Outcomes of School-Age Children who are Hard of Hearing

学龄听力障碍儿童的结果

• 批准号: 8597730
• 负责人: Mary Pat Moeller
• 金额: $ 82.88万
• 依托单位: UNIVERSITY OF IOWA
• 依托单位国家: 美国
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-08-01 至 2018-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8597730
• 关键词: Academic achievement; Accounting; Acoustics; Address; Age; Age-Years; Area; Attitude; Auditory; Child; Clinical; Clinical Management; Cognitive; Communication; Complex; Comprehension; Control Groups; Data; Development; Early Intervention; Educational Curriculum; Effectiveness of Interventions; Environment; Evaluation; Evidence based practice; Face; Family Characteristics; Funding; Hearing; Hearing Aids; Individual Differences; Instruction; Intervention; Knowledge; Language; Language Development; Lead; Learning; Linguistics; Long-Term Effects; Longitudinal Studies; Mainstreaming; Matched Group; Measures; Mediating; Mediator of activation protein; Morphology; Multivariate Analysis; Nursery Schools; Oral; Outcome; Performance; Policies; Problem Solving; Process; Prospective Studies; Reading; Recruitment Activity; Relative (related person); Research; Research Personnel; Resistance; Risk; School-Age Population; Schools; Services; Short-Term Memory; Speech; Testing; Vocabulary; Work; Writing; aged; base; cohort; data sharing; early childhood; elementary school; executive function; fourth grade; hearing impairment; insight; interest; longitudinal design; phonology; protective effect; public health relevance; resilience; second grade; skills; social; social cognition; syntax; teacher; theories; therapy design; third grade

DESCRIPTION (provided by applicant): Children who are hard of hearing (HH) have mild through moderately severe hearing loss. These children are at-risk for long-term developmental difficulties due to limitations in their access to the auditory information in their world and in particular limitations in their access to spoken communication. Many of these children now receive clinical hearing and speech/language services to address this risk; however there has been very little research that focused on these children. This research gap was addressed during the current funding period with a large cohort of preschool-aged HH children via the Outcomes of Children with Hearing Loss (OCHL) project. Our research to date indicates that some children and some domains of development are more susceptible than others to the presence of mild to severe hearing during the preschool years. Vulnerabilities were most evident in areas dependent on processing fine details in the linguistic input, including syntax, grammatical morphology, phonology, and meta-phonological skills. Vocabulary and pragmatic language skills (related to social cognition) also showed effects of hearing loss. Additionally, we have identified systematic effects of degree of hearing loss on speech and language outcomes, as well as the protective effects of aided audibility on these outcomes. From this work, we have begun to construct an account of the basis for the observed variability in outcomes of HH children as well as its impact on development. The proposed research will extend this inquiry into the early school years. Our aims in this research concern whether the communication vulnerabilities we have seen in the preschool years persist into the school years and contribute to academic difficulties as well as continued communication problems. We are also interested in whether the early intervention received in the preschool years protects these children from some of the negative outcomes associated with early hearing loss. Finally, we plan to describe the special services and mainstream classroom environments these children find themselves in and whether these services and environments influence their outcomes. To accomplish this we will follow 276 HH children and 140 normal hearing (NH) classmates through 4th grade and obtain extensive information on their spoken language development and academic achievement. Additionally, for the HH children, we will obtain measures of services provided and their classroom environments during their 3rd and 4th grades. Also, of the HH children, 196 of them will have participated in our preschool longitudinal study and thus extensive information concerning hearing, speech/language services and early interventions can be associated with these school age outcomes. This study will inform theories about the consequences of inconsistent access to auditory input for developmental outcomes. Furthermore, our findings will provide empirical evidence to guide best practices by identifying early and concurrent risk and protective factors, identifying contributions of school-based interventions, and determining which children are at risk for late-emerging reading comprehension difficulties.

描述（由申请人提供）：听力难（HH）的儿童通过中度严重的听力损失轻度。由于访问世界上听觉信息的限制，尤其是访问口语交流的限制，这些孩子的长期发展困难处于危险之中。这些孩子中的许多人现在接受临床听力和语音/语言服务来应对这种风险；但是，很少有研究集中在这些孩子上。在当前的资助期间，通过听力损失（OCHL）项目的结果与大量的学龄前儿童的儿童（OCHL）项目的结果解决了这一研究差距。迄今为止，我们的研究表明，某些儿童和某些发展领域比学龄前年份的轻度至严重听力更容易受到影响。脆弱性在依赖语言输入中的细节（包括语法，语法形态，语音学和元语音学技能）的领域中最为明显。词汇和务实的语言技能（与社会认知有关）也显示出听力损失的影响。另外，我们 已经确定了听力损失程度对言语和语言结果的系统影响，以及辅助听觉对这些结果的保护作用。从这项工作中，我们开始构建一个关于HH儿童结局及其对发展的影响的基础的说明。拟议的研究将将这一调查扩展到早期的学年。我们在这项研究中的目的涉及我们在学龄前几年中看到的沟通脆弱性是否持续到学年，并为学术困难以及持续的沟通问题做出了贡献。我们还对学龄前年份接受的早期干预是否保护这些儿童免受与早期听力损失相关的负面结果的影响感兴趣。最后，我们计划描述这些孩子发现自己的特殊服务和主流课堂环境，以及这些服务和环境是否影响其结果。为此，我们将关注276个HH儿童和140个正常听证会（NH）同学至4年级，并获得有关其口语发展和学术成就的广泛信息。此外，对于HH儿童，我们将在其三年级和4年级期间获得提供的服务及其课堂环境的措施。此外，在HH儿童中，其中196名将参加我们的学龄前纵向研究，因此有关听力，语音/语言服务和早期干预措施的广泛信息可能与这些学年年龄成果有关。这项研究将为理论提供有关发展结果的听觉输入不一致的后果的信息。此外，我们的发现将提供经验证据来指导最佳实践，通过确定早期和并发风险和保护因素，确定基于学校的干预措施的贡献，并确定哪些孩子有延迟出现阅读理解困难的风险。