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(申请人提供)：与前几代人相比，佩戴助听器的重听儿童由于早期识别和干预而经历了早期儿童发展结果的改善，但可能仍然面临与不一致的听觉体验相关的特定能力的延迟。早期的语言和认知能力是小学课堂听力和学习的基础。因此，在这些技能方面有缺陷的CHH在进入学校后可能会面临重大的学术和社会挑战。然而，儿童早期不一致的听觉体验对在噪音和混响中理解语音能力的影响尚未在佩戴助听器的CHH患者中广泛研究。这项研究计划的长期目标是通过确定在学术和社会环境中支持听力的潜在过程来优化CHH的放大和语音理解。这项建议的目的是研究儿童早期不一致的听觉经验如何影响在噪音和混响中以及在需要认知处理的复杂任务中的言语理解。目前的提案还将审查语言和认知技能如何通过支持在声学条件恶化的情况下进行倾听，来帮助将有限的听觉经验的负面后果降至最低。目前这项提议的中心假设是，3岁时不一致的早期听觉经验将对学龄期CHH患者在噪音和混响中的言语理解产生负面影响。我们提出了三个具体的目标来检验这一理论：目的1.检验一个假设，即入学前不一致的CHH听觉体验会导致学龄儿童较差的言语识别，而一年级的认知和语言技能将在三年级时调节这种关系。目的2.验证声学因素和工作记忆技能影响儿童在调制噪声和混响中听力的假设。目的3.确定同时记忆、EF和语言技能与言语知觉和辨别能力在多大程度上相关，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，辅助性言语可听度、日常助听器使用量以及3岁时父母语言输入的数量和质量将被用来预测一年级课堂上噪音和混响水平的句子识别。然后，将使用辅助听力、助听器使用和一年级语言技能来预测三年级时退化条件下的语音识别。在目标2中，可听性和工作记忆将被用来预测儿童在噪声和混响中如何使用来自调制噪声的短暂间隙的语音信息来重建语音信号。在目标3中，同时的语言和认知能力将被用来预测多人语音识别和门控句子识别任务中的听力。这一提议产生的数据将允许根据倾听环境优化放大，并导致针对支持现实环境中的倾听和学习的技能的干预措施。