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Journal articles on the topic 'Language development in HI children'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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1

Percy-Smith, Lone, Signe Wischmann, Jane Lignel Josvassen, Christina Schiøth, and Per Cayé-Thomasen. "Language Development for the New Generation of Children with Hearing Impairment." Journal of Clinical Medicine 10, no. 11 (2021): 2350. http://dx.doi.org/10.3390/jcm10112350.

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A new generation of children with hearing impairment (HI) has emerged due to the introduction of universal neonatal hearing screening, medical–surgical/technical and educational advances. Aim: Investigation of long-term development of vocabulary and social well-being of children with HI, including children with HI and additional disability. Method and Material: The project design was prospective, longitudinal, and comparative. Level of receptive vocabulary was compared to children with normal hearing, type of hearing technology, gender, additional disability, diagnosis of HI, level of social w

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Mavuso, Seluleko S., Charles B. Silvane, and Mfanasibili Dlamini. "Parents’ Support of the Educational and Language Development of Children with Hearing Impairment (HI) in Eswatini." Journal of Education and Training Studies 13, no. 2 (2025): 9. https://doi.org/10.11114/jets.v13i2.7470.

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Parental involvement in supporting the educational and language development of children with hearing impairment (HI) in most African countries remains unknown. This is despite the acknowledgement of the influence of families on children’s achievement. This study therefore, sought to explore the involvement of parents in supporting the educational and language development of children with HI. A multi-case study research design was used in order to compare and contrast findings from two special schools. Two interview guides which were generated by the authors based on literature review were used

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Sundström, Simon, Ulrika Löfkvist, Björn Lyxell, and Christina Samuelsson. "Phonological and grammatical production in children with developmental language disorder and children with hearing impairment." Child Language Teaching and Therapy 34, no. 3 (2018): 289–302. http://dx.doi.org/10.1177/0265659018805202.

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Children with hearing impairment (HI) are at an increased risk of developing speech and language problems similar to those of children with developmental language disorder (DLD), including difficulties with phonology and grammar. This study investigated similarities and differences in phonological and grammatical production between children with bilateral sensorineural HI ( n = 14) and children with DLD ( n = 30) between 4-6 years of age and age-matched controls with typical language development and normal hearing (TLD) ( n = 29), all with Swedish as their first language. Production of consona

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Muthu, Jenithaa, Krupa Venkatraman, and Latika Ganesh. "Comparative analysis of story-grammar development: a cross-sectional study of Tamil-speaking child cochlear implant users and hearing peers in Tamil Nadu, India." BMJ Open 13, no. 12 (2023): e077145. http://dx.doi.org/10.1136/bmjopen-2023-077145.

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ObjectiveThis cross-sectional comparative study aimed to analyse and compare the story-grammar components in Tamil-speaking children with and without hearing impairment (HI) narratives.DesignThe study used a cross-sectional, comparative design to assess and compare narrative structures.SettingData were collected at the Sri Ramachandra Institute of Higher Education and Research in Chennai, India.Participants30 children participated in the study, including 15 children with severe to profound hearing loss who used cochlear implants and 15 with normal hearing. The participants were language-age-ma

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Orzan, Eva, Saba Battelino, Elena Ciciriello, Serena Bonifacio, Sandra Pellizzoni, and Amanda Saksida. "Reliability of parental assessment of auditory skills in young children: a cross-sectional study in Italian language." BMJ Open 11, no. 6 (2021): e042297. http://dx.doi.org/10.1136/bmjopen-2020-042297.

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ObjectiveHearing impairments (HIs) that progress or have later onset may have specific effects on language and cognitive development, but are difficult to suspect during routine primary care visits. Family concern regarding hearing is thought to represent an important risk factor requiring audiological examination. Yet it is not clear how successful parents are in recognising the consequences or specific suspect elements of HI in young children. The aim of this study is to verify whether parents of at-risk children recognise the presence of HI through a parental questionnaire that draws attent

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Asif Siddiqui, Amina, Verda Nadeem Butt, and Saamia Bilal Khan. "DEVELOPING PROFICIENT LITERACY SKILLS IN CHILDREN WITH BILATERAL PROFOUND SENSORINEURAL HEARING LOSS." Pakistan Journal of Rehabilitation 4, no. 1 (2015): 15–22. http://dx.doi.org/10.36283/pjr.zu.4.1/005.

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Objective By 6 years, typically developing children have adequate reading/ reading comprehension, and writing skills. Per evidence-based research, phonological development is a pre-requisite to literacy skills as shown in the growth of receptive/expressive language modalities. Hypothetically, children develop phonological skills mainly through listening unlike children with congenital hearing impairment (HI), who lacks language and acquisition of phonological skills prior to literacy. This study aims to establish a computer- based program called Articulation, Language and Literacy Program (ALL

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Wolgemuth, Keith S., Alan G. Kamhi, and Rene F. Lee. "Metaphor Performance in Children With Hearing Impairment." Language, Speech, and Hearing Services in Schools 29, no. 4 (1998): 216–31. http://dx.doi.org/10.1044/0161-1461.2904.216.

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Metaphor comprehension and use were evaluated in children with hearing impairment (HI) who performed within normal age limits on norm-referenced measures of language. Participants were 13 children with mild-to-moderate sensorineural hearing loss and 12 children with normal hearing and normal development (10:0 to 15:7 years:months). Three verbal metaphor tasks (comprehension, preference, and completion) and one visual metaphor task, the Metaphor Triads Task (MTT), were administered. No significant group differences were found on any of the tasks. Both groups exhibited the same metaphor competen

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Pallavi, Pooja, and Aarti P. Waknis. "Awareness of typical speech-language development among parents of children with hearing impairment." International Journal of Otorhinolaryngology and Head and Neck Surgery 7, no. 7 (2021): 1136. http://dx.doi.org/10.18203/issn.2454-5929.ijohns20212449.

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<p class="abstract"><strong>Background:</strong> Parents of children with hearing impairment who are aware of normal speech-language development play an effective and active role in the early detection, diagnosis, and habilitation of these children. Hence this study was aimed to explore the level of awareness about normal speech and language milestones in parents of children with hearing impairment.</p><p class="abstract"><strong>Methods:</strong> Questionnaire assessing the parents’ awareness of speech-language development in children from birth to 3

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9

Visto, Nena M., and Nenita I. Prado. "Auditory-Oral Approach for Speech Production: Education Innovation Enhancing the Communication of the Hearing-Impaired Children." International Journal of Research and Innovation in Social Science VIII, IIIS (2024): 3348–61. http://dx.doi.org/10.47772/ijriss.2024.803241s.

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People with disability are often a neglected segment of society worldwide. Effective communication is a concern for educators, especially for hearing-impaired (HI)children. Hearing loss, a main barrier to effective communication leads to speech impairment, learning difficulties, feelings of isolation, multiple social problems, and a lifelong of ineffective productivity. The auditory-oral approach (AO) is an innovative tool aimed to educate the HI in the understanding and usage of spoken language. Speech production is enhanced by stimulating hearing residue which many HI possess. The HI is taug

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Black, Maureen M., Howard Dubowitz, Jacqueline Hutcheson, Julie Berenson-Howard, and Raymond H. Starr. "A Randomized Clinical Trial of Home Intervention for Children With Failure to Thrive." Pediatrics 95, no. 6 (1995): 807–14. http://dx.doi.org/10.1542/peds.95.6.807.

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Objective. To evaluate the efficacy of a home-based intervention on the growth and development of children with nonorganic failure to thrive (NOFTT). Design. Randomized clinical trial. Participants. The NOFTT sample included 130 children (mean age, 12.7 months; SD, 6.4) recruited from urban pediatric primary care clinics serving low income families. All children were younger than 25 months with weight for age below the fifth percentile. Eligibility criteria included gestational age of at least 36 weeks, birth weight appropriate for gestational age, and no significant history of perinatal compl

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Sone, Piyush, Ratan Jadhav, and Medha Karbhari Adhyaru. "Syntactic abilities among Marathi speaking children with hearing impairment using cochlear implant." International Journal of Otorhinolaryngology and Head and Neck Surgery 7, no. 5 (2021): 731. http://dx.doi.org/10.18203/issn.2454-5929.ijohns20211437.

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<p><strong>Background:</strong> Syntax is an important aspect of language. It is very important to study syntax development in the children with hearing impairment (HI). The aim of study was to compare syntactic abilities of Marathi speaking children with hearing impairment using cochlear implant and typical developing children in the age range of 4 to 7 years.<strong></strong></p><p><strong>Methods: </strong>Ninety typically developing children, 26 language age matched children using cochlear implants were included in this study. They were

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Deshpande, Aniruddha K., Lirong Tan, Long J. Lu, Mekibib Altaye, and Scott K. Holland. "fMRI as a Preimplant Objective Tool to Predict Children’s Postimplant Auditory and Language Outcomes as Measured by Parental Observations." Journal of the American Academy of Audiology 29, no. 05 (2018): 389–404. http://dx.doi.org/10.3766/jaaa.16149.

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AbstractThe trends in cochlear implantation candidacy and benefit have changed rapidly in the last two decades. It is now widely accepted that early implantation leads to better postimplant outcomes. Although some generalizations can be made about postimplant auditory and language performance, neural mechanisms need to be studied to predict individual prognosis.The aim of this study was to use functional magnetic resonance imaging (fMRI) to identify preimplant neuroimaging biomarkers that predict children’s postimplant auditory and language outcomes as measured by parental observation/reports.

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Ranjan, Rajeev, Tabinda Naqvi, and Swetlana Singh Gaur. "Enhancing Social Communication Skills in Children with Special Needs - A Comparative Group Study in the Early Intervention Unit." International Journal of Health Sciences and Research 13, no. 3 (2023): 252–57. http://dx.doi.org/10.52403/ijhsr.20230328.

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Early intervention is a crucial component in assisting children with special needs to reach their full cognitive, emotional, and social potential. As early childhood is a crucial period of development for both the brain and the child's overall growth, interventions must begin at this time. Most children with special needs lack in their social and communication skills. This may be due to non-exposure to early enrolment in the play school or early intervention where they can learn from their peer. Group therapy as a part of early intervention gives better results in improving children's social c

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Douglas, Michael. "Teaching Children With Hearing Impairment To Listen and Speak When the Home Language is Not English." Perspectives on Hearing and Hearing Disorders in Childhood 21, no. 1 (2011): 20–30. http://dx.doi.org/10.1044/hhdc21.1.20.

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Many speech-language pathologists (SLPs), deaf educators, and audiologists (AuDs) are finding themselves serving increasing numbers of children with hearing impairment (HI) who come from families that do not speak English. The majority of these families are likely to select listening and spoken language (LSL) as the primary method of communication for their children. This paper will present issues that need to be considered to support develop of LSL in more than one language for an ever-growing population of children with HI in the United States. Specific areas discussed include bilingual capa

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Dagenais, Paul A., and Paula Critz-Crosby. "Comparing Tongue Positioning by Normal-Hearing and Hearing-Impaired Children During Vowel Production." Journal of Speech, Language, and Hearing Research 35, no. 1 (1992): 35–44. http://dx.doi.org/10.1044/jshr.3501.35.

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Glossometric measures of tongue positions of 10 normal-hearing (NH) and 10 profoundly hearing-impaired (HI) children were compared during production of the eight vowels /i,I,ε,æ,u,U,o,a/. The NH subjects used tongue positions with distinct vertical distances from the hard palate and discrete tongue shapes to distinguish the front vowels and the back vowels. The HI subjects produced vowels using a reduced vertical range and singular flat, high-back tongue shape. Token-to-token variability was greater for the HI subjects. Listener identifications of the vowels produced by the HI subjects fell in

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Selian, Nurhaida. "Integrative Holistic Early Childhood Development Program." KINDERGARTEN: Journal of Islamic Early Childhood Education 6, no. 2 (2024): 229. https://doi.org/10.24014/kjiece.v6i2.27551.

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ABSTRACT. This research is motivated by the rapid growth of Early Childhood Education (PAUD) in Bengkalis Regency, which has not yet been developed into quality PAUD. Therefore, the government has established quality indicators for PAUD, namely the Holistic Integrative Early Childhood Development Program (PAUD HI). In this case, the Holistic Integrative Early Childhood Development Program (PAUD HI) is a program initiated by the government through the Ministry of Education under the Directorate General of Early Childhood Education. This program is implemented to assess the quality of PAUD in Be

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Dagenais, Paul A., and Paula Critz-Crosby. "Consonant Lingual-Palatal Contacts Produced by Normal-Hearing and Hearing-Impaired Children." Journal of Speech, Language, and Hearing Research 34, no. 6 (1991): 1423–35. http://dx.doi.org/10.1044/jshr.3406.1423.

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Ten normal hearing (NH) and 18 profoundly hearing-impaired (HI) children were recorded using palatometry and audiotape while producing the consonants /t,d,k,g,s,z,∫/ in CV syllables (V=/i, α/). The lingual-palatal contacts produced by the NH subjects for the alveolar stops were undifferentiated across voicing and vowel environment differences. Lingual-palatal contact patterns for the velar stops differed for vowel environment but not for voicing. The /s/ and /z/ sibilants were distinguished by groove width but not anterior place. Groove locations for /s/ and /z/ were more anterior than groove

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Lin, Chung-Ying, and Xavier C. C. Fung. "The Impact of Environmental Support on Health for Children with Hearing Impairment in Taiwan." Asian Journal of Social Health and Behavior 1, no. 1 (2018): 4–10. https://doi.org/10.4103/shb.shb_12_18.

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Introduction: Children with hearing impairment (HI) often encounter difficulties in learning due to their language problems caused by HI. Therefore, children with HI also suffer from health problems, including psychological health, social relationship, and school performance. Given that the International Classification of Function, Disability, and Health proposed environment as a key element in promoting health. This study proposed to investigate the impacts of environmental support on health and learning abilities among a nationally representative sample with HI. Methods: A total of 163 child

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Tur-Kaspa, Hana, and Esther Dromi. "Grammatical Deviations in the Spoken and Written Language of Hebrew-Speaking Children With Hearing Impairments." Language, Speech, and Hearing Services in Schools 32, no. 2 (2001): 79–89. http://dx.doi.org/10.1044/0161-1461(2001/007).

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Purpose: The present study reports a detailed analysis of written and spoken language samples of Hebrew-speaking children aged 11–13 years who are deaf. It focuses on the description of various grammatical deviations in the two modalities. Method: Participants were 13 students with hearing impairments (HI) attending special classrooms integrated into two elementary schools in Tel Aviv, Israel, and 9 students with normal hearing (NH) in regular classes in these same schools. Spoken and written language samples were collected from all participants using the same five preplanned elicitation probe

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ANDERSON, VICKI A., SUE A. MORSE, GEOFFREY KLUG, et al. "Predicting recovery from head injury in young children: A prospective analysis." Journal of the International Neuropsychological Society 3, no. 6 (1997): 568–80. http://dx.doi.org/10.1017/s1355617797005687.

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It has been argued that young children's brains are “plastic,” and may sustain substantial brain insult with little loss of function. Recent research suggests that this notion may not apply for generalized cerebral pathology. The present study aimed to evaluate this proposition using a sample of 73 young children, divided into 3 groups: severe head injury (HI; N = 17); mild–moderate HI (N = 32); and noninjured controls (N = 24). Preinjury screening established equivalence across groups for age, sex, preinjury ability, behavioral adjustment, socioeconomic status, and family functioning. Childre

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Lim, Lynne HY, Ling Xiang, Naomi LY Wong, Kevin CP Yuen, and Ruijie Li. "Validation of the Paediatric Hearing Impairment Caregiver Experience (PHICE) Questionnaire." Annals of the Academy of Medicine, Singapore 43, no. 7 (2014): 362–70. http://dx.doi.org/10.47102/annals-acadmedsg.v43n7p362.

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Introduction: The paediatric hearing impairment caregiver experience (PHICE) questionnaire is a 68-item instrument that assesses the stress experienced by caregivers of children with hearing impairment (HI). While the questionnaire has been validated in the United States, it may need to be modified for use in the Singapore context due to the differing healthcare system, costing and culture related to caregiving for children with HI. This study aims to modify and validate the PHICE questionnaire to increase its relevance and ease of use in Singapore. Materials and Methods: The original PHICE qu

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Ting, Jonathan Y., Derek M. Houston, and Richard T. Miyamoto. "Does Early Speech Discrimination Predict Language Ability?" Otolaryngology–Head and Neck Surgery 139, no. 2_suppl (2008): P101. http://dx.doi.org/10.1016/j.otohns.2008.05.523.

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Problem There is a paucity of instruments available to assess speech discrimination in normal-hearing (NH) and hearing-impaired (HI) infants. We assess the utility of a hybrid visual habituation paradigm (HVHP) in assessing speech discrimination and predicting later language ability. Methods NH infants were tested with the HVHP on an easier vowel contrast or a more difficult fricative contrast. Parents completed Macarthur Communicative Development Inventories (CDI) when infants were 14,18,24, and 30 months old to assess correlations between discrimination abilities and later language ability.

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Xu, Wenhong, Chunxiao Li, and Lijuan Wang. "Physical Activity of Children and Adolescents with Hearing Impairments: A Systematic Review." International Journal of Environmental Research and Public Health 17, no. 12 (2020): 4575. http://dx.doi.org/10.3390/ijerph17124575.

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Physical activity (PA) is important for the development of children and adolescents with hearing impairments (HI). This systematic review aims to summarise the existing literature pertaining to the PA of children and adolescents with HI. A systematic search was conducted on eight major electronic databases. Two reviewers independently screened and selected the returned articles, performed data extraction, assessed methodological quality and synthesised the data using an inductive approach. A total of 15 articles consisting of 14 survey studies and one single-subject intervention study met the

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Sujitha Pathangalil Sreekumar, Swathi Chembayil Susheel, and Sahlah Shameer. "Speech sound errors in adolescents with congenital hearing loss." World Journal of Advanced Research and Reviews 24, no. 1 (2024): 202–11. http://dx.doi.org/10.30574/wjarr.2024.24.1.2984.

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Children with hearing impairment (HI) often have vowel and consonant errors. Speech-language pathologists need this information to correct articulation errors. Despite the prevalence of research on speech sound error patterns in hearing aid users, there is a lack of literature in the adolescent group. The present study aimed to investigate the common speech sound errors in HI adolescents from the Malayalam-speaking community who have severe to profound hearing loss and are digital hearing aid users. A total of 15 monolingual Malayalam-speaking children between the ages of 9 and 16 years were r

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Sujitha, Pathangalil Sreekumar, Chembayil Susheel Swathi, and Shameer Sahlah. "Speech sound errors in adolescents with congenital hearing loss." World Journal of Advanced Research and Reviews 24, no. 1 (2024): 202–11. https://doi.org/10.5281/zenodo.15004495.

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Children with hearing impairment (HI) often have vowel and consonant errors. Speech-language pathologists need this information to correct articulation errors. Despite the prevalence of research on speech sound error patterns in hearing aid users, there is a lack of literature in the adolescent group. The present study aimed to investigate the common speech sound errors in HI adolescents from the Malayalam-speaking community who have severe to profound hearing loss and are digital hearing aid users. A total of 15 monolingual Malayalam-speaking children between the ages of 9 and 16 years were r

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Saripudin, Aip, and Herman Beni. "Building the Future of Early Childhood: Optimizing Basic Services through the Holistic Integrative Early Childhood Development Model." Indonesian Journal of Early Childhood Educational Research (IJECER) 4, no. 1 (2025): 142. https://doi.org/10.31958/ijecer.v4i1.14983.

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Holistic Integrative Early Childhood Development is a comprehensive and integrated service aimed at ensuring children possess the necessary abilities and receive their rights as children. This study aims to describe the model of Holistic Integrative Early Childhood Education (HI-ECE) services and the collaborative efforts between ECE institutions and relevant partners. The research adopts a qualitative phenomenological approach and was conducted in West Java Province, involving 50 schools and 12 key informants with experience in managing ECE institutions. Data collection techniques included st

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Kanwal, Shamsa, and Nazia Mumtaz. "Self-reported Vocal symptoms among speech language pathologists dealing with children with hearing impairment and cerebral palsy." Journal of the Pakistan Medical Association 73, no. 12 (2023): 2434–37. http://dx.doi.org/10.47391/jpma.8127.

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A cross-sectional study was conducted at the Ripah International University, Lahore, Pakistan from January to April, 2022 to evaluate and compare the Self-Reported Vocal symptoms among Speech Language Pathologists (SLP) practicing with children having Hearing Impairment (HI) and Cerebral Palsy (CP). The sample included 141 participants of both genders, aged 25 to 60 years, practicing with children with hearing impairment and cerebral palsy for at least one year. Vocal Tract Discomfort Scale (VTDS) and Voice Activity Participation Profile (VAPP) were utilised for data collection which was analy

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Tarrés, Mònica, and Aurora Bel. "L'adquisició del català en infants portuguesos: un estudi sobre l'ús i el coneixement dels pronoms clítics." Zeitschrift für Katalanistik 28 (July 1, 2015): 261–81. http://dx.doi.org/10.46586/zfk.2015.261-281.

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Summary: Clitic pronouns represent one of the most idiosyncratic properties of Catalan due to their polymorphism as well as to their syntactic and discursive functions. The participants in this study are 4 L1 Portuguese children learning Catalan and a control group of 6 L1 Catalan children. Both groups are aged between 11 and 12 years and are attending a Primary School in a Catalan immersion context in Andorra. The main objectives are to observe and to analyze the usage and knowledge of the accusative and dative clitic pronouns and those of the adverbial pronouns en and hi, the latter two in t

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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 assesse

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Aldawoud, Amal. "Identifying Research-Based Practices for Increasing Peer Interaction in Children with Hearing Impairment: A Review of the Literature." International Journal for Research in Education 49, no. 1 (2025): 286–317. https://doi.org/10.36771/ijre.49.1.25-pp-286-317.

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Establishing peer interaction is critical for all childhood development, especially for children with hearing impairment (HI), who tend to experience a lot of difficulties in interaction. Practices aiming to promote peer interaction in children with HI need to be informed by evidence from quality research. This paper aims to review and evaluate research studies that focus on interaction between children with HI and their peers (with or without HI) in self-contained and inclusive classrooms. Seven empirical studies published in peer-reviewed journals from 1990 to 2023 were examined and evaluate

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Bowe, F. "Language Development in Deaf Children." Journal of Deaf Studies and Deaf Education 3, no. 1 (1998): 73–77. http://dx.doi.org/10.1093/oxfordjournals.deafed.a014342.

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Vandana, Priyanka Dungdung, and Priy Pursotam Ashutosh2 Dr. "Language Development in Preschool Children." 'Journal of Research & Development' 15, no. 1 (2023): 1–4. https://doi.org/10.5281/zenodo.7575618.

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A child's linguistic development follows the same pattern as their physical development. All parents should keep an eye on their children at this age since it has a profound impact on how their children learn. Parents should constantly work to maximize their children's potential since they have a major impact on their children's learning outcomes. Given its purpose, the capacity to communicate with others is at the heart of language. Language comprehension and spoken language are quite different in many ways. All kinds of communication, whether spoken, written, visually shown, or c

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D'Agostin, martina, Cristina Tumminelli, Veronica Grigoletto, Gianluca Tornese, Egidio Barbi, and Elena Faleschini. "Diabete hi-tech." Medico e Bambino 41, no. 8 (2022): 505–10. http://dx.doi.org/10.53126/meb41505.

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Recently, technological innovations have radically changed diabetes care. Insulin pumps and continuous glucose monitoring systems have significantly improved diabetes outcomes in both children and adults with Type 1 diabetes. For this reason, the major international associations recommend the use of technology in the management of Type 1 diabetes. The limitations of glycemic self-monitoring have prompted research to develop alternative techniques, favouring the expansion of continuous blood glucose monitoring systems (CGMs). CGM measures interstitial glucose through tiny sensors inserted in th

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Sretenović, Ivana, and Goran Nedović. "MOTOR DEVELOPMENT OF CHILDREN WITH VISUAL IMPAIRMENT." Journal Human Research in Rehabilitation 9, no. 1 (2019): 36–41. http://dx.doi.org/10.21554/hrr.041904.

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The aim of this study was to determine the level of motor development of children with visual impairment and comparison with peers of typical development. The research sample consisted of a total of 135 children with visual impairment and children with typical development, 7-10 years old, of both sexes. The Bruininks-Oseretsky Test of Motor Proficiency, 2nd edition was used to estimate motor development. The methods of descriptive statistics, as well as the T-test of independent samples, and the Hi square test were used in statistical processing of the obtained data. The results of the study h

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Cordingley, Sarah A., Karen F. Muñoz, and K. Todd Houston. "The Auditory Perception Test for the Hearing Impaired-Revised: Test-Retest Reliability, Intra-rater Reliability, and Inter-rater Reliability." Perspectives on Hearing and Hearing Disorders in Childhood 23, no. 2 (2013): 43–51. http://dx.doi.org/10.1044/hhdc23.2.43.

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Purpose: The aims of this study were to assess the test-retest, intra-rater, and inter-rater reliability of the Auditory Perception Test for the Hearing Impaired-Revised (APT/HI-R) for children with hearing loss. Method: This study used a cross-sectional design. Sixteen children between the ages of 3 and 10 years with bilateral hearing loss who wear amplification and use spoken language to communicate were included in this study. Results: Test-retest reliability was high (r = 0.98) for the complete test, and for all subsections of the test with the exception of the Linguistic Perception subsec

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Schery, Teris Kim. "Correlates of Language Development in Language-Disordered Children." Journal of Speech and Hearing Disorders 50, no. 1 (1985): 73–83. http://dx.doi.org/10.1044/jshd.5001.73.

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This study organized a large data archive gathered over 8 years on 718 children with language disorders. Descriptive data categorized by demographic/background, physical/development, social/personality, and language/academic characteristics were analyzed to provide a broad description of this group of children. Sets of descriptor variables in five domains were identified from program records and were used to predict language performance at program entry and relative language improvement over 2–3 years. Age was the strongest predictor for all analyses. In general, the primary research factors i

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Hammer, Carol Scheffner, and Amy L. Weiss. "Guiding Language Development." Journal of Speech, Language, and Hearing Research 42, no. 5 (1999): 1219–33. http://dx.doi.org/10.1044/jslhr.4205.1219.

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This investigation explored how African American mothers and their infants at the single-word stage of development structured their play and communicated with one another. Six mother-child dyads of low socioeconomic status (SES) and six of middle SES were observed at play. Few group differences were found, with the majority of the differences involving language behaviors. The middle-SES dyads included language goals more often in their play. Middle-SES infants initiated play verbally more frequently and produced over twice as many vocalizations as their low-SES peers. In addition, middle-SES m

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Strajnar, A., MZ Tansek, KT Podkrajsek, T. Battelino, and U. Groselj. "Hyperinsulinism-hyperammonemia syndrome in an infant with seizures." Balkan Journal of Medical Genetics 21, no. 1 (2018): 77–81. http://dx.doi.org/10.2478/bjmg-2018-0014.

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Abstract Hyperinsulinism-hyperammonemia syndrome (HI/HA) is the second most common form of persistent hyperinsulinemic hypoglycemia of infancy (PHHI). The main clinical characteristics of HI/HA syndrome are repeated episodes of symptomatic hypoglycemia, but not usually severe. Consequently, children with HI/HA syndrome are frequently not recognized in the first months of life. An 8-month-old boy was admitted to a hospital due to hypoglycemia seizures. He also had asymptomatic hyperammonemia with no signs of lethargy or headaches. Genetic testing revealed autosomal dominant syndrome, a mutation

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Eilertsen, Lill-Johanne, Oddvar Hjulstad, Romy Regina Prochnow, and Sigrun Slettner. "Collaborative, responsive behavior in peer interaction." Journal of Interactional Research in Communication Disorders 15, no. 2 (2024): 1–27. http://dx.doi.org/10.1558/jircd.24422.

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Background: Interactive work with children who have unequal cognitive resources and unequal access to language can be challenging. This article explores the collaborative labor involved in establishing alignment between a child with Down syndrome in combination with hearing impairment (DS-HI) and a hearing peer without DS, during a shared interactive book reading activity in an inclusive educational setting. Method: Video recording of children in a naturally occurring, shared book reading activity is analyzed using conversation analysis. The recording took place in the children’s school. Resul

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Heppy Liana and Sjamsir Hasbi. "Implementasi Pengembangan Anak Usia Dini Holistik Integratif di Kota Balikpapan Provinsi Kalimantan Timur tahun 2022." Bedumanagers Journal 3, no. 2 (2023): 14–20. http://dx.doi.org/10.30872/bedu.v3i2.1847.

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Holistic-Integrative Early Childhood Development (PAUDHI) is an early childhood development effort undertaken to meet the diverse and interrelated essential needs of children simultaneously, systematically, and integrated Ly. Includes education, health, nutrition, care, care, protection and welfare services. (PERPRES Number 60 of 2013). Formulation of the problem: 1) How is the implementation of HI ECD in Balikpapan city? 2) What are the obstacles faced in implementing HI ECD?, 3) What are the solutions in implementing HI ECD. The results of the study 1) The 2022 HI ECD implementation in Balik

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Said, Eman A. F. "Clinical balance tests for evaluation of balance dysfunction in children with sensorineural hearing loss." Egyptian Journal of Otolaryngology 29, no. 3 (2013): 189–201. http://dx.doi.org/10.7123/01.ejo.0000431452.76343.3d.

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EnAbstract Aim Children with hearing impairment may have a potential risk for vestibular dysfunctions. They may undergo a sensory redistribution process whereby visual and somatosensory information becomes more essential for postural control. The aim of the study was to assess the balance ability in children with sensorineural hearing loss (SNHL) compared with normal-hearing controls using clinical balance subset tests. A second aim was to determine the prognostic value of some etiological, audiological, and demographic (age and sex) factors in predicting a possibility for vestibular impairmen

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Peñeñory, Victor, Cristina Manresa-Yee, Inmaculada Riquelme, Cesar Collazos, and Habib Fardoun. "Scoping Review of Systems to Train Psychomotor Skills in Hearing Impaired Children." Sensors 18, no. 8 (2018): 2546. http://dx.doi.org/10.3390/s18082546.

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Objectives: The aim of this work is to provide a scoping review to compile and classify the systems helping train and enhance psychomotor skills in hearing impaired (HI) children. Methods: Based on an exhaustive review on psychomotor deficits in HI children, the procedure used to carry out a scoping review was: select keywords and identify synonyms, select databases and prepare the queries using keywords, analyze the quality of the works found using the PEDro Scale, classify the works based on psychomotor competences, analyze the interactive systems (e.g., sensors), and the achieved results. R

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Håkansson, Gisela. "Development or impairment?" Applied Psycholinguistics 31, no. 2 (2010): 293–97. http://dx.doi.org/10.1017/s0142716409990440.

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Joanne Paradis' Keynote Article on bilingualism and specific language impairment (SLI) is an impressive overview of research in language acquisition and language impairment. Studying different populations is crucial both for theorizing about language acquisition mechanisms, and for practical purposes of diagnosing and supporting children with language problems. If the child is a second language (L2) learner it is assumed that the support should differ from the kind of language therapy given to children with language disorders. The article deals with the interface of bilingual development and c

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AHMED N. KHATAB, M.D., ASMAA H. BOSHWISHA, M. Sc ,., and RASHA M. SHOEIB, M.D. "Language Development in Normal Libyan Children." Medical Journal of Cairo University 86, December (2018): 3617–23. http://dx.doi.org/10.21608/mjcu.2018.61156.

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Nippold, Marilyn A., and Ilsa E. Schwarz. "Children With Slow Expressive Language Development." American Journal of Speech-Language Pathology 5, no. 2 (1996): 22–25. http://dx.doi.org/10.1044/1058-0360.0502.22.

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Chakrabarti, P. K., and Ramanath Kundu. "Language Development in Low SES Children." Social Change 16, no. 1 (1986): 34–37. http://dx.doi.org/10.1177/0049085719860107.

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Muter, Valerie. "Cognitive and Language Development in Children." Child and Adolescent Mental Health 10, no. 4 (2005): 213. http://dx.doi.org/10.1111/j.1475-3588.2005.00377_5.x.

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Borg, Erik, Arne Risberg, Bob McAllister, et al. "Language development in hearing-impaired children." International Journal of Pediatric Otorhinolaryngology 65, no. 1 (2002): 15–26. http://dx.doi.org/10.1016/s0165-5876(02)00120-9.

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Schaerlaekens, A. "Speech and language development in children." Clinical Neurology and Neurosurgery 93, no. 1 (1991): 90. http://dx.doi.org/10.1016/0303-8467(91)90036-o.

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Molai, Tahereh Nasabpour. "Factors Affecting Language Development of Children." International Academic Journal of Social Sciences 06, no. 01 (2019): 37–48. http://dx.doi.org/10.9756/iajss/v6i1/1910004.

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