Theoretical Principles to Guide the Teaching of Adjectives to Children Who Struggle With Word Learning: Synthesis of Experimental and Naturalistic Research With Principles of Learning Theory

Purpose

The purpose of this tutorial is to provide clinicians with a theoretically motivated and evidence-based approach to teaching adjectives to children who struggle with word learning.

Method

Given that there are almost no treatment studies to guide this topic, we have synthesized findings from experimental and theoretical literature to come up with a principles-based approach to treatment.

Results

We provide a sample lesson plan, incorporating our 3 theoretical principles, and describe the materials chosen and methods used during treatment and assessment.

Conclusion

This approach is theoretically motivated, but it needs to be empirically tested.

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Taxonomic Knowledge of Children With and Without Cochlear Implants

Purpose

The purpose of this study was to compare the taxonomic vocabulary knowledge and organization of children with cochlear implants to (a) children with normal hearing matched for age, and (b) children matched for vocabulary development.

Method

Ten children with cochlear implants, 10 age-matched children with normal hearing, and 10 vocabulary-matched children with normal hearing participated in this study. The children completed 2 experimental tasks: a forced-choice taxonomic sorting task, and a naming task requiring the children to use labels at multiple taxonomic levels.

Results

In the first task, the children in the cochlear implant group sorted pictures with accuracy consistent with the age-matched group. In the second task, the children with cochlear implants demonstrated delayed knowledge of superordinate relations as compared with the age-matched group, similar to the vocabulary-matched group. However, the children with cochlear implants did not demonstrate delayed knowledge of basic or subordinate relations.

Conclusion

The children with cochlear implants demonstrated a delay in use of superordinate taxonomic labels as compared with the children with normal hearing of the same age, which may lead to later difficulties with academic performance.

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Description and Preliminary Evaluation of a Curriculum for Teaching Conversational Skills to Children With High-Functioning Autism and Other Social Cognition Challenges

Purpose

The purpose of this clinical focus article is to provide (a) a detailed description of a school-based intervention designed to teach children with high-functioning autism spectrum disorders (HF-ASDs) and other social cognition challenges both the how and the why of conversation and (b) a preliminary evaluation of program outcomes.

Method

This pilot study involved (a) qualitative and quantitative analysis of video footage of participants' conversational skills at baseline, during intervention, and postintervention; (b) interviews with participants' speech-language pathologist (third author) about individual participant progress; and (c) interviews with instructors responsible for implementing the curriculum regarding overall program effectiveness. Participants were four elementary-aged children with HF-ASDs and other social cognition challenges with deficits in expressive language and auditory processing and comprehension.

Results

Analyses of video-recorded footage indicated increases for all four participants in terms of peer-directed interactions, questions asked, use of wh-words to introduce new topics and/or extend conversation on existing topics, and attempts at conversational repair. Three participants also demonstrated increased use of attention-gaining behaviors. Qualitative analysis of transcripts, as well as in-depth interviews with the participants' speech-language pathologist and other program instructors, supported these findings.

Conclusions

Preliminary findings from this pilot study suggest that providing comprehensive instruction in many of the basic components required for successful conversation, including explanations for why these components are necessary, may be a promising means of teaching children with HF-ASDs and other social cognition challenges to engage in successful peer-to-peer conversation.

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Validating the Use of D for Measuring Lexical Diversity in Low-Income Kindergarten Children

Purpose

Children from low–socioeconomic status families often perform poorly on standardized vocabulary assessments. The primary purpose of the study was to determine whether lexical diversity as measured by D (Malvern, Richards, Chipere, & Durán, 2004) serves as a valid measure of vocabulary in at-risk, low-income, predominantly African American kindergartners.

Method

Kane's (1992) argument-based approach was used to validate D. Six assumptions were examined. Kindergartners (N = 210) from a high-poverty, low-achievement region of the United States were recorded narrating a wordless picture book and assessed using the Expressive Vocabulary Test, Second Edition (Williams, 2007), and the Kaufman Test of Educational Achievement, Second Edition–Listening Comprehension subtest (Kaufman & Kaufman, 2004).

Results

D was distributed normally and did not vary as a function of language sample length or child ethnicity. D was significantly but weakly related to the Expressive Vocabulary Test, Second Edition, indicating some distinction between D and the Expressive Vocabulary Test, Second Edition, scores. Further, D was only marginally related to the Kaufman Test of Educational Achievement, Second Edition–Listening Comprehension subtest.

Conclusions

Although evidence was somewhat mixed, the study supported the view that D is a potentially valid measure of lexical diversity among low-income, predominantly African American kindergartners and could be a useful supplement to standardized vocabulary measures.

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Development of Auxiliaries in Young Children Learning African American English

Purpose

We examined language samples of young children learning African American English (AAE) to determine if and when their use of auxiliaries shows dialect-universal and dialect-specific effects.

Method

The data were longitudinal language samples obtained from two children, ages 18 to 36 months, and three children, ages 33 to 51 months. Dialect-universal analyses examined age of first form and early uses of BE, DO, and modal auxiliaries. Dialect-specific analyses focused on rates of overt marking by auxiliary type and syntactic construction and for BE by surface form and succeeding element.

Results

Initial production of auxiliaries occurred between 19 and 24 months. The children's forms were initially restricted and produced in syntactically simple constructions. Over time, they were expanded in ways that showed their rates of marking to vary by auxiliary type, their rates of BE and DO marking to vary by syntactic construction, and their rates of BE marking to vary by surface form and succeeding element.

Conclusions

Development of auxiliaries by young children learning AAE shows both dialect-universal and dialect-specific effects. The findings are presented within a development chart to guide clinicians in the assessment of children learning AAE and in the treatment of AAE-speaking children with language impairment.

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Taxonomic Knowledge of Children With and Without Cochlear Implants

Purpose

The purpose of this study was to compare the taxonomic vocabulary knowledge and organization of children with cochlear implants to (a) children with normal hearing matched for age, and (b) children matched for vocabulary development.

Method

Ten children with cochlear implants, 10 age-matched children with normal hearing, and 10 vocabulary-matched children with normal hearing participated in this study. The children completed 2 experimental tasks: a forced-choice taxonomic sorting task, and a naming task requiring the children to use labels at multiple taxonomic levels.

Results

In the first task, the children in the cochlear implant group sorted pictures with accuracy consistent with the age-matched group. In the second task, the children with cochlear implants demonstrated delayed knowledge of superordinate relations as compared with the age-matched group, similar to the vocabulary-matched group. However, the children with cochlear implants did not demonstrate delayed knowledge of basic or subordinate relations.

Conclusion

The children with cochlear implants demonstrated a delay in use of superordinate taxonomic labels as compared with the children with normal hearing of the same age, which may lead to later difficulties with academic performance.

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Description and Preliminary Evaluation of a Curriculum for Teaching Conversational Skills to Children With High-Functioning Autism and Other Social Cognition Challenges

Purpose

The purpose of this clinical focus article is to provide (a) a detailed description of a school-based intervention designed to teach children with high-functioning autism spectrum disorders (HF-ASDs) and other social cognition challenges both the how and the why of conversation and (b) a preliminary evaluation of program outcomes.

Method

This pilot study involved (a) qualitative and quantitative analysis of video footage of participants' conversational skills at baseline, during intervention, and postintervention; (b) interviews with participants' speech-language pathologist (third author) about individual participant progress; and (c) interviews with instructors responsible for implementing the curriculum regarding overall program effectiveness. Participants were four elementary-aged children with HF-ASDs and other social cognition challenges with deficits in expressive language and auditory processing and comprehension.

Results

Analyses of video-recorded footage indicated increases for all four participants in terms of peer-directed interactions, questions asked, use of wh-words to introduce new topics and/or extend conversation on existing topics, and attempts at conversational repair. Three participants also demonstrated increased use of attention-gaining behaviors. Qualitative analysis of transcripts, as well as in-depth interviews with the participants' speech-language pathologist and other program instructors, supported these findings.

Conclusions

Preliminary findings from this pilot study suggest that providing comprehensive instruction in many of the basic components required for successful conversation, including explanations for why these components are necessary, may be a promising means of teaching children with HF-ASDs and other social cognition challenges to engage in successful peer-to-peer conversation.

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Use of Language Sample Analysis by School-Based SLPs: Results of a Nationwide Survey

Purpose

This article examines use of language sample analysis (LSA) by school-based speech-language pathologists (SLPs), including characteristics of language samples, methods of transcription and analysis, barriers to LSA use, and factors affecting LSA use, such as American Speech-Language-Hearing Association certification, number of years' experience, and caseload characteristics.

Method

School-based SLPs responded to an invitation to complete an electronic survey related to LSA.

Results

One third of respondents indicated they did not use LSA during the 2012–2013 school year. SLPs who served middle and high school students were less likely to use LSA. Most respondents reported using conversation to analyze fewer than 10 samples and transcribing in real time. Additional analyses revealed that SLPs who had 3 or fewer years of experience and who analyzed fewer than 20 language samples per year were statistically less likely to report using real-time transcription. The most frequently cited barrier to using LSA was “LSA is too time-consuming.”

Conclusion

Many school-based SLPs do not routinely use LSA. Further, many did not report engaging in evidence-based practices, such as recording samples, using established protocols, or using tasks designed to elicit complex syntax. These results indicate a continued need for professional development regarding evidenced-based practices relative to LSA use.

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Development of Auxiliaries in Young Children Learning African American English

Purpose

We examined language samples of young children learning African American English (AAE) to determine if and when their use of auxiliaries shows dialect-universal and dialect-specific effects.

Method

The data were longitudinal language samples obtained from two children, ages 18 to 36 months, and three children, ages 33 to 51 months. Dialect-universal analyses examined age of first form and early uses of BE, DO, and modal auxiliaries. Dialect-specific analyses focused on rates of overt marking by auxiliary type and syntactic construction and for BE by surface form and succeeding element.

Results

Initial production of auxiliaries occurred between 19 and 24 months. The children's forms were initially restricted and produced in syntactically simple constructions. Over time, they were expanded in ways that showed their rates of marking to vary by auxiliary type, their rates of BE and DO marking to vary by syntactic construction, and their rates of BE marking to vary by surface form and succeeding element.

Conclusions

Development of auxiliaries by young children learning AAE shows both dialect-universal and dialect-specific effects. The findings are presented within a development chart to guide clinicians in the assessment of children learning AAE and in the treatment of AAE-speaking children with language impairment.

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Use of Language Sample Analysis by School-Based SLPs: Results of a Nationwide Survey

Purpose

This article examines use of language sample analysis (LSA) by school-based speech-language pathologists (SLPs), including characteristics of language samples, methods of transcription and analysis, barriers to LSA use, and factors affecting LSA use, such as American Speech-Language-Hearing Association certification, number of years' experience, and caseload characteristics.

Method

School-based SLPs responded to an invitation to complete an electronic survey related to LSA.

Results

One third of respondents indicated they did not use LSA during the 2012–2013 school year. SLPs who served middle and high school students were less likely to use LSA. Most respondents reported using conversation to analyze fewer than 10 samples and transcribing in real time. Additional analyses revealed that SLPs who had 3 or fewer years of experience and who analyzed fewer than 20 language samples per year were statistically less likely to report using real-time transcription. The most frequently cited barrier to using LSA was “LSA is too time-consuming.”

Conclusion

Many school-based SLPs do not routinely use LSA. Further, many did not report engaging in evidence-based practices, such as recording samples, using established protocols, or using tasks designed to elicit complex syntax. These results indicate a continued need for professional development regarding evidenced-based practices relative to LSA use.

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Theoretical Principles to Guide the Teaching of Adjectives to Children Who Struggle With Word Learning: Synthesis of Experimental and Naturalistic Research With Principles of Learning Theory

Purpose

The purpose of this tutorial is to provide clinicians with a theoretically motivated and evidence-based approach to teaching adjectives to children who struggle with word learning.

Method

Given that there are almost no treatment studies to guide this topic, we have synthesized findings from experimental and theoretical literature to come up with a principles-based approach to treatment.

Results

We provide a sample lesson plan, incorporating our 3 theoretical principles, and describe the materials chosen and methods used during treatment and assessment.

Conclusion

This approach is theoretically motivated, but it needs to be empirically tested.

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Taxonomic Knowledge of Children With and Without Cochlear Implants

Purpose

The purpose of this study was to compare the taxonomic vocabulary knowledge and organization of children with cochlear implants to (a) children with normal hearing matched for age, and (b) children matched for vocabulary development.

Method

Ten children with cochlear implants, 10 age-matched children with normal hearing, and 10 vocabulary-matched children with normal hearing participated in this study. The children completed 2 experimental tasks: a forced-choice taxonomic sorting task, and a naming task requiring the children to use labels at multiple taxonomic levels.

Results

In the first task, the children in the cochlear implant group sorted pictures with accuracy consistent with the age-matched group. In the second task, the children with cochlear implants demonstrated delayed knowledge of superordinate relations as compared with the age-matched group, similar to the vocabulary-matched group. However, the children with cochlear implants did not demonstrate delayed knowledge of basic or subordinate relations.

Conclusion

The children with cochlear implants demonstrated a delay in use of superordinate taxonomic labels as compared with the children with normal hearing of the same age, which may lead to later difficulties with academic performance.

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Description and Preliminary Evaluation of a Curriculum for Teaching Conversational Skills to Children With High-Functioning Autism and Other Social Cognition Challenges

Purpose

The purpose of this clinical focus article is to provide (a) a detailed description of a school-based intervention designed to teach children with high-functioning autism spectrum disorders (HF-ASDs) and other social cognition challenges both the how and the why of conversation and (b) a preliminary evaluation of program outcomes.

Method

This pilot study involved (a) qualitative and quantitative analysis of video footage of participants' conversational skills at baseline, during intervention, and postintervention; (b) interviews with participants' speech-language pathologist (third author) about individual participant progress; and (c) interviews with instructors responsible for implementing the curriculum regarding overall program effectiveness. Participants were four elementary-aged children with HF-ASDs and other social cognition challenges with deficits in expressive language and auditory processing and comprehension.

Results

Analyses of video-recorded footage indicated increases for all four participants in terms of peer-directed interactions, questions asked, use of wh-words to introduce new topics and/or extend conversation on existing topics, and attempts at conversational repair. Three participants also demonstrated increased use of attention-gaining behaviors. Qualitative analysis of transcripts, as well as in-depth interviews with the participants' speech-language pathologist and other program instructors, supported these findings.

Conclusions

Preliminary findings from this pilot study suggest that providing comprehensive instruction in many of the basic components required for successful conversation, including explanations for why these components are necessary, may be a promising means of teaching children with HF-ASDs and other social cognition challenges to engage in successful peer-to-peer conversation.

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Validating the Use of D for Measuring Lexical Diversity in Low-Income Kindergarten Children

Purpose

Children from low–socioeconomic status families often perform poorly on standardized vocabulary assessments. The primary purpose of the study was to determine whether lexical diversity as measured by D (Malvern, Richards, Chipere, & Durán, 2004) serves as a valid measure of vocabulary in at-risk, low-income, predominantly African American kindergartners.

Method

Kane's (1992) argument-based approach was used to validate D. Six assumptions were examined. Kindergartners (N = 210) from a high-poverty, low-achievement region of the United States were recorded narrating a wordless picture book and assessed using the Expressive Vocabulary Test, Second Edition (Williams, 2007), and the Kaufman Test of Educational Achievement, Second Edition–Listening Comprehension subtest (Kaufman & Kaufman, 2004).

Results

D was distributed normally and did not vary as a function of language sample length or child ethnicity. D was significantly but weakly related to the Expressive Vocabulary Test, Second Edition, indicating some distinction between D and the Expressive Vocabulary Test, Second Edition, scores. Further, D was only marginally related to the Kaufman Test of Educational Achievement, Second Edition–Listening Comprehension subtest.

Conclusions

Although evidence was somewhat mixed, the study supported the view that D is a potentially valid measure of lexical diversity among low-income, predominantly African American kindergartners and could be a useful supplement to standardized vocabulary measures.

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Development of Auxiliaries in Young Children Learning African American English

Purpose

We examined language samples of young children learning African American English (AAE) to determine if and when their use of auxiliaries shows dialect-universal and dialect-specific effects.

Method

The data were longitudinal language samples obtained from two children, ages 18 to 36 months, and three children, ages 33 to 51 months. Dialect-universal analyses examined age of first form and early uses of BE, DO, and modal auxiliaries. Dialect-specific analyses focused on rates of overt marking by auxiliary type and syntactic construction and for BE by surface form and succeeding element.

Results

Initial production of auxiliaries occurred between 19 and 24 months. The children's forms were initially restricted and produced in syntactically simple constructions. Over time, they were expanded in ways that showed their rates of marking to vary by auxiliary type, their rates of BE and DO marking to vary by syntactic construction, and their rates of BE marking to vary by surface form and succeeding element.

Conclusions

Development of auxiliaries by young children learning AAE shows both dialect-universal and dialect-specific effects. The findings are presented within a development chart to guide clinicians in the assessment of children learning AAE and in the treatment of AAE-speaking children with language impairment.

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Use of Language Sample Analysis by School-Based SLPs: Results of a Nationwide Survey

Purpose

This article examines use of language sample analysis (LSA) by school-based speech-language pathologists (SLPs), including characteristics of language samples, methods of transcription and analysis, barriers to LSA use, and factors affecting LSA use, such as American Speech-Language-Hearing Association certification, number of years' experience, and caseload characteristics.

Method

School-based SLPs responded to an invitation to complete an electronic survey related to LSA.

Results

One third of respondents indicated they did not use LSA during the 2012–2013 school year. SLPs who served middle and high school students were less likely to use LSA. Most respondents reported using conversation to analyze fewer than 10 samples and transcribing in real time. Additional analyses revealed that SLPs who had 3 or fewer years of experience and who analyzed fewer than 20 language samples per year were statistically less likely to report using real-time transcription. The most frequently cited barrier to using LSA was “LSA is too time-consuming.”

Conclusion

Many school-based SLPs do not routinely use LSA. Further, many did not report engaging in evidence-based practices, such as recording samples, using established protocols, or using tasks designed to elicit complex syntax. These results indicate a continued need for professional development regarding evidenced-based practices relative to LSA use.

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MSRP On Neuromonics Oasis

For those who experience tinnitus, the condition can be one that at times is debilitating. Constant ringing in the ears, along with swishing sounds or other sounds that become a tremendous distraction, can lead a person to wonder at times if things will ever get better. However, one of the most promising treatments is known as neuromonics oasis. Designed to relieve symptoms and help people once again maintain concentration and balance, this treatment can indeed help people once again regain control of their lives.

MSRP on Neuromonics Oasis
When patients are considering this treatment option, one of their first questions concerns the MSRP on Neuromonics Oasis. In most cases, the cost depends largely on the geographical location of the hospital at which the treatment will be performed. In addition, the doctors who perform the procedure may charge different amounts depending upon their location, skills, and experience. Based on these factors, the MSRP on Neuromonics Oasis tends to run between $2,500-$5,500. However, as stated earlier, these figures can vary greatly based on numerous factors.

What’s Included with the Treatment?
Because this treatment is non-invasive, the good news for patients is that there is no medication or surgery connected with this procedure. The treatment itself, which is delivered through a Neuromonics Processor resembling an MP3 player, is designed to work with the body’s natural mechanisms to block tinnitus symptoms. Also designed to last a long time once completed, the treatment has undergone extensive clinical testing, with more than 15 years of data available to support its effectiveness.

Ways to Save Money
Even though the MSRP on Neuromonics Oasis can approach $5,000 or more, many patients find they may still be able to save money on the procedure. By speaking with various doctors and other healthcare professionals, it may be possible to find a doctor who can perform the procedure effectively at a reduced price. In addition to this, patients may also be able to contact their health insurance provider for assistance. Some patients may only be responsible for paying co-pays and deductibles, which could significantly decrease the costs of the treatment. It should be noted that telephone consultations or counseling visits may also be needed, which could affect the total cost.

By working with insurance companies and healthcare professionals, patients who need this procedure may be able to find extremely affordable options. As a result, they can be well on their way to once again leading a life free of the many problems associated with tinnitus.

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Tinnitus Retraining Therapy Online

The high-pitched persistent whining of tinnitus can range from irritating to maddening for many people. It may make it difficult to hear conversations, or impossible to relax due to the constant sound in your ear. If you struggle with this condition, one therapy treatment that you can try at home is online tinnitus retraining therapy.

What is Tinnitus?
Tinnitus is a condition where you hear constant sounds, like whining or ringing, when no sound is present. Different cases have been shown to be linked to hearing loss, particularly when the cochlea, nerve cells or hair cells in the ear are damaged by physical causes or the vibration from loud noises. Other cases of tinnitus have psychological causes that are not well understood. Some cases are temporary while others are long-lasting. Some are intermittent while others are persistent.

What Treatments are Available?
The American Tinnitus Association mentions a number of different ways to manage this condition, though not many cures. These include general wellness, treatment of underlying psychological issues, TMJ treatment, drug therapy, experimental therapy and hearing aids. One of the least invasive but most effective of the treatments that they recommend is sound therapy. Thanks to new technologies, you can use sound to do tinnitus retraining therapy online.

What is Tinnitus Retraining Therapy?
This therapy works by identifying the sound frequency where your tinnitus exists. It then creates a tone that includes a series of frequencies on either side of that note, which “cancels out” that single pitch like white noise. You can do this tinnitus retraining therapy online by logging in and identifying the pitch when it occurs. If the pitch shifts during the therapy, you can then readjust your new pitch to match what you are hearing. After that, it is simply a matter of downloading the sound into an mp3 player and listening to it for 1.5 hours per day. You can do this while working or performing other duties, as you will find it is easy to ignore. Over time, the sound of your tinnitus should become dramatically reduced.

What if my Tinnitus Returns?
Some people who have a psychologically caused tinnitus may have more than one episode. If this is the case, you can perform tinnitus retraining therapy online as many times as you need. While you are managing this, you may want to consider the underlying cause of the problem, which is commonly anxiety or depression, and to seek treatment for this as well.

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Quantitative Endoscopic Phototransducer Investigation of Normal Velopharyngeal Physiology

Purpose

The purpose of this research was to learn the extent to which healthy individuals vary in their ability to achieve velopharyngeal closure for speech.

Method

Twenty healthy adult volunteers (10 women, 10 men) were tested using an endoscopic phototransducer system that tracks variations in velopharyngeal closure during speech production. Each speaker produced multiple repetitions of three utterances that differed in phonetic content. The data were amplitude normalized and averaged for each speaker.

Results

Average phototransducer measurements were similar across subjects for utterances containing only oral phonemes. Average percentage of velopharyngeal closure varied considerably among subjects when producing utterances containing both oral and nasal phonemes (54%–95%). Average percentage of velopharyngeal closure levels were significantly lower (p Conclusions

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Using ILD or ITD Cues for Sound Source Localization and Speech Understanding in a Complex Listening Environment by Listeners With Bilateral and With Hearing-Preservation Cochlear-Implants

Purpose

To assess the role of interaural time differences and interaural level differences in (a) sound-source localization, and (b) speech understanding in a cocktail party listening environment for listeners with bilateral cochlear implants (CIs) and for listeners with hearing-preservation CIs.

Methods

Eleven bilateral listeners with MED-EL (Durham, NC) CIs and 8 listeners with hearing-preservation CIs with symmetrical low frequency, acoustic hearing using the MED-EL or Cochlear device were evaluated using 2 tests designed to task binaural hearing, localization, and a simulated cocktail party. Access to interaural cues for localization was constrained by the use of low-pass, high-pass, and wideband noise stimuli.

Results

Sound-source localization accuracy for listeners with bilateral CIs in response to the high-pass noise stimulus and sound-source localization accuracy for the listeners with hearing-preservation CIs in response to the low-pass noise stimulus did not differ significantly. Speech understanding in a cocktail party listening environment improved for all listeners when interaural cues, either interaural time difference or interaural level difference, were available.

Conclusions

The findings of the current study indicate that similar degrees of benefit to sound-source localization and speech understanding in complex listening environments are possible with 2 very different rehabilitation strategies: the provision of bilateral CIs and the preservation of hearing.

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Quantitative Endoscopic Phototransducer Investigation of Normal Velopharyngeal Physiology

Purpose

The purpose of this research was to learn the extent to which healthy individuals vary in their ability to achieve velopharyngeal closure for speech.

Method

Twenty healthy adult volunteers (10 women, 10 men) were tested using an endoscopic phototransducer system that tracks variations in velopharyngeal closure during speech production. Each speaker produced multiple repetitions of three utterances that differed in phonetic content. The data were amplitude normalized and averaged for each speaker.

Results

Average phototransducer measurements were similar across subjects for utterances containing only oral phonemes. Average percentage of velopharyngeal closure varied considerably among subjects when producing utterances containing both oral and nasal phonemes (54%–95%). Average percentage of velopharyngeal closure levels were significantly lower (p Conclusions

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Using ILD or ITD Cues for Sound Source Localization and Speech Understanding in a Complex Listening Environment by Listeners With Bilateral and With Hearing-Preservation Cochlear-Implants

Purpose

To assess the role of interaural time differences and interaural level differences in (a) sound-source localization, and (b) speech understanding in a cocktail party listening environment for listeners with bilateral cochlear implants (CIs) and for listeners with hearing-preservation CIs.

Methods

Eleven bilateral listeners with MED-EL (Durham, NC) CIs and 8 listeners with hearing-preservation CIs with symmetrical low frequency, acoustic hearing using the MED-EL or Cochlear device were evaluated using 2 tests designed to task binaural hearing, localization, and a simulated cocktail party. Access to interaural cues for localization was constrained by the use of low-pass, high-pass, and wideband noise stimuli.

Results

Sound-source localization accuracy for listeners with bilateral CIs in response to the high-pass noise stimulus and sound-source localization accuracy for the listeners with hearing-preservation CIs in response to the low-pass noise stimulus did not differ significantly. Speech understanding in a cocktail party listening environment improved for all listeners when interaural cues, either interaural time difference or interaural level difference, were available.

Conclusions

The findings of the current study indicate that similar degrees of benefit to sound-source localization and speech understanding in complex listening environments are possible with 2 very different rehabilitation strategies: the provision of bilateral CIs and the preservation of hearing.

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Quantitative Endoscopic Phototransducer Investigation of Normal Velopharyngeal Physiology

Purpose

The purpose of this research was to learn the extent to which healthy individuals vary in their ability to achieve velopharyngeal closure for speech.

Method

Twenty healthy adult volunteers (10 women, 10 men) were tested using an endoscopic phototransducer system that tracks variations in velopharyngeal closure during speech production. Each speaker produced multiple repetitions of three utterances that differed in phonetic content. The data were amplitude normalized and averaged for each speaker.

Results

Average phototransducer measurements were similar across subjects for utterances containing only oral phonemes. Average percentage of velopharyngeal closure varied considerably among subjects when producing utterances containing both oral and nasal phonemes (54%–95%). Average percentage of velopharyngeal closure levels were significantly lower (p Conclusions

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Using ILD or ITD Cues for Sound Source Localization and Speech Understanding in a Complex Listening Environment by Listeners With Bilateral and With Hearing-Preservation Cochlear-Implants

Purpose

To assess the role of interaural time differences and interaural level differences in (a) sound-source localization, and (b) speech understanding in a cocktail party listening environment for listeners with bilateral cochlear implants (CIs) and for listeners with hearing-preservation CIs.

Methods

Eleven bilateral listeners with MED-EL (Durham, NC) CIs and 8 listeners with hearing-preservation CIs with symmetrical low frequency, acoustic hearing using the MED-EL or Cochlear device were evaluated using 2 tests designed to task binaural hearing, localization, and a simulated cocktail party. Access to interaural cues for localization was constrained by the use of low-pass, high-pass, and wideband noise stimuli.

Results

Sound-source localization accuracy for listeners with bilateral CIs in response to the high-pass noise stimulus and sound-source localization accuracy for the listeners with hearing-preservation CIs in response to the low-pass noise stimulus did not differ significantly. Speech understanding in a cocktail party listening environment improved for all listeners when interaural cues, either interaural time difference or interaural level difference, were available.

Conclusions

The findings of the current study indicate that similar degrees of benefit to sound-source localization and speech understanding in complex listening environments are possible with 2 very different rehabilitation strategies: the provision of bilateral CIs and the preservation of hearing.

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The arm posture in children with unilateral Cerebral Palsy is mainly related to antero-posterior gait instability

Publication date: September 2016
Source:Gait & Posture, Volume 49
Author(s): Pieter Meyns, Jacques Duysens, Kaat Desloovere
In this observational case-control study we aimed to determine whether altered arm postures in children with unilateral CP (uniCP) are related to gait instability in a specific direction.Antero-posterior and medio-lateral Foot Placement Estimator instability measures and arm posture measures (vertical and antero-posterior hand position, sagittal and frontal upper arm elevation angle) were determined in eleven uniCP (7 years–10 months) and twenty-four typically developing children (9 years–6 months) at two walking speeds. Spearman-rank correlation analyses were made to examine the relationship between antero-posterior and medio-lateral arm posture and gait instability.Arm posture in both planes was related to antero-posterior instability (e.g. sagittal and frontal upper arm elevation angle correlated moderately with antero-posterior instability; R=0.41, p<0.001, R=−0.47, p<0.001). In uniCP, increased antero-posterior instability was associated with a higher (R=−0.62, p=0.002) and more frontal position of the hemiplegic hand (R=−0.58, p=0.005), while the non-hemiplegic upper arm was rotated more backward (R=0.63, p=0.002) and both upper arms rotated more sideways (hemiplegic: R=−0.58, p=0.004; non-hemiplegic: R=−0.55, p=0.008).The altered non-hemiplegic (sagittal and frontal) arm posture in uniCP may be a compensation to reduce antero-posterior gait instability.



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The arm posture in children with unilateral Cerebral Palsy is mainly related to antero-posterior gait instability

Publication date: September 2016
Source:Gait & Posture, Volume 49
Author(s): Pieter Meyns, Jacques Duysens, Kaat Desloovere
In this observational case-control study we aimed to determine whether altered arm postures in children with unilateral CP (uniCP) are related to gait instability in a specific direction.Antero-posterior and medio-lateral Foot Placement Estimator instability measures and arm posture measures (vertical and antero-posterior hand position, sagittal and frontal upper arm elevation angle) were determined in eleven uniCP (7 years–10 months) and twenty-four typically developing children (9 years–6 months) at two walking speeds. Spearman-rank correlation analyses were made to examine the relationship between antero-posterior and medio-lateral arm posture and gait instability.Arm posture in both planes was related to antero-posterior instability (e.g. sagittal and frontal upper arm elevation angle correlated moderately with antero-posterior instability; R=0.41, p<0.001, R=−0.47, p<0.001). In uniCP, increased antero-posterior instability was associated with a higher (R=−0.62, p=0.002) and more frontal position of the hemiplegic hand (R=−0.58, p=0.005), while the non-hemiplegic upper arm was rotated more backward (R=0.63, p=0.002) and both upper arms rotated more sideways (hemiplegic: R=−0.58, p=0.004; non-hemiplegic: R=−0.55, p=0.008).The altered non-hemiplegic (sagittal and frontal) arm posture in uniCP may be a compensation to reduce antero-posterior gait instability.



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The arm posture in children with unilateral Cerebral Palsy is mainly related to antero-posterior gait instability

Publication date: September 2016
Source:Gait & Posture, Volume 49
Author(s): Pieter Meyns, Jacques Duysens, Kaat Desloovere
In this observational case-control study we aimed to determine whether altered arm postures in children with unilateral CP (uniCP) are related to gait instability in a specific direction.Antero-posterior and medio-lateral Foot Placement Estimator instability measures and arm posture measures (vertical and antero-posterior hand position, sagittal and frontal upper arm elevation angle) were determined in eleven uniCP (7 years–10 months) and twenty-four typically developing children (9 years–6 months) at two walking speeds. Spearman-rank correlation analyses were made to examine the relationship between antero-posterior and medio-lateral arm posture and gait instability.Arm posture in both planes was related to antero-posterior instability (e.g. sagittal and frontal upper arm elevation angle correlated moderately with antero-posterior instability; R=0.41, p<0.001, R=−0.47, p<0.001). In uniCP, increased antero-posterior instability was associated with a higher (R=−0.62, p=0.002) and more frontal position of the hemiplegic hand (R=−0.58, p=0.005), while the non-hemiplegic upper arm was rotated more backward (R=0.63, p=0.002) and both upper arms rotated more sideways (hemiplegic: R=−0.58, p=0.004; non-hemiplegic: R=−0.55, p=0.008).The altered non-hemiplegic (sagittal and frontal) arm posture in uniCP may be a compensation to reduce antero-posterior gait instability.



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Otosclerosis Associated with a De Novo Mutation -832G > A in the TGFB1 Gene Promoter Causing a Decreased Expression Level.

Otosclerosis Associated with a De Novo Mutation -832G > A in the TGFB1 Gene Promoter Causing a Decreased Expression Level.

Sci Rep. 2016;6:29572

Authors: Priyadarshi S, Hansdah K, Ray CS, Biswal NC, Ramchander PV

Abstract
Otosclerosis (OTSC) is defined by abnormal bone remodeling in the otic capsule of middle ear which leads to conductive hearing loss. In our previous study, we have identified a de novo heterozygous mutation -832G > A in the promoter of TGFB1 in an otosclerosis patient. In the present study, we progressively screened this mutation in a cohort of 254 cases and 262 controls. The family members of the patient positive for -832G > A variation were also screened and found inheritance of this variation only to her daughter. Interestingly, this variation is associated with a decreased level of the TGFB1 transcript in the patient compared to her parents and controls. In silico analysis of this mutation predicted the altered binding of two transcription factors v-Myb and MZF1 in the mutated promoter sequence. Further, functional analysis of this mutation using in vitro luciferase and electrophoretic mobility shift assays revealed that this variation is associated with decreased gene expression. In conclusion, this study established the fact that TGFB1 mutation -832G > A altered the TGFB1 promoter activity, which could affect the susceptibility to otosclerosis development. Further, systemic analysis of TGFB1 gene sequence and expression analysis of this gene might reveal its precise role in the pathogenesis of otosclerosis.

PMID: 27404893 [PubMed - as supplied by publisher]

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Study of Effect of Household Parental Smoking on Development of Acute Otitis Media in Children Under 12 Years.

Related Articles

Study of Effect of Household Parental Smoking on Development of Acute Otitis Media in Children Under 12 Years.

Glob J Health Sci. 2016 May;8(5):81-8

Authors: Amani S, Yarmohammadi P

Abstract
BACKGROUND & AIM: High prevalence of acute otitis media (AOM) in children represents a combination of the factors developing eustachian tube dysfunction and higher susceptibility to upper respiratory tract infections in children. This disease is relatively prevalent in Iran and much cost is spent annually to treat it. This study investigated the effect of household parental smoking on development of AOM in children under 12 years.
METHODS: In this case-control study all patients under the age of 12 years with AOM referring an ENT clinic in Shahrekord, southwest Iran between April 2014 and August 2014 were enrolled by convenience sampling. This study included two groups. Group 1 (G1) was exposed to parental smoking at home and group 2 (G2) was not. For the patients, a questionnaire of demographic data such as age and gender, the disease symptoms, parents' education level, history of respiratory diseases, allergy, surgery (adenoidectomy, tonsillectomy, and tympanostomy), and household smoking was filled out by a specialist through interview.
RESULTS: In this study, 250 children 1-12 years with AOM, 145 in G1 and 105 in G2, were investigated. Clinical symptoms including fever (p=0.001) and hearing loss (p=0.014) were significantly more frequent in the children of G1 than G2, and otalgia, discharge, and tinnitus were similarly frequent in the two groups (p>0.05). Also, eardrum inflammation was more frequent in G1 than G2, with no significant difference (p>0.05). AOM was reported 70.3% in G1, which was higher than 26.7% reported in G2 (p=0.001). Also, asthma, recurrent ear pain, enlargement of the tonsils, and respiratory problems were more frequent in G1 than G2 (p<0.05).
CONCLUSIONS: Parental smoking was a risk factor for AOM and respiratory problems and therefore the parents are recommended to avoid smoking near children to reduce the likelihood of AOM development and exacerbation in children.

PMID: 26652088 [PubMed - indexed for MEDLINE]

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