Complex Listening Skills in School-Age Hard of Hearing Children

学龄听力障碍儿童的复杂听力技能

• 批准号: 9178656
• 负责人: Ryan W. McCreery
• 金额: $ 37.48万
• 依托单位: FATHER FLANAGAN'S BOYS' HOME
• 依托单位国家: 美国
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-12-01 至 2018-11-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9178656
• 关键词: Academic achievement; Acoustics; Affect; Age; Age-Years; Attention; Auditory; Auditory Perception; Child; Clinical Management; Cochlear Implants; Cognitive; Communication; Complex; Cues; Data; Development; Early Intervention; Early identification; Effectiveness of Interventions; Environment; Evaluation; Evidence based practice; Exposure to; Face; Foundations; Generations; Goals; Health Policy; Hearing; Hearing Aids; Intervention; Knowledge; Language; Lead; Learning; Learning Skill; Linguistics; Long-Term Effects; Masks; Mediating; Memory; Multicenter Studies; Noise; Outcome; Performance; Preschool Child; Process; Research; School-Age Population; Schools; Semantics; Short-Term Memory; Signal Transduction; Socialization; Socioeconomic Status; Speech; Speech Discrimination; Speech Perception; Stimulus; Testing; Variant; Visuospatial; Work; auditory processing; base; cognitive ability; cognitive skill; cohort; early childhood; elementary school; executive function; experience; first grade; hearing impairment; improved; information processing; insight; negative affect; programs; prospective; public health relevance; skill acquisition; skills; social; social situation; speech recognition; syntax; theories; therapy design; third grade

DESCRIPTION (provided by applicant): Children who are hard of hearing (CHH) who wear hearing aids have experienced improved early childhood developmental outcomes due to early identification and intervention compared to previous generations, but may still face delays in specific abilities related to inconsistent auditory experience. Early language and cognitive abilities form the foundation for listening and learning in classrooms during elementary schools. Therefore, CHH who have deficits in these skills may face significant academic and social challenges as they enter school. However, the effect of inconsistent auditory experience during early childhood on the ability to understand speech in noise and reverberation has not been widely studied in CHH who wear hearing aids. The long-term goal of this research program is to optimize amplification and speech understanding in CHH by identifying the underlying processes that support listening in academic and social situations. The objective of this proposal is to examine how inconsistent auditory experience during early childhood affects speech understanding in noise and reverberation and on complex tasks that require cognitive processing. The current proposal will also examine how linguistic and cognitive skills may help minimize the negative consequences of limited auditory experience by supporting listening under degraded acoustic conditions. The central hypothesis of the current proposal is that inconsistent early auditory experience at age 3 will negatively impact speech understanding in noise and reverberation in CHH at school age. Three specific aims are proposed to test this theory: Aim 1. To test the hypothesis that inconsistent auditory experience of CHH prior to entering school results in poorer speech recognition at school-age and that cognitive and linguistic skills at 1st grade will mediate this relationship at 3rd grade. Aim 2. To test the hypothesis that acoustic factors and working memory skills affect listening in modulated noise and reverberation in children. Aim 3. To determine the extent to which concurrent memory, EF, and linguistic skills are related to speech perception and discrimination in CHH, and to evaluate how variations in listening task demands moderate that relationship. In Aim 1, aided speech audibility, amount of daily hearing aid use, and the quantity and quality of parental language input at age 3 will be used to predict sentence recognition in classroom levels of noise and reverberation at 1st grade. Aided audibility, hearing aid use and 1st grade language skills will then be used to predict speech recognition in degraded conditions at 3rd grade. In Aim 2, audibility and working memory will be used to predict how well children can use speech information from brief gaps of modulated noise to reconstruct the speech signal in noise and reverberation. In Aim 3, concurrent language and cognitive abilities will be used to predict listening on a multi-talker speech recognition and gated-sentence recognition tasks. The data generated from this proposal will allow optimization of amplification based on the listening environment and lead to interventions that target the skills the support listening and learning in realistic environments.

描述（由申请人提供）：与前几代人相比，由于早期识别和干预而导致的助听器的儿童（CHH）经历了早期的发展结果，但仍可能面临与不一致的听觉经验有关的特定能力。早期的语言和认知能力构成了小学期间教室聆听和学习的基础。因此，在进入学校时，CHH在这些技能方面缺乏，可能会面临重大的学术和社会挑战。但是，在童年时期听觉经验不一致的影响对了解助听器的CHH尚未广泛研究噪音和混响中语音的能力。该研究计划的长期目标是通过确定支持在学术和社交场合中倾听的基础过程来优化CHH的放大和语音理解。该提案的目的是研究儿童早期的听觉经验如何影响噪音和混响中的语音理解以及需要认知处理的复杂任务。当前的提案还将研究语言和认知能力如何通过支持在降解的声学条件下的聆听来帮助最大程度地减少听觉经验的负面影响。当前提案的中心假设是，3岁时早期的听觉经历不一致将对学院时代的CHH噪音和混响的语音理解产生负面影响。提出了三个具体的目的来检验这一理论：目标1。在进入学校之前，CHH的听觉经验不一致的假设会导致学龄的语音识别较差，并且一年级的认知和语言技能将在三年级中调解这种关系。目的2。检验以下假设：声学因素和工作记忆技巧会影响儿童调制噪音和混响的聆听。目的3。确定并发记忆，EF和语言技能与CHH中的语音感知和歧视有关，并评估聆听任务中的变化需要如何适应这种关系。在AIM 1中，辅助语音可听性，每日助听器使用量以及3岁时的父母语言输入的数量和质量将用于预测一年级的噪音和回响的教室水平上的句子识别。辅助听觉，助听器使用和一年级的语言技能将用于预测三年级下降条件下的语音识别。在AIM 2中，将使用可听性和工作记忆来预测儿童如何从调制噪声的短暂差距中使用语音信息来重建噪声和混响中的语音信号。在AIM 3中，并发语言和认知能力将用于预测多对言语的语音识别和封闭式句子识别任务。从本提案中产生的数据将允许基于听力环境优化放大，并导致针对技能的干预措施，以支持现实环境中的聆听和学习。