Four clients had visited Tertiary clinic seeking a hearing disability certificate. All the clients reported reduced hearing sensitivity in both ears. Audiological evaluation and hearing aid trial were performed. In addition, the standardized hearing handicap checklist was administered on them. The audiological evaluation showed that two of them had bilateral symmetrical sensorineural hearing loss (SNHL) with moderate (pure-tone average [PTA]: R-42.5 and L-46.25) and moderately severe (PTA: R-61.5 and L-61.5) degree, respectively. The other two clients are diagnosed as bilateral symmetrical mild (PTA: R-38.25 and L-31.25) and moderately severe (PTA: R-61.25 and L-61.25) degree, respectively, with overlaid auditory neuropathy spectrum disorder (ANSD). The severity of hearing handicap was mild to moderate for SNHL clients and severe for ANSD clients. Further, hearing aid was found to be beneficial to the two clients with SNHL, but the two ANSD clients did not get benefit from hearing aid. Irrespective of the site of the lesion, the two clients who had moderately severe sensory neural hearing loss (HL) (≥60-dB HL) in both ears availed of concessions/benefits with the disability certificate issued to them under the guidelines of the RPD Act, 2016. Though the individual with ANSD had a mild degree of HL and experienced severe handicap due to severely impaired speech perception. The hearing aid was not beneficial for the purposes of speech perception. In spite of his severe speech perception problem, the client with ANSD with mild degree of HL was not eligible to avail of benefits from the hearing disability certificate as his HL did not reach the benchmark disability of 60-dB HL or 40% under the RPwD Act, 2016. The probable conflicts of thoughts on benchmark hearing disability are discussed in the present study.
四名病人曾到三级诊所求证听力残疾。所有患者均报告双耳听力敏感性下降。进行听力学评价和助听器试验。此外，还对他们进行了标准化的听力障碍检查表。听力学评价显示，其中2例为双侧对称性感音神经性听力损失(SNHL)，分别为中度(纯音平均[PTA]: R-42.5和L-46.25)和中度(PTA: R-61.5和L-61.5)。另外2例患者诊断为双侧对称轻度(PTA: R-38.25和L-31.25)和中重度(PTA: R-61.25和L-61.25)，合并听神经病变谱障碍(ANSD)。SNHL患者的听力障碍严重程度为轻至中度，而ANSD患者的听力障碍严重程度为重度。此外，发现助听器对两名SNHL患者有益，但两名ANSD患者没有从助听器中获益。无论病变部位如何，两名双耳有中度感觉神经性听力损失(HL)(≥60 db HL)的患者都可以根据2016年RPD法案的指导方针获得残疾证书，从而获得优惠/福利。尽管患有ANSD的个体有轻度的HL，并且由于言语感知严重受损而经历了严重的障碍。助听器对语音感知没有好处。尽管他有严重的言语感知问题，但患有轻度HL的ANSD患者没有资格从听力残疾证书中获益，因为他的HL没有达到2016年RPwD法案规定的60分贝HL或40%的基准残疾。本研究讨论了基准听力障碍可能存在的思想冲突。
{"title":"Persons with auditory neuropathy spectrum disorder: A case study for disability certification","authors":"H. Shetty, Rangasayee Raghunathrao","doi":"10.4103/jose.jose_4_22","DOIUrl":"https://doi.org/10.4103/jose.jose_4_22","url":null,"abstract":"Four clients had visited Tertiary clinic seeking a hearing disability certificate. All the clients reported reduced hearing sensitivity in both ears. Audiological evaluation and hearing aid trial were performed. In addition, the standardized hearing handicap checklist was administered on them. The audiological evaluation showed that two of them had bilateral symmetrical sensorineural hearing loss (SNHL) with moderate (pure-tone average [PTA]: R-42.5 and L-46.25) and moderately severe (PTA: R-61.5 and L-61.5) degree, respectively. The other two clients are diagnosed as bilateral symmetrical mild (PTA: R-38.25 and L-31.25) and moderately severe (PTA: R-61.25 and L-61.25) degree, respectively, with overlaid auditory neuropathy spectrum disorder (ANSD). The severity of hearing handicap was mild to moderate for SNHL clients and severe for ANSD clients. Further, hearing aid was found to be beneficial to the two clients with SNHL, but the two ANSD clients did not get benefit from hearing aid. Irrespective of the site of the lesion, the two clients who had moderately severe sensory neural hearing loss (HL) (≥60-dB HL) in both ears availed of concessions/benefits with the disability certificate issued to them under the guidelines of the RPD Act, 2016. Though the individual with ANSD had a mild degree of HL and experienced severe handicap due to severely impaired speech perception. The hearing aid was not beneficial for the purposes of speech perception. In spite of his severe speech perception problem, the client with ANSD with mild degree of HL was not eligible to avail of benefits from the hearing disability certificate as his HL did not reach the benchmark disability of 60-dB HL or 40% under the RPwD Act, 2016. The probable conflicts of thoughts on benchmark hearing disability are discussed in the present study.","PeriodicalId":326212,"journal":{"name":"Journal of All India Institute of Speech and Hearing","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114295653","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: Traditionally, auditory spatial acuity is assessed using a sound-field localization test that involves the auditory stimuli emitted from array of loudspeakers in a sound-treated room. Although the use of loudspeakers mimics real life environments, its reliability has not been evaluated in children. Thus, the present study examined the test–retest reliability of sound-field localization test in school-aged normal-hearing children. Materials and Methods: Twenty-four typically-developing children in the age range of 7–12 years (Mage: 9.97 ± 0.88) participated in the study. Localization testing was carried out twice on all the participants using an array of 18 loudspeakers (spaced 20° apart) arranged in a circular form. A 500 ms broadband noise was randomly presented at each azimuth. The overall accuracy and quadrant-specific accuracy scores were compared between the two sessions. Results: The Wilcoxon sign rank test results showed no significant difference in overall (P = 0.58) and quadrant-wise accuracy scores between the two sessions. The intra-class correlation (ICC) results also demonstrated a high test–retest reliability (0.91) for the overall localization accuracy score. The results also showed low within-subject variability (5.78%) of overall scores with a minimal response bias of 7.56%. Conclusions: The present study’s results show a high test–retest reliability of the sound-field localization test, suggestive of its efficacy in assessing spatial processing abilities in school-aged children. High reliability of the test favors its application in localization assessment in children with spatial hearing disorders.
{"title":"Test–retest reliability of sound-field localization test in normal-hearing children","authors":"Aisha Syeda, Nisha Kavassery, Chandni Jain","doi":"10.4103/jose.jose_9_23","DOIUrl":"https://doi.org/10.4103/jose.jose_9_23","url":null,"abstract":"Purpose: Traditionally, auditory spatial acuity is assessed using a sound-field localization test that involves the auditory stimuli emitted from array of loudspeakers in a sound-treated room. Although the use of loudspeakers mimics real life environments, its reliability has not been evaluated in children. Thus, the present study examined the test–retest reliability of sound-field localization test in school-aged normal-hearing children. Materials and Methods: Twenty-four typically-developing children in the age range of 7–12 years (Mage: 9.97 ± 0.88) participated in the study. Localization testing was carried out twice on all the participants using an array of 18 loudspeakers (spaced 20° apart) arranged in a circular form. A 500 ms broadband noise was randomly presented at each azimuth. The overall accuracy and quadrant-specific accuracy scores were compared between the two sessions. Results: The Wilcoxon sign rank test results showed no significant difference in overall (P = 0.58) and quadrant-wise accuracy scores between the two sessions. The intra-class correlation (ICC) results also demonstrated a high test–retest reliability (0.91) for the overall localization accuracy score. The results also showed low within-subject variability (5.78%) of overall scores with a minimal response bias of 7.56%. Conclusions: The present study’s results show a high test–retest reliability of the sound-field localization test, suggestive of its efficacy in assessing spatial processing abilities in school-aged children. High reliability of the test favors its application in localization assessment in children with spatial hearing disorders.","PeriodicalId":326212,"journal":{"name":"Journal of All India Institute of Speech and Hearing","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126490751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: The current study was designed to investigate and compare the feeding practices across three districts of Maharashtra and across maternal literacy levels. Materials and Methods: This study employed a cross-sectional survey. A survey tool was developed to assess the feeding practices, which included items related to the hierarchy of food types introduced to infants, their consistency, the age of introduction of various foods, utensils used, and position used to feed the infants. The survey tool was validated by experienced speech-language pathologists (SLPs). Ninety-five mothers of children in the age range of 1–3 years (30 mothers from each of the two districts—Nagpur, Sangli, and 35 participants from Mumbai) were included as participants. The participants of all the districts were also grouped based on their literacy levels. The survey tool was administered via online mode. Results: This study revealed that there were many differences in feeding practices across districts and literacy levels. Only the utensil used to provide complementary feeds, consistency of the food introduced after complementary feeds, and the position used to feed the foods of next consistency were similar across districts. Across literacy levels, only the consistency of complementary feeds, consistency of the food introduced after complementary feeds, position to feed the next consistency, utensil and position used to feed water were similar. All the other feeding practices varied across districts and literacy levels. Conclusion: It can be concluded that the geographical location of the districts across Maharashtra and maternal literacy levels influenced feeding practices. The findings of this study imply that the practicing SLPs should consider the variations in feeding practices that exist across districts during the assessment and intervention of young children with feeding issues.
{"title":"Exploring feeding practices in typically developing young children in three districts of Maharashtra: A preliminary survey","authors":"Yasha Chheda, N. Swapna","doi":"10.4103/jose.jose_11_23","DOIUrl":"https://doi.org/10.4103/jose.jose_11_23","url":null,"abstract":"Purpose: The current study was designed to investigate and compare the feeding practices across three districts of Maharashtra and across maternal literacy levels. Materials and Methods: This study employed a cross-sectional survey. A survey tool was developed to assess the feeding practices, which included items related to the hierarchy of food types introduced to infants, their consistency, the age of introduction of various foods, utensils used, and position used to feed the infants. The survey tool was validated by experienced speech-language pathologists (SLPs). Ninety-five mothers of children in the age range of 1–3 years (30 mothers from each of the two districts—Nagpur, Sangli, and 35 participants from Mumbai) were included as participants. The participants of all the districts were also grouped based on their literacy levels. The survey tool was administered via online mode. Results: This study revealed that there were many differences in feeding practices across districts and literacy levels. Only the utensil used to provide complementary feeds, consistency of the food introduced after complementary feeds, and the position used to feed the foods of next consistency were similar across districts. Across literacy levels, only the consistency of complementary feeds, consistency of the food introduced after complementary feeds, position to feed the next consistency, utensil and position used to feed water were similar. All the other feeding practices varied across districts and literacy levels. Conclusion: It can be concluded that the geographical location of the districts across Maharashtra and maternal literacy levels influenced feeding practices. The findings of this study imply that the practicing SLPs should consider the variations in feeding practices that exist across districts during the assessment and intervention of young children with feeding issues.","PeriodicalId":326212,"journal":{"name":"Journal of All India Institute of Speech and Hearing","volume":"354 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122794954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: When a child is diagnosed with hearing impairment (HI), it will be stressful for the parents and other family members. They are more likely to experience an extensive range of emotions, which will affect the parent-child dynamics. To prevent or minimize its influence on the HI child, it is crucial to identify these stress factors at the earliest. The primary objective of the study is to use a close-ended questionnaire to assess the major stress factors experienced by Indian mothers of children with HI. Materials and Methods: The 21-item Caregiver Strain Questionnaire (CGSQ) was modified by replacing the emotional/behavioral domain with hearing problems. The CGSQ was administered to 100 caregivers of children with HI in the age range of 4–6 years. A 5-point Likert scale was used to measure the response ranging from “Not at all” to “Very much” a problem. Results: The item rated “Very much” a problem by most of the mothers was the sadness felt as a result of their child’s hearing problem. The second most reported stress mothers faced were related to the future of their child. Apart from the stress related to the personal domain, there was a considerable amount of stress related to the financial aspects. Conclusions: The findings from the study highlight the significant stress factors in mothers of HI children, which has important implications in counseling and family-based intervention.
{"title":"Evaluating stress in mothers of children with profound hearing impairment in Indian context","authors":"Malavika Puthiyadath, K. Nisha, P. Prabhu","doi":"10.4103/jose.jose_18_23","DOIUrl":"https://doi.org/10.4103/jose.jose_18_23","url":null,"abstract":"Purpose: When a child is diagnosed with hearing impairment (HI), it will be stressful for the parents and other family members. They are more likely to experience an extensive range of emotions, which will affect the parent-child dynamics. To prevent or minimize its influence on the HI child, it is crucial to identify these stress factors at the earliest. The primary objective of the study is to use a close-ended questionnaire to assess the major stress factors experienced by Indian mothers of children with HI. Materials and Methods: The 21-item Caregiver Strain Questionnaire (CGSQ) was modified by replacing the emotional/behavioral domain with hearing problems. The CGSQ was administered to 100 caregivers of children with HI in the age range of 4–6 years. A 5-point Likert scale was used to measure the response ranging from “Not at all” to “Very much” a problem. Results: The item rated “Very much” a problem by most of the mothers was the sadness felt as a result of their child’s hearing problem. The second most reported stress mothers faced were related to the future of their child. Apart from the stress related to the personal domain, there was a considerable amount of stress related to the financial aspects. Conclusions: The findings from the study highlight the significant stress factors in mothers of HI children, which has important implications in counseling and family-based intervention.","PeriodicalId":326212,"journal":{"name":"Journal of All India Institute of Speech and Hearing","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123842502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Many individuals with vestibular schwannoma experience hearing loss along with tinnitus and dizziness. The accurate diagnosis of acoustic neuromas requires audiological evaluation, radiological evaluations, and other brain imaging findings. This review study aimed to compile the articles comprising audiological and non-audiological evaluations of computed tomography (CT) and magnetic resonance imaging (MRI) and their correlations in individuals with acoustic neuroma. From the 38 finalized full-length articles, 13 studies were included in the systematic review. The results of these articles reported that most patients with acoustic neuroma have significant unilateral hearing loss, mostly descending or sloping type. Along with the hearing loss, these individuals showed marked abnormality in auditory brainstem response peaks and reduced speech discrimination scores. Approximately 4%–6% of the acoustic neuroma patients did not show any symptoms of hearing loss. The audiological test results did not significantly correlate with the tumor size or the site. However, small tumors or tumors at the early stage were difficult to diagnose through audiological tests alone. Non-audiological evaluations such as CT and MRI have increased the diagnosis of acoustic neuroma at the early stage. The incidence of vestibular schwannoma has increased globally during the past 30 years. This study insists on the utility of non-audiological evaluation in diagnosing acoustic neuroma, even though the patient shows no audiological symptoms such as hearing loss and tinnitus. Also, it recommends the audiologist consider the radiological findings while determining the diagnosis in patients indicating unilateral hearing loss, sudden sensorineural hearing loss, tinnitus, reduced speech understanding, and dizziness.
{"title":"Audiological findings and non-audiological correlates in individuals with acoustic neuroma: A systematic review","authors":"Chinnarasu Jayagopi, Devi Neelamegarajan","doi":"10.4103/jose.jose_11_22","DOIUrl":"https://doi.org/10.4103/jose.jose_11_22","url":null,"abstract":"Many individuals with vestibular schwannoma experience hearing loss along with tinnitus and dizziness. The accurate diagnosis of acoustic neuromas requires audiological evaluation, radiological evaluations, and other brain imaging findings. This review study aimed to compile the articles comprising audiological and non-audiological evaluations of computed tomography (CT) and magnetic resonance imaging (MRI) and their correlations in individuals with acoustic neuroma. From the 38 finalized full-length articles, 13 studies were included in the systematic review. The results of these articles reported that most patients with acoustic neuroma have significant unilateral hearing loss, mostly descending or sloping type. Along with the hearing loss, these individuals showed marked abnormality in auditory brainstem response peaks and reduced speech discrimination scores. Approximately 4%–6% of the acoustic neuroma patients did not show any symptoms of hearing loss. The audiological test results did not significantly correlate with the tumor size or the site. However, small tumors or tumors at the early stage were difficult to diagnose through audiological tests alone. Non-audiological evaluations such as CT and MRI have increased the diagnosis of acoustic neuroma at the early stage. The incidence of vestibular schwannoma has increased globally during the past 30 years. This study insists on the utility of non-audiological evaluation in diagnosing acoustic neuroma, even though the patient shows no audiological symptoms such as hearing loss and tinnitus. Also, it recommends the audiologist consider the radiological findings while determining the diagnosis in patients indicating unilateral hearing loss, sudden sensorineural hearing loss, tinnitus, reduced speech understanding, and dizziness.","PeriodicalId":326212,"journal":{"name":"Journal of All India Institute of Speech and Hearing","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127401636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aarti Waknis, P. Sone, Arunima Santhosh, Anjali Jose, Manpreet Kaur
Purpose: Studies in India have examined the relation of rapid automatized naming (RAN), reading fluency (RF), phonological awareness (PA), spelling ability, and language ability with reading comprehension (RC) in English in children where English is taught for the purpose of education. However, the predictor variables of RC have not been explored. Aim: To propose a structural model for RC in English in children with mother tongue Marathi studying in English medium schools. Materials and Methods: Participants included 80 children with mother tongue Marathi (Grades 1 and 2) in English medium schools. A battery of test for the assessment of language, RAN, PA, RF, spelling and RC in English was administered. Smart PLS 3.0 was used for the analysis of data. Results: The final model proposed had loadings > 0.708, composite reliabilities > 0.7, and AVE of all constructs > 0.5. Discriminant validity of the model was ascertained as the values were less than the heterotraitmonotrait (HTMT) criteria of 0.85 for all components. 86% of variance in RC was explained by language ability (β = 0.409, P < 0.001) and RF (β = 0.453, P < 0.001), when RF was mediated by RAN-letter (β = 0.348, P < 0.001), and PA (β = 0.384, P < 0.001). Conclusion: The structural model proposed in the study is reliable and valid. Language ability and RF have significant influence on RC, and RAN-letter and PA have a significant mediating role in the relationship between RF and RC. Thus, RC in English can be improved if language and RF are developed, and RF can be improved by enhancing RAN-letter speed, and PA skills in these children.
目的:印度的研究调查了以英语为教育目的的儿童的快速自动命名(RAN)、阅读流畅性(RF)、语音意识(PA)、拼写能力和语言能力与英语阅读理解(RC)的关系。然而，RC的预测变量尚未被探索。目的:提出母语为马拉地语的儿童在英语中等学校学习英语的结构模型。材料和方法:研究对象为80名母语为马拉地语(一、二年级)的英语中等学校儿童。进行了一系列英语语言、RAN、PA、RF、拼写和RC测试。采用Smart PLS 3.0进行数据分析。结果:最终提出的模型载荷> .708，复合信度> . 0.7，各构式的AVE > . 0.5。所有成分的值均小于0.85的异性状单性状(HTMT)标准，从而确定了模型的判别效度。86%的RC方差由语言能力(β = 0.409, P < 0.001)和RF (β = 0.453, P < 0.001)解释，其中RF由ran -字母(β = 0.348, P < 0.001)和PA (β = 0.384, P < 0.001)介导。结论:本研究建立的结构模型是可靠有效的。语言能力和语言能力对语言能力有显著影响，语言能力-字母和语言能力在语言能力和语言能力之间有显著中介作用。因此，如果语言和发音能力得到发展，英语中的发音能力就可以得到提高，而发音能力可以通过提高这些孩子的RAN-letter速度和PA技能来提高。
{"title":"Structural model of reading comprehension ability in English for children with English as second or subsequent language","authors":"Aarti Waknis, P. Sone, Arunima Santhosh, Anjali Jose, Manpreet Kaur","doi":"10.4103/jose.jose_8_22","DOIUrl":"https://doi.org/10.4103/jose.jose_8_22","url":null,"abstract":"Purpose: Studies in India have examined the relation of rapid automatized naming (RAN), reading fluency (RF), phonological awareness (PA), spelling ability, and language ability with reading comprehension (RC) in English in children where English is taught for the purpose of education. However, the predictor variables of RC have not been explored. Aim: To propose a structural model for RC in English in children with mother tongue Marathi studying in English medium schools. Materials and Methods: Participants included 80 children with mother tongue Marathi (Grades 1 and 2) in English medium schools. A battery of test for the assessment of language, RAN, PA, RF, spelling and RC in English was administered. Smart PLS 3.0 was used for the analysis of data. Results: The final model proposed had loadings > 0.708, composite reliabilities > 0.7, and AVE of all constructs > 0.5. Discriminant validity of the model was ascertained as the values were less than the heterotraitmonotrait (HTMT) criteria of 0.85 for all components. 86% of variance in RC was explained by language ability (β = 0.409, P < 0.001) and RF (β = 0.453, P < 0.001), when RF was mediated by RAN-letter (β = 0.348, P < 0.001), and PA (β = 0.384, P < 0.001). Conclusion: The structural model proposed in the study is reliable and valid. Language ability and RF have significant influence on RC, and RAN-letter and PA have a significant mediating role in the relationship between RF and RC. Thus, RC in English can be improved if language and RF are developed, and RF can be improved by enhancing RAN-letter speed, and PA skills in these children.","PeriodicalId":326212,"journal":{"name":"Journal of All India Institute of Speech and Hearing","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129908773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Muttamthottil Shaji Sujisha, Freddy Antony, K. Yeshoda
Purpose: The coexistence of problem behaviors and speech-language communication issues is widely known. But there is ambiguity in the management of children who have both behavioral and language difficulties on whether or when to make a referral for behavioral intervention. Hence, the present study aimed to develop a screening checklist to detect problem behaviors among children with communication disorders. Materials and Methods: A preliminary screening checklist was made after reviewing seven tests that are commonly used to assess problem behaviors. After content validation by three expert professionals and incorporating the observations made by them, a 13-item-screening checklist was finalized. The checklist was administered on 100 Malayalam-speaking parents of children with communication disorders aged below 14 years, identified using a systematic random sampling technique from the clinical service database (2019–2021) of All India Institute of Speech and Hearing. The interview was carried out over a telephone call. Results: The results showed that the 13-item-screening checklist was sufficient to assess problem behaviors in children in communication disorders. The results also showed a significant difference in problem behavior severity and frequency scores across communication disorders. Of the different communication disorders, the autism spectrum disorder group showed the highest presence of problem behavior. Conclusion: The easy and quick 13-item problem behavior-screening checklist, validated by expert professionals, is sufficient to assess problem behaviors in various communication disorders. The data show higher prevalence of and significant differences in problem behaviors across communication disorders, with autism spectrum disorder group showing the highest scores on problem behavior.
{"title":"Development of a screening checklist to assess problem behaviors in children with communication disorders","authors":"Muttamthottil Shaji Sujisha, Freddy Antony, K. Yeshoda","doi":"10.4103/jose.jose_2_23","DOIUrl":"https://doi.org/10.4103/jose.jose_2_23","url":null,"abstract":"Purpose: The coexistence of problem behaviors and speech-language communication issues is widely known. But there is ambiguity in the management of children who have both behavioral and language difficulties on whether or when to make a referral for behavioral intervention. Hence, the present study aimed to develop a screening checklist to detect problem behaviors among children with communication disorders. Materials and Methods: A preliminary screening checklist was made after reviewing seven tests that are commonly used to assess problem behaviors. After content validation by three expert professionals and incorporating the observations made by them, a 13-item-screening checklist was finalized. The checklist was administered on 100 Malayalam-speaking parents of children with communication disorders aged below 14 years, identified using a systematic random sampling technique from the clinical service database (2019–2021) of All India Institute of Speech and Hearing. The interview was carried out over a telephone call. Results: The results showed that the 13-item-screening checklist was sufficient to assess problem behaviors in children in communication disorders. The results also showed a significant difference in problem behavior severity and frequency scores across communication disorders. Of the different communication disorders, the autism spectrum disorder group showed the highest presence of problem behavior. Conclusion: The easy and quick 13-item problem behavior-screening checklist, validated by expert professionals, is sufficient to assess problem behaviors in various communication disorders. The data show higher prevalence of and significant differences in problem behaviors across communication disorders, with autism spectrum disorder group showing the highest scores on problem behavior.","PeriodicalId":326212,"journal":{"name":"Journal of All India Institute of Speech and Hearing","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130930280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Yoga has long been seen as a multifaceted intervention. There are scientific data supporting the beneficial effects of Yoga on a person’s physical and mental wellness. Hence, this review aimed to look at the scope of applicability of these practices to target breathing, phonation, and posture for producing quality voice in normophonics and/or dysphonics. Boolean procedures were used to combine keywords, and databases such as PubMed, Google Scholar, Science Direct, Com-Disdome (ProQuest), J-Gate, and N-List were searched. Lists of references were searched manually for further relevant studies. The database searches turned up a total of 10,371 items. After removing 2072 duplicates, 8299 further articles were included in the title/abstract screening. Finally, four articles were selected for the full-length article screening. Three articles matched the inclusion criteria in the study. The review demonstrated that yogic practices, namely Pranayama, could be employed to see improvements in voice quality as the results were corroborated with scientific data and evidences.
{"title":"The effects of Yoga on voice: A systematic review","authors":"Navya Belpu, K. Yeshoda","doi":"10.4103/jose.jose_25_23","DOIUrl":"https://doi.org/10.4103/jose.jose_25_23","url":null,"abstract":"Yoga has long been seen as a multifaceted intervention. There are scientific data supporting the beneficial effects of Yoga on a person’s physical and mental wellness. Hence, this review aimed to look at the scope of applicability of these practices to target breathing, phonation, and posture for producing quality voice in normophonics and/or dysphonics. Boolean procedures were used to combine keywords, and databases such as PubMed, Google Scholar, Science Direct, Com-Disdome (ProQuest), J-Gate, and N-List were searched. Lists of references were searched manually for further relevant studies. The database searches turned up a total of 10,371 items. After removing 2072 duplicates, 8299 further articles were included in the title/abstract screening. Finally, four articles were selected for the full-length article screening. Three articles matched the inclusion criteria in the study. The review demonstrated that yogic practices, namely Pranayama, could be employed to see improvements in voice quality as the results were corroborated with scientific data and evidences.","PeriodicalId":326212,"journal":{"name":"Journal of All India Institute of Speech and Hearing","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121871069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Lokheshwar, Mohankumar Abhijith, Anu Lokheshwar, Mannarukrishnaiah Jayaram
Purpose: India does not have sufficient speech and hearing professionals to cater the large population with communication disorders. Understanding student’s motive to take up professional training in the field of speech and hearing will help administrators and policy makers to strategies to get more students. The study aimed to identify factors that influence students to choose Bachelor of Audiology and Speech-language Pathology (B.ASLP). Materials and Methods: A 10-item questionnaire on Google Form was answered by undergraduate students pursuing training in audiology and speech-language pathology from different institutions across India. The responses of the students were analyzed through descriptive statistics. Results: In total, 1018 students from 37 colleges responded that they joined speech and hearing programs because the field is related to medical profession (47%); has good career prospects (36.9%); and that it enables them to serve the disabled population (30.4%). B.ASLP was the first choice for study for as many as 48.5% of the students. Conclusion: As students in India need to make a major academic decision in their eleventh year of schooling to choose between science, commerce, and arts, the institutes offering B.ASLP must orient and create awareness among high-school students to attract them to the speech and hearing field.
{"title":"Motivation to study speech and hearing: A survey of undergraduate students in India","authors":"S. Lokheshwar, Mohankumar Abhijith, Anu Lokheshwar, Mannarukrishnaiah Jayaram","doi":"10.4103/jose.jose_31_23","DOIUrl":"https://doi.org/10.4103/jose.jose_31_23","url":null,"abstract":"Purpose: India does not have sufficient speech and hearing professionals to cater the large population with communication disorders. Understanding student’s motive to take up professional training in the field of speech and hearing will help administrators and policy makers to strategies to get more students. The study aimed to identify factors that influence students to choose Bachelor of Audiology and Speech-language Pathology (B.ASLP). Materials and Methods: A 10-item questionnaire on Google Form was answered by undergraduate students pursuing training in audiology and speech-language pathology from different institutions across India. The responses of the students were analyzed through descriptive statistics. Results: In total, 1018 students from 37 colleges responded that they joined speech and hearing programs because the field is related to medical profession (47%); has good career prospects (36.9%); and that it enables them to serve the disabled population (30.4%). B.ASLP was the first choice for study for as many as 48.5% of the students. Conclusion: As students in India need to make a major academic decision in their eleventh year of schooling to choose between science, commerce, and arts, the institutes offering B.ASLP must orient and create awareness among high-school students to attract them to the speech and hearing field.","PeriodicalId":326212,"journal":{"name":"Journal of All India Institute of Speech and Hearing","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130667578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The high prevalence of developmental and psychiatric comorbidities in children and adolescents with language disorders calls for a multidisciplinary approach to assessment and management. More specifically, this study aimed to provide an overview of the complementary role of child psychiatrists in the assessment and management of children and adolescents with language disorders. Case vignette-based discussion has been chosen as a pedagogical methodology to highlight practical concerns during clinical practice. In language disorders, comorbidity is a rule rather than an exception. This diagnostic overlap is not limited to one-time point in development but is likely to occur across the lifespan. Understanding and teasing out complex relationships between language disorders, and neurodevelopmental and psychiatric comorbidities are an important step in assessment, diagnosis, and management. Language disorders may pose social disadvantages in developmental tasks such as peer relationships and learning difficulties. Children with language impairment may show considerable improvement with early intervention and may come in contact with the clinician later during childhood or adolescence, with concerns primarily related to comorbid disorders such as anxiety or depression and consequent decompensation in functionality. It would be prudent for clinicians to educate families about the longitudinal nature of language disorders and their cascading impact on overall developmental and mental health outcomes of the child. Professionals of various disciplines working with neurodevelopmental disorders, where the common interests related to the etiology and biological underpinnings of the interventions are the atypical development of the central nervous system, are best considered “clinical neuroscientists.” Consistent attempts over time and transcending interdisciplinary boundaries as a “clinical neuroscientist” will result in a coordinated team that places the best interest of the given child and the family as central.
{"title":"Language disorders in children: Complementary role of child psychiatrists and speech-language pathologists","authors":"H. Manohar, S. Meera, Deepa Nair, S. Srinath","doi":"10.4103/jose.jose_32_23","DOIUrl":"https://doi.org/10.4103/jose.jose_32_23","url":null,"abstract":"The high prevalence of developmental and psychiatric comorbidities in children and adolescents with language disorders calls for a multidisciplinary approach to assessment and management. More specifically, this study aimed to provide an overview of the complementary role of child psychiatrists in the assessment and management of children and adolescents with language disorders. Case vignette-based discussion has been chosen as a pedagogical methodology to highlight practical concerns during clinical practice. In language disorders, comorbidity is a rule rather than an exception. This diagnostic overlap is not limited to one-time point in development but is likely to occur across the lifespan. Understanding and teasing out complex relationships between language disorders, and neurodevelopmental and psychiatric comorbidities are an important step in assessment, diagnosis, and management. Language disorders may pose social disadvantages in developmental tasks such as peer relationships and learning difficulties. Children with language impairment may show considerable improvement with early intervention and may come in contact with the clinician later during childhood or adolescence, with concerns primarily related to comorbid disorders such as anxiety or depression and consequent decompensation in functionality. It would be prudent for clinicians to educate families about the longitudinal nature of language disorders and their cascading impact on overall developmental and mental health outcomes of the child. Professionals of various disciplines working with neurodevelopmental disorders, where the common interests related to the etiology and biological underpinnings of the interventions are the atypical development of the central nervous system, are best considered “clinical neuroscientists.” Consistent attempts over time and transcending interdisciplinary boundaries as a “clinical neuroscientist” will result in a coordinated team that places the best interest of the given child and the family as central.","PeriodicalId":326212,"journal":{"name":"Journal of All India Institute of Speech and Hearing","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133610777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：