Kindliche Hör- und Sprachentwicklungsstörungen, Diagnostik und Genetik

Abstract

This article gives an overview on important aspects of hearing and language development of infants and toddlers. Newborn hearing screening is implemented in Germany for all infants since January 2009. The realization of early postnatal hearing screening is regulated by a publication of the "Gemeinsamer Bundesausschuss". It regulates the measurement method (TEOAE or AABR screening) and differs between healthy and sick newborns. It also rules the timetable of rescreening and if it still fails of paedaudiological follow up. The second part refers to objective and subjective assessment of hearing loss and different important issues of permanent childhood hearing impairment are discussed. Especially CMV infection by materno-fetal transmission and hereditary hearing loss is addressed in comparison to otitis media with effusion. Speech and language development in the first three years of live and the corresponding nomenclature is introduced in the last part. Different parent questionnaires are well established in evaluation of early language acquisition. An early diagnosis of language delay is possible and therapeutic measures can be established to prevent further social and psychological problems.

School readiness and academic achievement of children with hearing impairment: A South African exploratory study

“…Furthermore, children with better expressive language abilities are able to communicate better with their teachers and peers and consequently, be able to regulate their behaviour and emotions (Cole, Armstrong & Pemberton 2010;Menting, Van Lier & Koot 2010). Thus an unidentified or lateidentified hearing impairment causes delays in language development, and those delays in turn lead to learning problems, often resulting in poor academic achievement (Packer 2018;Lang-Roth 2014). However, early identification of congenital and early-onset hearing impairment and timeous intervention can improve potential outcomes for these children, including linguistic, psycho-emotional, as well as scholastic outcomes (Maluleke, Khoza-Shangase & Kanji 2019a;.…”