problems. Data from the National Longitudinal Study of Adolescent to Adult was used to gain a better understanding of deaf student’s feelings of acceptance at school, reported positive feelings, academic grades and future plans. Twelve (12) deaf students were included in a total of 456 youth participants from across the county. No significant differences were found between the two groups. </p>

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Abbaszadeh, Arezoo, Guita Movallali, Masoume Pourmohamadreza-Tajrishi3, and Mohsen Vahedi. "Effect of Baby Triple P or Positive Parenting Program on Mental Health and Mother-child Relationship in Mothers of Hearing-impaired Children." Journal of Rehabilitation 22, no. 2 (July 1, 2021): 210–27. http://dx.doi.org/10.32598/rj.22.2.3258.1.

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Objective: Hearing loss in children can affect the parent-child relationship and the mental health of parents, especially mothers as the children’s primary caregivers. Maternal mental health problems and challenges in the parent-child relationship can affect the rehabilitation process and the future of hearing-impaired children. Thus, the interventions to promote the parent-child relationship and mental health of parents, especially mothers, should be studied. Triple P or positive parenting program is one of these effective interventional programs. Recently, a new intervention called the Baby Triple P parenting program was developed based on the Triple P program. This study investigates the effect of the Baby Triple P positive parenting program on mental health and mother-child relationship in mothers of children with hearing impairment. Materials & Methods: This research is a quasi-experimental study with a pretest-posttest design using a control group. The participants were 24 mothers under 3 years old children with hearing impairment referred to the centers for families and children with hearing disabilities in Tehran, Iran, in 2019. They were selected using a convenience sampling method and then randomly divided into groups of intervention (n=12) and control (n=12). The intervention group received the Baby Triple P positive parenting program for 13 training 1-h sessions, one session per week. The control group did not receive any intervention. Both groups completed the mother-child relationship evaluation questionnaire and the symptom checklist-90-revised instrument before and after the intervention. The collected data were analyzed by the Mann-Whitney U test and independent sample t-test. Results: There was no significant difference between the two groups regarding mental health after the intervention (P>0.05). Among four components of the mother-child relationship, the Baby Triple P program had no significant effect on acceptance, overindulgence, and rejection (P>0.05), except on the overprotection component (P<0.05), which was significantly higher in the intervention group. Conclusion: There is a great need for early interventions for maternal mental health problems and challenges in mother-child relationships for mothers of children with hearing impairment. Although the Baby Triple P is a useful program, it is new for the parents of these children. Considering the unique needs of these children, more studies are needed to enrich the content of this program for the mothers of children with hearing loss to explore its various aspects.

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Noterdaeme, M., and H. Amorosa. "Evaluation of emotional and behavioral problems in language impaired children using the Child Behavior Checklist." European Child & Adolescent Psychiatry 8, no. 2 (June 30, 1999): 71–77. http://dx.doi.org/10.1007/s007870050087.

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Johnstone, Patti M., Anna K. Náblek, and Velma S. Robertson. "Sound Localization Acuity in Children with Unilateral Hearing Loss Who Wear a Hearing Aid in the Impaired Ear." Journal of the American Academy of Audiology 21, no. 08 (September 2010): 522–34. http://dx.doi.org/10.3766/jaaa.21.8.4.

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Background: Disrupted binaural hearing is thought to contribute in part to the academic, social, and communication problems often associated with unilateral hearing loss (UHL) in childhood. It is not known, however, if putting a hearing aid in the impaired ear of a child with UHL will lead to bilateral or binaural benefit. This study seeks to utilize sound localization acuity measurements to assess hearing aid amplification efficacy in children with UHL. Purpose: To measure sound localization ability in children with UHL who use a hearing aid in the impaired ear to determine the extent to which amplification, age, early intervention, and degree of hearing loss affects localization acuity. Research Design: A within-subjects experimental design using repeated measures is used to determine the effect of amplification on localization acuity in children with UHL. A between-subjects experimental design is used to compare localization acuity between children with UHL and age-matched controls with normal hearing. Study Sample: Twelve children with UHL who used a hearing aid in the impaired ear and 12 age-matched controls with normal hearing. Children with UHL were divided into two groups based on degree of hearing loss. Children in both groups were divided into two age groups: older children (10–14 yr) and younger children (6–9 yr). Data Collection and Analysis: All testing was done in a sound-treated booth with a horizontal array of 15 loudspeakers (radius of 1 m). The stimulus was a spondee word, “baseball”: the level averaged 60 dB SPL and randomly roved (±8 dB). Each child was asked to identify the location of a sound source. Results: In the experimental study a significant interaction was found between hearing aid amplification and child age. A hearing aid significantly improved localization acuity in younger children with UHL and significantly impaired localization acuity in older children. A significant correlation was found between age at intervention and localization bilateral benefit. Children who were fit earlier showed bilateral benefit whereas children who were fit later showed bilateral interference. Development, however, may play a role in sound localization acuity. When unaided, older children had significantly better localization acuity than younger children with UHL. Conclusions: A hearing aid can provide bilateral localization benefit to some children with UHL. Early intervention may increase the likelihood of bilateral benefit. However, developmental factors appear to play a role in improving localization abilities over time for children with UHL. Nonetheless, without a means of establishing bilateral benefit with hearing aid amplification, localization performance in children with UHL will rarely equal that of peers.

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Griffin, Amanda M., Sarah F. Poissant, and Richard L. Freyman. "Auditory Comprehension in School-Aged Children With Normal Hearing and With Unilateral Hearing Loss." Language, Speech, and Hearing Services in Schools 51, no. 1 (January 8, 2020): 29–41. http://dx.doi.org/10.1044/2019_lshss-ochl-19-0020.

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Purpose The purpose of this study was to measure auditory comprehension performance in school-aged children with unilateral hearing loss (UHL) and with normal hearing (NH) in quiet and in the presence of child-produced two-talker babble (TTB). Method Listeners were school-aged children (7–12 years) with permanent UHL ( n = 25) or NH ( n = 14). Comprehension of three short stories taken from the Test of Narrative Language ( Gillam & Pearson, 2004 ) was measured in quiet and in the presence of TTB at two signal-to-noise ratios (SNRs): (a) +6 dB and (b) the individualized SNR required to achieve 50% sentence understanding in the presence of the same TTB masker in a prior study ( Griffin, Poissant, & Freyman, 2019 ). Target/masker spatial configuration was 0°/±60° azimuth. Results As a group, subjects with UHL demonstrated auditory comprehension abilities in favorable listening environments (i.e., quiet, +6 dB SNR) that were statistically equivalent to the NH group. However, in the most challenging listening condition (individualized SNR), many subjects with UHL demonstrated poorer comprehension performance than their age-matched peers with NH. Comprehension abilities were not associated with degree of UHL, unaided speech intelligibility index at 65 dB SPL in the impaired ear, side of UHL, or sex. Conclusions As a group, children with UHL demonstrated deficits in auditory comprehension compared to age-matched peers with NH in challenging listening environments. Findings highlight the importance of ensuring good SNRs for children with UHL.

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Lo, Jih-Sheng, Chi-Hung Lo, Shyh-Chour Huang, and Wei-Chen Wang. "Application of User Experience and Design Thinking to the Construction of a Class Assistance System for Hearing- and Speech-Impaired People." Sustainability 11, no. 24 (December 15, 2019): 7191. http://dx.doi.org/10.3390/su11247191.

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According to a study by the Department of Statistics, Ministry of Health and Welfare, Taiwan, a total of 15,145 people had a voice function impairment or speech function impairment, and a total of 122,533 people had a hearing impairment by the second quarter (Q2) of 2018. Hearing and speech are the most commonly used sensory functions for communication. Therefore, a person will suffer unimaginable difficulties with the loss of both functions during her/his life. The problems that a handicapped student might encounter during school are often neglected. The way a teacher teaches during a class and how a student interacts with others should be highlighted. The deficiency in assistive devices for hearing- and speech-impaired people is due to several factors. In fact, there is insufficient information and not enough researchers. The translation of language by foreign assistive devices is more rigorous; however, domestic resources for assistive devices for hearing- and speech-impaired people are limited. No relevant information on learning through assistive devices is available. The subject examined in this study was a hearing-impaired student in her junior year, who lost speech capability after an ear stroke. This study examined the problems that she encountered during her learning in a class with average students. After a literature review and the investigation of the case study, user experience and design thinking approaches were implemented for the development of an assistive device. A class learning assistive system, which is based on a simple innovative design and a highly flexible combination of elements, was created. After a series of experimental verifications and improvements, the results indicated that this learning assistive system could effectively enhance the research subject’s confidence and autonomy during learning in class.

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Evans, Julia L., and Holly K. Craig. "Language Sample Collection and Analysis." Journal of Speech, Language, and Hearing Research 35, no. 2 (April 1992): 343–53. http://dx.doi.org/10.1044/jshr.3502.343.

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Spontaneous language samples elicited during freeplay and interview contexts were compared for 10 children who were specifically language impaired (SLI). Clinician-child videotaped interactions were analyzed for both structural and conversational behaviors. The results indicated that the interview was a reliable and valid assessment context, eliciting the same profile of behaviors as the freeplay context without altering diagnostic classifications. Most behaviors occurred significantly more often during the interview than during the freeplay context, indicating further that interviews are an efficient language sampling alternative for assessment purposes with elementary school-aged children with language disorders.

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Theunissen, Stephanie C. P. M., Carolien Rieffe, Maartje Kouwenberg, Leo J. I. De Raeve, Wim Soede, Jeroen J. Briaire, and Johan H. M. Frijns. "Behavioral problems in school-aged hearing-impaired children: the influence of sociodemographic, linguistic, and medical factors." European Child & Adolescent Psychiatry 23, no. 4 (June 27, 2013): 187–96. http://dx.doi.org/10.1007/s00787-013-0444-4.

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Halliday, L. F., and D. V. M. Bishop. "Frequency Discrimination and Literacy Skills in Children With Mild to Moderate Sensorineural Hearing Loss." Journal of Speech, Language, and Hearing Research 48, no. 5 (October 2005): 1187–203. http://dx.doi.org/10.1044/1092-4388(2005/083).

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It has been suggested that specific reading disability (SRD) may be attributable to an impaired ability to perceive spectral differences between sounds that leads to a deficit in frequency discrimination and subsequent problems with language and literacy. The objective of the present study was threefold. We aimed to (a) determine whether children with mild to moderate sensorineural hearing loss were impaired in their ability to discriminate frequency, (b) assess the extent to which any such deficits may be due to an inability to use information derived from phase locking, and (c) examine whether frequency discrimination abilities were predictive of measures of word and nonword reading and nonword repetition. Difference limens for frequency (DLFs) were obtained for 22 children with mild to moderate hearing loss (SNH group) and 22 age-matched controls (CA group) at central frequencies of 1 kHz, where phase-locking information is available, and 6 kHz, where it is not. A battery of standardized tests of language and literacy was also administered. The SNH group exhibited significantly elevated DLFs at both 1 and 6 kHz relative to controls, despite considerable variability of thresholds in both groups. Although no group differences were found for receptive and expressive vocabulary, receptive grammar, and nonword reading, the SNH group performed worse than controls on word reading and nonword repetition, even though word reading acores were age-appropriate. Frequency discrimination abilities were associated with reading and nonword repetition across groups, but these correlations largely disappeared when the two groups were analyzed separately. Together, these results provide evidence for a dissociation between impaired frequency discrimination and relatively "spared" language and literacy in children with mild to moderate sensorineural hearing loss. These results cast doubt on the assertion that a deficit in frequency discrimination necessarily leads to marked deficits in the development of language and literacy.

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Paatsch, Louise E., Peter J. Blamey, Julia Z. Sarant, Lois F. A. Martin, and Catherine P. Bow. "Separating Contributions of Hearing, Lexical Knowledge, and Speech Production to Speech-Perception Scores in Children With Hearing Impairments." Journal of Speech, Language, and Hearing Research 47, no. 4 (August 2004): 738–50. http://dx.doi.org/10.1044/1092-4388(2004/056).

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Open-set word and sentence speech-perception test scores are commonly used as a measure of hearing abilities in children and adults using cochlear implants and/or hearing aids. These tests are usually presented auditorily with a verbal response. In the case of children, scores are typically lower and more variable than for adults with hearing impairments using similar devices. It is difficult to interpret children’s speech-perception scores without considering the effects of lexical knowledge and speech-production abilities on their responses. This study postulated a simple mathematical model to describe the effects of hearing, lexical knowledge, and speech production on the perception test scores for monosyllabic words by children with impaired hearing. Thirty-three primary-school children with impaired hearing, fitted with hearing aids and/or cochlear implants, were evaluated using speech-perception, reading-aloud, speech-production, and language measures. These various measures were incorporated in the mathematical model, which revealed that performance in an open-set word-perception test in the auditory-alone mode is strongly dependent on residual hearing levels, lexical knowledge, and speech-production abilities. Further applications of the model provided an estimate of the effect of each component on the overall speech-perception score for each child.

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Journal articles on the topic 'Hearing impaired child language problems'

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