Thirty Years of the Annual Survey of Deaf and Hard-of-Hearing Children &amp; Youth: A Glance Over the Decades

Holden-Pitt, Lisa; Diaz, Juan Albertorio

doi:10.1353/aad.2012.0630

Cited by 83 publications

(81 citation statements)

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“…In their Annual Survey of Deaf and Hard-of-Hearing Children and Youth, the Gallaudet Research Institute reported that one-third of children in the United States with some degree of hearing loss have additional disabilities (Holden-Pitt & Diaz, 1998): 4% were blind or had an uncorrected vision problem; 4% had emotional/behavioral problems; 8% had mental retardation; and 9% had learning disabilities (the additional disability was not reported for 9% of the sample). In their study of 199 children with autism, Rosenhall, Nordin, Sandstrom, Ahlsen, and Gillburg (1999) reported a prevalence of profound bilateral hearing loss of 3.5%, higher than the 1% reported for the general population.…”

Section: Introductionmentioning

confidence: 99%

Speech and Language Development in Cognitively Delayed Children With Cochlear Implants

2005

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Abstract. The primary goal of this investigation was to examine the speech and language development of deaf children with cochlear implants who have additional impairments relative to that of their implanted peers without additional disabilities. A secondary goal was to address some limitations of previous investigations that have included multiple types of disabilities in their experimental groups by focusing on deaf children with cochlear implants who have a single additional impairment, mild cognitive delay. We retrospectively examined the speech and language development of 69 prelingually-deaf children. The experimental group consisted of 19 children with cognitive delays and no other disabilities. The control group consisted of 50 children who did not have cognitive delays or any other identified disability. The control group was stratified by primary communication mode: half used total communication and the other half used oral communication. Children were tested on a variety of standard speech and language measures and one test of auditory skill development at 6-month intervals. The results from each test were collapsed from blocks of two consecutive 6-month intervals to calculate group mean scores prior to implantation and at 1-year intervals postimplantation. The children with cognitive delays and those without such delays demonstrated significant improvement in their speech and language skills over time on every test administered. There was a trend for typically developing children to have better speech perception than children with cognitive delays, although these differences were not statistically significant. In contrast, typically developing children performed significantly better than those with cognitive delays on two of the three measures of receptive and expressive language. Finally, there was no significant difference between the groups of children on their parental reports of auditory skill development. The results suggest that deaf children with mild cognitive impairments benefit from cochlear implantation. Specifically, improvements are evident in their ability to perceive speech and their reception and use of language, although it may be reduced relative to their typically developing peers with cochlear implants, particularly in domains that require higher level skills such as sentence recognition and receptive and expressive language. These findings suggest that children with mild cognitive deficits be considered for cochlear implantation with less trepidation than has been the case in the past. Although their speech and language gains may be tempered by their cognitive abilities, these limitations do not appear to preclude benefit from stimulation from a cochlear implant on traditional measures of speech and language development.

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Section: Introductionmentioning

confidence: 99%

Speech and Language Development in Cognitively Delayed Children With Cochlear Implants

2005

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“…The detrimental effects of profound hearing loss in children are summarized in Table 1. Unless children are afforded opportunities to develop language, deaf children can fall behind their hearing peers in communication, cognition, literacy and psychosocial development (Holden-Pitt & Albertorio, 1998 The widespread use of universal neonatal hearing screening has been established based on the growing body of evidence that early detection of hearing loss leads to early aural rehabilitation (Kennedy, McCann, Campbell, Kimm, & Thornton, 2005). Multiple studies have demonstrated the deleterious effect of bilateral hearing loss on speech and language development (Allen, 1986;A.…”

Section: Introductionmentioning

confidence: 99%

Contralateral Suppression of Otoacoustic Emissions: Working Towards a Simple Objective Frequency Specific Test for Hearing Screening

Wolter¹,

Harrison²,

James³

2012

Hearing Loss

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“…The other 17% of students receive education that is split between the special education and the generaleducation classroom [6].…”

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confidence: 99%

The Perceived Effects/Impacts of Auditory Deficiency on the Social and Academic Behavior of Students in Hail, Saudi Arabia

AlShammari¹,

Ashankyty²,

Al-Mowina³

et al. 2014

EDUCATION

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Background: Studies of teachers' perceptions of students that are deaf and hard of hearing (SDHH) academic status compared with peers in high school mainstream and private classrooms are few, thus little is known of how SDHH fare in these classrooms. Current data on academic progress, especially prospective cross sectional data, are scant especially for the Kingdom of Saudi Arabia .Most of the studies that have been written for hearing loss have been based on younger children in the kingdom. The studies on students who are between the ages of 15-18 and who are female are insufficient. We chose to look at both standardized surveys of both students' perceptions and teachers' perceptions to provide a multidimensional picture of the academic status of the SDHH in this study. In the following sections we: (a) Describe a framework for measuring academic status for students in Saudi Arabia; (b) Review the academic status of SDHH student; (c) Review the factors contributing to SDHH academic status. Methods: A cross sectional study was carried out on a hundred boys and girls of ages 15-18 with varying degrees of sensorineural deafness. This was carried out by interviews of the students and teachers, to answer our objectives. Results and Discussion: We were able to get a lot of gender specific information comparing female and male responses in Hail. In comparison with boys, girls on average felt they were treated significantly more differently by their parents (24 versus 10). Both girls and boys significantly on average felt that their academic performance was affected by their hearing loss (26 versus 25). Conclusion: This data has aided our understanding of the role of deafness and how it can impact academic performance in Hail. Integrated education in the future is something that would help the students with their communication and learning. Academic performance in Hail appears to be affected by interplay of a number of factors, pinpointing an exact factor would be of interest to future studies.

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Thirty Years of the Annual Survey of Deaf and Hard-of-Hearing Children & Youth: A Glance Over the Decades

Cited by 83 publications

References 1 publication

Speech and Language Development in Cognitively Delayed Children With Cochlear Implants

Speech and Language Development in Cognitively Delayed Children With Cochlear Implants

Contralateral Suppression of Otoacoustic Emissions: Working Towards a Simple Objective Frequency Specific Test for Hearing Screening

The Perceived Effects/Impacts of Auditory Deficiency on the Social and Academic Behavior of Students in Hail, Saudi Arabia

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