Hearing aid and cochlear implant use in children with hearing loss at three years of age: Predictors of use and predictors of changes in use

Marnane, Vivienne; Ching, Teresa Y. C.

doi:10.3109/14992027.2015.1017660

Cited by 73 publications

(86 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…There is compelling evidence for a relationship between aided audibility and vocabulary skills (Stiles et al 2012), as well as syntax (Koehlinger et al 2013), articulation, and global language (Tomblin et al 2014), but there is less research on how the amount of daily HA use might influence outcomes. Marnane and Ching (2015) examined HA use as a categorical variable and reported that the majority of 3 year olds were consistent users (i.e., more than 8 hours per day). They also found that children who wore HAs more frequently had higher scores on a parent-report scale of auditory skills, but there was no significant relationship between amount of HA use and functional outcomes after controlling for other demographic variables (maternal education level, additional disabilities).…”

Section: Introductionmentioning

confidence: 99%

Trends and Predictors of Longitudinal Hearing Aid Use for Children Who Are Hard of Hearing

et al. 2015

View full text Add to dashboard Cite

Objectives-Children who are hard of hearing (CHH) have restricted access to acoustic and linguistic information. Increased audibility provided by hearing aids (HAs) influences language outcomes, but the advantages of appropriately-fit HAs can only be realized if children wear their devices on a consistent basis. The purpose of the current paper was to characterize long-term HA use in CHH, based on parent report measures, and identify factors that influence longitudinal trends in HA use.Design-Participants were parents of 290 children with mild to severe hearing loss. At every visit, parents estimated the average amount of time the child used HAs per day during the week and on the weekends. Parent reports of daily HA use were analyzed to determine if different patterns of HA use were observed longitudinally during the study. Independent predictor variables were then related to longitudinal trends in HA use within three age groups (infant, preschool, school-age).Results-On average across multiple visits, parents reported that their children wore their HAs for 10.63 hours per day (SD = 3.29). Data logging values were lower than parent report measures (M = 8.44, SD = 4.06), suggesting that parents overestimated daily HA use. The majority of children in each age group wore HAs at least 8 hours per day from their first research testing interval to their last, based on parent-report measures. Maternal education level predicted longitudinal trends in HA use for infants and school-age CHH. Degree of hearing loss was related to trends in school-age children only. Conclusions-The current results indicated that the majority of CHH increased HA use over time, but a sizable minority demonstrated a low level of use or decreased use in the time period studied. Maternal education level influenced longitudinal trends in daily HA use. Degree of

show abstract

Section: Introductionmentioning

confidence: 99%

Trends and Predictors of Longitudinal Hearing Aid Use for Children Who Are Hard of Hearing

et al. 2015

View full text Add to dashboard Cite

show abstract

“…Recent studies show that hearing aid (HA) use is highly variable in infants and toddlers (Marnane & Ching 2015; Muñoz et al, 2014, 2015; Walker et al 2015). For example, it has been shown that children between 6 months and 2 years of age use their HAs for an average of 4.36 hours per day; whereas, pre-school children between the ages of 2 and 4 years wear their hearing aids on average 7.5 hours per day (Walker et al 2015).…”

Section: Discussionmentioning

confidence: 99%

“…Tournis (Reference Note 1) reports that children between the ages of 0–3 years log only about 7 hours of CI use per day, similar to the 2 to 4 year olds who use HAs. Additionally, Marnane and Ching (2015) compared device use at 3 years of age for HA and CI users, and found that CI users reported using their devices more often than HA users. Thus, it seems that between the ages of 0–3, the most crucial language learning period in development, both children with HAs and CIs have reduced use of their device, with children with HAs using their device the least during this period.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Hearing Loss on Novel Word Learning in Infant- and Adult-Directed Speech

2017

View full text Add to dashboard Cite

Objectives Relatively little is known about how young children with hearing impairment (HI) learn novel words in infant- and adult- directed speech. Infant-directed speech (IDS) supports word learning in typically developing infants relative to adult-directed speech (ADS). This study examined how children with normal hearing (NH) and children with HI learn novel words in IDS and ADS. It was predicted that IDS would support novel word learning in both groups of children. In addition, children with HI were expected to be less proficient word learners as compared to their NH peers. Design A looking-while-listening paradigm was used to measure novel word learning in 16 children with sensorineural HI (age range 23.2–42.1 months) who wore either bilateral hearing aids (n = 10) or bilateral cochlear implants (n = 6) and 16 children with NH (age range 23.1–42.1 months) who were matched for gender, chronological age, and maternal education level. Two measures of word learning were assessed (accuracy and reaction time). Each child participated in two experiments approximately one week apart, one in IDS and one in ADS. Results Both groups successfully learned the novel words in both speech type conditions, as evidenced by children looking at the correct picture significantly above chance. As a group, children with NH outperformed children with HI in the novel word learning task, however there were no significant differences between performance on IDS vs ADS. More fine-grained time course analyses revealed that children with HI, and particularly children who use hearing aids, had more difficulty learning novel words in ADS, compared to children with NH. Conclusions The pattern of results observed in the children with HI suggests that they may need extended support from clinicians and caregivers, through the use of IDS, during novel word learning. Future research should continue to focus on understanding the factors (e.g., device type and use, age of intervention, audibility, acoustic characteristics of input, etc.) that may influence word learning in children with HI in both IDS and ADS.

show abstract

“…DesJardin (2005) demonstrated that parental report of self-efficacy around managing and promoting device use was stronger in families of children with CIs than in those whose children had HAs, which suggests the need for further research regarding HA use and strategies for promoting use in CHH. A recent study by Marnane and Ching (2015) examined longitudinal trends in device use, and did not find it to be a significant predictor of outcomes after controlling for background variables. There is need for additional research documenting how HA use varies over time for CHH and how this variation may influence longitudinal trajectories of language development.…”

Section: Introductionmentioning

confidence: 99%

An Introduction to the Outcomes of Children with Hearing Loss Study

2015

View full text Add to dashboard Cite

The landscape of service provision for young children with hearing loss has shifted in recent years as a result of newborn hearing screening and the early provision of interventions, including hearing technologies. It is expected that early service provision will minimize or prevent linguistic delays that typically accompany untreated permanent childhood hearing loss. The post-newborn hearing screening era has seen a resurgence of interest in empirically examining the outcomes of children with hearing loss to determine if service innovations have resulted in expected improvements in children’s functioning. The Outcomes of Children with Hearing Loss (OCHL) project was among these recent research efforts, and this introductory article provides background in the form of literature review and theoretical discussion to support the goals of the study. The OCHL project was designed to examine the language and auditory outcomes of infants and preschool-aged children with permanent, bilateral, mild-to-severe hearing loss and to identify factors that moderate the relationship between hearing loss and longitudinal outcomes. We propose that children who are hard of hearing experience limitations in access to linguistic input, which lead to a decrease in uptake of language exposure and an overall reduction in linguistic experience. We explore this hypothesis in relation to three primary factors that are proposed to influence children’s access to linguistic input: aided audibility, duration and consistency of hearing aid (HA) use, and characteristics of caregiver input.

show abstract

Hearing aid and cochlear implant use in children with hearing loss at three years of age: Predictors of use and predictors of changes in use

Cited by 73 publications

References 16 publications

Trends and Predictors of Longitudinal Hearing Aid Use for Children Who Are Hard of Hearing

Trends and Predictors of Longitudinal Hearing Aid Use for Children Who Are Hard of Hearing

The Effect of Hearing Loss on Novel Word Learning in Infant- and Adult-Directed Speech

An Introduction to the Outcomes of Children with Hearing Loss Study

Contact Info

Product

Resources

About