Early Development of Children With Hearing Loss

描述（由申请人提供）：该项目的长期目标是了解识别年龄（6个月前，12至18个月或24至30个月）和沟通模式（仅口语或符号补充）如何影响听力损失（HL）幼儿（5岁以下）的口语，认知和心理社会发展。在新生儿中诊断HL的有效程序和人工耳蜗植入物的巧合出现刺激了几乎所有HL儿童都可以发展良好的口语的普遍观点，但我们还没有就如何最好地促进这种发展达成一致，我们也不知道早期诊断或干预是否对认知和/或心理社会发展有“成本”。为了增进我们对这些问题的了解，6个牢房中的每个牢房有25名儿童（跨越3个识别年龄和2种交流模式）以及50名听力正常的儿童（NH）将参加5至8次测试，具体取决于识别年龄。收集的材料将包括亲子互动的样本，标准化的语言和认知措施，以及对父母问卷的答复。来自这些材料的数据类型将是新的HL的研究，但会反映目前的方法用于NH儿童的研究，并将包括语音声学，词汇，句法，话语，非言语认知能力，心理社会发展的措施，和父母的压力。研究结果将有助于社区的专业人士为儿童HL设计干预方案，并在选择工具来评估进展。

DESCRIPTION (provided by applicant): The long-term goal of this project is to understand how age of identification (before 6 mo, between 12 & 18 mo, or between 24 & 30 mo) and communication mode (spoken-only or sign-supplemented) affect spoken language, cognitive, and psychosocial development in young children (under 5 years) with hearing loss (HL). The coincidental advent of effective procedures for diagnosing HL in newborns and of cochlear implants has spurred the general perspective that virtually all children with HL can develop good spoken language, but we don't yet agree on how best to facilitate that development, nor do we know whether there is a "cost" to cognitive and/or psychosocial development imposed by early diagnosis or intervention. To advance our knowledge concerning these issues 25 children in each of 6 cells (crossing 3 ages of identification and 2 communication modes) as well as 50 children with normal hearing (NH) would participate in 5 to 8 test sessions, depending on age of identification. Materials collected would include samples of parent-child interactions, standardized language and cognitive measures, and responses to parental questionnaires. The kinds of data derived from these materials would be new to the study of HL but would reflect current methods used in the study of children with NH, and would include measures of speech acoustics, vocabulary, syntax, discourse, nonverbal cognitive abilities, psychosocial development, and parental stress. Results will help the community of professionals serving children with HL in designing intervention programs and in selecting tools to evaluate progress.