FACTORS INFLUENCING AUDIOVISUAL SPEECH BENEFIT IN CHILDREN WITH HEARING LOSS

项目摘要/摘要 听力损失(HL)导致获得声学语言的机会减少，通常只能通过以下方式部分恢复 助听器。当HL在生命早期发生时，婴儿和儿童必须从退化中学习言语和语言 声音信号，这对交流、社交和功能结果有很大的变异性。 幸运的是，在听到讲话时看到说话者的脸可以提供有关声音的视觉信息 制作。当HL减少了对声学语音的获取时，这被证明是特别有帮助的。 因此，视觉语言可能是儿童补偿HL最重要的线索之一。 新出现的数据显示，与同龄人相比，患有HL的学龄儿童从视觉语言中受益更多 听力正常。然而，目前的言语和语言干预计划之间存在很大的差异 HL儿童，用一些听觉-语言方法人为地限制视觉语言的获得。目前，我们有 不知道限制视觉线索是有害的还是鼓励听觉线索的发展，因为 是我们对早发性HL对从视觉语言中获益的能力的影响的理解上的关键差距 与听力相关的AV福利差异的来源尚不清楚，也不能用 唇读能力或认知语言技能。当前提案的目标是确定因素 影响患有和不患有HL的学龄儿童的AV言语受益。我们的中心假设是AV 收益由声学-语音访问控制，由特定频率的可听性确定。我们期待着 视觉语言对高频听力降低的听众比听力正常的听众更有帮助 或者正常的高频可听度。这项研究还将评估患有HL的儿童是否更好 比听力正常的孩子更善于利用视觉线索。孩子们将完成听觉、视觉和 在噪声和跨声频成分不同的条件下测试辅音发音的AV测试 高频可听度降低可减少听觉和视觉之间的冗余的假设 语音提示和高频声学的相对权重，从而产生更大的AV收益。我们会申请 计算模型，以确定HL儿童是否具有更接近最佳整合效率。 结果将为数据驱动的关于最佳口语干预类型的临床建议提供依据 基于特定频率可听性的HL儿童。结果将直接送入R01，检查如何 视听言语益处和视觉言语干预决策发展的个体差异 获取途径影响HL儿童的沟通结果。

PROJECT SUMMARY/ABSTRACT Hearing loss (HL) results in reduced access to acoustic speech, which is often only partially restored by hearing aids. When HL occurs early in life, infants and children must learn speech and language from degraded acoustic signals, which contributes to large variability in communication, social, and functional outcomes. Fortunately, seeing a talker’s face while hearing speech provides visual information about what sounds are being produced. This has been shown to be particularly helpful when access to acoustic speech is reduced by HL. Thus, visual speech could be one of the most important cues available for children to compensate for HL. Emerging data show that school-age children with HL benefit far more from visual speech than their peers with normal hearing. Yet, there is large variability among current speech and language intervention programs for children with HL, with some auditory-verbal methods artificially limiting visual speech access. Currently, we do not know whether limiting visual cues is detrimental or encourages development of auditory cues, because there are critical gaps in our understanding of the effects of early-onset HL on the ability to benefit from visual speech The source of hearing-related differences in AV benefit is unknown and cannot be explained by disparities in lipreading ability or cognitive-linguistic skills. The objective of the current proposal is to determine the factors influencing AV speech benefit among school-age children with and without HL. Our central hypothesis is that AV benefit is governed by acoustic-phonetic access, as determined by frequency-specific audibility. We expect that visual speech is more helpful for listeners with reduced high-frequency audibility than those with normal hearing or normal high-frequency audibility. This study also will evaluate whether children with HL are better than children with normal hearing at taking advantage of visual cues. Children will complete auditory, visual, and AV tests of consonant articulation in noise and across conditions differing in acoustic frequency content to test the hypothesis that reduced high-frequency audibility decreases redundancy between auditory and visual phonetic cues and relative weighting of high-frequency acoustics, resulting in greater AV benefit. We will apply computational modeling to determine whether children with HL have closer to optimal integration efficiency. Results will inform data-driven clinical recommendations regarding the best type of spoken language intervention for children with HL based on frequency-specific audibility. Results will feed directly into an R01 examining how individual differences in development of AV speech benefit and intervention decisions regarding visual speech access affect communication outcomes among children with HL.