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Ting FN, Kiing JSH, Li WW, Chan YH, Loo JHY, Kang YQ. Prevalence and Profiles of Late-Onset Hearing Loss in Preschool Children with Autism Spectrum Disorder Who Passed Newborn Hearing Screening in a South East Asian Population. J Autism Dev Disord 2024; 54:3336-3346. [PMID: 37480440 DOI: 10.1007/s10803-023-06060-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/28/2023] [Indexed: 07/24/2023]
Abstract
Prevalence of hearing loss in children with autism spectrum disorder (ASD) is uncertain, as it is more challenging to assess hearing function in children with developmental difficulties (DD). We aimed to determine the prevalence and profiles of hearing loss in preschool children with ASD in a Southeast-Asian population who passed newborn hearing screening. A retrospective study of preschool children with DD (ASD, Global Developmental Delay (GDD), and Speech and Language Delay (SLD)) attending the Child Development Unit (CDU) at our hospital was performed. Three hundred and thirty-three children (ASD: n = 129; GDD: n = 110; and SLD: n = 94) underwent hearing assessments. Of these, 10.8% of children (n = 36, comprising 15 with ASD, 12 with GDD and 9 with SLD) had confirmed hearing loss. Hearing loss was predominantly bilateral in children with ASD and GDD; in those with SLD, unilateral and bilateral hearing loss were equally common. Conductive hearing loss occurred as frequently as sensorineural hearing loss in children with ASD and SLD, but was the dominant subtype in those with GDD. Moderate to severe hearing loss (n = 2) was noted only in children with ASD. Children with ASD and GDD required significantly more audiology visits and procedures to obtain conclusive hearing test results, compared to those with SLD. The need to identify hearing loss and monitor for resolution is particularly important in vulnerable populations with communication deficits, such as in those with ASD.
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Affiliation(s)
- Fang Ni Ting
- Department of Paediatrics, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Jennifer S H Kiing
- Department of Paediatrics, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
- Child Development Unit, Khoo Teck Puat-National University Children's Medical Institute, National University Health System, Singapore, Singapore
| | - Wei Wen Li
- Child Development Unit, Khoo Teck Puat-National University Children's Medical Institute, National University Health System, Singapore, Singapore
| | - Yiong Huak Chan
- Biostatistics Unit, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Jenny H Y Loo
- Department of Otolaryngology, Head & Neck Surgery (Audiology), National University Hospital, Singapore, Singapore
- Department of Otolaryngology, Head & Neck Surgery (Audiology), National University of Singapore, Singapore, Singapore
| | - Ying Qi Kang
- Department of Paediatrics, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore.
- Child Development Unit, Khoo Teck Puat-National University Children's Medical Institute, National University Health System, Singapore, Singapore.
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de Jong TJ, van der Schroeff MP, Stapersma L, Vroegop JL. A systematic review on the impact of auditory functioning and language proficiency on psychosocial difficulties in children and adolescents with hearing loss. Int J Audiol 2024; 63:675-685. [PMID: 37887640 DOI: 10.1080/14992027.2023.2261074] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2022] [Revised: 09/09/2023] [Accepted: 09/13/2023] [Indexed: 10/28/2023]
Abstract
OBJECTIVE Approximately 20% to 40% of children with hearing loss encounter psychosocial difficulties. This prevalence may be outdated, given the advancements in hearing technology and rehabilitation efforts to enhance the psychosocial well-being of these children. A systematic review of up-to-date literature can help to identify factors that may contribute to the children's psychosocial well-being. DESIGN/STUDY SAMPLE A systematic review was conducted. Original articles were identified through systematic searches in Embase, Medline, PsychINFO, and Web of Science Core Collection. The quality of the papers was assessed using the Newcastle-Ottawa Quality Assessment Scale and custom Reviewers' Criteria. RESULTS A search was performed on 20 October 2022. A total of 1561 articles were identified, and 36 were included for review. Critical appraisal led to 24 good to fair quality articles, and 12 poor quality articles. CONCLUSION Children with hearing loss have a twofold risk of experiencing psychosocial difficulties compared to normal hearing peers. Estimates for functioning in social interactions, like speech perception (in noise) or language proficiency, have proven to be more adequate predictors for psychosocial difficulties than the degree of hearing loss. Our findings can be useful for identifying children at risk for difficulties and offering them earlier and more elaborate psychological interventions.
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Affiliation(s)
- Tjeerd J de Jong
- Department of Otorhinolaryngology, Head and Neck Surgery, Erasmus University Medical Center, Rotterdam, The Netherlands
| | - Marc P van der Schroeff
- Department of Otorhinolaryngology, Head and Neck Surgery, Erasmus University Medical Center, Rotterdam, The Netherlands
| | - Luuk Stapersma
- Department of Child and Adolescent Psychiatry/Psychology, Erasmus University Medical Center, Sophia Children's Hospital, Rotterdam, The Netherlands
- Levvel, Academic Center for Child and Adolescent Psychiatry, Amsterdam, The Netherlands
- Child and Adolescent Psychiatry, Amsterdam UMC location University of Amsterdam, Amsterdam, The Netherlands
| | - Jantien L Vroegop
- Department of Otorhinolaryngology, Head and Neck Surgery, Erasmus University Medical Center, Rotterdam, The Netherlands
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de Jong TJ, van der Schroeff MP, Hakkesteegt M, Vroegop JL. Emotional prosodic expression of children with hearing aids or cochlear implants, rated by adults and peers. Int J Audiol 2024:1-8. [PMID: 39126382 DOI: 10.1080/14992027.2024.2380098] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2023] [Revised: 07/08/2024] [Accepted: 07/09/2024] [Indexed: 08/12/2024]
Abstract
OBJECTIVE The emotional prosodic expression potential of children with cochlear implants is poorer than that of normal hearing peers. Though little is known about children with hearing aids. DESIGN This study was set up to generate a better understanding of hearing aid users' prosodic identifiability compared to cochlear implant users and peers without hearing loss. STUDY SAMPLE Emotional utterances of 75 Dutch speaking children (7 - 12 yr; 26 CHA, 23 CCI, 26 CNH) were gathered. Utterances were evaluated blindly by normal hearing Dutch listeners: 22 children and 9 adults (17 - 24 yrs) for resemblance to three emotions (happiness, sadness, anger). RESULTS Emotions were more accurately recognised by adults than by children. Both children and adults correctly judged happiness significantly less often in CCI than in CNH. Also, adult listeners confused happiness with sadness more often in both CHA and CCI than in CNH. CONCLUSIONS Children and adults are able to accurately evaluate the emotions expressed through speech by children with varying degrees of hearing loss, ranging from mild to profound, nearly as well as they can with typically hearing children. The favourable outcomes emphasise the resilience of children with hearing loss in developing effective emotional communication skills.
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Affiliation(s)
- Tjeerd J de Jong
- Department of Otorhinolaryngology and Head and Neck Surgery, Erasmus University Medical Center Rotterdam, Rotterdam, The Netherlands
| | - Marc P van der Schroeff
- Department of Otorhinolaryngology and Head and Neck Surgery, Erasmus University Medical Center Rotterdam, Rotterdam, The Netherlands
| | - Marieke Hakkesteegt
- Department of Otorhinolaryngology and Head and Neck Surgery, Erasmus University Medical Center Rotterdam, Rotterdam, The Netherlands
| | - Jantien L Vroegop
- Department of Otorhinolaryngology and Head and Neck Surgery, Erasmus University Medical Center Rotterdam, Rotterdam, The Netherlands
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Grigsby J, Sharma A, Stredler-Brown A, Cavanaugh J, Elder S, Kahn GS, Min SJ, Schlenker R, Walker K, Withrow S, Hull F. Outcomes of Aural Rehabilitation Provided in Person or by Telehealth Among Deaf/Hard of Hearing Young Children with Cochlear Implants or Hearing Aids. Telemed J E Health 2024. [PMID: 38957961 DOI: 10.1089/tmj.2023.0634] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/04/2024] Open
Abstract
Background: Cochlear implants and hearing aids may facilitate the development of listening and spoken language (LSL) in deaf/hard of hearing young children, but they require aural rehabilitation therapy-often unavailable outside urban areas-for optimal outcomes. This trial assessed the relative effectiveness of LSL therapy delivered either in person or by interactive video. The hypothesis was that telehealth service delivery would be noninferior to in-person therapy. Methods: Most parents refused randomization of their children to telehealth or in-person conditions; therefore, randomization was impossible. In consultation with the funder (NIDCD), the study design was modified. Parents were allowed to select their preferred study condition, and the study team was blinded to group membership. Forty-two families were in the in-person group and 35 in telehealth (40 and 30, respectively, after attrition). Primary endpoints were total score, auditory comprehension, and expressive communication on the Preschool Language Scale, 5th edition. There were several secondary speech, hearing, and language outcome measures. Assessments occurred at baseline and at follow-up after 6 months of LSL therapy. Results: Propensity scores were used to create two matched groups. At baseline, groups did not differ on PLS-5 scores. Change from baseline to F/U on age-equivalents for all three scores was nearly identical for both groups, although the telehealth group was younger, on average, than the in-person group. Discussion: Telehealth was noninferior to in-person services for all primary endpoints. For secondary outcomes, neither group demonstrated a significant advantage. Magnitudes of estimated group differences were small, suggesting nonsignificant differences not predominantly because of sample size. The telehealth group showed greater improvement on 15/24 of secondary language outcome measures. The findings provide evidence that telehealth is equivalent to in-person care for providing LSL therapy to young children with cochlear implants and hearing aids.
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Affiliation(s)
- Jim Grigsby
- University of Colorado Denver, Denver, Colorado, USA
- University of Colorado Anschutz Medical Campus, Aurora, Colorado, USA
| | - Anu Sharma
- University of Colorado Boulder, Boulder, Colorado, USA
| | | | | | - Stacey Elder
- University of Colorado Denver, Denver, Colorado, USA
| | - Gary S Kahn
- University of Colorado Denver, Denver, Colorado, USA
- Healthbridge Systems, Boulder, Colorado, USA
| | - Sung-Joon Min
- University of Colorado Anschutz Medical Campus, Aurora, Colorado, USA
| | - Robert Schlenker
- University of Colorado Anschutz Medical Campus, Aurora, Colorado, USA
| | - Keegan Walker
- University of Colorado Denver, Denver, Colorado, USA
| | - Susanne Withrow
- VA Pittsburgh Healthcare System, Pittsburgh, Pennsylvania, USA
| | - Fred Hull
- Healthbridge Systems, Boulder, Colorado, USA
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Bouzaher MH, Wu S, Ramanathan D, Chi DH, Klaas P, Anne S. Intelligence quotient testing in children with hearing loss: A systematic review. Am J Otolaryngol 2024; 45:104219. [PMID: 38346371 DOI: 10.1016/j.amjoto.2024.104219] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2023] [Revised: 12/27/2023] [Accepted: 01/01/2024] [Indexed: 05/07/2024]
Abstract
OBJECTIVE The objective of the current study is to perform a systematic review of the research literature to evaluate the impact of hearing loss on intelligence quotient (IQ) scores in pediatric patients. DATA SOURCES Ovid MEDLINE, EMBASE, CINAHL, and Cochrane Central Register of Controlled Trials (CENTRAL) databases were searched from their inception up to December 21st, 2021. REVIEW METHODS Studies evaluating neurocognitive testing and hearing loss in children aged 21 years old or younger who had not undergone auditory rehabilitation were included in the study. Two independent reviewers evaluated titles, abstracts, and full texts for all included studies. RESULTS The literature search yielded 3199 studies of which 431 studies underwent full-text screening. 21 studies were ultimately selected for inclusion and contained a total of 1716 pediatric patients assessed through 13 different validated tests of intelligence. Six studies included both hearing impaired (HI) and normal hearing (NH) patients, and IQ testing results. CONCLUSION The results of this large systematic review demonstrate that hearing impaired children may perform lower than their age-matched normal hearing peers on IQ testing across a battery of IQ testing modalities.
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Affiliation(s)
- Malek H Bouzaher
- Head and Neck Institute, Cleveland Clinic Foundation, Cleveland, OH, USA
| | - Shannon Wu
- Cleveland Clinic Lerner College of Medicine, Cleveland, OH, USA
| | | | - David H Chi
- Department of Otolaryngology, University of Pittsburg Medical Center, Pittsburg, PA, USA
| | - Patricia Klaas
- Neurological Institute, Cleveland Clinic Foundation, Cleveland, OH, USA
| | - Samantha Anne
- Head and Neck Institute, Cleveland Clinic Foundation, Cleveland, OH, USA.
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Van Zyl C, Rogers C, Kuschke S. Outcomes and device use in children with bone-conduction hearing devices in South Africa. SOUTH AFRICAN JOURNAL OF COMMUNICATION DISORDERS 2024; 71:e1-e8. [PMID: 38426736 PMCID: PMC10913003 DOI: 10.4102/sajcd.v71i1.1005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2023] [Revised: 10/16/2023] [Accepted: 10/16/2023] [Indexed: 03/02/2024] Open
Abstract
BACKGROUND Bone-conduction hearing devices (BCHD) can provide hearing solutions in settings where middle ear pathology is rife. OBJECTIVES Describe functional hearing outcomes and device use of children fitted with BCHD. METHOD Retrospective review of 79 children fitted with BCHD between January 2017 and May 2022. Outcomes included device use and subjective reports measured with the Parents' Evaluation of Aural/Oral Performance of Children (PEACH) and the Teachers' Evaluation of Aural/Oral Performance of Children (TEACH). Analysis of variance established association between mean data logging and type and degree of hearing loss. Thematic analyses were done for qualitative outcomes. RESULTS Average usage was 7.0 h/day (5.4 SD; range 0.1-24). PEACH ratings indicated 93.3% of children wore their BCHD 'always' or 'often', with 80% displaying Typical auditory performance at 1-month follow-up. TEACH ratings indicated 84.2% of children wore their BCHD 'always' or 'often', with 78.9% showing typical auditory behaviour. Increased usage was noted for conductive, mixed, moderate and severe hearing losses. There was a mean delay of 17.2 months (23.4 SD; range 0-90) between age of diagnosis and fitting. Thematic analyses identified two main themes: advantages and barriers to BCDH use. CONCLUSION Average device use fell short of the internationally recommended 10 h/day. Higher BCHD use was associated with higher functional listening performance scores. Long waiting times for medical or surgical intervention for conductive hearing losses can delay BCHD fitting.Contribution: Limited information is available to examine outcomes in children fitted with BCHD.
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Affiliation(s)
- Chéri Van Zyl
- Department of Audiology, Red Cross War Memorial Children's Hospital, Cape Town, South Africa; and Department of Health and Rehabilitation Sciences, Faculty of Health Sciences, University of Cape Town, Cape Town.
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Xiao Y, Liu Y, Han J, Li Y, Zhang L, Bai L, Wang X, Yin Y, Wang S, Tang X, Sun X, Yang Y. Cross-cultural adaptation, reliability, and validity of the Chinese version of the Acceptance and Action Questionnaire-Management of Child Hearing Loss. Int J Audiol 2024; 63:155-162. [PMID: 36373606 DOI: 10.1080/14992027.2022.2131637] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/05/2022] [Revised: 09/10/2022] [Accepted: 09/21/2022] [Indexed: 11/16/2022]
Abstract
OBJECTIVE The current study aims to translate and cross-culturally adapt the Acceptance and Action Questionnaire-Management of Child Hearing Loss (AAQ-MCHL) scale to Chinese caregivers of children with hearing loss (CHL) and verify its psychometric characteristics. DESIGN This is a cross-sectional design of psychometric validation study. STUDY SAMPLE In total, 135 caregivers of CHL were invited to participate in the study, and complete data from 125 participants were used to analyse internal consistency, test-retest reliability, content validity, structural validity, criterion validity, and the optimal cut-off score of AAQ-MCHL. RESULTS Through careful and complete translation and adaptation, the Chinese version of AAQ-MCHL was successfully created. The Chinse version of the AAQ-MCHL had good internal consistency, test-retest reliability, content validity, structural validity, and criterion validity. Our results also showed that poorer speech performance in CHL was a strong predictor of parental psychological inflexibility. CONCLUSIONS The Chinese version of the AAQ-MCHL could be used as an outcome indicator to evaluate the psychological inflexibility of caregivers of CHL in mainland China, and we suggest that early interventionists should be aware of signs of elevated psychological inflexibility in caregivers of CHL.
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Affiliation(s)
- Yanan Xiao
- Department of Hearing and Speech Rehabilitation, Binzhou Medical University, Yantai, China
| | - Yulu Liu
- Department of Hearing and Speech Rehabilitation, Binzhou Medical University, Yantai, China
| | - Junning Han
- Department of Hearing and Speech Rehabilitation, Zibo Maternal and Child Health Care Hospital, Zibo, China
| | - Yan Li
- Department of Special Education, Yantai Special Education School, Yantai, China
| | - Lianchi Zhang
- Department of Special Education, Harbin Education Research Institute, Harbin, China
| | - Libo Bai
- Department of Hearing and Speech Rehabilitation, Zibo Maternal and Child Health Care Hospital, Zibo, China
| | - Xiaorong Wang
- Department of Special Education, Yantai Special Education School, Yantai, China
| | - Ying Yin
- Department of Special Education, Harbin Education Research Institute, Harbin, China
| | - Songna Wang
- Department of Special Education, Yantai Special Education School, Yantai, China
| | - Xueqin Tang
- Department of Hearing and Speech Rehabilitation, Zibo Maternal and Child Health Care Hospital, Zibo, China
| | - Xibin Sun
- Department of Hearing and Speech Rehabilitation, Binzhou Medical University, Yantai, China
| | - Ying Yang
- Department of Hearing and Speech Rehabilitation, Binzhou Medical University, Yantai, China
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Ong JJ, Smith L, Shepherd DA, Xu J, Roberts G, Sung V. Emotional behavioral outcomes of children with unilateral and mild hearing loss. Front Pediatr 2023; 11:1209736. [PMID: 37859773 PMCID: PMC10582705 DOI: 10.3389/fped.2023.1209736] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/21/2023] [Accepted: 09/12/2023] [Indexed: 10/21/2023] Open
Abstract
Background Deaf and hard-of hearing (DHH) children often experience emotional/behavioral difficulties. The impact of unilateral/mild hearing loss (HL) on children's emotion and behavior are unclear. We aimed to describe emotional/behavioral, health related quality-of-life (HRQoL) and parent psychological distress outcomes of school-age children with unilateral/mild HL, compared to children with moderate to profound HL, and in relation to population norms; and identify predictive factors of emotional/behavioral difficulties. Methods Data of 339 DHH children, 5-12 years, enrolled in the Victorian Childhood Hearing Longitudinal Databank (VicCHILD), which include demographics, early development, medical/audiological characteristics and parent rated questionnaires of emotion/behavior, HRQoL and parental psychological distress collected at various stages of child's life were analyzed. We used Cohen's d to investigate the outcomes by measuring the mean score differences of both groups with published norms and logistic regression to analyze the factors predictive of emotional/behavioral difficulties. Results The proportion of children with unilateral/mild HL and moderate to profound HL who experienced emotional/behavioral difficulties was similar (18.3% vs. 20.6%), with hyperactivity and poor prosocial behavior reported as the predominant symptoms in both groups. Mean emotional/behavioral scores of both groups were comparable and substantially higher than normative population scores. This was also the case for HRQoL and levels of parent distress. Among children with unilateral/mild HL, additional health needs were the strongest predictive factor, demonstrating an approximately 1.7-fold increase in odds of emotional/behavioral difficulties (OR = 1.67; 95% CI 1.29-2.17, p < 0.001) with every additional health need. Early developmental concerns, other than communication milestone and attending mainstream schoolshowed weaker evidence of association. Conclusion Children with unilateral/mild HL were just as likely as those with moderate to profound HL to experience more emotional/behavioral difficulties, poorer HRQoL and higher parental distress scores compared to population norms. Our findings justify the provision of early intervention, support and medical services for all DHH children to identify those at risk of poorer outcomes.
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Affiliation(s)
- Jun Jean Ong
- Centre for Community Child Health, The Royal Children’s Hospital,Melbourne, VIC, Australia
- Murdoch Children’s Research Institute, Melbourne, VIC, Australia
- Department of Paediatrics, School of Medicine, International Medical University, Kuala Lumpur, Malaysia
| | - Libby Smith
- Centre for Community Child Health, The Royal Children’s Hospital,Melbourne, VIC, Australia
- Murdoch Children’s Research Institute, Melbourne, VIC, Australia
| | - Daisy A. Shepherd
- Murdoch Children’s Research Institute, Melbourne, VIC, Australia
- Department of Paediatrics, The University of Melbourne, Melbourne, VIC, Australia
| | - Jessica Xu
- Centre for Community Child Health, The Royal Children’s Hospital,Melbourne, VIC, Australia
- Murdoch Children’s Research Institute, Melbourne, VIC, Australia
| | - Gehan Roberts
- Centre for Community Child Health, The Royal Children’s Hospital,Melbourne, VIC, Australia
- Murdoch Children’s Research Institute, Melbourne, VIC, Australia
- Department of Paediatrics, The University of Melbourne, Melbourne, VIC, Australia
| | - Valerie Sung
- Centre for Community Child Health, The Royal Children’s Hospital,Melbourne, VIC, Australia
- Murdoch Children’s Research Institute, Melbourne, VIC, Australia
- Department of Paediatrics, The University of Melbourne, Melbourne, VIC, Australia
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de Jong TJ, van der Schroeff MP, Achterkamp MD, Vroegop JL. First results of the Strengths and Difficulties Questionnaire, applied as a screening tool for psychosocial difficulties in pediatric audiology. Eur Arch Otorhinolaryngol 2023; 280:4467-4476. [PMID: 37083817 PMCID: PMC10477219 DOI: 10.1007/s00405-023-07979-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/02/2023] [Accepted: 04/11/2023] [Indexed: 04/22/2023]
Abstract
PURPOSE Despite major improvements in rehabilitation possibilities, children with sensorineural hearing loss are at risk for psychosocial difficulties. These difficulties can impact their educational and career achievements and may be two to three times more common in children with hearing loss compared to those with normal hearing. Early identification of psychosocial difficulties can be facilitated using the Strengths and Difficulties Questionnaire (SDQ) and may improve outcomes and quality of life. We implemented the SDQ into the clinical follow-up of children with hearing loss in a tertiary referral hospital. With this, prevalence and severity of difficulties in specific psychosocial domains and several predictors were investigated. METHODS A retrospective, cross-sectional investigation was performed of the following factors in association with the SDQ results: type of hearing device, type and degree of hearing loss, speech perception in quiet and in noise, and type of schooling. RESULTS Between June 2020 and January 2022, parents of 312 children (age 4-18) completed the SDQ. An additional 113 child-reports were completed. The response rate of the parents was 69%. Problems with peer relationships and prosocial behavior were the most affected areas with clinically elevated scores in 22% of the children. Psychosocial difficulties were distributed similarly across types of hearing device, nature and degrees of hearing loss, and educational settings. Better speech perception in quiet was significantly associated with fewer parent-reported conduct problems. CONCLUSION The results of the present study suggest that children with hearing loss may be at risk of experiencing challenges with social interactions and attachment in social contexts. Using the SDQ in clinical follow-up may improve the chances for early psychological assessment and intervention. In addition, the study found that children's mental health may be impacted by their communication abilities.
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Affiliation(s)
- Tjeerd J de Jong
- Department of Otorhinolaryngology, Head and Neck Surgery, Erasmus University Medical Center, PO box 2040, 3000 CA, Rotterdam, The Netherlands.
| | - Marc P van der Schroeff
- Department of Otorhinolaryngology, Head and Neck Surgery, Erasmus University Medical Center, PO box 2040, 3000 CA, Rotterdam, The Netherlands
| | - Marieke D Achterkamp
- Department of Child and Adolescent Psychiatry/Psychology, Erasmus University Medical Center, Rotterdam, The Netherlands
| | - Jantien L Vroegop
- Department of Otorhinolaryngology, Head and Neck Surgery, Erasmus University Medical Center, PO box 2040, 3000 CA, Rotterdam, The Netherlands
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Ching TYC, Zhang VW, Ibrahim R, Bardy F, Rance G, Van Dun B, Sharma M, Chisari D, Dillon H. Acoustic change complex for assessing speech discrimination in normal-hearing and hearing-impaired infants. Clin Neurophysiol 2023; 149:121-132. [PMID: 36963143 DOI: 10.1016/j.clinph.2023.02.172] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/28/2022] [Revised: 01/15/2023] [Accepted: 02/12/2023] [Indexed: 03/08/2023]
Abstract
OBJECTIVE This study examined (1) the utility of a clinical system to record acoustic change complex (ACC, an event-related potential recorded by electroencephalography) for assessing speech discrimination in infants, and (2) the relationship between ACC and functional performance in real life. METHODS Participants included 115 infants (43 normal-hearing, 72 hearing-impaired), aged 3-12 months. ACCs were recorded using [szs], [uiu], and a spectral rippled noise high-pass filtered at 2 kHz as stimuli. Assessments were conducted at age 3-6 months and at 7-12 months. Functional performance was evaluated using a parent-report questionnaire, and correlations with ACC were examined. RESULTS The rates of onset and ACC responses of normal-hearing infants were not significantly different from those of aided infants with mild or moderate hearing loss but were significantly higher than those with severe loss. On average, response rates measured at 3-6 months were not significantly different from those at 7-12 months. Higher rates of ACC responses were significantly associated with better functional performance. CONCLUSIONS ACCs demonstrated auditory capacity for discrimination in infants by 3-6 months. This capacity was positively related to real-life functional performance. SIGNIFICANCE ACCs can be used to evaluate the effectiveness of amplification and monitor development in aided hearing-impaired infants.
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Affiliation(s)
- Teresa Y C Ching
- National Acoustic Laboratories, Australia; Macquarie School of Education, Macquarie University, Australia; NextSense Institute, Australia; School of Health and Rehabilitation Sciences, University of Queensland, Australia.
| | - Vicky W Zhang
- National Acoustic Laboratories, Australia; Department of Linguistics, Macquarie University, Australia
| | - Ronny Ibrahim
- National Acoustic Laboratories, Australia; Department of Linguistics, Macquarie University, Australia
| | - Fabrice Bardy
- National Acoustic Laboratories, Australia; School of Psychology, University of Auckland, New Zealand
| | - Gary Rance
- Department of Audiology and Speech Pathology, The University of Melbourne, Australia
| | | | - Mridula Sharma
- Department of Linguistics, Macquarie University, Australia
| | - Donella Chisari
- Department of Audiology and Speech Pathology, The University of Melbourne, Australia
| | - Harvey Dillon
- National Acoustic Laboratories, Australia; Department of Linguistics, Macquarie University, Australia; Department of Hearing, University of Manchester, United Kingdom
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Studts CR, Jacobs JA, Bush ML, Lowman J, Westgate PM, Creel LM. Behavioral Parent Training for Families With Young Deaf or Hard of Hearing Children Followed in Hearing Health Care. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:3646-3660. [PMID: 35985319 PMCID: PMC9802658 DOI: 10.1044/2022_jslhr-22-00055] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/25/2022] [Revised: 05/13/2022] [Accepted: 05/19/2022] [Indexed: 06/15/2023]
Abstract
PURPOSE It is well established that individuals with a communication disability, including being deaf or hard of hearing (DHH), experience inequities in health services and outcomes. These inequities extend to DHH children's access to psychosocial evidence-based interventions (EBIs). Behavioral parent training is an EBI that can be used to improve caregiver and child outcomes. Despite being supported by decades of effectiveness research, this EBI is rarely accessed by, or studied with, caregivers of DHH children. The purpose of this article is to describe a program of stakeholder-engaged research adapting and assessing behavioral parent training with caregivers of young DHH children followed in hearing health care, aimed at reducing inequities in access to this EBI. METHOD The first section briefly summarizes the literature on disruptive behavior problems in young children, with a focus on preschool-age DHH children. The evidence base for behavioral parent training is described. Next, the gaps in knowledge and practice regarding disruptive behaviors among DHH children are highlighted, and the potential integration of behavioral parent training into the standard of care for this population is proposed. CONCLUSIONS Young DHH children who use hearing aids and/or cochlear implants experience disruptive behavior problems at rates at least as high as typically hearing children, but their access to EBIs is limited, and behavioral parent training programs tailored to this population have not been rigorously tested. Caregivers and hearing health care service providers affirm the potential benefits of behavioral parent training and were partners in adapting this EBI. This research highlights several principles and approaches essential for reducing inequities and improving the quality of life not only for DHH children and their families but also for individuals with communication disabilities more broadly: engagement of key stakeholders in research, collaboration across disciplines, and using implementation science methods and models to design for implementation, dissemination, and sustainment. Presentation Video: https://doi.org/10.23641/asha.21215900.
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Affiliation(s)
- Christina R. Studts
- Department of Pediatrics, University of Colorado Anschutz Medical Campus, Aurora
| | - Julie A. Jacobs
- Department of Otolaryngology - Head and Neck Surgery, University of Kentucky, Lexington
| | - Matthew L. Bush
- Department of Otolaryngology - Head and Neck Surgery, University of Kentucky, Lexington
| | - Joneen Lowman
- Department of Communication Sciences and Disorders, University of Kentucky, Lexington
| | | | - Liza M. Creel
- Department of Health Management and Systems Sciences, University of Louisville, KY
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12
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Busch T, Brinchmann EI, Braeken J, Wie OB. Receptive Vocabulary of Children With Bilateral Cochlear Implants From 3 to 16 Years of Age. Ear Hear 2022; 43:1866-1880. [PMID: 35426854 PMCID: PMC9592181 DOI: 10.1097/aud.0000000000001220] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
Abstract
OBJECTIVES The vocabulary of children with cochlear implants is often smaller than that of their peers with typical hearing, but there is uncertainty regarding the extent of the differences and potential risks and protective factors. Some studies indicate that their receptive vocabulary develops well at first, but that they fail to keep up with their typical hearing peers, causing many CI users to enter school with a receptive vocabulary that is not age-appropriate. To better understand the receptive vocabulary abilities of children with cochlear implants this study explored age-related differences to matched children with typical hearing and associations between vocabulary skills and child-level characteristics. DESIGN A retrospective cross-sectional study with matched controls was conducted at the Norwegian national cochlear implant center at Oslo University Hospital. Eighty-eight children (mean age 8.7 years; range 3.2 to 15.9; 43 girls, 45 boys) who had received bilateral cochlear implants before 3 years of age were compared with two groups of children with typical hearing. One group was matched for maternal education, sex, and chronological age, the other group was matched for maternal education, sex, and hearing age. Receptive vocabulary performance was measured with the British Picture Vocabulary Scale. RESULTS Cochlear implant users' receptive vocabulary was poorer than that of age-matched children with typical hearing ( M = 84.6 standard points, SD = 21.1; children with typical hearing: M = 102.1 standard points, SD = 15.8; mean difference -17.5 standard points, 95% CI [-23.0 to -12.0], p < 0.001; Hedges's g = -0.94, 95% CI [-1.24 to -0.62]), and children with cochlear implants were significantly more likely to perform below the normative range (risk ratio = 2.2, 95% CI [1.42 to 3.83]). However, there was a significant nonlinear U-shaped effect of age on the scores of cochlear implant users, with the difference to the matched typical hearing children being largest (23.9 standard points, on average) around 8.7 years of age and smaller toward the beginning and end of the age range. There was no significant difference compared with children with typical hearing when differences in auditory experience were accounted for. Variability was not significantly different between the groups. Further analysis with a random forest revealed that, in addition to chronological age and hearing age, simultaneous versus sequential implantation, communication mode at school, and social integration were predictors of cochlear implant users' receptive vocabulary. CONCLUSIONS On average, the receptive vocabulary of children with cochlear implants was smaller than that of their typical hearing peers. The magnitude of the difference was changing with age and was the largest for children in early primary school. The nonlinear effect of age might explain some of the ambiguity in previous research findings and could indicate that better intervention is required around school entry. The results emphasize that continuous monitoring and support are crucial to avoid far-reaching negative effects on the children's development and well-being.
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Affiliation(s)
- Tobias Busch
- Department of Special Needs Education, University of Oslo, Oslo, Norway
| | | | - Johan Braeken
- Centre for Educational Measurement, University of Oslo, Oslo, Norway
| | - Ona Bø Wie
- Department of Special Needs Education, University of Oslo, Oslo, Norway,Department of Otolaryngology, Oslo University Hospital, Oslo, Norway
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13
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Mahshid SS, Higazi AM, Ogier JM, Dabdoub A. Extracellular Biomarkers of Inner Ear Disease and Their Potential for Point-of-Care Diagnostics. ADVANCED SCIENCE (WEINHEIM, BADEN-WURTTEMBERG, GERMANY) 2022; 9:e2104033. [PMID: 34957708 PMCID: PMC8948604 DOI: 10.1002/advs.202104033] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/11/2021] [Revised: 11/09/2021] [Indexed: 06/14/2023]
Abstract
Rapid diagnostic testing has become a mainstay of patient care, using easily obtained samples such as blood or urine to facilitate sample analysis at the point-of-care. These tests rely on the detection of disease or organ-specific biomarkers that have been well characterized for a particular disorder. Currently, there is no rapid diagnostic test for hearing loss, which is one of the most prevalent sensory disorders in the world. In this review, potential biomarkers for inner ear-related disorders, their detection, and quantification in bodily fluids are described. The authors discuss lesion-specific changes in cell-free deoxyribonucleic acids (DNAs), micro-ribonucleic acids (microRNAs), proteins, and metabolites, in addition to recent biosensor advances that may facilitate rapid and precise detection of these molecules. Ultimately, these biomarkers may be used to provide accurate diagnostics regarding the site of damage in the inner ear, providing practical information for individualized therapy and assessment of treatment efficacy in the future.
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Affiliation(s)
- Sahar Sadat Mahshid
- Biological SciencesSunnybrook Research InstituteSunnybrook Health Sciences CentreTorontoONM4N 3M5Canada
| | - Aliaa Monir Higazi
- Biological SciencesSunnybrook Research InstituteSunnybrook Health Sciences CentreTorontoONM4N 3M5Canada
- Department of Clinical and Chemical PathologyMinia UniversityMinia61519Egypt
| | - Jacqueline Michelle Ogier
- Biological SciencesSunnybrook Research InstituteSunnybrook Health Sciences CentreTorontoONM4N 3M5Canada
| | - Alain Dabdoub
- Biological SciencesSunnybrook Research InstituteSunnybrook Health Sciences CentreTorontoONM4N 3M5Canada
- Department of Otolaryngology–Head & Neck SurgeryUniversity of TorontoTorontoONM5G 2C4Canada
- Department of Laboratory Medicine and PathobiologyUniversity of TorontoTorontoONM5S 1A8Canada
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14
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Longitudinal effects of emotion awareness and regulation on mental health symptoms in adolescents with and without hearing loss. Eur Child Adolesc Psychiatry 2022; 32:705-724. [PMID: 35192035 PMCID: PMC10115663 DOI: 10.1007/s00787-021-01900-9] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/09/2021] [Accepted: 10/24/2021] [Indexed: 11/03/2022]
Abstract
Emotion awareness (EA) and regulation (ER) are each known to associate with mental health symptoms, yet there is a paucity of longitudinal studies examining them jointly during adolescence. Furthermore, little is known about these skills and their relations in deaf and hard-of-hearing (DHH) adolescents, who are at risk for reduced emotion socialization and for more mental health symptoms. This longitudinal study examined the development and unique contributions of EA (emotion differentiation, emotion communication and bodily unawareness) and ER (approach, avoidance and worry/rumination) to internalizing and externalizing symptoms in adolescents with and without hearing loss. Using self- and parent's reports, we assessed 307 adolescents (age 9-15) three times over 18-month period. We found stability over time in development of EA and avoidance ER, increase in approach ER and decrease in worry/rumination. High levels and increases over time in two aspects of EA, emotion differentiation and communication, and in approach and avoidance ER were related to decreases in depressive symptoms. An increase in approach ER was also related to a decrease in anxiety symptoms. Yet, low levels or decreases in worry/rumination were related to decreased levels of depressive, anxiety and externalizing symptoms. Hearing loss did not moderate any of the variables or relations tested. Preliminary tests suggested heterogeneity within the DHH group according to educational placement, language abilities and parental education level. Overall, findings pointed at unique contributions of EA and ER to mental health development, suggesting that DHH adolescents, especially in mainstream schools, do not differ from their hearing peers in their emotion awareness and regulation.
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15
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Predicting Quality of Life and Behavior and Emotion from Functional Auditory and Pragmatic Language Abilities in 9-Year-Old Deaf and Hard-of-Hearing Children. J Clin Med 2021; 10:jcm10225357. [PMID: 34830640 PMCID: PMC8623297 DOI: 10.3390/jcm10225357] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2021] [Revised: 11/12/2021] [Accepted: 11/16/2021] [Indexed: 11/17/2022] Open
Abstract
Children who are deaf or hard of hearing (DHH) are likely to exhibit difficulties in development of psychosocial skills, pragmatic language skills, and use of hearing for social communication in real-world environments. Some evidence suggests that pragmatic language use affects peer-relationships and school engagement in these children. However, no studies have investigated the influence of functional auditory performance and use of language and speech in real-world environments on children's behavior and emotion, and on their health-related quality of life. This study explored the relationship in DHH children at 9 years of age. Data from 144 participants of the Longitudinal Outcomes of Children with Hearing Impairment study were analyzed. Parent reports were obtained on quality of life, behavior and emotion, pragmatic language skills, and auditory functional performance of children in real life. Children's spoken language abilities and speech intelligibility were assessed by research speech pathologists. On average, performance of children in all domains was within the range of typically developing peers. There were significant associations among functional auditory performance, use of speech and language skills, psychosocial skills, and quality of life. Multiple linear regression analyses revealed that better auditory functional performance and pragmatic language skills, rather than structural language abilities, were associated with better psychosocial abilities and quality of life. The novel findings highlight the importance of targeted intervention for improving functional hearing skills and social communication abilities in DHH children, and emphasize the importance of collaborative approaches among medical, audiology, allied health, and educational professionals to identify those at risk so that timely referral and intervention can be implemented for improving psychosocial health and well-being in DHH children.
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16
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Zhang VW, Xu T, Ching TYC, Chen X. The Chinese version of the Parents' Evaluation of Aural/Oral Performance of Children (PEACH) rating scale for infants and children with normal hearing. Int J Audiol 2021; 61:600-606. [PMID: 34270370 DOI: 10.1080/14992027.2021.1922768] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
OBJECTIVE This study aimed to establish Chinese norms for the Chinese version of the Parent's Evaluation of Aural/Oral of Children (PEACH) rating scale. DESIGN AND STUDY SAMPLE The PEACH scores were collected from 198 parents whose children have normal hearing. The test-retest reliability of the PEACH scale was evaluated in a subgroup of 34 parents. Another 27 parents also filled out a Putonghua Communicative Development Inventory which was used to explore the relationship between the PEACH ratings and language scores. RESULTS The normative curve was established using a logit regression function. The total scores increase rapidly with increasing age. A plateau starts from 22 months with the PEACH score reaching 90% and achieves the maximum score of 95% by 47 months of age. The test-retest analyses showed high reliability for all subscales, with all the correlation coefficients values exceeding 0.9 (p < 0.01). The 90% and 95% confidence intervals were provided to facilitate evaluation of differences between scores obtained under different conditions. A significant correlation was found between the PEACH total score and language performance (p < 0.05). CONCLUSIONS Normative data from the Chinese population was provided to enable performance of an individual child to be related to their normally hearing peers.
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Affiliation(s)
- Vicky W Zhang
- National Acoustic Laboratories, Sydney, Australia.,Department of Linguistics, Macquarie University, Sydney, Australia
| | - Tianqiu Xu
- Beijing Institute of Otolaryngology, Key Laboratory of Otolaryngology Head and Neck Surgery (Capital Medical University), Ministry of Education, Beijing, China.,Beijing Tongren Hospital, Capital Medical University, Beijing, China
| | | | - Xueqing Chen
- Beijing Institute of Otolaryngology, Key Laboratory of Otolaryngology Head and Neck Surgery (Capital Medical University), Ministry of Education, Beijing, China.,Beijing Tongren Hospital, Capital Medical University, Beijing, China
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17
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Developmental Outcomes in Early-Identified Children Who Are Hard of Hearing at 2 to 3 Years of Age. Ear Hear 2021; 42:1238-1252. [PMID: 33625056 DOI: 10.1097/aud.0000000000001012] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
OBJECTIVES This study examined the psychosocial, adaptive behavior, and language outcomes of young children who are hard of hearing (HH) without additional disabilities or neurocognitive impairments. Relations between early developmental outcomes and child and parent demographic variables, and parenting stress and self-efficacy were also explored. DESIGN Participants were 39 children with early identified, permanent mild to severe hearing loss, between the ages of 2 and 3 years, and a comparison group of 47 children with normal hearing (NH). Developmental outcomes were measured using clinician-administered standardized tests and parent-completed behavior rating instruments specific to language, psychosocial functioning, and adaptive behavior. Mothers completed self-report measures that assess parenting stress and maternal self-efficacy. RESULTS The children who are HH were similar to the children with NH in terms of their psychosocial functioning and adaptive behavior, with the exception of their socialization skills. As a group, the children who are HH performed significantly worse than their peers with NH on all measures of language ability. Among the children who are HH, maternal self-efficacy showed a strong positive correlation with adaptive behavior outcomes; however, it failed to contribute unique variance above that explained by language ability and gender. Maternal self-efficacy was also significantly correlated with better psychosocial outcomes, but only parenting stress proved to be a significant predictor of child behavioral problems once other variables considered were in the model. CONCLUSIONS Early-identified young children who are HH can demonstrate age-appropriate development in multiple domains, including language, psychosocial, and adaptive behavior. However, mild to severe hearing loss places young children with no additional disabilities or neurocognitive impairments at risk for language delays. Although the children who are HH demonstrated no more emotional or behavioral problems than their same-age peers with NH, results suggest that language delays increase their vulnerability for delays in various aspects of social competence.
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18
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Wong LC, Ching T, Cupples L, Leigh G, Marnane, Button L, Martin L, Whitfield L, Gunnourie M. Comparing Parent and Teacher Ratings of Emotional and Behavioural Difficulties in 5-year old Children who are Deaf or Hard-of-Hearing. DEAFNESS & EDUCATION INTERNATIONAL : THE JOURNAL OF THE BRITISH ASSOCIATION OF TEACHERS OF THE DEAF 2018; 22:3-26. [PMID: 32410844 PMCID: PMC7224400 DOI: 10.1080/14643154.2018.1475956] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/19/2017] [Accepted: 05/09/2018] [Indexed: 10/21/2023]
Abstract
Children who are deaf or hard of hearing (DHH) are at higher risk of developing mental health problems. This study reports on the parent and teacher ratings of emotional and behavioural difficulties (EBD) in 5-year old DHH children. It explores the similarities and differences between informants, and the risk and protective factors associated with parent and teacher-ratings of EBD. Parents and teachers of 224 DHH children completed questionnaires on children's EBD and functional auditory behaviour. Children completed standardised assessments of non-verbal cognitive and language abilities. On average, parent- and teacher-rated EBD were 0.42 and 0.20 standard deviations higher than typically developing children. Parents reported more behavioural problems (hyperactivity and conduct), whereas teachers reported poorer prosocial behaviour. Inter-rater correlations were generally low to moderate (0.29 to 0.50). Overall, children with additional disabilities, lower non-verbal cognitive ability, and poor functional auditory behaviour were at higher risk of EBD. Language ability was only a significant predictor of teacher-rated EBD for children with hearing aids but not cochlear implants. Differences in informant-ratings emphasize the need for a multi-informant approach to get a global perspective on the psychopathology of DHH children. The findings indicate that parents may need assistance with managing behavioural problems at home, and teachers should facilitate more opportunities to practice prosocial behaviour at school. Intervention efforts should focus on facilitating good functional listening skills, as this may in turn, improve the mental health of young DHH children.
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Affiliation(s)
- L C Wong
- National Acoustic Laboratories
- HEARing Cooperative Research Centre
| | - Tyc Ching
- National Acoustic Laboratories
- HEARing Cooperative Research Centre
| | | | - G Leigh
- HEARing Cooperative Research Centre
- Royal Institute for Deaf and Blind Children
| | - Marnane
- National Acoustic Laboratories
- HEARing Cooperative Research Centre
| | - L Button
- National Acoustic Laboratories
- HEARing Cooperative Research Centre
| | - L Martin
- National Acoustic Laboratories
- HEARing Cooperative Research Centre
| | - L Whitfield
- National Acoustic Laboratories
- HEARing Cooperative Research Centre
| | - M Gunnourie
- National Acoustic Laboratories
- HEARing Cooperative Research Centre
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19
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Wong CL, Ching TYC, Cupples L, Button L, Leigh G, Marnane V, Whitfield J, Gunnourie M, Martin L. Psychosocial Development in 5-Year-Old Children With Hearing Loss Using Hearing Aids or Cochlear Implants. Trends Hear 2018; 21:2331216517710373. [PMID: 28752809 PMCID: PMC5536374 DOI: 10.1177/2331216517710373] [Citation(s) in RCA: 25] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/11/2022] Open
Abstract
This article reports on the psychosocial development and factors influencing outcomes of 5-year-old children with cochlear implants (CIs) or hearing aids (HAs). It further examines differences between children with CIs and HAs with similar levels of hearing loss. Data were collected as part of the Longitudinal Outcomes of Children with Hearing Impairment study-a prospective, population-based study. Parents/caregivers of children completed the Strengths and Difficulties Questionnaire ( n = 333), the Social Skills subscale from the Child Development Inventory ( n = 317), and questionnaires on functional auditory behavior (Parents' Evaluation of Aural/oral performance of Children), and demographics. Children completed assessments of nonverbal cognitive ability (Wechsler Non-verbal Scale of Ability) and language (Preschool Language Scale - fourth edition). On average, parent-rated Strengths and Difficulties Questionnaire scores on emotional or behavioral difficulties were within 1 SD of the normative mean; however, Child Development Inventory scores on social skills were more than 1 SD below the norm. Children with severe-to-profound hearing losses using HAs had significantly more behavioral problems than children with CIs. Regression analyses showed that non-verbal cognitive ability, language, and functional auditory behavior were significantly associated with psychosocial outcomes for children with HAs, whereas outcomes for children with CIs were associated with functional auditory behavior and the presence of additional disabilities. Age at hearing intervention, severity of hearing loss, and communication mode were not associated with outcomes. The results suggest that even children who develop good language ability with the help of a HA or CI may have psychosocial problems if they exhibit difficulties with listening and communicating in everyday environments. The findings have implications for developing interventions for young children with hearing loss.
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Affiliation(s)
- Cara L Wong
- 1 National Acoustics Laboratories (NAL), Macquarie University, NSW, Australia.,2 HEARing CRC, The University of Melbourne, Carlton, Australia.,3 Macquarie University, NSW, Australia
| | - Teresa Y C Ching
- 1 National Acoustics Laboratories (NAL), Macquarie University, NSW, Australia.,2 HEARing CRC, The University of Melbourne, Carlton, Australia
| | | | - Laura Button
- 1 National Acoustics Laboratories (NAL), Macquarie University, NSW, Australia.,2 HEARing CRC, The University of Melbourne, Carlton, Australia
| | - Greg Leigh
- 4 Royal Institute for Deaf and Blind Children (RIDBC), Sydney, Australia
| | - Vivienne Marnane
- 1 National Acoustics Laboratories (NAL), Macquarie University, NSW, Australia.,2 HEARing CRC, The University of Melbourne, Carlton, Australia
| | - Jessica Whitfield
- 1 National Acoustics Laboratories (NAL), Macquarie University, NSW, Australia.,2 HEARing CRC, The University of Melbourne, Carlton, Australia
| | - Miriam Gunnourie
- 1 National Acoustics Laboratories (NAL), Macquarie University, NSW, Australia.,2 HEARing CRC, The University of Melbourne, Carlton, Australia
| | - Louise Martin
- 1 National Acoustics Laboratories (NAL), Macquarie University, NSW, Australia.,2 HEARing CRC, The University of Melbourne, Carlton, Australia
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Wong CL, Ching TY, Whitfield J, Duncan J. Exploring the Social Capital of Adolescents Who Are Deaf or Hard of Hearing and Their Parents: A Preliminary Investigation. AMERICAN ANNALS OF THE DEAF 2018; 162:463-478. [PMID: 29478999 PMCID: PMC5830144 DOI: 10.1353/aad.2018.0004] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
The study explored the social capital of Australian adolescents who were deaf or hard of hearing (DHH) and their parents, and investigated the relationship between social capital and individual characteristics, language, literacy, and psychosocial outcomes. Sixteen adolescents (ages 11-14 years) and 24 parents enrolled in the Longitudinal Outcomes of Children with Hearing Impairment (LOCHI) study completed an online questionnaire on social capital and psychosocial outcomes. Information about demographics, language, and literacy was retrieved from the LOCHI study database. On average, parent-rated social capital was positively related to adolescent-rated social capital, but not to child outcomes. Aspects of adolescent-reported social capital were significantly related to the adolescents' language and reading skills, but not to psychosocial outcomes. This study gives support to the promotion of social capital in adolescents who are DHH and their families, and considers how social capital promotion could be applied in interventions.
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Affiliation(s)
- Cara L. Wong
- National Acoustic Laboratories, HEARing CRC
- Macquarie University
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21
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Ching TYC, Dillon H, Leigh G, Cupples L. Learning from the Longitudinal Outcomes of Children with Hearing Impairment (LOCHI) study: summary of 5-year findings and implications. Int J Audiol 2017; 57:S105-S111. [PMID: 29020839 DOI: 10.1080/14992027.2017.1385865] [Citation(s) in RCA: 96] [Impact Index Per Article: 13.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
OBJECTIVE This article summarises findings of the Longitudinal Outcomes of Children with Hearing Impairment (LOCHI) study, and discusses implications of the findings for research and clinical practice. DESIGN A population-based study on outcomes of children with hearing loss. Evaluations were conducted at five years of age. STUDY SAMPLE Participants were 470 children born with hearing loss between 2002 and 2007 in New South Wales, Victoria and Queensland in Australia, and who first received amplification or cochlear implantation by three years of age. RESULTS The earlier hearing aids or cochlear implants were fitted, the better the speech, language and functional performance outcomes. Better speech perception was also associated with better language and higher cognitive abilities. Better psychosocial development was associated with better language and functional performance. Higher maternal education level was also associated with better outcomes. Qualitative analyses of parental perspectives revealed the multiple facets of their involvement in intervention. CONCLUSIONS The LOCHI study has shown that early fitting of hearing devices is key to achieving better speech, language and functional performance outcomes for children with hearing loss. The findings are discussed in relation to changes in clinical practice and directions for future research.
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Affiliation(s)
- Teresa Y C Ching
- a Research , National Acoustic Laboratories , Sydney , Australia.,b The HEARing CRC , Melbourne , Australia
| | - Harvey Dillon
- a Research , National Acoustic Laboratories , Sydney , Australia.,b The HEARing CRC , Melbourne , Australia
| | - Greg Leigh
- b The HEARing CRC , Melbourne , Australia.,c Department of Linguistics and Centre for Cognition and its Disorders, Macquarie University , Sydney , Australia , and.,d Renwick Centre , Royal Institute for Deaf and Blind Children , Sydney , Australia
| | - Linda Cupples
- c Department of Linguistics and Centre for Cognition and its Disorders, Macquarie University , Sydney , Australia , and
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Cupples L, Ching TY, Button L, Seeto M, Zhang V, Whitfield J, Gunnourie M, Martin L, Marnane V. Spoken language and everyday functioning in 5-year-old children using hearing aids or cochlear implants. Int J Audiol 2017; 57:S55-S69. [PMID: 28899200 DOI: 10.1080/14992027.2017.1370140] [Citation(s) in RCA: 62] [Impact Index Per Article: 8.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
OBJECTIVE This study investigated the factors influencing 5-year language, speech and everyday functioning of children with congenital hearing loss. DESIGN Standardised tests including PLS-4, PPVT-4 and DEAP were directly administered to children. Parent reports on language (CDI) and everyday functioning (PEACH) were collected. Regression analyses were conducted to examine the influence of a range of demographic variables on outcomes. STUDY SAMPLE Participants were 339 children enrolled in the Longitudinal Outcomes of Children with Hearing Impairment (LOCHI) study. RESULTS Children's average receptive and expressive language scores were approximately 1 SD below the mean of typically developing children, and scores on speech production and everyday functioning were more than 1 SD below. Regression models accounted for 70-23% of variance in scores across different tests. Earlier CI switch-on and higher non-verbal ability were associated with better outcomes in most domains. Earlier HA fitting and use of oral communication were associated with better outcomes on directly administered language assessments. Severity of hearing loss and maternal education influenced outcomes of children with HAs. The presence of additional disabilities affected outcomes of children with CIs. CONCLUSIONS The findings provide strong evidence for the benefits of early HA fitting and early CI for improving children's outcomes.
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Affiliation(s)
- Linda Cupples
- a Department of Linguistics and Centre for Cognition and its Disorders , Macquarie University , Sydney , Australia
| | - Teresa Yc Ching
- b National Acoustic Laboratories , Sydney , Australia , and.,c The Hearing CRC , Melbourne , Australia
| | - Laura Button
- b National Acoustic Laboratories , Sydney , Australia , and.,c The Hearing CRC , Melbourne , Australia
| | - Mark Seeto
- b National Acoustic Laboratories , Sydney , Australia , and.,c The Hearing CRC , Melbourne , Australia
| | - Vicky Zhang
- b National Acoustic Laboratories , Sydney , Australia , and.,c The Hearing CRC , Melbourne , Australia
| | - Jessica Whitfield
- b National Acoustic Laboratories , Sydney , Australia , and.,c The Hearing CRC , Melbourne , Australia
| | - Miriam Gunnourie
- b National Acoustic Laboratories , Sydney , Australia , and.,c The Hearing CRC , Melbourne , Australia
| | - Louise Martin
- b National Acoustic Laboratories , Sydney , Australia , and.,c The Hearing CRC , Melbourne , Australia
| | - Vivienne Marnane
- b National Acoustic Laboratories , Sydney , Australia , and.,c The Hearing CRC , Melbourne , Australia
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Constantinescu-Sharpe G, Phillips RL, Davis A, Dornan D, Hogan A. Social inclusion for children with hearing loss in listening and spoken Language early intervention: an exploratory study. BMC Pediatr 2017; 17:74. [PMID: 28292268 PMCID: PMC5351175 DOI: 10.1186/s12887-017-0823-y] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/25/2015] [Accepted: 03/02/2017] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Social inclusion is a common focus of listening and spoken language (LSL) early intervention for children with hearing loss. This exploratory study compared the social inclusion of young children with hearing loss educated using a listening and spoken language approach with population data. METHODS A framework for understanding the scope of social inclusion is presented in the Background. This framework guided the use of a shortened, modified version of the Longitudinal Study of Australian Children (LSAC) to measure two of the five facets of social inclusion ('education' and 'interacting with society and fulfilling social goals'). The survey was completed by parents of children with hearing loss aged 4-5 years who were educated using a LSL approach (n = 78; 37% who responded). These responses were compared to those obtained for typical hearing children in the LSAC dataset (n = 3265). RESULTS Analyses revealed that most children with hearing loss had comparable outcomes to those with typical hearing on the 'education' and 'interacting with society and fulfilling social roles' facets of social inclusion. CONCLUSIONS These exploratory findings are positive and warrant further investigation across all five facets of the framework to identify which factors influence social inclusion.
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Affiliation(s)
| | - Rebecca L Phillips
- .,Centre for Health Stewardship, ANU Medical School, The Australian National University, Canberra, Australia
| | | | - Dimity Dornan
- .,Hear and Say, Brisbane, Australia.,School of Health and Rehabilitation Sciences, University of Queensland, Brisbane, Australia
| | - Anthony Hogan
- Research School of Psychology, The Australian National University, Canberra, Australia
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