Παρασκευή 10 Αυγούστου 2018

Samsung and uSound Partner with Argentinian Government on Hearing Loss Detection

Samsung.jpgSamsung Electronics Argentina and uSound have signed an agreement with the government of Jujuy to help the residents of this province in Argentina detect hearing loss and minimize its impact by offering them access to a mobile preliminary diagnostic tool for free under the uSound for Samsung initiative. The application, uSound Test, reproduces pre-calibrated sounds that users give feedback to in the span of 10 minutes. 

Comparing the user's results with its database, uSound Test detects specific frequencies the user has difficulty hearing. The app then analyzes the auditory curve that results from the whole test to determine the degree of risk of hearing loss in the person. Once finalized, it issues a report with the result, which is a risk indicator that allows users to take corresponding actions. This test is not a medical diagnosis, so the app will recommend support from hearing health specialists when needed. 

Samsung Electronics will provide the necessary technology to carry out a first pilot test of uSound Test in health centers across Jujuy as well as financially supporting the project, and the government of Jujuy will provide support in resources and workspaces for the hearing loss-detection campaign. 

Published: 8/10/2018 10:21:00 AM


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Samsung and uSound Partner with Argentinian Government on Hearing Loss Detection

Samsung.jpgSamsung Electronics Argentina and uSound have signed an agreement with the government of Jujuy to help the residents of this province in Argentina detect hearing loss and minimize its impact by offering them access to a mobile preliminary diagnostic tool for free under the uSound for Samsung initiative. The application, uSound Test, reproduces pre-calibrated sounds that users give feedback to in the span of 10 minutes. 

Comparing the user's results with its database, uSound Test detects specific frequencies the user has difficulty hearing. The app then analyzes the auditory curve that results from the whole test to determine the degree of risk of hearing loss in the person. Once finalized, it issues a report with the result, which is a risk indicator that allows users to take corresponding actions. This test is not a medical diagnosis, so the app will recommend support from hearing health specialists when needed. 

Samsung Electronics will provide the necessary technology to carry out a first pilot test of uSound Test in health centers across Jujuy as well as financially supporting the project, and the government of Jujuy will provide support in resources and workspaces for the hearing loss-detection campaign. 

Published: 8/10/2018 10:21:00 AM


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Quantitative Analysis of Agrammatism in Agrammatic Primary Progressive Aphasia and Dominant Apraxia of Speech

Purpose
The aims of the study were to assess and compare grammatical deficits in written and spoken language production in subjects with agrammatic primary progressive aphasia (agPPA) and in subjects with agrammatism in the context of dominant apraxia of speech (DAOS) and to investigate neuroanatomical correlates.
Method
Eight agPPA and 21 DAOS subjects performed the picture description task of the Western Aphasia Battery (WAB) both in writing and orally. Responses were transcribed and coded for linguistic analysis. agPPA and DAOS were compared to 13 subjects with primary progressive apraxia of speech (PPAOS) who did not have agrammatism. Spearman correlations were performed between the written and spoken variables. Patterns of atrophy in each group were compared, and relationships between the different linguistic measures and integrity of Broca's area were assessed.
Results
agPPA and DAOS both showed lower mean length of utterance, fewer grammatical utterances, more nonutterances, more syntactic and semantic errors, and fewer complex utterances than PPAOS in writing and speech, as well as fewer correct verbs and nouns in speech. Only verb ratio and proportion of grammatical utterances correlated between modalities. agPPA and DAOS both showed greater involvement of Broca's area than PPAOS, and atrophy of Broca's area correlated with proportion of grammatical and ungrammatical utterances and semantic errors in writing and speech.
Conclusions
agPPA and DAOS subjects showed similar patterns of agrammatism, although subjects performed differently when speaking versus writing. Integrity of Broca's area correlates with agrammatism.

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Quantitative Analysis of Agrammatism in Agrammatic Primary Progressive Aphasia and Dominant Apraxia of Speech

Purpose
The aims of the study were to assess and compare grammatical deficits in written and spoken language production in subjects with agrammatic primary progressive aphasia (agPPA) and in subjects with agrammatism in the context of dominant apraxia of speech (DAOS) and to investigate neuroanatomical correlates.
Method
Eight agPPA and 21 DAOS subjects performed the picture description task of the Western Aphasia Battery (WAB) both in writing and orally. Responses were transcribed and coded for linguistic analysis. agPPA and DAOS were compared to 13 subjects with primary progressive apraxia of speech (PPAOS) who did not have agrammatism. Spearman correlations were performed between the written and spoken variables. Patterns of atrophy in each group were compared, and relationships between the different linguistic measures and integrity of Broca's area were assessed.
Results
agPPA and DAOS both showed lower mean length of utterance, fewer grammatical utterances, more nonutterances, more syntactic and semantic errors, and fewer complex utterances than PPAOS in writing and speech, as well as fewer correct verbs and nouns in speech. Only verb ratio and proportion of grammatical utterances correlated between modalities. agPPA and DAOS both showed greater involvement of Broca's area than PPAOS, and atrophy of Broca's area correlated with proportion of grammatical and ungrammatical utterances and semantic errors in writing and speech.
Conclusions
agPPA and DAOS subjects showed similar patterns of agrammatism, although subjects performed differently when speaking versus writing. Integrity of Broca's area correlates with agrammatism.

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Three dimensional knee kinematics and kinetics in ACL-deficient patients with and without medial meniscus posterior horn tear during level walking

Publication date: Available online 10 August 2018

Source: Gait & Posture

Author(s): Shuang Ren, Yuanyuan Yu, Huijuan Shi, Xin Miao, Yanfang Jiang, Zixuan Liang, Xiaoqing Hu, Hongshi Huang, Yingfang Ao

Abstract
Background

The location of the meniscus tear has been reported to influence kinematics in anterior cruciate ligament deficient (ACLD) knees. Medial meniscus posterior horn tear (MMPHT) often occurred after ACL rupture. Whether MMPHT influences the kinematics and kinetics in ACLD knees has not been reported yet.

Research question

The purpose of this study was to investigate three-dimensional (3D) kinematics and kinetics in ACLD knees with and without MMPHT (ACLD + MMPHT, ACLDs) during level walking.

Methods

Fifteen patients with isolated unilateral ACLD, ten unilateral ACLD + MMPHT, and twenty-two healthy controls underwent gait testing between January 2014 and December 2016. Participant characteristics, as well as gait parameters, were compared among control, ACLDs and ACLD + MMPHT knees.

Results

Compared to the healthy controls, the ACLD knees with and without MMPHT showed significant extension deficiency at maximum extension (flexion: ACLDs: 7.83 ± 4.3°, ACLD + MMPHT: 11.09 ± 7.8°, control: 3.12 ± 4.6°, p = 0.005) and lower extension moments during terminal stance phase of gait. Compared to the healthy controls, significantly increased external tibial rotation during pre-swing phase and lower rotation moments at terminal stance phase were observed in the ACLD + MMPHT knees, but not in the ACLDs knees. No significant differences in gait parameters were observed between ACLDs and ACLD + MMPHT knees during stance phase of walking. Significance: The ACLD knees with medial meniscus posterior horn tear exhibited extension deficiency, increased external tibial rotation, lower extension and internal rotation moments during the terminal stance phase compared to healthy control knees, presenting a combination of “stiffening gait” and “pivot shift gait” pattern. The ACLDs knees only presented extension deficiency and lower extension moments compared to healthy control knees, presenting a “stiffening gait”. Medial meniscus posterior horn tear did not significantly affect gait patterns during stance of walking in ACLD knees.



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Three dimensional knee kinematics and kinetics in ACL-deficient patients with and without medial meniscus posterior horn tear during level walking

Publication date: Available online 10 August 2018

Source: Gait & Posture

Author(s): Shuang Ren, Yuanyuan Yu, Huijuan Shi, Xin Miao, Yanfang Jiang, Zixuan Liang, Xiaoqing Hu, Hongshi Huang, Yingfang Ao

Abstract
Background

The location of the meniscus tear has been reported to influence kinematics in anterior cruciate ligament deficient (ACLD) knees. Medial meniscus posterior horn tear (MMPHT) often occurred after ACL rupture. Whether MMPHT influences the kinematics and kinetics in ACLD knees has not been reported yet.

Research question

The purpose of this study was to investigate three-dimensional (3D) kinematics and kinetics in ACLD knees with and without MMPHT (ACLD + MMPHT, ACLDs) during level walking.

Methods

Fifteen patients with isolated unilateral ACLD, ten unilateral ACLD + MMPHT, and twenty-two healthy controls underwent gait testing between January 2014 and December 2016. Participant characteristics, as well as gait parameters, were compared among control, ACLDs and ACLD + MMPHT knees.

Results

Compared to the healthy controls, the ACLD knees with and without MMPHT showed significant extension deficiency at maximum extension (flexion: ACLDs: 7.83 ± 4.3°, ACLD + MMPHT: 11.09 ± 7.8°, control: 3.12 ± 4.6°, p = 0.005) and lower extension moments during terminal stance phase of gait. Compared to the healthy controls, significantly increased external tibial rotation during pre-swing phase and lower rotation moments at terminal stance phase were observed in the ACLD + MMPHT knees, but not in the ACLDs knees. No significant differences in gait parameters were observed between ACLDs and ACLD + MMPHT knees during stance phase of walking. Significance: The ACLD knees with medial meniscus posterior horn tear exhibited extension deficiency, increased external tibial rotation, lower extension and internal rotation moments during the terminal stance phase compared to healthy control knees, presenting a combination of “stiffening gait” and “pivot shift gait” pattern. The ACLDs knees only presented extension deficiency and lower extension moments compared to healthy control knees, presenting a “stiffening gait”. Medial meniscus posterior horn tear did not significantly affect gait patterns during stance of walking in ACLD knees.



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ASHA Shares Back-to-School Tips to Help Parents of Children with Communication Issues

School is starting again soon, and the American Speech-Language-Hearing Association (ASHA) offers suggestions for parents navigating their child's speech-language and communication therapy in schools.

Parents who think their children may have a communication issue should speak to teachers and appropriate professionals to determine how much and what kind of help the child needs. Once the child has been evaluated to have a disability that affects his or her school performance and in need of special services, they qualify for the Individualized Education Program (IEP). The school will form a team that will include the child along with his or her parents, teacher(s), speech-language pathologist, and special education teacher to develop a plan that addresses the child's needs.

Alternatively, there is the option of a 504 Plan that can help provide the child with accommodations or assistive technologies in school. If the child does not qualify for federally-mandated special services, there are ways to challenge the evaluation or receive more information that will help manage the disability outside of school. Even if the child does not qualify for these governmental plans, there might still be additional aid provided by the school.

Communication issues for young children are not uncommon, with language impairments accounting for the second most prevalent educational disability among young students. This includes issues with speaking, listening, writing, and social communication. Speech-language pathologists can help students in various of ways, depending on the child's needs and environment. Click here to learn more.  

Published: 8/9/2018 9:50:00 AM


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Ohio company cited for exposing workers to noise hazards

​Polystar Inc., a manufacturing company based in Stow, OH, is being fined more than $330,000 by the U.S. Department of Labor's Occupational Safety and Health Administration (OSHA) for various health hazards in their factory, primarily noise damage.

OSHA's investigation was in response to a complaint, and they found 12 employees whose audiograms indicated mild to moderate hearing loss. They also found that Polystar did not have an audiometric testing program to check the hearing status of employees, or controls to decrease noise levels. "Failing to protect employees from excessive noise can lead to long-term and irreversible hearing loss," said Howard Eberts, director of OSHA's Cleveland Area Office. "Employers are required to take appropriate precautions to keep employees safe from well-known hazards."  

Other infractions that OSHA found included the lack of machine guards and proper respiratory protection. Damaged forklifts were not removed from the active pool, workers were not trained on hazardous communication, and flammable materials were improperly stored.

Polystar has 15 business days from the time of their citation to improve their workplace for compliance, ask for an informal conference with OSHA's area director, or argue the findings of the investigation to the independent Occupational Safety and Health Review Commission.​

Published: 8/8/2018 1:36:00 PM


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ASHA Shares Back-to-School Tips to Help Parents of Children with Communication Issues

School is starting again soon, and the American Speech-Language-Hearing Association (ASHA) offers suggestions for parents navigating their child's speech-language and communication therapy in schools.

Parents who think their children may have a communication issue should speak to teachers and appropriate professionals to determine how much and what kind of help the child needs. Once the child has been evaluated to have a disability that affects his or her school performance and in need of special services, they qualify for the Individualized Education Program (IEP). The school will form a team that will include the child along with his or her parents, teacher(s), speech-language pathologist, and special education teacher to develop a plan that addresses the child's needs.

Alternatively, there is the option of a 504 Plan that can help provide the child with accommodations or assistive technologies in school. If the child does not qualify for federally-mandated special services, there are ways to challenge the evaluation or receive more information that will help manage the disability outside of school. Even if the child does not qualify for these governmental plans, there might still be additional aid provided by the school.

Communication issues for young children are not uncommon, with language impairments accounting for the second most prevalent educational disability among young students. This includes issues with speaking, listening, writing, and social communication. Speech-language pathologists can help students in various of ways, depending on the child's needs and environment. Click here to learn more.  

Published: 8/9/2018 9:50:00 AM


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Ohio company cited for exposing workers to noise hazards

​Polystar Inc., a manufacturing company based in Stow, OH, is being fined more than $330,000 by the U.S. Department of Labor's Occupational Safety and Health Administration (OSHA) for various health hazards in their factory, primarily noise damage.

OSHA's investigation was in response to a complaint, and they found 12 employees whose audiograms indicated mild to moderate hearing loss. They also found that Polystar did not have an audiometric testing program to check the hearing status of employees, or controls to decrease noise levels. "Failing to protect employees from excessive noise can lead to long-term and irreversible hearing loss," said Howard Eberts, director of OSHA's Cleveland Area Office. "Employers are required to take appropriate precautions to keep employees safe from well-known hazards."  

Other infractions that OSHA found included the lack of machine guards and proper respiratory protection. Damaged forklifts were not removed from the active pool, workers were not trained on hazardous communication, and flammable materials were improperly stored.

Polystar has 15 business days from the time of their citation to improve their workplace for compliance, ask for an informal conference with OSHA's area director, or argue the findings of the investigation to the independent Occupational Safety and Health Review Commission.​

Published: 8/8/2018 1:36:00 PM


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Psychophysiological measurement of affective responses during speech perception

Publication date: Available online 10 August 2018

Source: Hearing Research

Author(s): Alexander L. Francis, Jordan Oliver

Abstract

When people make decisions about listening, such as whether to continue attending to a particular conversation or whether to wear their hearing aids to a particular restaurant, they do so on the basis of more than just their estimated performance. Recent research has highlighted the vital role of more subjective qualities such as effort, motivation, and fatigue. Here, we argue that the importance of these factors is largely mediated by a listener's emotional response to the listening challenge, and suggest that emotional responses to communication challenges may provide a crucial link between day-to-day communication stress and long-term health. We start by introducing some basic concepts from the study of emotion and affect. We then develop a conceptual framework to guide future research on this topic through examination of a variety of autonomic and peripheral physiological responses that have been employed to investigate both cognitive and affective phenomena related to challenging communication. We conclude by suggesting the need for further investigation of the links between communication difficulties, emotional response, and long-term health, and make some recommendations intended to guide future research on affective psychophysiology in speech communication.



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ASHA Shares Back-to-School Tips to Help Parents of Children with Communication Issues

School is starting again soon, and the American Speech-Language-Hearing Association (ASHA) offers suggestions for parents navigating their child's speech-language and communication therapy in schools.

Parents who think their children may have a communication issue should speak to teachers and appropriate professionals to determine how much and what kind of help the child needs. Once the child has been evaluated to have a disability that affects his or her school performance and in need of special services, they qualify for the Individualized Education Program (IEP). The school will form a team that will include the child along with his or her parents, teacher(s), speech-language pathologist, and special education teacher to develop a plan that addresses the child's needs.

Alternatively, there is the option of a 504 Plan that can help provide the child with accommodations or assistive technologies in school. If the child does not qualify for federally-mandated special services, there are ways to challenge the evaluation or receive more information that will help manage the disability outside of school. Even if the child does not qualify for these governmental plans, there might still be additional aid provided by the school.

Communication issues for young children are not uncommon, with language impairments accounting for the second most prevalent educational disability among young students. This includes issues with speaking, listening, writing, and social communication. Speech-language pathologists can help students in various of ways, depending on the child's needs and environment. Click here to learn more.  

Published: 8/9/2018 9:50:00 AM


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Psychophysiological measurement of affective responses during speech perception

Publication date: Available online 10 August 2018

Source: Hearing Research

Author(s): Alexander L. Francis, Jordan Oliver

Abstract

When people make decisions about listening, such as whether to continue attending to a particular conversation or whether to wear their hearing aids to a particular restaurant, they do so on the basis of more than just their estimated performance. Recent research has highlighted the vital role of more subjective qualities such as effort, motivation, and fatigue. Here, we argue that the importance of these factors is largely mediated by a listener's emotional response to the listening challenge, and suggest that emotional responses to communication challenges may provide a crucial link between day-to-day communication stress and long-term health. We start by introducing some basic concepts from the study of emotion and affect. We then develop a conceptual framework to guide future research on this topic through examination of a variety of autonomic and peripheral physiological responses that have been employed to investigate both cognitive and affective phenomena related to challenging communication. We conclude by suggesting the need for further investigation of the links between communication difficulties, emotional response, and long-term health, and make some recommendations intended to guide future research on affective psychophysiology in speech communication.



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ASHA Shares Back-to-School Tips to Help Parents of Children with Communication Issues

School is starting again soon, and the American Speech-Language-Hearing Association (ASHA) offers suggestions for parents navigating their child's speech-language and communication therapy in schools.

Parents who think their children may have a communication issue should speak to teachers and appropriate professionals to determine how much and what kind of help the child needs. Once the child has been evaluated to have a disability that affects his or her school performance and in need of special services, they qualify for the Individualized Education Program (IEP). The school will form a team that will include the child along with his or her parents, teacher(s), speech-language pathologist, and special education teacher to develop a plan that addresses the child's needs.

Alternatively, there is the option of a 504 Plan that can help provide the child with accommodations or assistive technologies in school. If the child does not qualify for federally-mandated special services, there are ways to challenge the evaluation or receive more information that will help manage the disability outside of school. Even if the child does not qualify for these governmental plans, there might still be additional aid provided by the school.

Communication issues for young children are not uncommon, with language impairments accounting for the second most prevalent educational disability among young students. This includes issues with speaking, listening, writing, and social communication. Speech-language pathologists can help students in various of ways, depending on the child's needs and environment. Click here to learn more.  

Published: 8/9/2018 9:50:00 AM


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Music Appreciation of Adult Hearing Aid Users and the Impact of Different Levels of Hearing Loss

Objectives: The main aim of this study was to collect information on music listening and music appreciation from postlingually deafened adults who use hearing aids (HAs). It also sought to investigate whether there were any differences in music ratings from HA users with different levels of hearing loss (HL; mild, versus moderate to moderately-severe, versus severe or worse. Design: An existing published questionnaire developed for cochlear implant recipients was modified for this study. It had 51 questions divided into seven sections: (1) music listening and music background; (2) sound quality; (3) musical styles; (4) music preferences; (5) music recognition; (6) factors affecting music listening enjoyment; and (7) music training program. The questionnaire was posted out to adult HA users, who were subsequently divided into three groups: (i) HA users with a mild HL (Mild group); (ii) HA users with a moderate to moderately-severe HL (Moderate group); and (iii) HA users with a severe or worse (Severe group) HL. Results: One hundred eleven questionnaires were completed; of these, 51 participants had a mild HL, 42 had a moderate to moderately-severe loss, and 18 a severe or worse loss. Overall, there were some significant differences noted, predominantly between the Mild and Severe groups, with fewer differences between the Mild and Moderate groups. The respondents with the greater levels of HL reported a greater reduction in their music enjoyment as a result of their HL and that HAs made music sound significantly less melodic for them. It was also observed that the Severe group’s mean scores for both the pleasant rating as well as the combined rating for the six different musical styles were lower than both the Mild and Moderate groups’ ratings for every style, with just one exception (pop/rock pleasantness rating). There were significant differences between the three groups for the styles of music that were reported to sound the best with HA(s), as well as differences between the ratings on more specific timbre rating scales used to rate different elements of each style. In rating the pleasantness and naturalness of different musical instruments or instrumental groups, there was no difference between the groups. There were also significant differences between the Mild and Severe groups in relation to musical preferences for the pitch range of music, with the Severe group significantly preferring male singers and lower pitched instruments. Conclusions: The overall results indicated little difference in music appreciation between those with a mild versus moderate loss. However, poorer appreciation scores were given by those with a severe or worse HL. This would suggest that HAs or HL have a negative impact on music listening, particularly when the HL becomes more significant. There was a large degree of variability in ratings, though, with music listening being satisfactory for some listeners and largely unsatisfactory for others, in all three groups. Music listening preferences also varied significantly, and the reported benefit (or otherwise) provided by the HA for music was also mixed. The overriding variability in listening preferences and ratings leads to the question as to the benefit and effectiveness of generic, manufacturer-derived music programs on HAs. Despite the heterogeneity in the listening habits, preferences, and ratings, it is clear that music appreciation and enjoyment is still challenging for many HA users and that level of HL is one, but not the only factor that impacts on music appreciation. ACKNOWLEDGMENTS: The authors thank Karen Allen, Shirley-Anne Hodgson, Dr Keith Kuhlemeier, Dr Katrina Light, Dr Catherine Moran, Karen Pedley, Paul Peryman, Prof Michael Robb, Jennifer She, Attune, staff at the audiology clinics involved, and all of the survey respondents. The authors have no conflicts of interest to disclose. Although the second author currently works for Oticon A/S, this study was fully completed (including all of the data analysis and interpretation) prior to the author commencing with Oticon. No consultation with Oticon or any other company occurred at any stage of the study or in the preparation of this article. Similarly, the first author now works for Advanced Bionics, however, only started in this role after the original version of the manuscript was submitted. Advanced Bionics have had no input into any part of this study or its publication. Address for correspondence: Valerie Looi, c/o Advanced Bionics, 12 Inglewood Place, Baulkham Hills, NSW 2153, Australia. E-mail: valerielooi@hotmail.com Received March 2, 2017; accepted May 21, 2018. Copyright © 2018 Wolters Kluwer Health, Inc. All rights reserved.

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