Pub Date : 2023-01-01DOI: 10.4103/jisha.jisha_4_23
Anant Arun, Mansha Parmar
Introduction: Based on review of the literature, the academic difficulties secondary to hearing loss have been well documented, as have been the effectiveness of assistive technology (hearing aids, cochlear implants, and FM systems) and efficacy of additional classroom modifications to decrease the degradation of auditory stimuli for listeners with hearing loss. This is an important issue due to the number of school aged children with hearing loss. Aims and Study: The purpose of this study was to determine classroom teachers’ knowledge of and experience with students with hearing loss. Methodology: Subjects were teachers who were recruited via email addresses obtained through websites . Schools were selected based on their districts being contracted for educational audiology services. Recruitment emails were sent to 300 teachers with different grades were selected. A 35-item questionnaire was created through Google form, a survey generating website. This questionnaire was used to obtain information about teachers ’opinions, experience, and familiarity about the impact of hearing loss in the classroom. Questions regarding willingness to work with students with hearing loss were also included. Results: Were based on Experience/Knowledge of Hearing Loss, Willingness to Work with Children with Hearing Loss & familiarity about the hearing loss in children. Conclusion: The study indicated that teachers do not generally receive specific education regarding working with children with hearing loss. The majority of teachers who did have education obtained it from schooling or continuing education/seminars.
{"title":"Survey on knowledge and attitudes toward hearing loss and assistive listening technology among educational professionals","authors":"Anant Arun, Mansha Parmar","doi":"10.4103/jisha.jisha_4_23","DOIUrl":"https://doi.org/10.4103/jisha.jisha_4_23","url":null,"abstract":"Introduction: Based on review of the literature, the academic difficulties secondary to hearing loss have been well documented, as have been the effectiveness of assistive technology (hearing aids, cochlear implants, and FM systems) and efficacy of additional classroom modifications to decrease the degradation of auditory stimuli for listeners with hearing loss. This is an important issue due to the number of school aged children with hearing loss. Aims and Study: The purpose of this study was to determine classroom teachers’ knowledge of and experience with students with hearing loss. Methodology: Subjects were teachers who were recruited via email addresses obtained through websites . Schools were selected based on their districts being contracted for educational audiology services. Recruitment emails were sent to 300 teachers with different grades were selected. A 35-item questionnaire was created through Google form, a survey generating website. This questionnaire was used to obtain information about teachers ’opinions, experience, and familiarity about the impact of hearing loss in the classroom. Questions regarding willingness to work with students with hearing loss were also included. Results: Were based on Experience/Knowledge of Hearing Loss, Willingness to Work with Children with Hearing Loss & familiarity about the hearing loss in children. Conclusion: The study indicated that teachers do not generally receive specific education regarding working with children with hearing loss. The majority of teachers who did have education obtained it from schooling or continuing education/seminars.","PeriodicalId":484571,"journal":{"name":"Journal of the Indian Speech & Hearing Association","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135550716","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}
Introduction: Newborn hearing screening is essential for the early identification of hearing loss, which can lead to timely intervention and improved outcomes for affected infants. Two commonly used screening methods are distortion product otoacoustic emissions (DPOAEs) and automated auditory brainstem response (AABR). While both methods are effective, there is still ongoing research to determine which method is more efficient and accurate. The aim is to compare the referral rates of DPOAE and AABR in neonatal hearing screening and to evaluate the efficacy of the two technologies in identifying hearing loss in high-risk and well-born neonates by adhering to the new 1–3-month timeline (Joint Committee on Infant Hearing, 2019). Methods: This was a prospective cross-sectional study conducted on 404 neonates (808 ears) in a multispecialty hospital in Tamil Nadu, India. Neonates with referral criteria for either DPOAE or AABR in the first step were rescreened immediately with the preferred technology. Obtained data were subjected to statistical analysis. Results: Among 404 (100%) neonates screened, 364 (90.14%) were well-born and 40 (9.90%) were high-risk babies. The total referral rate for DPOAE was 70 (8.6%) among which 54 (7.5%) were well-born babies and 16 (20%) were high-risk infants. The total referral rate in AABR was 68 (8.4%) among which 52 (7.2%) were well-born and 16 (20%) were high-risk infants. All the infants enrolled were screened by 1 month and no referrals were obtained for a detailed audiological diagnostic for reaching the 2-month benchmark and intervention by 3 months. Statistical analysis revealed no significant difference between the groups (P > .01). Conclusion: AABR had similar referral rates with DPOAE in neonatal hearing screening. The two-technology screening protocol was effective in identifying hearing loss in high-risk and well-born neonates. The inclusion of AABR in the screening protocol proves utility in detecting retrocochlear pathologies such as auditory neuropathy spectrum disorder (ANSD).
新生儿听力筛查对于早期识别听力损失至关重要，这可以导致及时干预并改善受影响婴儿的预后。两种常用的筛选方法是畸变产物耳声发射(dpoae)和自动听觉脑干反应(AABR)。虽然两种方法都是有效的，但仍有正在进行的研究来确定哪种方法更有效和准确。目的是比较DPOAE和AABR在新生儿听力筛查中的转诊率，并按照新的1 - 3个月时间表评估这两种技术在识别高危和优质新生儿听力损失方面的疗效(Joint Committee on Infant hearing, 2019)。方法:这是一项前瞻性横断面研究，对印度泰米尔纳德邦一家多专科医院的404名新生儿(808耳)进行了研究。在第一步有DPOAE或AABR转诊标准的新生儿立即用首选技术重新筛选。得到的数据进行统计分析。结果:404例(100%)新生儿中，优生儿364例(90.14%)，高危儿40例(9.90%)。DPOAE的总转诊率为70例(8.6%)，其中54例(7.5%)为优生儿，16例(20%)为高危儿。AABR患儿总转诊率为68例(8.4%)，其中优生儿52例(7.2%)，高危儿16例(20%)。所有入组的婴儿在1个月时进行筛查，没有获得详细的听力学诊断以达到2个月的基准和3个月的干预。经统计学分析，各组间差异无统计学意义(P > 0.01)。结论:AABR与DPOAE在新生儿听力筛查中的转诊率相近。两种技术筛选方案在识别听力损失高风险和良好出生的新生儿是有效的。在筛选方案中纳入AABR证明了在检测耳蜗后病变(如听神经病变谱障碍(ANSD))方面的效用。
{"title":"A preliminary study on two-technology neonatal hearing screening","authors":"Siva Ganesan, MN Anusha, Lakshmanabharathi Ranganathan","doi":"10.4103/jisha.jisha_6_23","DOIUrl":"https://doi.org/10.4103/jisha.jisha_6_23","url":null,"abstract":"Introduction: Newborn hearing screening is essential for the early identification of hearing loss, which can lead to timely intervention and improved outcomes for affected infants. Two commonly used screening methods are distortion product otoacoustic emissions (DPOAEs) and automated auditory brainstem response (AABR). While both methods are effective, there is still ongoing research to determine which method is more efficient and accurate. The aim is to compare the referral rates of DPOAE and AABR in neonatal hearing screening and to evaluate the efficacy of the two technologies in identifying hearing loss in high-risk and well-born neonates by adhering to the new 1–3-month timeline (Joint Committee on Infant Hearing, 2019). Methods: This was a prospective cross-sectional study conducted on 404 neonates (808 ears) in a multispecialty hospital in Tamil Nadu, India. Neonates with referral criteria for either DPOAE or AABR in the first step were rescreened immediately with the preferred technology. Obtained data were subjected to statistical analysis. Results: Among 404 (100%) neonates screened, 364 (90.14%) were well-born and 40 (9.90%) were high-risk babies. The total referral rate for DPOAE was 70 (8.6%) among which 54 (7.5%) were well-born babies and 16 (20%) were high-risk infants. The total referral rate in AABR was 68 (8.4%) among which 52 (7.2%) were well-born and 16 (20%) were high-risk infants. All the infants enrolled were screened by 1 month and no referrals were obtained for a detailed audiological diagnostic for reaching the 2-month benchmark and intervention by 3 months. Statistical analysis revealed no significant difference between the groups (P > .01). Conclusion: AABR had similar referral rates with DPOAE in neonatal hearing screening. The two-technology screening protocol was effective in identifying hearing loss in high-risk and well-born neonates. The inclusion of AABR in the screening protocol proves utility in detecting retrocochlear pathologies such as auditory neuropathy spectrum disorder (ANSD).","PeriodicalId":484571,"journal":{"name":"Journal of the Indian Speech & Hearing Association","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135550717","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}
Introduction: The outcomes of cochlear implantation depend on multiple factors. Several studies have investigated the impact of intervention age, communication mode, and socioeconomic status on intervention outcomes. Nonetheless, there is limited research on how different service models influence parental perception of the implantation process. The present study attempts to explore the effects of intervention age and eligibility criteria-based service on parental perspectives. Method: The Parents’ perspective questionnaire was adapted and modified to suit the social and cultural context of the Indian population. The translated versions of the questionnaire comprising items under the domains of communication, education, and service of the implant center were posed to 102 eligible parents. The effects of the age of surgical and therapeutic intervention were studied on the communication and education outcomes, respectively, whereas the effect of scheme type was studied on the domain of service of the implant center. Subjective responses were also recorded. Results: A comparison of parental ratings suggests no significant differences in the improvement of spoken language or academic competence between the groups. However, significant differences were found in parental concerns regarding their child’s pronunciation. Parents who had self-financed the implantation and habilitation had the least positive responses to questions regarding the services of the implant center. Concerns reported by parents included costs of repair and maintenance, as well as access to counseling services. Conclusion: The insights gained from the study can contribute to the enhancement of service quality. This can be realized through efforts to address parental concerns and facilitate improved access to information and counseling services.
{"title":"Exploring effects of service model and the age of intervention on cochlear implant outcomes","authors":"Krishna Yerraguntla, Priyanka Mohan, Bellur Rajashekhar","doi":"10.4103/jisha.jisha_2_23","DOIUrl":"https://doi.org/10.4103/jisha.jisha_2_23","url":null,"abstract":"Introduction: The outcomes of cochlear implantation depend on multiple factors. Several studies have investigated the impact of intervention age, communication mode, and socioeconomic status on intervention outcomes. Nonetheless, there is limited research on how different service models influence parental perception of the implantation process. The present study attempts to explore the effects of intervention age and eligibility criteria-based service on parental perspectives. Method: The Parents’ perspective questionnaire was adapted and modified to suit the social and cultural context of the Indian population. The translated versions of the questionnaire comprising items under the domains of communication, education, and service of the implant center were posed to 102 eligible parents. The effects of the age of surgical and therapeutic intervention were studied on the communication and education outcomes, respectively, whereas the effect of scheme type was studied on the domain of service of the implant center. Subjective responses were also recorded. Results: A comparison of parental ratings suggests no significant differences in the improvement of spoken language or academic competence between the groups. However, significant differences were found in parental concerns regarding their child’s pronunciation. Parents who had self-financed the implantation and habilitation had the least positive responses to questions regarding the services of the implant center. Concerns reported by parents included costs of repair and maintenance, as well as access to counseling services. Conclusion: The insights gained from the study can contribute to the enhancement of service quality. This can be realized through efforts to address parental concerns and facilitate improved access to information and counseling services.","PeriodicalId":484571,"journal":{"name":"Journal of the Indian Speech & Hearing Association","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135550713","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}
Pub Date : 2023-01-01DOI: 10.4103/jisha.jisha_1_23
MK Niharika, G Annitha, Raju Suma
Introduction: Stroke is a complex condition that requires various health professionals’ coordinated and effective collaboration. Although the team approach is regarded as the most successful approach to stroke rehabilitation, understanding of the potential roles and responsibilities of each health professional by other team members remains variable. As speech-language pathologists work collaboratively in a patient-focused stroke rehabilitation team, other health science professionals must be aware of their roles. To investigate health science professionals’ awareness and knowledge of the role of speech-language pathologists in the stroke rehabilitation team. Methods: A cross-sectional survey design was conducted through hybrid mode. One hundred and ninety-two students from seven different health science backgrounds including Ayurveda, Medicine, Nursing, Physiotherapy, Occupational therapy, Psychology and Dietetics participated in the present study. Results: Among the different health science groups, students from occupational therapy were found to have relatively better awareness and knowledge about the role of speech-language pathologists in stroke rehabilitation. However, perceptions about the same among other groups were variable. Conclusions: It is of utmost significance that all health science practitioners should be aware of the roles and responsibilities of each team members’ role in stroke rehabilitation which may facilitate better patient outcomes.
{"title":"Awareness and knowledge of health science professionals on the role of speech-language pathologists in stroke rehabilitation","authors":"MK Niharika, G Annitha, Raju Suma","doi":"10.4103/jisha.jisha_1_23","DOIUrl":"https://doi.org/10.4103/jisha.jisha_1_23","url":null,"abstract":"Introduction: Stroke is a complex condition that requires various health professionals’ coordinated and effective collaboration. Although the team approach is regarded as the most successful approach to stroke rehabilitation, understanding of the potential roles and responsibilities of each health professional by other team members remains variable. As speech-language pathologists work collaboratively in a patient-focused stroke rehabilitation team, other health science professionals must be aware of their roles. To investigate health science professionals’ awareness and knowledge of the role of speech-language pathologists in the stroke rehabilitation team. Methods: A cross-sectional survey design was conducted through hybrid mode. One hundred and ninety-two students from seven different health science backgrounds including Ayurveda, Medicine, Nursing, Physiotherapy, Occupational therapy, Psychology and Dietetics participated in the present study. Results: Among the different health science groups, students from occupational therapy were found to have relatively better awareness and knowledge about the role of speech-language pathologists in stroke rehabilitation. However, perceptions about the same among other groups were variable. Conclusions: It is of utmost significance that all health science practitioners should be aware of the roles and responsibilities of each team members’ role in stroke rehabilitation which may facilitate better patient outcomes.","PeriodicalId":484571,"journal":{"name":"Journal of the Indian Speech & Hearing Association","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135550718","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}
Pub Date : 2023-01-01DOI: 10.4103/jisha.jisha_14_23
A Srividya
Background: Literature does show that studies of the vowel space area (VSA) can be helpful to know speech production skills in children with hearing impairment (HI) cochlear implant (CI). The need for the present study was to investigate speech production skills among children with CI, who receive Aural Rehab in nonnative language, i.e., English. The VSA offers an easy quick way to compare speech production accuracy among them to typically developing chidlren (TDC) peer group. Aim of the Study: The study aimed at investigating the VSA in F2 versus F1 space formed by vowels /a/, /i/, and /u/ in two groups of children (typically developing [TD] and children with CIs) and the intelligibility of the vowels spoken in the consonant-vowel-consonant (CVC) contexts. Methods: Two groups of subjects participated in the study, 100 children with CIs and 200 age-matched typically developing children. Recordings of vowels /a/, /i/, and /u/ in CVC were used for formant frequency extraction using Praat software, and the VSA was calculated. The recorded utterances were presented to three judges, for the estimation of the percentage of correct responses for identifying the vowel. The VSA for the vowels and the intelligibility scoring in percentage were valuated. Results: The results showed that the VSA among children with CI was significantly less compared to TDC. The reduced VSA represents limited articulatory movement in children with CI compared to children with TD for primary vowels embedded in CVC syllables. The vowel intelligibility for the three vowels in the CVC context was reduced for children with CI (70%) compared to that of children with TDC (95%). Discussion: Both first- and second-formant frequencies show distinct differences between both groups and consequently in the VSA. F1 is lower for /a/ for the CI group, while it is higher for vowel /i/ and /u/ for the CI group compared to the TDC group, while F2, the values were lower for /i/ but elevated significantly for both /a/ and /u/ compared to children in TDC. The intelligibility of their utterances (CVC) of children with CI was lower than that of TDC. Since the children were age- and gender-matched and were nonnative speakers of English, linguistic influences on measured values were minimum. Reasons for changed formant frequencies have to be explored further in terms of the influence of rehabilitation methods, visibility of articulatory movements required, and formant information coded by speech coding strategies. Correlation studies of the VSA and the speech intelligibility measures may assist in therapy outcomes and improve speech intelligibility in children with HI and modifications to mapping strategies employed. Conclusion: The F1 is lower for /a/ for the CI group, while it is higher for vowel /i/ and /u/ for the CI group compared to the TDC group, while F2, the values were lower for /i/ but elevated significantly for both /a/ and /u/ compared to children in TDC. The vowel triangle area was reduc
{"title":"An investigation into the vowel space area and vowel intelligibility among English-speaking children with cochlear implant in India","authors":"A Srividya","doi":"10.4103/jisha.jisha_14_23","DOIUrl":"https://doi.org/10.4103/jisha.jisha_14_23","url":null,"abstract":"Background: Literature does show that studies of the vowel space area (VSA) can be helpful to know speech production skills in children with hearing impairment (HI) cochlear implant (CI). The need for the present study was to investigate speech production skills among children with CI, who receive Aural Rehab in nonnative language, i.e., English. The VSA offers an easy quick way to compare speech production accuracy among them to typically developing chidlren (TDC) peer group. Aim of the Study: The study aimed at investigating the VSA in F2 versus F1 space formed by vowels /a/, /i/, and /u/ in two groups of children (typically developing [TD] and children with CIs) and the intelligibility of the vowels spoken in the consonant-vowel-consonant (CVC) contexts. Methods: Two groups of subjects participated in the study, 100 children with CIs and 200 age-matched typically developing children. Recordings of vowels /a/, /i/, and /u/ in CVC were used for formant frequency extraction using Praat software, and the VSA was calculated. The recorded utterances were presented to three judges, for the estimation of the percentage of correct responses for identifying the vowel. The VSA for the vowels and the intelligibility scoring in percentage were valuated. Results: The results showed that the VSA among children with CI was significantly less compared to TDC. The reduced VSA represents limited articulatory movement in children with CI compared to children with TD for primary vowels embedded in CVC syllables. The vowel intelligibility for the three vowels in the CVC context was reduced for children with CI (70%) compared to that of children with TDC (95%). Discussion: Both first- and second-formant frequencies show distinct differences between both groups and consequently in the VSA. F1 is lower for /a/ for the CI group, while it is higher for vowel /i/ and /u/ for the CI group compared to the TDC group, while F2, the values were lower for /i/ but elevated significantly for both /a/ and /u/ compared to children in TDC. The intelligibility of their utterances (CVC) of children with CI was lower than that of TDC. Since the children were age- and gender-matched and were nonnative speakers of English, linguistic influences on measured values were minimum. Reasons for changed formant frequencies have to be explored further in terms of the influence of rehabilitation methods, visibility of articulatory movements required, and formant information coded by speech coding strategies. Correlation studies of the VSA and the speech intelligibility measures may assist in therapy outcomes and improve speech intelligibility in children with HI and modifications to mapping strategies employed. Conclusion: The F1 is lower for /a/ for the CI group, while it is higher for vowel /i/ and /u/ for the CI group compared to the TDC group, while F2, the values were lower for /i/ but elevated significantly for both /a/ and /u/ compared to children in TDC. The vowel triangle area was reduc","PeriodicalId":484571,"journal":{"name":"Journal of the Indian Speech & Hearing Association","volume":"248 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135550556","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}
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