Early Development of Children With Hearing Loss

听力损失儿童的早期发育

• 批准号: 7277251
• 负责人: Susan Nittrouer
• 金额: $ 55.71万
• 依托单位: OHIO STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-09-01 至 2010-02-28
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7277251
• 关键词: Adaptive Behaviors; Adult; Affect; Age; Age-Years; Bilateral; Birth; Cells; Child; Child Development; Cochlear Implants; Cognition; Cognitive; Communication; Communities; Data; Decision Making; Development; Diagnosis; Distal; Ear; Early Diagnosis; Early identification; Ensure; Environment; Family member; Frustration; Goals; Hearing; Intervention; Knowledge; Language; Language Development; Learning; Life; Measures; Mediating; Methods; Newborn Infant; Noise; Numbers; Oral cavity; Parent-Child Relations; Parents; Pattern; Peripheral; Procedures; Process; Production; Prosthesis; Pump; Questionnaires; Range; Regression Analysis; Sampling; Severities; Socioeconomic Status; Speech; Speech Acoustics; Speech Perception; Stress; System; Testing; Vocabulary; Work; cost; critical developmental period; design; expectation; experience; hearing impairment; interest; intervention program; programs; psychosocial; response; skills; social skills; sound; syntax; time use; tool

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.

描述（由申请人提供）：该项目的长期目标是了解识别年龄（6 个月之前、12 至 18 个月之间、或 24 至 30 个月之间）和沟通模式（仅口语或手语）如何补充）影响听力损失 (HL) 幼儿（5 岁以下）的口语、认知和社会心理发展。诊断新生儿 HL 的有效程序和人工耳蜗的同时出现，激发了人们普遍的观点，即几乎所有 HL 儿童都可以发展良好的口语，但我们尚未就如何最好地促进这种发展达成一致。了解早期诊断或干预是否会给认知和/或社会心理发展带来“成本”。为了加深我们对这些问题的了解，6 个牢房中每个牢房的 25 名儿童（跨越 3 个识别年龄和 2 种沟通模式）以及 50 名听力正常 (NH) 的儿童将参加 5 到 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样本、标准化语言和认知测量以及对家长问卷的答复。从这些材料中得出的数据类型对于 HL 研究来说是新的，但将反映当前用于 NH 儿童研究的方法，并且包括言语声学、词汇、句法、话语、非语言认知能力、心理社会发展的测量，以及父母的压力。研究结果将帮助为 HL 儿童服务的专业人士群体设计干预计划和选择评估进展的工具。