Early Development of Children with Hearing Loss

听力损失儿童的早期发育

基本信息

批准号：
8607526
负责人：
Susan Nittrouer
金额：
$ 47.86万
依托单位：
OHIO STATE UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2003
资助国家：
美国
起止时间：
2003-09-01 至 2015-08-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/8607526
关键词：
Accounting Acoustics Adult Age Age-Months Age-Years Applications Grants Auditory Awareness Bilateral Child Child Development Child Language Childhood Cochlear Implants Cognition Cognitive Communication Data Development Devices Disadvantaged Early identification Environment Exhibits Funding Goals Hearing Hearing Aids Hearing Impaired Persons Hearing Tests Hearing problem Intervention Language Language Delays Language Development Learning Left Light Linguistics Literature Mainstreaming Masks Measures Methods Nature Noise Nursery Schools Otitis Media Outcome Parents Pattern Performance Phonetics Polishes Positioning Attribute Poverty Principal Investigator Process Production Protocols documentation Reading Recurrence Reporting Research Research Project Grants Schools Sensorineural Hearing Loss Services Sign Language Signal Transduction Source Speech Speech Acoustics Structure Surface Technology Testing Time Unilateral Hearing Loss United States National Institutes of Health Vocabulary Voice Quality Work Writing base clinically significant design elementary school experience falls fourth grade hearing impairment improved innovation kindergarten language perception language processing peer phonology psychosocial psychosocial development public health relevance skills sound success syntax theories

项目摘要

DESCRIPTION (provided by applicant): The goal of this research project is to examine how children with hearing loss (HL) whose parents wish for them to be mainstreamed without a sign-language interpreter are faring in the early elementary grades. For that purpose, children with HL will be tested from kindergarten through grade four on a variety of measures evaluating psychosocial development, cognition, spoken language perception and production, reading, and writing. Results will be compared to data collected from children with normal hearing (NH) tested as part of the same protocol. All children to be tested participated in the first cycle of this project, and so were evaluated between the ages of one and four years. On all dependent language measures, means for children with HL were roughly one standard deviation below means for their typically developing peers with NH in those early years, leaving them at a disadvantage going into elementary school. The primary focus of this next cycle is to examine how these children do when they enter mainstream educational settings where language demands are expected to escalate. An increasing mismatch between the language abilities of the deaf children and the language requirements of the classroom are predicted, such that deaf children fall progressively behind academically. The four specific aims of this project are: (1) To track the speech, language, psychosocial, cognitive, and academic development of 119 children who participated in the first cycle of this project through fourth grade; (2) To test the hypothesis that CI wearers have linguistic processing problems different from those of HA wearers because of the difference in the kind of signal delivered by the two devices; (3) To examine the extent to which the pattern of deficits exhibited by children with HL is best described by the processing limitations hypothesis versus the structural deficits hypothesis; and (4) To test the hypothesis that the performance of children with HL ranges from what is measured in typically developing children with NH to what would be expected of dyslexic children with NH based on the extant literature. This project is uniquely motivated both because data will be collected from children tested from one year of age and because the selection of dependent measures arises from results emerging from the Principal Investigator's other research.

描述（由申请人提供）：该研究项目的目标是调查父母希望听力损失 (HL) 儿童在没有手语翻译的情况下融入主流的情况，他们在小学早期的表现如何。为此，HL 儿童将从幼儿园到四年级接受各种评估心理社会发展、认知、口语感知和表达、阅读和写作的测试。结果将与作为同一方案一部分测试的听力正常 (NH) 儿童收集的数据进行比较。所有接受测试的儿童都参加了该项目的第一个周期，因此对一岁到四岁之间的儿童进行了评估。在所有依赖语言测量中，患有 HL 的儿童的平均值大约比早期患有 NH 的同龄人的平均值低一个标准差，这使他们在进入小学时处于不利地位。下一个周期的主要重点是研究这些孩子在进入主流教育环境时的表现，而语言需求预计会不断升级。预计聋哑儿童的语言能力与课堂语言要求之间的不匹配会越来越严重，导致聋哑儿童的学业成绩逐渐落后。该项目的四个具体目标是： (1) 跟踪参与该项目第一周期至四年级的 119 名儿童的言语、语言、心理社会、认知和学业发展； (2) 检验以下假设：由于两种设备传递的信号类型不同，CI 佩戴者与 HA 佩戴者存在不同的语言处理问题； (3) 检验处理限制假说与结构缺陷假说在多大程度上可以最好地描述 HL 儿童表现出的缺陷模式； (4) 检验以下假设：HL 儿童的表现范围从正常发育的 NH 儿童的测量结果到根据现有文献对阅读困难的 NH 儿童的预期结果。该项目具有独特的动机，因为数据将从一岁起接受测试的儿童中收集，并且因为依赖测量的选择来自首席研究员的其他研究的结果。