Prescribing and Verifying Hearing Aids Applying the American Academy of Audiology Pediatric Amplification Guideline: Protocols and Outcomes from the Ontario Infant Hearing Program

Bagatto, Marlene; Moodie, Sheila; Brown, Christine; Malandrino, April; Richert, Frances; Clench, Debbie; Scollie, Susan

doi:10.3766/jaaa.15051

Cited by 61 publications

(47 citation statements)

References 28 publications

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“…In children with severe-to-profound sensorineural hearing loss (Stelmachowciz et al 2004), restoring high frequency amplification to an audible range is often not possible, but CIs seem to accomplish this better than HAs (Davidson et al 2014). In addition, several children in this study who wore hearing aids had audibility that was less than what would be recommended clinically, evidenced by their low SII scores (Bagatto et al 2016, see Table 1). This could have contributed to the wide variability in the performance between the hearing aid group and the CI group, and may have contributed to the differences observed between the NH and HI children.…”

Section: Discussionmentioning

confidence: 85%

“…Table 1 shows the mean age, gender, the hearing age (defined as the amount of time amplification had been used from the initial hearing aid/cochlear implant fitting until day of test), the type of devices worn by the children, and Speech Intelligibility Score (SII). Although the researchers recognized that some children’s SII scores were below the optimal SII speech audibility target values (Bagatto et al 2016), they did not want to make changes to the fittings made by the child’s audiologist. Children with HI had a mean gestational age of 37.5 weeks (range = 27.0–41.3 weeks, see Table 1) and had the following characteristics: 1) bilateral, congenital, sensorineural hearing loss diagnosed with an auditory brainstem response test, 2) use of bilateral hearing aids and/or cochlear implants for at least 5 months, 3) no indication of auditory neuropathy spectrum disorder (defined as otoacoustic emissions present in combination with hearing loss greater than 40 dB HL and/or cochlear microphonic component recorded in combination with no obvious auditory brainstem response), and 4) for children with hearing aids, an aided SII score of > 20.…”

Section: Methodsmentioning

confidence: 99%

“…These studies have shown that reduced access to hearing affects children’s ability to learn the phonological features of new words (Stelmachowicz et al 2004; Pittman 2008), and reduces their ability to learn from incidental presentation of words compared to NH children (Davidson et al 2014). Converging evidence from school-aged children with hearing loss (aged 4–9 years) suggests that better novel word learning performance is associated with larger vocabulary size (Gilbertson & Kamhi 1995; Lederberg et al 2000), better complex working memory (Hansson et al 2004), and greater audibility (Gilbertson & Kamhi 1995; Stelmachowicz et al 2004; Pittman et al 2005; Lederberg & Spencer 2009; Houston et al 2012; Davidson et al 2014; Bagatto et al 2016). Studies of novel word learning in younger infants with hearing loss are relatively rare and are needed to determine what factors support word learning in infants with HI.…”

Section: Introductionmentioning

confidence: 99%

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

2017

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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.

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Section: Discussionmentioning

confidence: 85%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

2017

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“…The main objective of the selection process of HA in infants and young children with hearing impairment is to ensure access to quality speech sounds without discomfort (2) . Adequacy of amplification and care with audibility are of fundamental importance (3) , since language delay can occur in any degree of hearing loss (4) .…”

Section: Introductionmentioning

confidence: 99%

Relações entre medidas de capacidade auditiva e desempenho em tarefas de percepção da fala em crianças com deficiência auditiva

Camargo

Mendes

Novaes

2020

CoDAS

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RESUMO Objetivo Estabelecer relações entre o desempenho em tarefa de reconhecimento de palavras com e sem sentido e grau e configuração da perda auditiva, utilizando valores de Índices de Inteligibilidade de Fala (SII) como indicadores, em crianças com deficiência auditiva. Método Foram estabelecidos os SII para sons de entradas de 55 e 65 Decibéis Nível de Pressão Sonora (dBNPS) de dez crianças com perda auditiva neurossensorial usuárias de aparelho de amplificação sonora individual bilateralmente que têm a linguagem oral como principal modalidade de comunicação. As crianças foram submetidas à tarefa de repetição de palavras com e sem sentido em duas ou três diferentes intensidades. As emissões foram analisadas de acordo com o Protocolo Word Association for Syllable Perception (WASP). Na análise dos dados, o SII foi comparado com os resultados obtidos em cada critério de análise. Resultados Para o desempenho em palavras, houve diferença estatisticamente significante entre os dois tipos de estímulo em 55dBNPS. Para o desempenho em consoantes e ponto de articulação, houve diferença estatisticamente significante entre os tipos de estímulos em 65 e 55dBNPS e também entre as intensidades de 65 e 55 dBNPS nas palavras sem sentido. Conclusão De modo geral, não houve regularidade na relação entre capacidade auditiva e desempenho em tarefas de percepção da fala. Os resultados sugerem que o desempenho nas tarefas de reconhecimento de palavras sem sentido tem maior relação com o índice de inteligibilidade do que as palavras com sentido, possivelmente por limitar as estratégias de fechamento semântico pelo sujeito.

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“…The purpose of this document is to review candidacy and rationales for the use of frequency-lowering technologies, develop recommended fitting methods for use with young children who use hearing aids, and present specific evidence arising from the protocol's application. This protocol is intended to complement the hearing aid prescription and verification procedures described by Bagatto et al (2016).…”

mentioning

confidence: 99%

Fitting Frequency-Lowering Signal Processing Applying the American Academy of Audiology Pediatric Amplification Guideline: Updates and Protocols

Scollie¹,

Glista²,

Seto³

et al. 2016

J Am Acad Audiol

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Frequency-lowering signal processors have measureable effects on the high-frequency fricative content of speech, particularly female /s/. It is possible to measure these effects either with a simple strategy that presents an isolated simulated fricative and measures the aided frequency response or with a more complex system that extracts fricatives from running speech. For some processors, a more accurate result may be achieved with a running speech system. In listeners, the aided frequency location and sensation level of fricatives may be helpful in predicting whether a specific hearing aid fitting, with or without frequency-lowering, will support access to the fricatives of speech.

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Prescribing and Verifying Hearing Aids Applying the American Academy of Audiology Pediatric Amplification Guideline: Protocols and Outcomes from the Ontario Infant Hearing Program

Cited by 61 publications

References 28 publications

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

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

Relações entre medidas de capacidade auditiva e desempenho em tarefas de percepção da fala em crianças com deficiência auditiva

Fitting Frequency-Lowering Signal Processing Applying the American Academy of Audiology Pediatric Amplification Guideline: Updates and Protocols

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