Childhood hearing impairment and its associated factors in sub-Saharan Africa in the 21st century: A systematic review and meta-analysis

Desalew, Assefa; Gelano, Tilayie Feto; Semahegn, Agumasie; Geda, Biftu; Ali, Tilahun

doi:10.1177/2050312120919240

Cited by 15 publications

(20 citation statements)

References 41 publications

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“…Our study found this: 7% of students had SNHL > 20 dB and 18% of students had CHL > 20 dB in 1 or both ears, while 7% of students had an air bone gap of at least 15 dB at 2000 and/or 4000 Hz. Previous studies including meta analyses of African hearing loss 1,3,7 found sub-Saharan African children with hearing losses over 25 dB to be 7-13% 1,3,5,6,10 and over 35 dB to be 1% . 7 Sensorineural level elevations above 25 dB were 10% in the only study which determined masked bone thresholds.…”

Section: Discussionmentioning

confidence: 96%

“…Most studies of hearing loss in Africa rely on self-assessment questionnaires, or smart phonescreeners. [1][2][3][4][5]12,13 Studies using audiometers document PTA's but often do not report masked bone levels. 4,6,7,9 A few countries appear to have access to local audiological services.…”

Section: Discussionmentioning

confidence: 99%

“…The burden of hearing loss in sub-Saharan Africa has been estimated through a combination of self-reported questionnaires, [1][2][3] hearing screening tools, 4,5 sound fields, 3 and air conduction audiometry. 2,[6][7][8] Some reports imply that masked bone thresholds were obtained and therefore sensorineural hearing loss (SNHL) thresholds were determined.…”

Section: Introductionmentioning

confidence: 99%

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Prevalence of Hearing Loss, and Middle Ear Disease in 1351 School Age Children in Mekelle, Ethiopia

Birhanu

Shimeles²,

Gebremeskel

et al. 2020

Ann Otol Rhinol Laryngol

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Objectives: The objective of this study was to begin to measure the prevalence of elevated hearing thresholds in Ethiopia, with audiometric equipment, including bone oscillators and tympanometers. To that end Ethiopian nationals were trained in audiometric techniques to obtain sensorineural hearing loss (SNHL) and conductive hearing loss (CHL) rates in school age children. Methods: Five mainstreamed public grade schools in northern Ethiopia were the sites for audiometry campaigns examining 1351 children and testing them with behavioral audiometry. Results: Seven percent of students had SNHL > 20 dB in at least 1 frequency in at least 1 ear, and 0.6% of ears had SNHL > 50 dB. Eighteen percent8% of students had CHL > 20 dB in 1 or both ears. The frequency with the highest incidence of elevated pure tone thresholds was at 8000 Hz. Seven percent of students had an air bone gap at 2000 and/or 4000 Hz of at least 15 dB. Air bone gap is not obtained at 8000 Hz. There were 22 perforated tympanic membranes in 17 children (0.8% of tympanic membranes, 1% of students). Conclusion: This study gives a baseline for the prevalence of hearing loss in school age children in mainstreamed northern Ethiopian schools. It is the first of its kind and perhaps can help in estimated hearing health needs there. Level of Evidence: 2

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Section: Discussionmentioning

confidence: 96%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Prevalence of Hearing Loss, and Middle Ear Disease in 1351 School Age Children in Mekelle, Ethiopia

Birhanu

Shimeles²,

Gebremeskel

et al. 2020

Ann Otol Rhinol Laryngol

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“…HI merupakan hambatan perkembangan utama di dunia, lebih dari dua pertiga populasi masyarakat dunia mengalami HI, mayoritas dari negara berkembang. Di dunia, 466 juta orang mengalami gangguan pendengaran dan 34 juta adalah anak-anak (Chadha & Cieza, 2017); Desalew et al, 2020;lechukwu et al, 2016). Diperkirakan pada tahun 2050, lebih dari 900 juta orang akan mengalami gangguan pendengaran (Desalew et al, 2020).…”

Section: A Pendahuluanunclassified

Melibatkan Anak dengan Gangguan Pendengaran di Kelas: Pengalaman Guru

Siron

Hayati

Faeruz

et al. 2021

ThufuLA

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Involving Children with Hearing Impairment in Regular Classroom. Teacher Experience This study explores experiences of Early Childhood Education (ECE) teachers involving children with hearing impairment in regular classroom. This study used a qualitative descriptive, the participants were taken through purposive sampling. Data collection techniques in this study using structured interviews. The results of this study indicate that sufficient stimulation from the teacher can make children with hearing impairment have experience of extraordinary development in regular classrooms. The potential talents of children with hearing impairment are also explored and supported by the provision of children's talent development programs and educational games. Learning through the play method, the development of the MMR method, and the application of active, creative, effective, and fun learning are very relevant for young children with hearing impairment.

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“…A meta-analysis of studies on childhood hearing impairment between 2000 and 2018 in sub-Saharan Africa found a pooled prevalence of 10%. 1 SDQ; Nigeria found a prevalence of 13.9%. 2 According to the WHO, unaddressed hearing impairment poses an annual global cost of US$ 750 billion.…”

Section: Introductionmentioning

confidence: 99%

Comparison of Perceptual Reasoning Skills and Mental Health Problems between Deaf and Normal-Hearing Adolescents in a Semi-inclusive setting in Ibadan, Nigeria

Adeniyi¹,

Omigbodun²,

Adeosun³

2021

J. Com. Med. and PHC

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Background: Adolescents with hearing loss are often faced with poor cognitive and executive functions, and increased prevalence of mental health problems. The study compared the perceptual reasoning skills (PRI) and mental health problems of deaf adolescents with those of their age- and sex- matched hearing counterparts.Methods: It was a comparative cross-sectional study of a total population (102) of deaf adolescents, who were matched for age and sex with 102 normal hearing adolescents. The PRI of the participants was assessed using the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV). Mental health problems were assessed with the parents’ and teachers’ versions of the Strengths and Difficulties Questionnaire (SDQ). Descriptive statistics, chi square test and correlation co-efficient were done. Significant level was set at p-value < 5%.Results: The PRI scores ranged from 41-106 across both groups; 58.8 % of the deaf and 41.2% of the hearing adolescents scored 69 and below on the WISC and this difference was statistically significant (p = 0.033). The PRI scores had no significant relationship with the audiometric scores of the deaf participants (r = -0.177; p = 0.076). The PRI scores in the deaf participants were inversely related to hyperactivity assessed by the teacher (r = -0.354), emotional difficulty assessed by both teachers (r = -0.221) and parents (r = -0.280) and peer problems assessed by the teachers (r = -0.329).Conclusion: Deaf participants in this study showed significantly lower level of nonverbal IQ and higher level of behavioural difficulties compared with their hearing counterparts.

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Childhood hearing impairment and its associated factors in sub-Saharan Africa in the 21st century: A systematic review and meta-analysis

Cited by 15 publications

References 41 publications

Prevalence of Hearing Loss, and Middle Ear Disease in 1351 School Age Children in Mekelle, Ethiopia

Prevalence of Hearing Loss, and Middle Ear Disease in 1351 School Age Children in Mekelle, Ethiopia

Melibatkan Anak dengan Gangguan Pendengaran di Kelas: Pengalaman Guru

Comparison of Perceptual Reasoning Skills and Mental Health Problems between Deaf and Normal-Hearing Adolescents in a Semi-inclusive setting in Ibadan, Nigeria

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