FACTORS INFLUENCING AUDIOVISUAL SPEECH BENEFIT IN CHILDREN WITH HEARING LOSS

项目总结/摘要 听力损失（HL）导致对声学语音的访问减少，其通常仅通过以下方式部分恢复： 助听器.当HL发生在生命的早期，婴儿和儿童必须从退化的语言环境中学习言语和语言。 声音信号，这有助于在通信，社会和功能的结果大的可变性。 幸运的是，在听到说话的同时看到说话者的脸可以提供关于声音是什么的视觉信息。 制作。这已被证明是特别有帮助时，访问声学语音减少HL。 因此，视觉语言可能是儿童补偿HL的最重要线索之一。 新出现的数据表明，学龄儿童HL受益于视觉语言远远超过他们的同龄人， 正常听力然而，目前的言语和语言干预计划之间存在很大的差异， HL儿童，用一些人工限制视觉语言访问的言语-语言方法。目前，我们 我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 是我们理解早发性HL对从视觉语言中获益的能力的影响的关键差距 AV福利中与听力相关的差异的来源尚不清楚，也无法用听力差异来解释。 唇读能力或认知语言技能。本提案的目的是确定 影响学龄期HL儿童和非HL儿童的AV言语获益。我们的中心假设是AV 如由频率特异性可听度确定的，益处由声学-语音访问控制。我们预计 视觉语言对高频可听度降低的听众比听力正常的听众更有帮助 或正常的高频可听度。这项研究还将评估HL儿童是否更好地 比听力正常的孩子更善于利用视觉线索。儿童将完成听觉，视觉， 在噪声中和在不同的声学频率内容的条件下进行辅音清晰度的AV测试 高频可听度降低会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，导致更大的AV益处。我们将应用 计算建模，以确定HL儿童是否具有更接近最佳的整合效率。 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信息 根据频率特异性可听度，结果将直接输入R 01， AV言语益处发展的个体差异和关于视觉言语的干预决策 访问影响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.