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.

项目概要/摘要 听力损失 (HL) 会导致听声音的机会减少，而这种情况通常只能部分恢复 当 HL 在生命早期发生时，婴儿和儿童必须从退化中学习言语和语言。 声音信号，这会导致沟通、社交和功能结果的巨大变化。 幸运的是，说话者在听到讲话时的面部表情可以提供有关声音的视觉信息 当 HL 减少对声学语音的访问时，这已被证明特别有用。 因此，视觉言语可能是儿童弥补 HL 的最重要线索之一。 新数据显示，患有 HL 的学龄儿童从视觉言语中获益远多于患有 HL 的同龄人 然而，目前针对正常听力的言语和语言干预计划存在很大差异。 患有 HL 的儿童，某些听觉语言方法人为地限制了视觉言语访问。 不知道限制视觉线索是否会造成痛苦或鼓励听觉线索的发展，因为 我们对早发性 HL 对从视觉言语中受益的能力的影响的理解存在重大差距 AV 益处中与听力相关的差异的来源尚不清楚，并且不能用 AV 益处的差异来解释 当前提案的目标是确定因素。 AV 言语对患有或不患有 HL 的学龄儿童有益 我们的中心假设是 AV。 好处由声学语音访问控制，由特定频率的可听度决定。 与听力正常的听众相比，视觉语音对于高频听力下降的听众更有帮助 这项研究还将评估患有 HL 的儿童是否更好。 比听力正常的儿童更善于利用​​视觉线索。 在噪声和声频内容不同的条件下进行辅音发音的 AV 测试 高频可听度降低会减少听觉和视觉之间的冗余的假设 语音提示和高频声学的相对权重，从而带来更大的 AV 效益。 计算模型以确定 HL 儿童是否更接近最佳整合效率。 结果将为有关最佳口语干预类型的数据驱动的临床建议提供信息 针对 HL 儿童，基于特定频率的可听度 结果将直接用于检查 R01 如何进行。 AV 言语益处发展和视觉言语干预决策的个体差异 访问会影响 HL 儿童的沟通结果。