Journal articles: 'Music therapy. Hearing impaired children'

1

Gfeller, K., and A. A. Baumann. "Assessment Procedures for Music Therapy With Hearing Impaired Children: Language Development." Journal of Music Therapy 25, no. 4 (December 1, 1988): 192–205. http://dx.doi.org/10.1093/jmt/25.4.192.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Staum, M. J. "Music Notation to Improve the Speech Prosody of Hearing Impaired Children." Journal of Music Therapy 24, no. 3 (September 1, 1987): 146–59. http://dx.doi.org/10.1093/jmt/24.3.146.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Darrow, A. A. "The Effect of Frequency Adjustment on the Vocal Reproduction Accuracy of Hearing Impaired Children." Journal of Music Therapy 27, no. 1 (March 1, 1990): 24–33. http://dx.doi.org/10.1093/jmt/27.1.24.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Miranda, Priscila Carvalho, André Luiz Lopes Sampaio, Rafaela Aquino Fernandes Lopes, Alessandra Ramos Venosa, and Carlos Augusto Costa Pires de Oliveira. "Hearing Preservation in Cochlear Implant Surgery." International Journal of Otolaryngology 2014 (2014): 1–6. http://dx.doi.org/10.1155/2014/468515.

Full text

Abstract:

In the past, it was thought that hearing loss patients with residual low-frequency hearing would not be good candidates for cochlear implantation since insertion was expected to induce inner ear trauma. Recent advances in electrode design and surgical techniques have made the preservation of residual low-frequency hearing achievable and desirable. The importance of preserving residual low-frequency hearing cannot be underestimated in light of the added benefit of hearing in noisy atmospheres and in music quality. The concept of electrical and acoustic stimulation involves electrically stimulating the nonfunctional, high-frequency region of the cochlea with a cochlear implant and applying a hearing aid in the low-frequency range. The principle of preserving low-frequency hearing by a “soft surgery” cochlear implantation could also be useful to the population of children who might profit from regenerative hair cell therapy in the future. Main aspects of low-frequency hearing preservation surgery are discussed in this review: its brief history, electrode design, principles and advantages of electric-acoustic stimulation, surgical technique, and further implications of this new treatment possibility for hearing impaired patients.

APA, Harvard, Vancouver, ISO, and other styles

5

Darrow, A. A., and H. Goll. "The Effect of Vibrotactile Stimuli via the SOMATRON on the Identification of Rhythmic Concepts by Hearing Impaired Children." Journal of Music Therapy 26, no. 3 (September 1, 1989): 115–24. http://dx.doi.org/10.1093/jmt/26.3.115.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Darrow, A. A. "The Effect of Vibrotactile Stimuli via the SOMATRON on the Identification of Pitch Change by Hearing Impaired Children." Journal of Music Therapy 29, no. 2 (June 1, 1992): 103–12. http://dx.doi.org/10.1093/jmt/29.2.103.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Schildroth, Arthur, Irene Terrero, Sue Hotto, and Kay Lam. "Hearing-impaired children in Venezuela." International Journal of Rehabilitation Research 10, no. 2 (June 1987): 185–96. http://dx.doi.org/10.1097/00004356-198706000-00008.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Darrow, A. A. "Music Therapy in the Treatment of the Hearing-Impaired." Music Therapy Perspectives 6, no. 1 (January 1, 1989): 61–70. http://dx.doi.org/10.1093/mtp/6.1.61.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Woods, L., R. Haller, P. Hansen, D. Fukumoto, and R. Herman. "Incidence of Scoliosis in Hearing Impaired Children." Neurology Report 16, no. 4 (1992): 25. http://dx.doi.org/10.1097/01253086-199216040-00029.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Webster, Alec. "Reading and writing in severely hearing-impaired children." International Journal of Rehabilitation Research 10, no. 2 (June 1987): 227–28. http://dx.doi.org/10.1097/00004356-198706000-00018.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Reifinger, James L. "Music Education to Train Hearing Abilities in Children with Cochlear Implants." Music Educators Journal 105, no. 2 (December 2018): 57–63. http://dx.doi.org/10.1177/0027432118809404.

Full text

Abstract:

Music education is being explored by researchers as a means of improving hearing acuity for children with hearing loss, particularly those with cochlear implants. Music educators are uniquely positioned to contribute to this important endeavor. This article describes normal and impaired hearing and how music perception is affected for students with cochlear implants. Current research is discussed, and guidance is provided for planning and leading music activities for students with cochlear implants.

APA, Harvard, Vancouver, ISO, and other styles

12

Bieńkowska, Katarzyna, and Małgorzata Zaborniak-Sobczak. "Significance of rehabilitation camps in hearing and speech therapy of hearing-impaired children." New Educational Review 39, no. 1 (March 31, 2015): 179–89. http://dx.doi.org/10.15804/tner.2015.39.1.15.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Palmer, Russ, Olav Skille, Riitta Lahtinen, and Stina Ojala. "Feeling vibrations from a hearing and dual-sensory impaired perspective." Music and Medicine 9, no. 3 (July 28, 2017): 178. http://dx.doi.org/10.47513/mmd.v9i3.538.

Full text

Abstract:

Working with hearing and dual-sensory impaired clients presents challenges for music therapy professionals. Feeling and experiencing the vibrations produced by music help to understand what the concept of music is. Music and vibroacoustic therapies have overlapping effects. Music is for listening while vibroacoustic therapy is mainly similar to physiotherapy. Where vibroacoustic (VA) facilities are not available, some flexible methods could be adapted. One can use a music centre with two separate, moveable speakers positioned on a wooden floor to enhance music vibrations. In conjunction inflatable balloons can be manipulated by the clients. Balloons can be held towards the sound source and used to test the variations of the intensity and dynamics of the vibrations in the room. The choice of music styles plays an important role to amplify the vibrations and introduce music to the clients. Clients’ feedback was very positive indicating they were able to feel some musical tones from low, middle and high levels. These methods appeared to enhance musical vibrations and give some therapeutic experiences, i.e. relaxation and awareness of musical tones. This approach has been tested over 25 years and the individual feedback supports notions on how tones are felt through the body.

APA, Harvard, Vancouver, ISO, and other styles

14

Streppel, Michael, Claus Wittekindt, Hasso von Wedel, Martin Walger, Hans Jakob Schöndorf, Olaf Michel, and Eberhard Stennert. "Progressive hearing loss in hearing impaired children: immediate results of antiphlogistic–rheologic infusion therapy." International Journal of Pediatric Otorhinolaryngology 57, no. 2 (February 2001): 129–36. http://dx.doi.org/10.1016/s0165-5876(00)00455-9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Backenroth, Gunnel. "Group support for parents of deaf and hearing impaired children." International Journal of Rehabilitation Research 10, no. 3 (September 1987): 324–26. http://dx.doi.org/10.1097/00004356-198709000-00013.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Rubin, Esther. "Communicative competence of pre-school, Afrikaans-speaking, hearing-impaired children." International Journal of Rehabilitation Research 11, no. 3 (September 1988): 293–96. http://dx.doi.org/10.1097/00004356-198809000-00014.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Gfeller, Kate, and Alice-Ann Darrow. "Music as a remedial tool in the language education of hearing-impaired children." Arts in Psychotherapy 14, no. 3 (September 1987): 229–35. http://dx.doi.org/10.1016/0197-4556(87)90006-2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Darrow, A. A., and K. Gfeller. "A Study of Public School Music Programs Mainstreaming Hearing Impaired Students." Journal of Music Therapy 28, no. 1 (March 1, 1991): 23–39. http://dx.doi.org/10.1093/jmt/28.1.23.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

20

Aliosat Mustafayeva, Bahar. "EŞİTMƏ QÜSURLU UŞAQLARDA SƏS TƏLƏFFÜZÜ POZULMALARINI ARADAN QALDIRMAQ ÜÇÜN MUSİQİLİ RİTMİK VASİTƏLƏRDƏN İSTİFADƏ." SCIENTIFIC WORK 61, no. 12 (December 25, 2020): 136–38. http://dx.doi.org/10.36719/2663-4619/61/136-138.

Full text

Abstract:

One of the most relevant methods used in the rehabilitation of hearing-impaired children and for the development of speech is music-rhythm. In any games based on music-rhythm, it is possible to stimulate several areas, such as speech, motor, cognitive processes. Composing tasks in the form of role-playing games appropriate to the age characteristics of children increases its effectiveness. Music primarily affects the auditory analyzer in children, helps to increase auditory attention in children with dementia. Thus, the child perceives sounds better over time and develops the ability to differentiate them. Improved hearing allows children to understand the speech of adults better. Over time, it accelerates the process of sound imitation, allows the child to pronounce the initial sounds and syllables. Musical-rhythmic is based on the combination of sounds with movements, which leads to the improvement of children's motor skills. It helps to develop small and large motor skills, rhythm and coordination abilities during tasks. Key words: hearing, speech, game, music, exercise, child

APA, Harvard, Vancouver, ISO, and other styles

21

Innes-Brown, Hamish, Jeremy P. Marozeau, Christine M. Storey, and Peter J. Blamey. "Tone, Rhythm, and Timbre Perception in School-Age Children Using Cochlear Implants and Hearing Aids." Journal of the American Academy of Audiology 24, no. 09 (October 2013): 789–806. http://dx.doi.org/10.3766/jaaa.24.9.4.

Full text

Abstract:

Background: Children with hearing impairments, especially those using hearing devices such as the cochlear implant (CI) or hearing aid (HA), are sometimes not encouraged to attend music classes, as they or their parents and teachers may be unsure whether the child can perform basic musical tasks. Purpose: The objective of the current study was to provide a baseline for the performance of children using CIs and HAs on standardized tests of rhythm and pitch perception as well as an instrument timbre identification task. An additional aim was to determine the effect of structured music training on these measures during the course of a school year. Research Design: The Intermediate Measures of Music Audiation (IMMA) Tonal and Rhythmic subtests were administered four times, with 6 wk between tests. All children in the study were also enrolled in “Music Club” teaching sessions. Measures were compared between groups and across the four testing sessions. Study Sample: Twenty children from a single school in Melbourne, Australia, were recruited. Eleven (four girls) had impaired hearing, including six with a unilateral CI or CI and HA together (two girls) and five with bilateral HAs (two girls). Nine were normally hearing, selected to match the age and gender of the hearing-impaired children. Ages ranged from 9–13 yr. Intervention: All children participated in a weekly Music Club – a 45 min session of musical activities based around vocal play and the integration of aural, visual, and kinesthetic modes of learning. Data Collection and Analysis: Audiological data were collected from clinical files. IMMA scores were converted to percentile ranks using published norms. Between-group differences were tested using repeated-measures analysis of variance, and between-session differences were tested using a linear mixed model. Linear regression was used to model the effect of hearing loss on the test scores. Results: In the first session, normally hearing children had a mean percentile rank of ˜50 in both the Tonal and Rhythmic subtests of the IMMA. Children using CIs showed trends toward lower scores in the Tonal, but not the Rhythmic, subtests. No significant improvements were found between sessions. In the timbre test, children generally made fewer errors within the set of percussive compared to nonpercussive instruments. The hearing loss level partially predicted performance in the Tonal, but not the Rhythmic, task, and predictions were more significant for nonpercussive compared to percussive instruments. Conclusions: The findings highlight the importance of temporal cues in the perception of music, and indicate that temporal cues may be used by children with CIs and HAs in the perception of not only rhythm, but also of some aspects of timbre. We were not able to link participation in the Music Club with increased scores on the Tonal, Rhythmic, and Timbre tests. However, anecdotal evidence from the children and their teachers suggested a wide range of benefits from participation in the Music Club that extended from increased engagement and interest in music classes into the children's social situations.

APA, Harvard, Vancouver, ISO, and other styles

22

G., Diller, and GRASER P. "Early Auditory-Verbal Developmental Therapy of Hearing-Impaired Children - Results of a Research Project." Pediatrics and Related Topics 41, no. 6 (January 1, 2002): 559–68. http://dx.doi.org/10.1080/0030932021000043571.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Fletcher, Samuel G., Paul A. Dagenais, and Paula Critz-Crosby. "Teaching Vowels to Profoundly Hearing-Impaired Speakers Using Glossometry." Journal of Speech, Language, and Hearing Research 34, no. 4 (August 1991): 943–56. http://dx.doi.org/10.1044/jshr.3404.943.

Full text

Abstract:

Glossometry was used to teach the four point vowels (/i, æu,a/) to 6 profoundly hearing-impaired children. Prior to treatment, all subjects evidenced centralized tongue positions during vowel productions. After 15 to 20 fifty-minute training sessions over 3- to 4-week time periods, all subjects showed greater diversification of tongue postures for the vowels, especially in tongue height. Listener identifications were generally better after therapy. The training results suggested that visually presented models and feedback of tongue positions can facilitate more appropriate tongue postures and improve vowel intelligibility by hearing-impaired speakers.

APA, Harvard, Vancouver, ISO, and other styles

24

Fechner, Frank P., Michael J. Cunningham, and Roland D. Eavey. "Laser Therapy for Refractory Myringitis in Children." Otolaryngology–Head and Neck Surgery 127, no. 3 (September 2002): 163–68. http://dx.doi.org/10.1067/mhn.2002.127628.

Full text

Abstract:

OBJECTIVE: We present the application and initial results of a CO2 laser technique for the treatment of medically refractory chronic granular myringitis (CGM). STUDY DESIGN AND SETTING: Retrospective case series of 15 treated ears in 13 consecutive patients between the ages of 6 and 14 years (median age, 9.0 years) cared for in a tertiary care specialty hospital. RESULTS: Eleven of 15 treated ears had total resolution of CGM and associated symptoms; median follow-up time was 10 months. Three ears were improved, and 1 ear remained unchanged. Three of 5 preoperative tympanic membrane perforations healed after laser treatment; 1 patient developed a postoperative, dry perforation. Hearing was not impaired in any patient tested. CONCLUSION: Preliminary results suggest that CGM, when refractory to medical treatment, can often be treated effectively by a single laser treatment.

APA, Harvard, Vancouver, ISO, and other styles

25

Lo, Chi Yhun, Valerie Looi, William Forde Thompson, and Catherine M. McMahon. "Music Training for Children With Sensorineural Hearing Loss Improves Speech-in-Noise Perception." Journal of Speech, Language, and Hearing Research 63, no. 6 (June 22, 2020): 1990–2015. http://dx.doi.org/10.1044/2020_jslhr-19-00391.

Full text

Abstract:

Purpose A growing body of evidence suggests that long-term music training provides benefits to auditory abilities for typical-hearing adults and children. The purpose of this study was to evaluate how music training may provide perceptual benefits (such as speech-in-noise, spectral resolution, and prosody) for children with hearing loss. Method Fourteen children aged 6–9 years with prelingual sensorineural hearing loss using bilateral cochlear implants, bilateral hearing aids, or bimodal configuration participated in a 12-week music training program, with nine participants completing the full testing requirements of the music training. Activities included weekly group-based music therapy and take-home music apps three times a week. The design was a pseudorandomized, longitudinal study (half the cohort was wait-listed, initially serving as a passive control group prior to music training). The test battery consisted of tasks related to music perception, music appreciation, and speech perception. As a comparison, 16 age-matched children with typical hearing also completed this test battery, but without participation in the music training. Results There were no changes for any outcomes for the passive control group. After music training, perception of speech-in-noise, question/statement prosody, musical timbre, and spectral resolution improved significantly, as did measures of music appreciation. There were no benefits for emotional prosody or pitch perception. Conclusion The findings suggest even a modest amount of music training has benefits for music and speech outcomes. These preliminary results provide further evidence that music training is a suitable complementary means of habilitation to improve the outcomes for children with hearing loss.

APA, Harvard, Vancouver, ISO, and other styles

26

Sarangi, Harihar. "Development of science concepts in hearing impaired children studying in special schools and integrated settings." International Journal of Rehabilitation Research 11, no. 3 (September 1988): 305. http://dx.doi.org/10.1097/00004356-198809000-00022.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Fletcher, Samuel G., Paul A. Dagenais, and Paula Critz-Crosby. "Teaching Consonants to Profoundly Hearing-Impaired Speakers Using Palatometry." Journal of Speech, Language, and Hearing Research 34, no. 4 (August 1991): 929–43. http://dx.doi.org/10.1044/jshr.3404.929.

Full text

Abstract:

Five profoundly hearing-impaired children were taught the consonants /t,d,k,g,s,z∫/ using palatometry. Changes in linguapalatal contact patterns and listener perceptions showed significant improvement in the place and manner of consonants produced by all subjects. Velar stops were as easily and accurately learned as alveolar stops. Distinctive sibilants were also found by the end of training. Sounds not previously present in a subject’s phonetic repetoire were learned more accurately than those present but inaccurate prior to therapy. Voicing errors persisted. Two of the subjects showed evidence of newly established, unsolicited coarticulated movements. The results indicated that visual articulatory modeling and feedback of linguapalatal contact patterns is an effective means of teaching consonants and improving speech intelligibility.

APA, Harvard, Vancouver, ISO, and other styles

28

CYLULKO, PAWEŁ. "Oddziaływania tyflomuzykoterapeutyczne wspierające rozwój ruchowy dziecka z niepełnosprawnością wzroku." Interdyscyplinarne Konteksty Pedagogiki Specjalnej, no. 22 (September 15, 2018): 153–66. http://dx.doi.org/10.14746/ikps.2018.22.09.

Full text

Abstract:

Paweł Cylulko, Oddziaływania tyflomuzykoterapeutyczne wspierające rozwój ruchowy dziecka z niepełnosprawnością wzroku [Typhlo music therapy interventions that facilitate motor development of visually impaired children]. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, nr 22, Poznań 2018. Pp. 153-30. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.22.09 The article discusses the possibilities of using music therapy to facilitate motor development of children with visual impairments. Cognitive functioning of children without vision implies certain psychophysiological, emotional and social problems, including substantial delay in motor development in comparison to non-impaired peers. Thanks to the integration of music with various forms of movement and the sonic and musical interaction between a music therapist and a child, it is possible to reduce the child’s psychomotor delay, and improve their orientation and locomotion in small and large spaces. The author, musician, teacher and music therapist, shares his observations and experiences gained during almost thirty years of workwith children at the Maria Grzegorzewska Lower Silesian Special Educational Centre No. 13 for the Blind and the Visually Impaired in Wrocław.

APA, Harvard, Vancouver, ISO, and other styles

29

Bicas, Rafaela da Silva, Laura Mochiatti Guijo, and Eliane Maria Carrit Delgado-Pinheiro. "Oral communication and auditory skills of hearing impaired children and adolescents and the speech therapy rehabilitation process." Revista CEFAC 19, no. 4 (August 2017): 465–74. http://dx.doi.org/10.1590/1982-0216201719412516.

Full text

Abstract:

ABSTRACT Purpose: to analyze auditory and oral communication behaviors in a group of children and adolescents, users of cochlear implants and to establish a relationship with factors that interfere with aural rehabilitation. Methods: participants were 13 children or adolescents with profound bilateral sensorineural hearing loss. Standardized procedures were applied to check: the auditory and oral communication behaviors of participants and their relationships with the child's age at diagnosis period; the interval between diagnosis and intervention, adaptation onset of the cochlear implant; the hearing age and aural rehabilitation period. Results: statistically significant data were found to correlate the interval between diagnosis and intervention with the scores in the evaluation procedures of oral communication. Conclusion: there was a significant impact on the development of oral communication when the period elapsed between the diagnosis and intervention was analyzed, in such way that the faster the intervention time, the better the results. It was also evident that the earlier the beginning of the use of cochlear implants, the greater the hearing age, and the longer the rehabilitation period, the better the scores in the procedures that evaluated auditory and verbal development.

APA, Harvard, Vancouver, ISO, and other styles

30

Darrow, A. A. "An Assessment and Comparison of Hearing Impaired Children's Preference for Timbre and Musical Instruments." Journal of Music Therapy 28, no. 1 (March 1, 1991): 48–59. http://dx.doi.org/10.1093/jmt/28.1.48.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Andziule, Vita, Vilmante Aleksiene, and Sigita Lesinskiene. "MUSIC THERAPY IN RETT SYNDROME CASES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 25, 2018): 17. http://dx.doi.org/10.17770/sie2018vol3.3416.

Full text

Abstract:

Rett syndrome is a rare (0,01%) genetic disorder affecting girls' development. Individuals with Rett syndrome experience a full range of health problems that severely influence and complicate their mobility, intellect, communication, learning, and entire lifestyle. The treatment of Rett's syndrome is still aimed at investigating new pathways to ensure the best possible patient’s development and quality of life. The distinctive feature of Rett syndrome is the two main sensations with little damage: hearing and vision. Therefore, music therapy plays an exceptional role in the treatment and special education of children with Rett syndrome. The goal of this study is to find the most effective music therapy techniques and their specific indications whilst working with individuals with Rett syndrome. Research method used: music therapists’ online survey conducted internationally. The research suggests that the most effective methods in Rett syndrome cases are structured musical games that promote targeted hands-on movements, as well as listening to the songs and choice of favourite songs using pictures or other symbols. Music therapy can be applied for various health needs of individuals with Rett syndrome, especially to enhance hand functions as well as to improve non-verbal communication and to help individuals experience togetherness and joy.

APA, Harvard, Vancouver, ISO, and other styles

32

Vaiouli, Potheini, and Georgia Andreou. "Communication and Language Development of Young Children With Autism: A Review of Research in Music." Communication Disorders Quarterly 39, no. 2 (May 13, 2017): 323–29. http://dx.doi.org/10.1177/1525740117705117.

Full text

Abstract:

Research demonstrates connections among children’s music actions, their engagement abilities, and their language development. Although the link between music and the engagement abilities of young children with autism is well established, there is not enough evidence on the effectiveness of music strategies and music therapy interventions to promote language development of young children with autism. The purpose of this review is to examine and analyze current literature on the systematic use of music and music therapy interventions as effective strategies for the development of language and preverbal and verbal communication abilities in young children with Autism Spectrum Disorders. Findings align with previous reviews on the positive effects of music as an age-appropriate, communicative medium. Also, the review pinpoints to the collaboration of music therapists and speech and language pathologists for the design and implementation of interventions that embed music and target language development of young children with autism.

APA, Harvard, Vancouver, ISO, and other styles

33

Torppa, Ritva, and Minna Huotilainen. "Why and how music can be used to rehabilitate and develop speech and language skills in hearing-impaired children." Hearing Research 380 (September 2019): 108–22. http://dx.doi.org/10.1016/j.heares.2019.06.003.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Mendri, Ketut, and Atik Badi'ah. "PENGARUH AUDITORY VISUAL THERAPY (AVT) TERHADAP PERKEMBANGAN BAHASA ANAK GANGGUAN PENDENGARAN USIA SEKOLAH (6-12 TAHUN) DI SLB DAERAH ISTIMEWA YOGYAKARTA." Jurnal Riset Kesehatan Nasional 2, no. 1 (April 30, 2018): 18. http://dx.doi.org/10.37294/jrkn.v2i1.96.

Full text

Abstract:

ABSTRAKLatar Belakang : Gangguan pendengaran yang terjadi pada anak perlu untuk dilakukan deteksi seawal mungkin mengingat peranan pendengaran dalam proses perkembangan bicara sangatlah penting. Fungsi pendengaran dan juga perkembangan bicara sudah termasuk ke dalam program evaluasi perkembangan anak secara umum yang biasa dilakukan mulai dari tingkatan Posyandu oleh profesi di bidang kesehatan khususnya profesi perawat. Perkembangan bahasa anak tunarungu pada awalnya tidak berbeda dengan perkembangan bahasa anak normal karena bahasa sangat dipengaruhi oleh pendengarannya sehingga perkembangannya terhambat.Pada awalnya perkembangan bahasa anak tuna rungu tidak berbeda dengan anak normal, pada usia awal bayi akan menangis jika lapar, haus, buang air besar, buang air kecil, atau sakit. Tujuan : Diketahuinya pengaruh Auditory Visual Therapy (AVT) terhadap perkembangan bahasa anak gangguan pendengaran usia sekolah (6-12 Tahun) di SLB Daerah Istimewa Yogyakarta (DIY). Metode : Jenis penelitianQuasi eksperiment dengan rancangan“Pre test Post test with Control Group Design“. Rancangan ini ada kelompok pembanding (kontrol), observasi dilakukan dua kali. Observasi pertama untuk mengetahui perkembangan bahasa anak gangguan pendengaran usia sekolah (6-12 tahun) sebelum diberikan Auditory Visual Therapy (AVT) dan observasi kedua sesudah diberikan Auditory Visual Therapy (AVT). Pengambilan sampel dilakukan secara purposive sampling dengan kriteria anak gangguan pendengaran usia sekolah (6-12 tahun) di SLB Daerah Istimewa Yogyakarta (DIY). Data hasil pemeriksaan dianalisis secara diskriptif dan secara analitik dengan bantuan program SPSS for windows versi 16.0 menggunakan uji pair t-test, wilcoxon, mann whitney dan uji beda delta dengan taraf signifikan 0,05. Hasil : Perkembangan bahasa anak dengan gangguan pendengaran pada kelompok eksperimen kategori kurang dan pada kelompok kontrol kategori kurang. Nilaipre test dan post test dengan p (sig) 0,000 < 0,05 berarti ada perbedaan antara pre test dan post test pada kelompok eksperimen. Nilaipre test dan post test dengan p (sig) 0,001 < 0,05 berarti ada perbedaan antara kelompok eksperimen pre test dan post test. Hasil uji beda delta pada kelompok eksperimen dan kontrol p (sig), 0,05. Kesimpulan : Ada peningkatan pengaruh pemberian Auditory Visual Therapy (AVT) Terhadap Perkembangan Bahasa Anak Gangguan Pendengaran Usia Sekolah (6-12 Tahun) di SLB Daerah Istimewa Yogyakarta (DIY) dengan nilai p (sig)< 0,05 berarti Ha diterima dan Ho ditolak.Kata Kunci : Auditory Visual Therapy (AVT), perkembangan bahasa, anak gangguan pendengaran, usia sekolahABSTRACTBackground : Hearing loss that occurs in children needs to be done as early as possible in view of the role of detection of hearing the speech development process is very important. Hearing and speech development is already included in the evaluation program of child development in general is usually done from IHC levels by profession in the field of health, especially in the nursing profession. Language development of deaf children at first no different from normal children's language development because the language is strongly influenced by his hearing so that its development is hampered. At first the language development of deaf children are no different from normal children, at an early age the baby will cry when hungry, thirsty, defecation, urination or pain. Objective : Knowing the influence of Auditory Visual Therapy ( AVT ) on the development of hearing impaired children's language school age ( 6-12 years ) in SLB Special Region of Yogyakarta (DIY). Method: Quasi experiment with the draft "Pre test Post test with Control Group Design". This design is no comparison group (control), observations made twice. The first observation to determine the child's language development of hearing impaired school age (6-12 years) before being given Auditory Visual Therapy (AVT) and a second observation post given Auditory Visual Therapy (AVT). Sampling was done by purposive sampling with criteria for hearing impaired children of school age (6-12 years) in SLB Special Region of Yogyakarta (DIY). Data examination results were analyzed descriptively and analytically with SPSS for Windows version 16.0 using test pair t -test, Wilcoxon, Mann Whitney and different test deltawith significance level of 0,05.Results : The development of children's language with a hearing loss in the experimental group category is less and less in the control group category. Value pre-test and post- test with p (sig) 0,000 < 0.05 means there is a difference between pre-test and post-test in the experimental group. Value pre-test and post- test with p (sig) 0,001 < 0,05 means that there is a difference between the experimental group pre-test and post test. Different test results delta in the experimental group and control p ( sig) 0,05. Conclusion :There is an increasing influence of Auditory Visual Therapy (AVT) On Language Development Hearing Impaired School-Age Children (6-12 Years) in SLB Special Region of Yogyakarta (DIY), with p (sig) <0,05 means that Ha accepted and Ho rejected.Keywords :Auditory Visual Therapy (AVT), language development, hearing impaired children, school age

APA, Harvard, Vancouver, ISO, and other styles

35

Amemiya, Erica Endo, Barbara Niegia Garcia Goulart, and Brasilia Maria Chiari. "Use of nouns and verbs in the oral narrative of individuals with hearing impairment and normal hearing between 5 and 11 years of age." Sao Paulo Medical Journal 131, no. 5 (2013): 289–95. http://dx.doi.org/10.1590/1516-3180.2013.1315384.

Full text

Abstract:

CONTEXT AND OBJECTIVE: Nouns and verbs indicate actions in oral communication. However, hearing impairment can compromise the acquisition of oral language to such an extent that appropriate use of these can be challenging. The objective of this study was to compare the use of nouns and verbs in the oral narrative of hearing-impaired and 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 children with moderate to profound bilateral neurosensory hearing impairment and twenty-one with normal hearing (controls) were matched according to sex, school year and school type. A board showing pictures was presented to each child, to elicit a narrative and measure their performance in producing nouns and verbs. RESULTS: Twenty-two (52.4%) of the subjects were males. The mean age was 8 years (standard deviation, SD = 1.5). Comparing averages between the groups of boys and girls, we did not find any significant difference in their use of nouns, but among verbs, there was a significant difference regarding use of the imperative (P = 0.041): more frequent among boys (mean = 2.91). There was no significant difference in the use of nouns and verbs between deaf children and hearers, in relation to school type. Regarding use of the indicative, there was a nearly significant trend (P = 0.058). CONCLUSION: Among oralized hearing-impaired children who underwent speech therapy, their performance regarding verbs and noun use was similar to that of their hearing counterparts.

APA, Harvard, Vancouver, ISO, and other styles

36

Galaviz, Paula. "Vestibular Function and Motor Proficiency of Children with Impaired Hearing, or with Learning Disability and Motor Impairments." Pediatric Physical Therapy 2, no. 2 (1990): 111–12. http://dx.doi.org/10.1097/00001577-199002020-00012.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

N., Dhinakaran, and Karthikeyan B.M. "A PRELIMINARY STUDY ON ANALYSIS OF PHONOLOGICAL PROCESSES IN TAMIL SPEAKING HEARING IMPAIRED CHILDREN WITH COCHLEAR IMPLANTS." International Journal of Advanced Research 9, no. 01 (January 31, 2021): 769–73. http://dx.doi.org/10.21474/ijar01/12355.

Full text

Abstract:

Phonological Processes are simplification of sounds which occur among the children during the younger age and will gradually diminish giving an adult like speech form. The aim of the present study is to analyze the occurrence of phonological processes among hearing impaired children who underwent cochlear implant surgery during their younger age as an early intervention. The subjects included in the study were 10 children (5 male and 5 female) who were diagnosed with congenital total hearing impairment and underwent cochlear implant surgery and attending Auditory verbal therapy. The task given to the subjects in the present study is to repeat the words in Tamil Articulation Test followed by the Clinician. The words were recorded and further analyzed for the occurrence of phonological processes. The results show that a total of 26 phonological processes (both typical and atypical) occurred with a maximum occurrence of Depalatalization and minimally of Final Consonant Deletion. The results of the present study help in providing a better knowledge about the occurrence of phonological processes which helps the speech language pathologist in intervening hearing impaired children with cochlear implants and to improve their speech intelligibility.

APA, Harvard, Vancouver, ISO, and other styles

38

Moita, Mara, and Maria Lobo. "Compreensão e produção oral de interrogativas-Q em crianças portuguesas surdas com implante coclear." Revista da Associação Portuguesa de Linguística, no. 4 (October 15, 2018): 168–89. http://dx.doi.org/10.26334/2183-9077/rapln4ano2018a39.

Full text

Abstract:

The present study investigates the comprehension and production of Portuguese wh-questions by hearing impaired children with cochlear implants. We investigate whether the asymmetries found in typically developing children are also present in our target group or whether the difficulties are more widespread. In particular, we investigate whether there are asymmetries between subject and (DP/PP) object wh-questions produced by these children, and whether wh-questions with a lexical restriction are more difficult than bare wh-questions. We also consider the importance of extra-linguistic variables, such as age of implantation, hearing age, early attendance of speech and language therapy sessions, and exposure to sign language.

APA, Harvard, Vancouver, ISO, and other styles

39

Anton-Păduraru, Dana-Teodora, Ana Simona Drochioi, Delia Bizim, Angelica-Cristina Marin, and Oana Teslariu. "Cytomegalovirus congenital infection – cause of neurosensorial hearing loss." Romanian Journal of Infectious Diseases 19, no. 2 (June 30, 2016): 50–53. http://dx.doi.org/10.37897/rjid.2016.2.1.

Full text

Abstract:

Cytomegalovirus infection is a major public health problem, because annually there are born increasingly more children with this infection. Numerous studies have shown that cytomegalovirus infection is an important cause of hearing loss. Cytomegalovirus infection specific symptoms present at birth are a strong predictor for hearing loss, even in populations with low maternal seroprevalence rate. The severity of deafness due to cytomegalovirus infection is variable. Pathophysiology of deafness caused by cytomegalovirus infection is not well known, the mechanisms possible involved being impaired endolymphatic structures, cytopathic effect of the virus and the host response to the inner ear structures. The relationship between viral load and increased likelihood of deafness in infants supports the role of antiviral therapy in decreasing the incidence and the severity of deafness caused by cytomegalovirus. We consider that monitoring children with congenital cytomegalovirus infection should include also hearing monitoring.

APA, Harvard, Vancouver, ISO, and other styles

40

Stordahl, J. "Song Recognition and Appraisal: A Comparison of Children Who Use Cochlear Implants and Normally Hearing Children." Journal of Music Therapy 39, no. 1 (March 1, 2002): 2–19. http://dx.doi.org/10.1093/jmt/39.1.2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Burger, Thorsten, Claudia Spahn, Bernhard Richter, Susanne Eissele, Erwin L??hle, and J??rgen Bengel. "Psychic Stress and Quality of Life in Parents During Decisive Phases in the Therapy of Their Hearing-Impaired Children." Ear and Hearing 27, no. 4 (August 2006): 313–20. http://dx.doi.org/10.1097/01.aud.0000224733.53110.27.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Rezaiyan, Farzane, Guita Movallali, Narges Adibsereshki, and Enayatollah Bakhshi. "The Effectiveness of Online Dialogic Storytelling on Vocabulary Skills of Hard of Hearing Children." Iranian Rehabilitation Journal 18, no. 3 (September 1, 2020): 319–28. http://dx.doi.org/10.32598/irj.18.3.949.1.

Full text

Abstract:

Objectives: The present study aimed to investigate the effectiveness of an online dialogic storytelling program on vocabulary skills (picture, relative, and oral vocabulary skills) of hard of hearing children. Methods: In this experimental study with pre-test-post-test and a control group design, 34 mothers of hard of hearing children participated. Children’s ages range from 4 to 6 years and they were selected from aural rehabilitation centers in Tehran. They were assigned randomly into the experimental (n=17) and control (n=17) groups that were matched for age and sex. Before starting the online dialogic storytelling program, the children took the Test Of Language Development (TOLD-P: 3). The online dialogic storytelling was done 20 minutes a day, 3 days a week for 12 weeks for mothers and their children. After completion of the program, the language development test was administered to both groups as the post-test. The data were analyzed by 1-way Analysis of Covariance (ANCOVA). Results: The results showed that the vocabulary skills, picture, relative and oral vocabulary of the experimental group significantly improved after participating in the online dialogic storytelling sessions (P<0.001) Discussion: Storytelling is one of the most effective ways to improve the vocabulary skills of hearing-impaired children and it seems that storytelling needs to be included in their rehabilitation programs.

APA, Harvard, Vancouver, ISO, and other styles

43

Darrow, A. A., and G. J. Starmer. "The Effect of Vocal Training on the Intonation and Rate of Hearing Impaired Children's Speech: A Pilot Study." Journal of Music Therapy 23, no. 4 (December 1, 1986): 194–201. http://dx.doi.org/10.1093/jmt/23.4.194.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Gunawan, Gunawan, and Anisyah Dewi Syah Fitri. "Efektivitas Penggunaan Speech Trainer Pada Kasus Gangguan Pendengaran Studi Kasus Di YPAC Surakarta." Jurnal Keterapian Fisik 4, no. 2 (November 28, 2019): 111–18. http://dx.doi.org/10.37341/jkf.v4i2.195.

Full text

Abstract:

Background: Hearing loss is the difficulty of someone to hear sounds from mild to severe degrees, so that they experience obstacles in understanding other people's speech through their own hearing or someone who has lost the ability to hear so that they cannot process language information through hearing with or without hearing aids (Travis, 1978).Based on the Results of Basic Health Research conducted by the Indonesian Ministry of Health in 2013 (Riskesdas 2013) presents significant information in terms of the prevalence of disability in children. The prevalence of blind people is 0.17%, speech impaired 0.14%, down syndrome 0.13%, physical impairment 0.08, hearing impaired 0.07% and disability caused by trauma and accidents 0.53%. In children aged 24 - 59 months found 0.14% of children who are speechless from the overall data of children with disabilities.Speech therapy to handle cases of hearing loss, with Speech Trainer aids, especially articulations.The main purpose of providing effective information and benefits of speech trainer aids for speech therapy cases of dysaudia aged 3-6 years specifically in the pronunciation of consonant / r / Late articulation.Providing information to the Speech Therapist, one of the procedures in the use of speech trainer therapy aids, especially in the case of dysaudia who do not use Google implants.Providing information and understanding to parents about the problem of a child's condition that does not use sophisticated Google implants, can be treated with speech trainer. Because Koglea implants are expensive. Methods: This research uses survey method, aims to find information that will be used to solve problems and not to test hypotheses.The instruments in this study were consonants / r / followed by vocal sounds [/ a /, / i /, / u / e /, / e / and / o /] the final position in the form of words as follows: Snake, Comb, Egg , Suitcase, Bucket, Tail. With the help of pictures. and Therapeutic Tools used in intervening in Children, namely: Speech Trainer and Consonant / r / Articulation Card and Mirror. Results: Based on the results of this study, it can be concluded that from the study land surveyed as many as 4 (four) children with hearing loss in YPAC. Conclusion: Speech Trainer did not show any influence at the time of T1 to T4, there was an influence at the time of T5 that is indicated in the word Comb there were 3 subjects (75.0%), eggs had 3 subjects (75.0%), Buckets had 1 Subject ( 25.0%), and tails there were 2 subjects (50.0%), whereas in the word snake, and luggage did not show any successful pronunciation.The effectiveness of using Speech Trainer lies in the pronunciation of the consonant / r / on the word comb and egg on T5 (p = 0.010).

APA, Harvard, Vancouver, ISO, and other styles

45

Proctor, Adele. "Oral Language Comprehension Using Hearing Aids and Tactile Aids." Language, Speech, and Hearing Services in Schools 21, no. 1 (January 1990): 37–48. http://dx.doi.org/10.1044/0161-1461.2101.37.

Full text

Abstract:

Three prelinguistic, profoundly deaf children used a wearable, single channel, vibrotactile communication aid in conjunction with hearing aids for nearly 2 years during individual speech and language therapy at school for an average of 35 hours per year. Results of two different standardized language tests, the Scales of Early Communication Skills for Hearing Impaired Children (SECS) and the Test for Auditory Comprehension of Language (TACL), revealed that subjects exhibited a faster than average rate of learning to understand spoken language after onset of vibrotactile stimulation. An analysis of mean percent correct for individual test items on the TACL was completed for the first time that the test could be administered according to protocol and for the last test administration, 14, 12, and 16 months later for Subjects 1, 2, and 3, respectively. Results of item analysis of test content showed that, from the first to the last test administration, understanding of orally presented vocabulary improved by 27%, morphology improved by 22% and syntax improved by 6.4%.

APA, Harvard, Vancouver, ISO, and other styles

46

Aryabkina, Irina, Galina Tenyukova, Marina Karnaukhova, Elena Khrisanova, Olga Murzina, and Irina Medvedeva. "The role of musical and aesthetic activity in the development of creative abilities of children with visual impairments." Revista Amazonia Investiga 9, no. 28 (April 21, 2020): 199–210. http://dx.doi.org/10.34069/ai/2020.28.04.23.

Full text

Abstract:

A retrospective analysis of psychological and pedagogical literature and practical experience in the field of education allows us to state the fact that music development, musical lessons and aesthetic activity have a great positive effect on the development of the personality of children with hearing impairments. At the same time, the insufficient development of the methodology and methods for the development of musical and creative abilities of visually impaired children in order to correct their physical and moral development gives the reason to consider this problem to be quite relevant and timely. Some aspects of solving this problem are disclosed in this article. The purpose of this article of ours is to disclose the essence and content of the concept of “musical and creative abilities”; analysis of the psychophysiological characteristics of visually impaired children in the context of the development of their musical and creative abilities; characteristics of the content and forms of musical education of visually impaired children in order to develop creative abilities and the results of the experimental work of the authors in this direction. Theoretical and empirical research methods were used to solve the stated tasks: analysis of the musical, pedagogical and psychological literature on the research problem; analysis of pupil performance; study, analysis and generalization of advanced pedagogical experience on the stated problem, pedagogical observation, questionnaire, survey, conversation. The article contains a description of the results of the implementation in the process of experimental work of the pedagogical conditions that we have identified that contribute to improving the development of creative abilities in visually impaired children. The data obtained allow us to conclude that, after conducting experimental work, the indicators improved according to all the criteria we identified for the successful development of creative abilities in visually impaired children.

APA, Harvard, Vancouver, ISO, and other styles

47

Kishore, Y., Jaya Sahu, Ajay Basod, G. Obulesu, and R. Salma Mahaboob. "Acquisition of voice onset time in Hindi speaking children with cochlear implant." International Journal of Otorhinolaryngology and Head and Neck Surgery 4, no. 2 (February 23, 2018): 418. http://dx.doi.org/10.18203/issn.2454-5929.ijohns20180700.

Full text

Abstract:

Background: The acquisition of voice onset time (VOT) in plosive consonants among hearing-impaired individuals has long been of interest to many researchers especially following the use of a hearing device such as the cochlear implant. The aim of the study was to study acquisition of voice onset time in Hindi speaking children with cochlear implant. Methods: A total of 15 CI subjects were chosen who were attending the speech and language therapy in Hindi and age matched 15 normal hearing children were selected for the study. Subjects were divided into 3 age groups according to hearing experience. Results: The present study investigated the VOT values of voiced and voiceless plosives produced by Hindi-speaking prelingually deafened CI children with duration of CI experience ranged between 4 to 10 years. The results were then compared to a group of NH children with chronological age similar to the hearing experience of the CI children. Conclusions: A longitudinal study is recommended to continue monitoring the CI children acquisition of the voicing contrast to determine at what hearing age the difference would be insignificant between the CI and NH groups and whether similar developmental trend would continue.

APA, Harvard, Vancouver, ISO, and other styles

48

Govender, Rajeshree, Brian Eley, Kathleen Walker, Revena Petersen, and Jo M. Wilmshurst. "Neurologic and Neurobehavioral Sequelae in Children With Human Immunodeficiency Virus (HIV-1) Infection." Journal of Child Neurology 26, no. 11 (May 25, 2011): 1355–64. http://dx.doi.org/10.1177/0883073811405203.

Full text

Abstract:

The range and extent of neurologic and neurobehavioral complications of human immunodeficiency virus (HIV-1) infection in children are under-described. Seventy-eight children with HIV-1 infection (32 females) were assessed for neurologic complications. Forty-six children had abnormal neurology examinations. Thirty-three children had global pyramidal tract signs, 5 had a hemiparesis, 4 had peripheral neuropathy, 18 had visual impairment, and 5 had hearing impairment. Thirty-nine of 63 children over 1 year of age had neurobehavioral problems. Of 24 children with HIV encephalopathy, 74% had severe immunosuppression and 45% were not receiving antiretroviral therapy. Twelve children had prior opportunistic central nervous system infections, and 9 had epilepsy. Diverse neurologic and neurobehavioral deficits are common in children with HIV-1 infection. Children with severe immunosuppression, who were not receiving antiretroviral therapy, were growth impaired and less than 1 year of age, were at greatest risk for developing neurologic complications.

APA, Harvard, Vancouver, ISO, and other styles

49

Colwell, Cynthia M. "Simulating disabilities as a tool for altering individual perceptions of working with children with special needs." International Journal of Music Education 31, no. 1 (June 18, 2012): 68–77. http://dx.doi.org/10.1177/0255761411433725.

Full text

Abstract:

The purpose of this study was to examine the impact of disability simulations on the attitudes of individuals who will be working with children with special needs in music settings and to compare these attitudes between student music therapists and pre-service music educators. Each participant completed a questionnaire on the first day of class and again after participating in a disability simulation approximately two weeks later. The disabilities simulated included an individual with a one-arm amputation, an individual requiring mobility in a wheelchair due to paralysis, an individual with a hearing impairment, and an individual with a visual impairment. Results indicated that participants had more positive attitudes after experiencing the simulation although there was no difference between majors (music therapy or music education). Results also indicated that attitudes showed a greater shift when statements on the questionnaire were stated negatively rather than positively. Limitations and implications for future studies were discussed.

APA, Harvard, Vancouver, ISO, and other styles

50

Yaroshovych, I. G., B. P. Tchaikovskyj, B. M. Mykychak, and T. S. Yaroshovych. "Noise pollution is one of the causes of occupational diseases." Scientific Messenger of LNU of Veterinary Medicine and Biotechnologies 21, no. 92 (May 11, 2019): 165–68. http://dx.doi.org/10.32718/nvlvet-e9228.

Full text

Abstract:

People lose hearing more often than we can imagine. Loss of hearing or deafness today is one of the most common occupational diseases not only in Ukraine but also in the world. Every day we are accompanied by a whole range of the most diverse sources of noise - household appliances at home and in the office, neighbors repairs, televisions, the road to work - metro, people in public transport or loud headphones music. And this can not be avoided, because each of us lives in a society, co-exists with other its representatives. All our life – a global communication. Many experiments found that noise is a general biologic stimulus and under certain conditions can affect all human life systems. The influence of noise on the human auditory organ is most fully studied. Intense noise, especially at high frequencies – 4000 Hz or more, with daily exposure leads to a professional illness – hearing loss, the symptom of which is the slow loss of hearing on both ears. According to official statistics of the World Health Organization, more than 5% of the Earth's population suffers from a disabling hearing loss. That is, such loss results not only in the deterioration of hearing quality, but also has certain social consequences, namely: more than 360 million people around the world have hearing problems (about 328 million adults and 32 million children); 1.1 billion teenagers and young people are at risk of hearing loss mainly due to listening to high-volume music as well as excessive noise levels; more than a third of people lose hearing as a result of excessive noise levels in the workplace. The rest is congenital deafness, loss of hearing due to various diseases and injuries; an average of almost ten years is passed before hearing impaired people turn to a doctor; studies have shown that about 1/3 of people over 65 years have hearing problems.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Music therapy. Hearing impaired children'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles