Complex Listening Skills in School-Age Hard of Hearing Children

学龄听力障碍儿童的复杂听力技巧

• 批准号: 8614835
• 负责人: Ryan W. McCreery
• 金额: $ 38.69万
• 依托单位: FATHER FLANAGAN'S BOYS' HOME
• 依托单位国家: 美国
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-12-01 至 2018-11-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8614835
• 关键词: Academic achievement; Acoustics; Affect; Age; Age-Years; Attention; Auditory; Auditory Perception; Child; Clinical Management; Cochlear Implants; Cognitive; Communication; Complex; Cues; Data; Development; Early Intervention; Early identification; Effectiveness of Interventions; Environment; Evaluation; Evidence based practice; Exposure to; Face; Foundations; Generations; Goals; Health Policy; Hearing; Hearing Aids; Intervention; Knowledge; Language; Lead; Learning; Linguistics; Long-Term Effects; Masks; Mediating; Memory; Multicenter Studies; Noise; Nursery Schools; Outcome; Performance; Process; Relative (related person); Research; School-Age Population; Schools; Semantics; Short-Term Memory; Signal Transduction; Socialization; Socioeconomic Status; Speech; Speech Discrimination; Speech Perception; Stimulus; Testing; Variant; Work; base; cohort; early childhood; elementary school; executive function; experience; first grade; hearing impairment; improved; insight; programs; prospective; public health relevance; skills; social; speech recognition; syntax; theories; therapy design; third grade

DESCRIPTION (provided by applicant): Children who are hard of hearing (CHH) who wear hearing aids have experienced improved early childhood developmental outcomes due to early identification and intervention compared to previous generations, but may still face delays in specific abilities related to inconsistent auditory experience. Early language and cognitive abilities form the foundation for listening and learning in classrooms during elementary schools. Therefore, CHH who have deficits in these skills may face significant academic and social challenges as they enter school. However, the effect of inconsistent auditory experience during early childhood on the ability to understand speech in noise and reverberation has not been widely studied in CHH who wear hearing aids. The long-term goal of this research program is to optimize amplification and speech understanding in CHH by identifying the underlying processes that support listening in academic and social situations. The objective of this proposal is to examine how inconsistent auditory experience during early childhood affects speech understanding in noise and reverberation and on complex tasks that require cognitive processing. The current proposal will also examine how linguistic and cognitive skills may help minimize the negative consequences of limited auditory experience by supporting listening under degraded acoustic conditions. The central hypothesis of the current proposal is that inconsistent early auditory experience at age 3 will negatively impact speech understanding in noise and reverberation in CHH at school age. Three specific aims are proposed to test this theory: Aim 1. To test the hypothesis that inconsistent auditory experience of CHH prior to entering school results in poorer speech recognition at school-age and that cognitive and linguistic skills at 1st grade will mediate this relationship at 3rd grade. Aim 2. To test the hypothesis that acoustic factors and working memory skills affect listening in modulated noise and reverberation in children. Aim 3. To determine the extent to which concurrent memory, EF, and linguistic skills are related to speech perception and discrimination in CHH, and to evaluate how variations in listening task demands moderate that relationship. In Aim 1, aided speech audibility, amount of daily hearing aid use, and the quantity and quality of parental language input at age 3 will be used to predict sentence recognition in classroom levels of noise and reverberation at 1st grade. Aided audibility, hearing aid use and 1st grade language skills will then be used to predict speech recognition in degraded conditions at 3rd grade. In Aim 2, audibility and working memory will be used to predict how well children can use speech information from brief gaps of modulated noise to reconstruct the speech signal in noise and reverberation. In Aim 3, concurrent language and cognitive abilities will be used to predict listening on a multi-talker speech recognition and gated-sentence recognition tasks. The data generated from this proposal will allow optimization of amplification based on the listening environment and lead to interventions that target the skills the support listening and learning in realistic environments.

描述（由申请人提供）：与前几代人相比，佩戴助听器的听力障碍 (CHH) 儿童由于早期识别和干预，其早期发育结果得到了改善，但仍可能面临与不一致的听觉体验相关的特定能力的延迟。早期语言和认知能力构成了小学课堂听力和学习的基础。因此，在这些技能上存在缺陷的 CHH 在进入学校时可能会面临重大的学术和社会挑战。然而，对于佩戴助听器的 CHH，幼儿时期不一致的听觉体验对在噪声和混响中理解言语的能力的影响尚未得到广泛研究。该研究项目的长期目标是通过确定在学术和社交场合支持听力的基本过程来优化 CHH 的放大和语音理解。该提案的目的是研究幼儿时期不一致的听觉体验如何影响噪声和混响以及需要认知处理的复杂任务中的言语理解。当前的提案还将研究语言和认知技能如何通过支持在退化声学条件下的聆听来帮助最大限度地减少有限听觉体验的负面影响。当前提案的中心假设是，3 岁时不一致的早期听觉体验将对学龄 CHH 的噪音和混响中的言语理解产生负面影响。提出了三个具体目标来检验这一理论： 目标 1. 检验以下假设：入校前 CHH 的听觉体验不一致会导致学龄期语音识别能力较差，而一年级时的认知和语言技能会在三年级时调节这种关系。目标 2. 检验声学因素和工作记忆技能影响儿童在调制噪声和混响中的听力的假设。目标 3. 确定 CHH 中并发记忆、EF 和语言技能与言语感知和歧视的相关程度，并评估听力任务要求的变化如何调节这种关系。在目标 1 中，辅助言语可听度、每日助听器使用量以及 3 岁时父母语言输入的数量和质量将用于预测一年级课堂噪音和混响水平下的句子识别。然后，辅助听力、助听器的使用和一年级的语言技能将用于预测三年级在退化条件下的语音识别能力。在目标 2 中，可听度和工作记忆将用于预测儿童如何利用调制噪声短暂间隙中的语音信息来重建噪声和混响中的语音信号。在目标 3 中，并发语言和认知能力将用于预测多人语音识别和门控句子识别任务的听力。该提案生成的数据将允许根据听力环境优化扩音，并导致针对支持现实环境中听力和学习的技能的干预措施。