FACTORS INFLUENCING AUDIOVISUAL SPEECH BENEFIT IN CHILDREN WITH HEARING LOSS

影响听力损失儿童视听言语益处的因素

• 批准号: 10515800
• 负责人: Kaylah L Lalonde
• 金额: $ 20.26万
• 依托单位: FATHER FLANAGAN'S BOYS' HOME
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-06-03 至 2025-05-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10515800
• 关键词: Acoustics; Adult; Affect; Articulation; Auditory; Child; Clinical; Cognitive; Communication; Computer Models; Confusion; Cues; Data; Development; Environment; Face; Frequencies; Goals; Hearing; Hearing Aids; Hearing Tests; Individual Differences; Infant; Intervention; Language; Learning; Life; Linguistics; Lipreading; Measures; Methods; Noise; Outcome; Recommendation; Research; Role; School-Age Population; Signal Transduction; Social outcome; Source; Speech; Speech Acoustics; Speech Perception; Testing; Time; Visual; Voice; Weight; audiovisual speech; base; early onset; functional outcomes; hearing impairment; hearing restoration; intervention program; multimodality; neurobehavioral; normal hearing; peer; predictive modeling; programs; response; skills; sound; transmission process; visual information; visual speech

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.

项目摘要/摘要 听力损失（HL）导致访问声音的访问降低，通常仅由部分恢复 助听器。当HL出现在生命的早期时，婴儿和儿童必须从退化中学习言语和语言 声学信号会导致沟通，社会和功能结果的差异。 幸运的是，在听力演讲时看到说话者的脸提供有关声音的视觉信息 生产。当HL降低声音语音时，这已被证明特别有用。 这是视觉演讲可能是儿童可用来补偿HL的最重要的提示之一。 新兴数据表明，HL的学龄儿童从视觉演讲中受益更多，而不是他们的同行 正常听力。然而，当前语音和语言干预计划的差异很大 患有HL的孩子，具有一些听觉语言方法人为地限制了视觉语音访问。目前，我们这样做 不知道限制视觉提示是有害的还是鼓励听觉提示的发展，因为那里 在我们对早期发作HL对视觉语音中受益能力的影响的理解方面是关键的差距 与听力相关的AV益处差异的来源尚不清楚，无法通过差异来解释 唇读能力或认知语言技能。当前建议的目的是确定因素 影响有或没有HL的学龄儿童的AV言语受益。我们的中心假设是AV 益处受声音访问的约束，由特定于频率的听觉确定。我们期望这一点 与正常听力的听众相比，视觉语音对降低高频听觉性的听众更有帮助 或正常的高频听觉性。这项研究还将评估HL儿童是否更好 比有正常听力的儿童利用视觉提示。孩子们将完成听觉，视觉和 噪声和跨越声频率含量区分的条件中的辅音表达的AV测试以测试 降低高频可调性的假设可降低听觉和视觉之间的冗余 语音提示和高频声学的相对权重，从而带来更大的AV益处。我们将申请 计算建模以确定HL儿童是否更接近最佳整合效率。 结果将为数据驱动的临床建议提供有关最佳口语干预类型的临床建议 针对HL的儿童，基于特定于频率的可听性。结果将直接归入R01，以检查如何 关于视觉语音的AV语音益处和干预决定的个体差异 访问会影响HL儿童的沟通结果。