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Kalnak N, Nakeva von Mentzer C. Listening and Processing Skills in Young School Children with a History of Developmental Phonological Disorder. Healthcare (Basel) 2024; 12:359. [PMID: 38338244 PMCID: PMC10855919 DOI: 10.3390/healthcare12030359] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/27/2023] [Revised: 01/19/2024] [Accepted: 01/27/2024] [Indexed: 02/12/2024] Open
Abstract
There is a lack of longitudinal studies on the broad-based outcomes in children with Developmental Phonological Disorder (DPD). The aim of this study was to investigate listening and processing skills in a clinical sample of 7-to-10-year-old children diagnosed with DPD in their preschool years and compare these to same-aged typically developing (TD) children. The Evaluation of Children's Listening and Processing Skills (ECLiPS) was completed by parents of 115 children with DPD and by parents of 46 TD children. The total ECLiPS mean score, and the five subscale mean scores, the proportion of children with clinically significant difficulties (≤10th percentile), and the proportion of children with co-occurrence of clinically significant difficulties on more than one subscale, were calculated. Results showed that the ECLiPS mean scores did not differ between the groups. There was no difference between groups regarding language and literacy, but a higher proportion of children with DPD than TD had difficulties in the total score, speech, and auditory processing, environmental and auditory sensitivity, and pragmatic and social skills. In addition, 33.9% of children with DPD had clinically significant difficulties in two or more subscales compared to 10.9% of TD children.
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Affiliation(s)
- Nelli Kalnak
- Department of Women’s and Children’s Health, Karolinska Institutet, 171 77 Stockholm, Sweden
- Department of Speech-Language Pathology, Helsingborg Hospital, 251 87 Helsingborg, Sweden
| | - Cecilia Nakeva von Mentzer
- Department of Neuroscience, Uppsala University, 751 23 Uppsala, Sweden
- School of Health Sciences, Örebro University, 701 82 Örebro, Sweden
- SpecEDL—Special Education, Development and Learning, Örebro University, 701 82 Örebro, Sweden
- Disability Research, Örebro University, 701 82 Örebro, Sweden
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Kallioinen P, Olofsson JK, von Mentzer CN. Semantic processing in children with Cochlear Implants: A review of current N400 studies and recommendations for future research. Biol Psychol 2023; 182:108655. [PMID: 37541539 DOI: 10.1016/j.biopsycho.2023.108655] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/25/2023] [Revised: 07/28/2023] [Accepted: 08/01/2023] [Indexed: 08/06/2023]
Abstract
Deaf and hard of hearing children with cochlear implants (CI) often display impaired spoken language skills. While a large number of studies investigated brain responses to sounds in this population, relatively few focused on semantic processing. Here we summarize and discuss findings in four studies of the N400, a cortical response that reflects semantic processing, in children with CI. A study with auditory target stimuli found N400 effects at delayed latencies at 12 months after implantation, but at 18 and 24 months after implantation effects had typical latencies. In studies with visual target stimuli N400 effects were larger than or similar to controls in children with CI, despite lower semantic abilities. We propose that in children with CI, the observed large N400 effect reflects a stronger reliance on top-down predictions, relative to bottom-up language processing. Recent behavioral studies of children and adults with CI suggest that top-down processing is a common compensatory strategy, but with distinct limitations such as being effortful. A majority of the studies have small sample sizes (N < 20), and only responses to image targets were studied repeatedly in similar paradigms. This precludes strong conclusions. We give suggestions for future research and ways to overcome the scarcity of participants, including extending research to children with conventional hearing aids, an understudied group.
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Affiliation(s)
- Petter Kallioinen
- Department of Linguistics, Stockholm University, Stockholm, Sweden; Lund University Cognitive Science, Lund University, Lund, Sweden.
| | - Jonas K Olofsson
- Department of Psychology, Stockholm University, Stockholm, Sweden
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Stewart HJ, Cash EK, Pinkl J, Nakeva von Mentzer C, Lin L, Hunter LL, Moore DR. Adaptive Hearing Aid Benefit in Children With Mild/Moderate Hearing Loss: A Registered, Double-Blind, Randomized Clinical Trial. Ear Hear 2022; 43:1402-1415. [PMID: 35758427 DOI: 10.1097/aud.0000000000001230] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
Abstract
OBJECTIVES We completed a registered double-blind randomized control trial to compare acclimatization to two hearing aid fitting algorithms by experienced pediatric hearing aid users with mild to moderate hearing loss. We hypothesized that extended use (up to 13 months) of an adaptive algorithm with integrated directionality and noise reduction, OpenSound Navigator (OSN), would result in improved performance on auditory, cognitive, academic, and caregiver- or self-report measures compared with a control, omnidirectional algorithm (OMNI). DESIGN Forty children aged 6 to 13 years with mild to moderate/severe symmetric sensorineural hearing loss completed this study. They were all experienced hearing aid users and were recruited through the Cincinnati Children's Hospital Medical Center Division of Audiology. The children were divided into 20 pairs based on similarity of age (within 1 year) and hearing loss (level and configuration). Individuals from each pair were randomly assigned to either an OSN (experimental) or OMNI (control) fitting algorithm group. Each child completed an audiology evaluation, hearing aid fitting using physically identical Oticon OPN hearing aids, follow-up audiological appointment, and 2 research visits up to 13 months apart. Research visit outcome measures covered speech perception (in quiet and in noise), novel grammar and word learning, cognition, academic ability, and caregiver report of listening behaviors. Analysis of outcome differences between visits, groups, ages, conditions and their interactions used linear mixed models. Between 22 and 39 children provided useable data for each task. RESULTS Children using the experimental (OSN) algorithm did not show any significant performance differences on the outcome measures compared with those using the control (OMNI) algorithm. Overall performance of all children in the study increased across the duration of the trial on word repetition in noise, sentence repetition in quiet, and caregivers' assessment of hearing ability. There was a significant negative relationship between age at first hearing aid use, final Reading and Mathematical ability, and caregiver rated speech hearing. A significant positive relationship was found between daily hearing aid use and study-long change in performance on the Flanker test of inhibitory control and attention. Logged daily use of hearing aids related to caregiver rated spatial hearing. All results controlled for age at testing/evaluation and false discovery rate. CONCLUSIONS Use of the experimental (OSN) algorithm neither enhanced nor reduced performance on auditory, cognitive, academic or caregiver report measures compared with the control (OMNI) algorithm. However, prolonged hearing aid use led to benefits in hearing, academic skills, attention, and caregiver evaluation.
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Affiliation(s)
- Hannah J Stewart
- Communication Sciences Research Center, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio, USA.,Division of Psychology and Language Sciences, University College London, London, United Kingdom.,Department of Psychology, Lancaster University, Lancaster, United Kingdom
| | - Erin K Cash
- Communication Sciences Research Center, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio, USA
| | - Joseph Pinkl
- Communication Sciences Research Center, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio, USA.,Department of Research and Development, Gateway Biotechnology Inc., Rootstown, Ohio, USA
| | - Cecilia Nakeva von Mentzer
- Department of Neuroscience, Unit for SLP, Uppsala University, Uppsala, Sweden.,Department of Research in Patient Services, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio, USA
| | - Li Lin
- Communication Sciences Research Center, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio, USA.,Department of Research in Patient Services, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio, USA
| | - Lisa L Hunter
- Communication Sciences Research Center, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio, USA.,Department of Research in Patient Services, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio, USA.,Division of Audiology, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio, USA.,Department of Otolaryngology, College of Medicine, University of Cincinnati, Cincinnati, Ohio, USA
| | - David R Moore
- Communication Sciences Research Center, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio, USA.,Department of Research in Patient Services, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio, USA.,Department of Otolaryngology, College of Medicine, University of Cincinnati, Cincinnati, Ohio, USA.,Manchester Centre for Audiology and Deafness, University of Manchester, Manchester, United Kingdom
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Nakeva von Mentzer C. Audiometric profiles in children with speech sound disorder: Subclinical hearing loss as a potential factor. Clin Linguist Phon 2021; 35:847-873. [PMID: 33225761 DOI: 10.1080/02699206.2020.1833369] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/08/2020] [Revised: 09/30/2020] [Accepted: 10/04/2020] [Indexed: 06/11/2023]
Abstract
In the present study, hearing sensitivity in children with speech sound disorder (SSD) is scrutinized. Middle ear function (wideband tympanometry and acoustic stapedial reflexes, ASR) and inner ear function (audiometric thresholds in the conventional1-8 kHz and extended10-16 kHz high frequency (EHF) range, and distortion product otoacoustic emissions (DPOAEs2-10 kHz) were investigated. Hearing results were analyzed in relation to speech discrimination of phonemic contrasts (quiet and in noise conditions) and reproduction. Thirty-two children with SSD and 41 children with typical development (TD) ages 4-5 years participated. Children with SSD exhibited significantly less sensitive hearing compared to children with TD. This was demonstrated as more absent contralateral ASR (right ear SSD 43.7%; TD 22.0%), a higher prevalence of minimal hearing loss (MHL, > 15 dB HL at one or more frequencies or ears1-8 kHz and PTA ≤ 20 dB HL, SSD 53.1%; TD 24.3%) and EHF hearing impairment (EHF HI, > 20 dB HL at one or more frequencies or ears10-16 kHz, SSD 31.3%; TD 24.3%). At 2 kHz bilaterally, children with SSD showed significantly higher hearing thresholds than children with TD (mean difference, left ear 3.4 dB: right ear 4.3 dB), together with a significantly lower SNR in DPOAEs at 2.2 kHz (left ear 5.1 dB mean difference between groups). In all children, audiometric thresholds at the key-frequencies for speech, 2 and 4 kHz and DPOAEs within similar spectral regions, predicted 7-12% of the variance in phonemic discrimination and reproduction. Overall, these results suggest that hearing should be more fully investigated in children with SSD.
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Engström E, Kallioinen P, Nakeva von Mentzer C, Lindgren M, Sahlén B, Lyxell B, Ors M, Uhlén I. Auditory event-related potentials and mismatch negativity in children with hearing loss using hearing aids or cochlear implants - A three-year follow-up study. Int J Pediatr Otorhinolaryngol 2021; 140:110519. [PMID: 33268013 DOI: 10.1016/j.ijporl.2020.110519] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/20/2020] [Revised: 11/21/2020] [Accepted: 11/22/2020] [Indexed: 10/22/2022]
Abstract
OBJECTIVES The primary aim was to examine how event-related potentials (ERPs) and mismatch negativity (MMN) change and develop over time among children with hearing loss (HL) using hearing aids (HAs) or cochlear implants (CIs). Children with normal hearing (NH) were tested as a reference group. METHODS This three-year follow-up study included 13 children with sensorineural HL (SNHL); 7 children using bilateral HAs and 6 children using CIs; and 10 children with NH as a reference group. ERPs were recorded at baseline and after three years. At time for the original study the children were approximately 5-8 years old and at the follow-up study 8-11 years old. ERP recordings and data processing were identical in both sessions. A standard stimulus alternated with five different deviants (gap, intensity, pitch, location and duration), presented in a pseudorandom sequence, thus following the multi-feature paradigm, Optimum-1. MMN was calculated from the average ERP of each deviant minus the standard stimuli. Repeated measures ANOVA was used for the statistical analyses and the results were based on samples within a specific time interval; 80-224 ms. RESULTS There was a statistically significant difference in the obligatory responses between the NH and HA groups at baseline, but this difference disappeared after three years in our follow-up study. The children with HA also showed a significant difference in mean ERP at baseline compared to follow-up, and significant differences between the deviants at follow-up but not at baseline. This suggests an improvement over time among the children with HAs. On the other hand, the children with CIs did not differ from the NH children at baseline, but after three years their mean ERP was significantly lower compared to both the children with HA and NH, indicating a reduced development of the central auditory system in this age span among the children with CIs. Regarding MMN, there was an interaction between the duration deviant and time for the children with HA, also indicating a possible improvement over time among the HA children. CONCLUSIONS This three-year follow-up study shows neurophysiological differences between children with HL and children with NH. The results suggest a delay in the central auditory processing among the HA children compared to children with NH, but a possible catch-up, over time, and this potential may be worth to be utilized. Regarding the CI children, similar improvement in this age span is missing, meaning there are differences between the subgroups of children with HL, i.e. the children with HAs vs. CIs. The results highlight the importance of distinguishing between subgroups of children with HL in further research.
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Affiliation(s)
- Elisabet Engström
- Department of Clinical Science, Intervention and Technology (CLINTEC), Karolinska Institutet, 171 77, Stockholm, Sweden; Department of Otoneurology, Karolinska University Hospital, 141 86, Stockholm, Sweden.
| | - Petter Kallioinen
- Department of Linguistics, Stockholm University, 106 91, Stockholm, Sweden
| | | | - Magnus Lindgren
- Cognition, Communication & Learning, Lund University, 221 00, Lund, Sweden; Department of Psychology, Lund University, 221 00, Lund, Sweden
| | - Birgitta Sahlén
- Cognition, Communication & Learning, Lund University, 221 00, Lund, Sweden; Lund University, Faculty of Medicine, Department of Clinical Sciences, Logopedics, Phoniatrics & Audiology, Lasarettsgatan 21, 22185, Lund, Sweden
| | - Björn Lyxell
- Department of Behavioral Sciences and Learning, Swedish Institute for Disability Research, Linköping University, 581 83, Linköping, Sweden; Department of Special Needs Education, University of Oslo, Oslo, Norway
| | - Marianne Ors
- Department of Clinical Neurophysiology, Skåne University Hospit, 221 85, Lund, Sweden
| | - Inger Uhlén
- Department of Clinical Science, Intervention and Technology (CLINTEC), Karolinska Institutet, 171 77, Stockholm, Sweden; Department of Otoneurology, Karolinska University Hospital, 141 86, Stockholm, Sweden
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Nakeva von Mentzer C. Corrigendum to "Phonemic discrimination and reproduction in 4-5-year-old children: Relations to hearing" [Int. J. Pediatr. Otorhinolaryngol., 133 (2020), 1-12]. Int J Pediatr Otorhinolaryngol 2021; 140:110512. [PMID: 33250262 DOI: 10.1016/j.ijporl.2020.110512] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
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Levlin M, Nakeva von Mentzer C. An evaluation of systematized phonics on reading proficiency in Swedish second grade poor readers: Effects on pseudoword and sight word reading skills. Dyslexia 2020; 26:427-441. [PMID: 32989836 PMCID: PMC7702055 DOI: 10.1002/dys.1669] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/10/2019] [Revised: 04/23/2020] [Accepted: 09/04/2020] [Indexed: 05/14/2023]
Abstract
The aim of the present study was to evaluate the effect of systematized phonics on word reading in Swedish second grade poor readers. Forty-nine children who performed at or below the 25th percentile on pseudoword reading and/or sight word reading at the beginning of second grade participated in the study. The study had a cross-over design exploring within-and between-group effects of two different conditions: systematized phonics and classroom instruction. Overall, systematized phonics proved more effective than classroom instruction. At pre-intervention, no child performed above the 30th percentile in pseudoword reading or sight word reading. At post-intervention, corresponding numbers were 69% for pseudoword reading and 35% for sight word reading. Implications for a policy change in Sweden towards mandatory systematized phonics in primary school are discussed.
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Affiliation(s)
- Maria Levlin
- Department of Language StudiesUmeå UniversityUmeåSweden
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Engström E, Kallioinen P, Lindgren M, Nakeva von Mentzer C, Sahlén B, Lyxell B, Uhlén I. Computer-assisted reading intervention for children with hearing impairment using cochlear implants: Effects on auditory event-related potentials and mismatch negativity. Int J Pediatr Otorhinolaryngol 2020; 137:110229. [PMID: 32896345 DOI: 10.1016/j.ijporl.2020.110229] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/22/2020] [Revised: 06/22/2020] [Accepted: 06/23/2020] [Indexed: 10/23/2022]
Abstract
OBJECTIVES The primary aim was to find out whether a computer-assisted reading intervention program with a phonic approach can affect event-related (ERPs) and mismatch negativity (MMN) in hearing impaired (HI) children using cochlear implants (CIs). METHODS This study involved a test group of 15 HI children with CIs and a control group of 14 normal hearing (NH) children. The children were 4 years and 10 months to 8 years and 1 month old. ERPs were recorded immediately before and after 4 weeks of training with a computer-assisted reading intervention, GraphoGame. A multi-feature paradigm, Optimum-1, was used, i.e. a standard stimulus alternated with five different deviants: gap intensity, pitch, location and duration. MMN was calculated from the mean amplitude ERP of each deviant minus the standard stimulus response in a specific time interval, 80 - 224 ms. Repeated measures ANOVA was used for the statistical analysis. RESULTS The results did not show any significant changes with the computerassisted training in the ERPs and MMNs among the HI children with CIs. The presence of both MMN and a positive mismatch response (pMMR), which might reflect an immaturity, complicates interpreting the results in this age group. Individually, there was a mix of MMNs and pMMRs among all participants, pre and post training, and the change of each deviant after intervention was not predictable. CONCLUSIONS There are no significant changes in ERP or MMN after intervention, however lack of significances must be interpreted with caution. Besides the presence of both MMNs and pMMRs, only modest changes are to be expected on an individual basis and small samples hinder making statistical conclusions regarding the training's effects. The study contributes to some more descriptive pieces of ERPs and MMNs among the HI children with CIs. The issues of MMN and pMMR are highlighted.
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Affiliation(s)
- Elisabet Engström
- Department of Clinical Science, Intervention and Technology (CLINTEC), Karolinska Institutet, 171 77, Stockholm, Sweden; Department of Otoneurology, Karolinska University Hospital, 141 86, Stockholm, Sweden.
| | - Petter Kallioinen
- Department of Linguistics, Stockholm University, 106 91, Stockholm, Sweden.
| | - Magnus Lindgren
- Department of Psychology, Lund University, 221 00, Lund, Sweden; Cognition, Communication & Learning, Lund University, 221 00, Lund, Sweden.
| | | | - Birgitta Sahlén
- Lund University, Faculty of Medicine, Department of Clinical Sciences, Logopedics, Phoniatrics & Audiology, Lasarettsgatan 21, 22185, Lund, Sweden; Cognition, Communication & Learning, Lund University, 221 00, Lund, Sweden.
| | - Björn Lyxell
- Department of Behavorial Sciences and Learning, Swedish Institute for Disability Research, Linköping University, 581 83, Linköping, Sweden; Department of Special Needs Education, University of Oslo, Oslo, Norway.
| | - Inger Uhlén
- Department of Clinical Science, Intervention and Technology (CLINTEC), Karolinska Institutet, 171 77, Stockholm, Sweden; Department of Otoneurology, Karolinska University Hospital, 141 86, Stockholm, Sweden.
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Nakeva von Mentzer C. Phonemic discrimination and reproduction in 4-5-year-old children: Relations to hearing. Int J Pediatr Otorhinolaryngol 2020; 133:109981. [PMID: 32247932 DOI: 10.1016/j.ijporl.2020.109981] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/20/2019] [Revised: 02/27/2020] [Accepted: 02/29/2020] [Indexed: 12/28/2022]
Abstract
OBJECTIVE The long-term objective of this research is to highlight the importance of speech perception assessment in children with developmental language disorder (DLD), and to investigate how hearing contributes to speech and language skills. As a first step in fulfilling this aim, the present study explored relations between phonemic discrimination and reproduction, and sensitive measures of hearing in young healthy children. METHODS The American Listen-Say test was developed and served as speech perception tool. This test reports speech discrimination of phonemic contrasts quantitatively for both quiet and in noise conditions, along with reproduction scores, all measured within one session. Speech tokens were perceptually homogenized in noise. Forty-one 4-5-year-old American children participated. Phonemic discrimination (quiet and speech shaped noise) and phonemic reproduction, audiometric thresholds in the conventional (1-8 kHz) and extended high frequency (EHF; 10-16 kHz) range, and distortion product otoacoustic emissions (DPOAEs) were examined. RESULTS All children had normal hearing thresholds within the conventional range (mean PTA bilaterally 8.6 dB HL). Ten (24.3%) of the children had elevated EHF thresholds (> 20 dB HL) for one or more frequencies or ears, and six (14.6%) had DPOAE signal to noise ratios (SNR) < 6 dB. EHF thresholds and DPOAE SNRs were significantly associated. Children's phonemic discrimination was impaired in noise, relative to quiet. There was a moderate, significant correlation between overall phonemic discrimination in noise and EHF audiometric thresholds. CONCLUSIONS Overall, the present study showed that sensitive hearing measures enabled the detection of subtle hearing difficulties in young healthy children. In particular, phonemic discrimination in noise showed associations with hearing. Implications of including sensitive hearing measures in children with DLD are discussed.
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Engström E, Kallioinen P, Nakeva von Mentzer C, Lindgren M, Ors M, Sahlén B, Lyxell B, Uhlén I. Computer-assisted reading intervention for children with sensorineural hearing loss using hearing aids: Effects on auditory event-related potentials and mismatch negativity. Int J Pediatr Otorhinolaryngol 2019; 117:17-25. [PMID: 30579075 DOI: 10.1016/j.ijporl.2018.11.005] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/04/2018] [Revised: 09/27/2018] [Accepted: 11/02/2018] [Indexed: 02/05/2023]
Abstract
OBJECTIVES The primary aim was to investigate whether computer-assisted reading intervention somehow can affect event-related potentials (ERP) and mismatch negativity (MMN) in hearing impaired (HI) children with hearing aids (HAs) and normal hearing (NH) children. METHODS The study included 15 HI children with sensorineural hearing loss (SNHL) using bilateral HAs and 14 NH children as a reference group; all children between the ages of 5 and 8. A multi-feature MMN-paradigm, Optimum-1, with a standard stimulus alternating with 5 different deviants was used. ERPs were recorded pre and post intervention, i.e. one month of repeatedly computer-assisted training (GraphoGame). MMN was calculated from the average ERP of each deviant minus standard. Data were based on samples within a specific time interval, 80-224 ms, and repeated measures ANOVA was used to analyze possible interactions. RESULTS There was a significant difference between groups before training, though, the mean obligatory responses or MMN was not statistically significantly different before versus after training, neither among the NH nor the HI children. Further, the HI children did generally achieve lower levels in GraphoGame compared to the NH children. Altogether, our findings indicate differences between the groups and that training may affect the neurophysiological processing in the brain, gaining the HI children. Both MMN and positive mismatch response (pMMR) were seen among both the HA and NH children, irrespective to deviant type. Individually, changes of the MMN and pMMR after training seem unpredictable. CONCLUSION There are statistically significant differences in both the obligatory responses in ERP and the MMNs between the NH and HI groups before the computer-assisted training. Though, these differences disappear after the intervention. This suggests possible training effects regarding the central auditory processing among the HI children.
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Affiliation(s)
- Elisabet Engström
- Department of Clinical Science, Intervention and Technology (CLINTEC), Karolinska Institutet, 171 77 Stockholm, Sweden; Department of Otoneurology, Karolinska University Hospital, 141 86 Stockholm, Sweden.
| | - Petter Kallioinen
- Department of Linguistics, Stockholm University, 106 91 Stockholm, Sweden.
| | - Cecilia Nakeva von Mentzer
- Department of Behavorial Sciences and Learning, Swedish Institute for Disability Research, Linköping University, 581 83 Linköping, Sweden.
| | - Magnus Lindgren
- Department of Psychology, Lund University, 221 00 Lund, Sweden; Cognition, Communication & Learning, Lund University, 221 00 Lund, Sweden.
| | - Marianne Ors
- Department of Clinical Neurophysiology, Skåne University Hospital, 221 85 Lund, Sweden; Cognition, Communication & Learning, Lund University, 221 00 Lund, Sweden.
| | - Birgitta Sahlén
- Lund University, Faculty of Medicine, Department of Clinical Sciences, Logopedics, Phoniatrics & Audiology, Lasarettsgatan 21, 22 185 Lund, Sweden; Cognition, Communication & Learning, Lund University, 221 00 Lund, Sweden.
| | - Björn Lyxell
- Department of Behavorial Sciences and Learning, Swedish Institute for Disability Research, Linköping University, 581 83 Linköping, Sweden.
| | - Inger Uhlén
- Department of Clinical Science, Intervention and Technology (CLINTEC), Karolinska Institutet, 171 77 Stockholm, Sweden; Department of Otoneurology, Karolinska University Hospital, 141 86 Stockholm, Sweden.
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Nakeva von Mentzer C, Sundström M, Enqvist K, Hällgren M. Assessing speech perception in Swedish school-aged children: preliminary data on the Listen–Say test. LOGOP PHONIATR VOCO 2017; 43:106-119. [DOI: 10.1080/14015439.2017.1380076] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
| | - Martina Sundström
- Department of Neuroscience, Unit for Speech Language Pathology, Uppsala University, Uppsala, Sweden
| | - Karin Enqvist
- Department of Neuroscience, Unit for Speech Language Pathology, Uppsala University, Uppsala, Sweden
| | - Mathias Hällgren
- Department of Otorhinolaryngology/Section of Audiology, Linköping University Hospital, Linköping, Sweden
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Uhlén I, Engström E, Kallioinen P, Nakeva von Mentzer C, Lyxell B, Sahlén B, Lindgren M, Ors M. Using a multi-feature paradigm to measure mismatch responses to minimal sound contrasts in children with cochlear implants and hearing aids. Scand J Psychol 2017; 58:409-421. [DOI: 10.1111/sjop.12391] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2016] [Accepted: 08/02/2017] [Indexed: 01/29/2023]
Affiliation(s)
- Inger Uhlén
- Department of Hearing and Balance; Karolinska University Hospital and Karolinska Institutet (CLINTEC); Stockholm Sweden
| | - Elisabet Engström
- Department of Hearing and Balance; Karolinska University Hospital and Karolinska Institutet (CLINTEC); Stockholm Sweden
| | | | - Cecilia Nakeva von Mentzer
- Department of Behavioral Sciences and Learning; Swedish Institute for Disability Research; Linköping University; Linköping Sweden
| | - Björn Lyxell
- Department of Behavioral Sciences and Learning; Swedish Institute for Disability Research; Linköping University; Linköping Sweden
| | - Birgitta Sahlén
- Linneaus Centre; Cognition, Communication & Learning, Lund University; Lund Sweden
- Department of Logopedics, Phoniatrics and Audiology; Lund University; Skåne University Hospital; Lund Sweden
| | - Magnus Lindgren
- Linneaus Centre; Cognition, Communication & Learning, Lund University; Lund Sweden
- Department of Psychology; Lund University; Lund Sweden
| | - Marianne Ors
- Linneaus Centre; Cognition, Communication & Learning, Lund University; Lund Sweden
- Department of Clinical Neurophysiology; Lund University; Skåne University Hospital; Lund Sweden
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Eliasson AC, Holmström L, Aarne P, Nakeva von Mentzer C, Weiland AL, Sjöstrand L, Forssberg H, Tedroff K, Löwing K. Efficacy of the small step program in a randomised controlled trial for infants below age 12 months with clinical signs of CP; a study protocol. BMC Pediatr 2016; 16:175. [PMID: 27809886 PMCID: PMC5093986 DOI: 10.1186/s12887-016-0711-x] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/24/2015] [Accepted: 10/18/2016] [Indexed: 11/12/2022] Open
Abstract
Background Children with cerebral palsy (CP) have life-long motor disorders, and they are typically subjected to extensive treatment throughout their childhood. Despite this, there is a lack of evidence supporting the effectiveness of early interventions aiming at improving motor function, activity, and participation in daily life. The study will evaluate the effectiveness of the newly developed Small Step Program, which is introduced to children at risk of developing CP during their first year of life. The intervention is based upon theories of early learning-induced brain plasticity and comprises important components of evidence-based intervention approaches used with older children with CP. Method and design A two-group randomised control trial will be conducted. Invited infants at risk of developing CP due to a neonatal event affecting the brain will be randomised to either the Small Step Program or to usual care. They will be recruited from Astrid Lindgren Children’s Hospital at regular check-up and included at age 3–8 months. The Small Step Program was designed to provide individualized, goal directed, and intensive intervention focusing on hand use, mobility, and communication in the child’s own home environment and carried out by their parents who have been trained and coached by therapists. The primary endpoint will be approximately 35 weeks after the start of the intervention, and the secondary endpoint will be at 2 years of age. The primary outcome measure will be the Peabody Developmental Motor Scale (second edition). Secondary assessments will measure and describe the children’s general and specific development and brain pathology. In addition, the parents’ perspective of the program will be evaluated. General linear models will be used to compare outcomes between groups. Discussion This paper presents the background and rationale for developing the Small-Step Program and the design and protocol of a randomized controlled trial. The aim of the Small Step Program is to influence development by enabling children to function on a higher level than if not treated by the program and to evaluate whether the program will affect parent’s ability to cope with stress and anxiety related to having a child at risk of developing CP. Trial registration ClinicalTrials.gov Identifier NCT02166801. Registered June 12, 2014.
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Affiliation(s)
- Ann-Christin Eliasson
- Department of Women's and Children's Health, Karolinska Institutet, 171 76, Stockholm, Sweden.
| | - Linda Holmström
- Department of Women's and Children's Health, Karolinska Institutet, 171 76, Stockholm, Sweden
| | - Päivikki Aarne
- Division of Speech and Language Pathology, Department of CLINTEC, Karolinska Institutet, Stockholm, Sweden.,Department of Speech and Language Pathology, Karolinska University Hospital, Stockholm, Sweden
| | | | - Ann-Louise Weiland
- Department of Women's and Children's Health, Karolinska Institutet, 171 76, Stockholm, Sweden
| | - Lena Sjöstrand
- Department of Women's and Children's Health, Karolinska Institutet, 171 76, Stockholm, Sweden
| | - Hans Forssberg
- Department of Women's and Children's Health, Karolinska Institutet, 171 76, Stockholm, Sweden
| | - Kristina Tedroff
- Department of Women's and Children's Health, Karolinska Institutet, 171 76, Stockholm, Sweden
| | - Kristina Löwing
- Department of Women's and Children's Health, Karolinska Institutet, 171 76, Stockholm, Sweden
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Kallioinen P, Olofsson J, Nakeva von Mentzer C, Lindgren M, Ors M, Sahlén BS, Lyxell B, Engström E, Uhlén I. Semantic Processing in Deaf and Hard-of-Hearing Children: Large N400 Mismatch Effects in Brain Responses, Despite Poor Semantic Ability. Front Psychol 2016; 7:1146. [PMID: 27559320 PMCID: PMC4978721 DOI: 10.3389/fpsyg.2016.01146] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2016] [Accepted: 07/18/2016] [Indexed: 11/21/2022] Open
Abstract
Difficulties in auditory and phonological processing affect semantic processing in speech comprehension for deaf and hard-of-hearing (DHH) children. However, little is known about brain responses related to semantic processing in this group. We investigated event-related potentials (ERPs) in DHH children with cochlear implants (CIs) and/or hearing aids (HAs), and in normally hearing controls (NH). We used a semantic priming task with spoken word primes followed by picture targets. In both DHH children and controls, cortical response differences between matching and mismatching targets revealed a typical N400 effect associated with semantic processing. Children with CI had the largest mismatch response despite poor semantic abilities overall; Children with CI also had the largest ERP differentiation between mismatch types, with small effects in within-category mismatch trials (target from same category as prime) and large effects in between-category mismatch trials (where target is from a different category than prime), compared to matching trials. Children with NH and HA had similar responses to both mismatch types. While the large and differentiated ERP responses in the CI group were unexpected and should be interpreted with caution, the results could reflect less precision in semantic processing among children with CI, or a stronger reliance on predictive processing.
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Affiliation(s)
- Petter Kallioinen
- Department of Linguistics, Stockholm UniversityStockholm, Sweden; Lund University Cognitive Science, Lund UniversityLund, Sweden
| | - Jonas Olofsson
- Department of Psychology, Stockholm University Stockholm, Sweden
| | - Cecilia Nakeva von Mentzer
- Department of Behavioral Sciences and Learning, Swedish Institute for Disability Research, Linkoping University Linkoping, Sweden
| | - Magnus Lindgren
- Linneaus Centre, Cognition, Communication and Learning, Lund UniversityLund, Sweden; Department of Psychology, Lund UniversityLund, Sweden
| | - Marianne Ors
- Division of Clinical Neurophysiology, Department of Clinical Neuroscience, Lund UniversityLund, Sweden; Division of Clinical Neurophysiology, Department of Clinical Neuroscience, Skåne University HospitalLund, Sweden
| | - Birgitta S Sahlén
- Linneaus Centre, Cognition, Communication and Learning, Lund UniversityLund, Sweden; Logopedics, Phoniatrics and Audiology, Department of Clinical Sciences Lund UniversityLund, Sweden
| | - Björn Lyxell
- Department of Behavioral Sciences and Learning, Swedish Institute for Disability Research, Linkoping University Linkoping, Sweden
| | - Elisabet Engström
- Department of Hearing and Balance, Karolinska University Hospital and Karolinska Institutet (CLINTEC) Stockholm, Sweden
| | - Inger Uhlén
- Department of Hearing and Balance, Karolinska University Hospital and Karolinska Institutet (CLINTEC) Stockholm, Sweden
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Nakeva von Mentzer C, Lyxell B, Sahlén B, Dahlström O, Lindgren M, Ors M, Kallioinen P, Uhlén I. Computer-assisted reading intervention with a phonics approach for children using cochlear implants or hearing aids. Scand J Psychol 2014; 55:448-55. [PMID: 25078707 DOI: 10.1111/sjop.12149] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2013] [Accepted: 05/23/2014] [Indexed: 11/30/2022]
Abstract
The present study examined computer-assisted reading intervention with a phonics approach for deaf and hard of hearing (DHH) children in Sweden using cochlear implants or hearing aids, or a combination of both. The study included 48 children, 5, 6 and 7 years of age. Sixteen children with normal hearing (NH) served as a reference group. The first purpose of the study was to compare NH and DHH children's reading ability at pre and post-intervention. The second purpose was to investigate effects of the intervention. Cognitive and demographic factors were analyzed in relation to reading improvement. Results showed no statistically significant difference for reading ability at the group level, although NH children showed overall higher reading scores at both test points. Age comparisons revealed a statistically significant higher reading ability in the NH 7-year-olds compared to the DHH 7-year-olds. The intervention proved successful for word decoding accuracy, passage comprehension and as a reduction of nonword decoding errors in both NH and DHH children. Reading improvement was associated with complex working memory and phonological processing skills in NH children. Correspondent associations were observed with visual working memory and letter knowledge in the DHH children. Age was the only demographic factor that was significantly correlated with reading improvement. The results suggest that DHH children's beginning reading may be influenced by visual strategies that might explain the reading delay in the older children.
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Affiliation(s)
- Cecilia Nakeva von Mentzer
- Department of Behavioral Sciences and Learning, Swedish Institute for Disability Research, Linköping University, 581 83, Linköping, Sweden
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von Mentzer CN. The Phonics Approach in Swedish Children using Cochlear Implants or Hearing Aids: Inspecting Phonological Gain. ACTA ACUST UNITED AC 2014. [DOI: 10.4172/2375-4427.1000117] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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Nakeva von Mentzer C, Lyxell B, Sahlén B, Wass M, Lindgren M, Ors M, Kallioinen P, Uhlén I. Computer-assisted training of phoneme-grapheme correspondence for children who are deaf and hard of hearing: effects on phonological processing skills. Int J Pediatr Otorhinolaryngol 2013; 77:2049-57. [PMID: 24210843 DOI: 10.1016/j.ijporl.2013.10.007] [Citation(s) in RCA: 21] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/07/2013] [Revised: 10/06/2013] [Accepted: 10/09/2013] [Indexed: 11/28/2022]
Abstract
OBJECTIVE Examine deaf and hard of hearing (DHH) children's phonological processing skills in relation to a reference group of children with normal hearing (NH) at two baselines pre intervention. Study the effects of computer-assisted phoneme-grapheme correspondence training in the children. Specifically analyze possible effects on DHH children's phonological processing skills. METHODS The study included 48 children who participated in a computer-assisted intervention study, which focuses on phoneme-grapheme correspondence. Children were 5, 6, and 7 years of age. There were 32 DHH children using cochlear implants (CI) or hearing aids (HA), or both in combination, and 16 children with NH. The study had a quasi-experimental design with three test occasions separated in time by four weeks; baseline 1 and 2 pre intervention, and 3 post intervention. Children performed tasks measuring lexical access, phonological processing, and letter knowledge. All children were asked to practice ten minutes per day at home supported by their parents. RESULTS NH children outperformed DHH children on the majority of tasks. All children improved their accuracy in phoneme-grapheme correspondence and output phonology as a function of the computer-assisted intervention. For the whole group of children, and specifically for children with CI, a lower initial phonological composite score was associated with a larger phonological change between baseline 2 and post intervention. Finally, 18 DHH children, whereof 11 children with CI, showed specific intervention effects on their phonological processing skills, and strong effect sizes for their improved accuracy of phoneme-grapheme correspondence. CONCLUSION For some DHH children phonological processing skills are boosted relatively more by phoneme-grapheme correspondence training. This reflects the reciprocal relationship between phonological change and exposure to and manipulations of letters.
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Affiliation(s)
- Cecilia Nakeva von Mentzer
- Department of Behavioral Sciences and Learning, Swedish Institute for Disability Research, Linköping University, 581 83 Linköping, Sweden.
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