Speech Recognition and Parent Ratings From Auditory Development Questionnaires in Children Who Are Hard of Hearing
Speech Recognition and Parent Ratings From Auditory Development Questionnaires in Children Who Are Hard of Hearing
复制标题
听力障碍儿童听觉发展问卷中的语音识别和家长评分
作者：
R. McCreery;E. Walker;M. Spratford;J. Oleson;R. Bentler;L. Holte;P. Roush
目标：近年来，在为重听儿童提供扩音器和早期干预方面取得了进展。然而，使用助听器（HA）的儿童可能由于通过其HA或有限的HA使用的言语可听度的限制而不一致地进入其听觉环境。作为听力损失儿童结局研究的一部分，对一大组儿童进行了研究，探讨了儿童听觉经验的变化对父母报告的听觉技能问卷以及安静和噪音中的语音识别的影响。设计图：对306名重听儿童进行了听觉发育问卷和儿童言语识别的父母评分评估。儿童年龄从12个月到9岁不等。三个问卷涉及父母的评级的听觉技能的发展和行为，包括LittlEARS听觉问卷，父母评价的口头/听觉性能的儿童评级量表，和适应的语音，空间，和听觉质量的规模。在安静的语音识别进行了评估，使用开放和封闭集测试，早期语音感知测试，词汇邻居测试，和语音平衡幼儿园单词列表。使用计算机辅助言语感知评估评估噪声中的言语识别。将重听儿童与年龄、母亲教育水平和非语言智力相匹配的听力正常儿童进行比较。辅助听力，HA的使用，和语言能力对父母的听觉发展问卷的反应和儿童的语音识别的影响也进行了检查。结果如下：听力困难的儿童在父母对听觉技能的评定上比听力正常的同龄人表现更差，并且言语识别能力更差。重听儿童的个体差异显著。通过他们的HA，更多的HA使用时间，更好的语言能力，更大的辅助听力的儿童一般有较高的父母评级的听觉技能和更好的语音识别能力，在安静和噪音比同龄人的听力较低，更有限的HA使用，或较差的语言能力。除了听觉和语言因素对安静环境下的言语识别有预测作用外，语音工作记忆对噪声环境下的单词识别能力也有积极的预测作用。结论：与听力正常的同龄人相比，听力困难的儿童在听觉技能发展和语音识别能力方面继续存在延迟。然而，与采用普遍新生儿听力筛查和针对重听儿童的早期干预计划之前报告的类似数据相比，这些领域已经有了显着改善。提高言语的可听度对听觉技能的发展和言语识别能力有直接的积极影响，也可以通过提高重听儿童的语言能力来提高这些技能。使用HA的时间越长，对父母的听觉技能和儿童的语音识别评分也有显着的积极影响。
Objectives: Progress has been made in recent years in the provision of amplification and early intervention for children who are hard of hearing. However, children who use hearing aids (HAs) may have inconsistent access to their auditory environment due to limitations in speech audibility through their HAs or limited HA use. The effects of variability in children’s auditory experience on parent-reported auditory skills questionnaires and on speech recognition in quiet and in noise were examined for a large group of children who were followed as part of the Outcomes of Children with Hearing Loss study. Design: Parent ratings on auditory development questionnaires and children’s speech recognition were assessed for 306 children who are hard of hearing. Children ranged in age from 12 months to 9 years. Three questionnaires involving parent ratings of auditory skill development and behavior were used, including the LittlEARS Auditory Questionnaire, Parents Evaluation of Oral/Aural Performance in Children rating scale, and an adaptation of the Speech, Spatial, and Qualities of Hearing scale. Speech recognition in quiet was assessed using the Open- and Closed-Set Test, Early Speech Perception test, Lexical Neighborhood Test, and Phonetically Balanced Kindergarten word lists. Speech recognition in noise was assessed using the Computer-Assisted Speech Perception Assessment. Children who are hard of hearing were compared with peers with normal hearing matched for age, maternal educational level, and nonverbal intelligence. The effects of aided audibility, HA use, and language ability on parent responses to auditory development questionnaires and on children’s speech recognition were also examined. Results: Children who are hard of hearing had poorer performance than peers with normal hearing on parent ratings of auditory skills and had poorer speech recognition. Significant individual variability among children who are hard of hearing was observed. Children with greater aided audibility through their HAs, more hours of HA use, and better language abilities generally had higher parent ratings of auditory skills and better speech-recognition abilities in quiet and in noise than peers with less audibility, more limited HA use, or poorer language abilities. In addition to the auditory and language factors that were predictive for speech recognition in quiet, phonological working memory was also a positive predictor for word recognition abilities in noise. Conclusions: Children who are hard of hearing continue to experience delays in auditory skill development and speech-recognition abilities compared with peers with normal hearing. However, significant improvements in these domains have occurred in comparison to similar data reported before the adoption of universal newborn hearing screening and early intervention programs for children who are hard of hearing. Increasing the audibility of speech has a direct positive effect on auditory skill development and speech-recognition abilities and also may enhance these skills by improving language abilities in children who are hard of hearing. Greater number of hours of HA use also had a significant positive impact on parent ratings of auditory skills and children’s speech recognition.
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影响因子：
2.6
作者：
Ambrose SE;Unflat Berry LM;Walker EA;Harrison M;Oleson J;Moeller MP
通讯作者：
Moeller MP
影响因子：
8
作者：
Moeller, MP
通讯作者：
Moeller, MP
影响因子：
1.8
作者：
Holte L;Walker E;Oleson J;Spratford M;Moeller MP;Roush P;Ou H;Tomblin JB
通讯作者：
Tomblin JB
DOI：
10.1044/1092-4388(2013/12-0188
发表时间：
2013-10
期刊：
Journal of speech, language, and hearing research : JSLHR
影响因子：
--
作者：
Koehlinger KM;Van Horne AJ;Moeller MP
通讯作者：
Moeller MP
影响因子：
1.8
作者：
Walker EA;Holte L;Spratford M;Oleson J;Welhaven A;Harrison M
通讯作者：
Harrison M