Children with hearing loss: developing listening and talking, birth to six, 3rd edition

Lim, Stacey

doi:10.1080/14992027.2016.1270470

Cited by 21 publications

(26 citation statements)

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“…Elle définit l'Auditory Verbal Therapy comme une méthode qui soutient l'acquisition du langage oral du nourrisson et du jeune enfant sourd ou malentendant à travers ses capacités d'écoute. La thérapie basée sur l'écoute est une méthode uni-sensorielle qui stimule le développement des aires auditives, à travers des jeux et activités auditives de la vie quotidienne (Cole & Flexer, 2020). Selon les auteurs, un appareil auditif approprié et/ou un implant cochléaire, une stimulation linguistique abondante et une intervention précoce sont les conditions principales pour le développement de la parole et du langage chez l'enfant sourd (Cole & Flexer, 2020).…”

Section: Auditory Verbal Therapyunclassified

“…La thérapie basée sur l'écoute est une méthode uni-sensorielle qui stimule le développement des aires auditives, à travers des jeux et activités auditives de la vie quotidienne (Cole & Flexer, 2020). Selon les auteurs, un appareil auditif approprié et/ou un implant cochléaire, une stimulation linguistique abondante et une intervention précoce sont les conditions principales pour le développement de la parole et du langage chez l'enfant sourd (Cole & Flexer, 2020). Cette méthode se distingue également d'une rééducation classique en orthophonie par le fait que la formation et l'encadrement des parents prend une place très importante dans cette approche.…”

Section: Auditory Verbal Therapyunclassified

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Perception de parole chez l’enfant porteur d’implant(s) cochléaire(s) : Étude sur l’Auditory Verbal Therapy et la Langue française Parlée Complétée

Bogaert¹,

Machart²,

Vilain³

et al. 2022

XXXIVe Journées d'Études Sur La Parole -- JEP 2022

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La perte auditive chez l'enfant peut entrainer un retard sur le développement du langage oral. L'Auditory Verbal Therapy (AVT) est une méthode uni-sensorielle qui se base principalement sur le canal auditif pour permettre aux enfants sourds implantés de développer de bonnes capacités auditives. La Langue française Parlée Complétée (LfPC) est un outil multimodal qui permet de désambiguïser la lecture labiale par l'ajout d'un geste manuel. Cette étude s'intéresse à l'apport de ces deux outils sur la perception de parole chez l'enfant porteur d'implant cochléaire, à partir d'une tâche de jugement de lexicalité. Les résultats suggèrent des performances similaires chez les enfants avec un bon niveau de LfPC, les enfants inscrits dans un programme AVT, et les enfants normoentendants, mais des performances plus faibles chez les enfants avec un faible niveau de LfPC. Ainsi, une prise en charge précoce et adaptée à l'enfant est nécessaire pour le développement phonologique.

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Section: Auditory Verbal Therapyunclassified

Perception de parole chez l’enfant porteur d’implant(s) cochléaire(s) : Étude sur l’Auditory Verbal Therapy et la Langue française Parlée Complétée

Bogaert¹,

Machart²,

Vilain³

et al. 2022

XXXIVe Journées d'Études Sur La Parole -- JEP 2022

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show abstract

“…Furthermore, although sign language apps exist for children who are deaf or have hearing loss, there are no apps that are designed to develop spoken language and literacy in children with hearing loss pursuing a listening and spoken language outcome. The current gold standard for children with hearing loss to develop spoken language and literacy is through in-person one-on-one therapy sessions with a pediatric hearing loss expert (speech and language therapist or auditory-verbal therapist) [24]. Hear Me Read is developed to work specifically in the direction of a speech-language therapist, using digital stories as therapy extenders.…”

Section: Current Practice and Technology Use In The Education Of Children With Hearing Impairmentmentioning

confidence: 99%

Usability of a Mobile App for Improving Literacy in Children With Hearing Impairment: Focus Group Study

DeForte¹,

Sezgın²,

Huefner³

et al. 2020

JMIR Hum Factors

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Background Children with hearing loss, even those identified early and who use hearing aids or cochlear implants, may face challenges in developing spoken language and literacy. This can lead to academic, behavioral, and social difficulties. There are apps for healthy children to improve their spoken language and literacy and apps that focus on sign language proficiency for children with hearing loss, but these apps are limited for children with hearing loss. Therefore, we have developed an app called Hear Me Read, which uses enhanced digital stories as therapy tools for speech, language, and literacy for children with hearing loss. The platform has therapist and parent/child modes that allow (1) the selection of high-quality, illustrated digital stories by a speech-language pathologist, parent, or child; (2) the modification of digital stories for a multitude of speech and language targets; and (3) the assignment of stories by a therapist to facilitate individualized speech and language goals. In addition, Hear Me Read makes the caregiver a core partner in engagement through functionality, whereby the caregiver can record video and audio of themselves to be played back by the child. Objective This study aimed to evaluate the user experience of the Hear Me Read app through a focus group study with caregivers and their children. Methods We recruited 16 participants (8 children with and without hearing loss and 8 caregivers) to participate in 1-hour focus groups. Caregivers and children interacted with the app and discussed their experiences through a semistructured group interview. We employed thematic analysis methods and analyzed the data. We used feedback from the focus group to improve the elements of the app for a larger clinical trial assessing the impact of the app on outcomes. Results We identified three themes: default needs, specific needs, and family needs. Participants found the app to be esthetically pleasing and easy to use. The findings of this study helped us to identify usability attributes and to amend app functionalities to best fit user needs. Caregivers and children appreciated the enhancements, such as highlighting of parts of speech and caregiver reading of video playback, which were made possible by the digital format. Participants expressed that the app could be used to enhance family reading sessions and family interaction. Conclusions The findings from this focus group study are promising for the use of educational apps designed specifically for those with hearing loss who are pursuing listening and spoken language as a communication outcome. Further investigation is needed with larger sample sizes to understand the clinical impact on relevant language and literacy outcomes in this population.

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“…It is estimated that 90% of children who are born with hearing loss are born to hearing parents (Chaudhury, 2014;Cole & Flexer, 2015;Lederberg, Schick & Spencer, 2013;Smith, Shearer, Hilderbrand & Van Camp, 2014), who often know nothing or very little about hearing loss. When a child with a hearing loss is born into a hearing family, it can be inferred that the hearing loss does not only affect the child but the whole family (Henderson & Hendershott, 1991;Humphries, Kushalnagar, Mathur, Napoli, Rathmann & Smith, 2019;Seligman & Darling, 2009).…”

Section: Introductionmentioning

confidence: 99%

The Co-Development of a Framework to Support Parents of Children With a Hearing Loss: Using a Consensus Workshop

Davids

Roman

Schenck

2023

SWORK

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Research highlights the complex needs of parents of children with hearing loss. These complex needs include the need for parents to have access to information, be connected with social support networks, consider communication options and have collaborative partnerships with professionals. A mixed-methods approach with a sequential explanatory design using a two-phased approach was implemented in the study. This article reports on the last phase of the study, the consensus workshop. The consensus workshop approach allowed for greater participation, interaction and discussion in the decision-making process in the co-development of a framework to support parents. This phase consisted of two workshops where experts, stakeholders and parents reached consensus on four topics and fifteen sub-topics. Each topic with its sub-topics offers insights into the kind of professional support parents require. The consensus workshop can be considered a valuable tool for multidisciplinary engagement to support parents of children with hearing loss.

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Children with hearing loss: developing listening and talking, birth to six, 3rd edition

Cited by 21 publications

References 0 publications

Perception de parole chez l’enfant porteur d’implant(s) cochléaire(s) : Étude sur l’Auditory Verbal Therapy et la Langue française Parlée Complétée

Perception de parole chez l’enfant porteur d’implant(s) cochléaire(s) : Étude sur l’Auditory Verbal Therapy et la Langue française Parlée Complétée

Usability of a Mobile App for Improving Literacy in Children With Hearing Impairment: Focus Group Study

The Co-Development of a Framework to Support Parents of Children With a Hearing Loss: Using a Consensus Workshop

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