In the past, unilateral hearing impairment has been considered to be of little consequence for speech and language development. This attitude is changing considerably as research has revealed that children with congenital or postnatally acquired unilateral sensorineural hearing impairment are at risk for problems in speech and language development, academic learning, performance and grade repetition. In addition, unilateral hearing-impaired children tend to have communication difficulties and socioemotional problems, because their understanding of speech is impaired - especially in the presence of background noise. Their linguistic (like the academic) performance depends on the severity of the hearing loss. Children with unilateral hearing loss need individual, advantageous listening conditions in order to understand verbal signals in the same way as their normal-hearing peers and classmates. This article addresses unilateral sensorineural hearing loss and offers a description of selected international study results regarding language development, gives a sketch of secondary disorders at school and concludes with a synopsis.
{"title":"Sprechen und Sprache sowie konsekutive Störungen bei Kindern mit permanenten unilateralen sensorineuralen Hörstörungen","authors":"C. Kiese-Himmel","doi":"10.1055/S-0029-1234079","DOIUrl":"https://doi.org/10.1055/S-0029-1234079","url":null,"abstract":"In the past, unilateral hearing impairment has been considered to be of little consequence for speech and language development. This attitude is changing considerably as research has revealed that children with congenital or postnatally acquired unilateral sensorineural hearing impairment are at risk for problems in speech and language development, academic learning, performance and grade repetition. In addition, unilateral hearing-impaired children tend to have communication difficulties and socioemotional problems, because their understanding of speech is impaired - especially in the presence of background noise. Their linguistic (like the academic) performance depends on the severity of the hearing loss. Children with unilateral hearing loss need individual, advantageous listening conditions in order to understand verbal signals in the same way as their normal-hearing peers and classmates. This article addresses unilateral sensorineural hearing loss and offers a description of selected international study results regarding language development, gives a sketch of secondary disorders at school and concludes with a synopsis.","PeriodicalId":49480,"journal":{"name":"Sprache-Stimme-Gehor","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2009-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75822682","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}
BACKGROUND: Standardized intelligibility measurement is an indispensable component in the diagnostic assessment of dysarthria, since intelligibility is one of the most important parameters of dysarthric impairment. This article introduces an online application of the Munich Intelligibility Profile (MVP). The MVP is a computer-based, reliable, and valid method for the assessment of intelligibility in dysarthric speakers. MVP-Online allows for online patient examinations and dispenses clinicians from any further evaluation tasks. The patients’ speech samples are evaluated by a phonetics laboratory and the intelligibility report is provided via e-mail. The examinations reported here referred to major listener factors influencing the outcome of MVP-Online. METHODS: Three listener groups differing by age and by MVP-experience evaluated recordings from 12 dysarthric patients and 12 healthy controls. Furthermore, listener ratings were collected as external criteria to be compared with MVP scores. RESULTS AND CONCLUSIONS: The results revealed that listener age had an unspecific influence on MVP-scores of both normal and dysarthric speakers, while listener experience specifically influenced the results obtained for the dysarthric patients. This finding has to be considered in standard clinical applications of MVP-Online. Comparisons of MVP scores with intelligibility ratings revealed that standard methods for the assessment of intelligibility, such as MVP-Online, yield more valid results compared to simple intelligibility ratings.
{"title":"Verständlichkeitsmessung mit MVP-Online: Einflussfaktoren und Validitätsaspekte","authors":"N. Nowack, D. Zwartyes, A. Zierdt, W. Ziegler","doi":"10.1055/S-0028-1102926","DOIUrl":"https://doi.org/10.1055/S-0028-1102926","url":null,"abstract":"BACKGROUND: Standardized intelligibility measurement is an indispensable component in the diagnostic assessment of dysarthria, since intelligibility is one of the most important parameters of dysarthric impairment. This article introduces an online application of the Munich Intelligibility Profile (MVP). The MVP is a computer-based, reliable, and valid method for the assessment of intelligibility in dysarthric speakers. MVP-Online allows for online patient examinations and dispenses clinicians from any further evaluation tasks. The patients’ speech samples are evaluated by a phonetics laboratory and the intelligibility report is provided via e-mail. The examinations reported here referred to major listener factors influencing the outcome of MVP-Online. METHODS: Three listener groups differing by age and by MVP-experience evaluated recordings from 12 dysarthric patients and 12 healthy controls. Furthermore, listener ratings were collected as external criteria to be compared with MVP scores. RESULTS AND CONCLUSIONS: The results revealed that listener age had an unspecific influence on MVP-scores of both normal and dysarthric speakers, while listener experience specifically influenced the results obtained for the dysarthric patients. This finding has to be considered in standard clinical applications of MVP-Online. Comparisons of MVP scores with intelligibility ratings revealed that standard methods for the assessment of intelligibility, such as MVP-Online, yield more valid results compared to simple intelligibility ratings.","PeriodicalId":49480,"journal":{"name":"Sprache-Stimme-Gehor","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2009-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75765668","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}
BACKGROUND: The increasing possibilities of medical care effects rare syndromes as reasons for severe disabilities. One of these rare syndromes is CHARGE Syndrome with a prevalence of 1:12 000. In Germany there is no research referring this syndrome. In the following, selected results of a twelve months long single case study referring dialogical development between a father and his 2.5 years old son with CHARGE Syndrome are presented. The focus is especially on the development of spoken and sign language within the dialogue between the two partners. METHODS: Particular emphasis will be placed on prelingual and lingual elements of the dialogue between father and son with CHARGE Syndrome. The data is evaluated over a period of 1 year in the natural setting and gets computerised analysed. RESULTS: The analysis of the data shows, that the use of gestures, signs and spoken language by the child is linked to each other and that the child prioritises spoken language and gestures in contrast to sign language. Mainly the results demonstrate that the fathers attitude towards his son and here especially the dialogue as real partners, where the son is taken seriously and where the father pursues the child`s interests, is an indicator for a successful dialogue. CONCLUSION: The study contains first important hints referring development and meaning of prelingual and lingual elements in the dialogue between a father and his son with CHARGE Syndrome. Still, more research is needed in order to provide parents and their children with CHARGE Syndrome a pedagogical follow-up in the context of early education.
{"title":"Partner im Dialog – Eine Einzelfallstudie zur laut- und gebärdensprachlichen Entwicklung eines Kindes mit CHARGE-Syndrom","authors":"U. Horsch, A. Scheele","doi":"10.1055/S-0028-1086009","DOIUrl":"https://doi.org/10.1055/S-0028-1086009","url":null,"abstract":"BACKGROUND: The increasing possibilities of medical care effects rare syndromes as reasons for severe disabilities. One of these rare syndromes is CHARGE Syndrome with a prevalence of 1:12 000. In Germany there is no research referring this syndrome. In the following, selected results of a twelve months long single case study referring dialogical development between a father and his 2.5 years old son with CHARGE Syndrome are presented. The focus is especially on the development of spoken and sign language within the dialogue between the two partners. METHODS: Particular emphasis will be placed on prelingual and lingual elements of the dialogue between father and son with CHARGE Syndrome. The data is evaluated over a period of 1 year in the natural setting and gets computerised analysed. RESULTS: The analysis of the data shows, that the use of gestures, signs and spoken language by the child is linked to each other and that the child prioritises spoken language and gestures in contrast to sign language. Mainly the results demonstrate that the fathers attitude towards his son and here especially the dialogue as real partners, where the son is taken seriously and where the father pursues the child`s interests, is an indicator for a successful dialogue. CONCLUSION: The study contains first important hints referring development and meaning of prelingual and lingual elements in the dialogue between a father and his son with CHARGE Syndrome. Still, more research is needed in order to provide parents and their children with CHARGE Syndrome a pedagogical follow-up in the context of early education.","PeriodicalId":49480,"journal":{"name":"Sprache-Stimme-Gehor","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2008-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80356726","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}
D. Möller, G. Furche, S. Slabon-Lieberz, G. Gaumert, A. Breitfuß, A. Licht
BACKGROUND: Receptive language disorders affect the whole language, cognitive and emotional development of children. There are inconsistent data about the percentage of receptive language disorders among speech and language impaired children. Furthermore receptive language disorders are likely underdiagnosed. Aim of the study is to quantify receptive language disorders in children with speech and language disorders. More specifically, a) to assess the frequency of receptive language disorders in a group of preschool children with expressive speech and language disorders b) evaluation of diagnostic quality of subjective diagnoses of receptive disorders by experts and parents and c) consequences for diagnostic and therapy. PATIENTS AND METHODS: The percentage of children with receptive language disorders (n=298) was assessed by using a language development test (SETK). The prediction of the receptive language abilities by experts and parents was compared with the final test results. The diagnostic quality was evaluated with 2x2 tables and likelihood ratios. RESULTS: Ninety seven children showed limited receptive abilities (T-value<40). Parents predicted receptive language disorders correctly in 25 children, experts in 78. Likelihood ratios showed high evidence for diagnostic results of experts' judgement, whereas parents proved poor predictive capabilities. CONCLUSION: To correctly assess receptive language disorders in children with speech and language development disorders and to minimize negative consequences of incorrect diagnoses, multi-professional test-based diagnostic as well as clinical expertise is necessary. Parents’ subjective judgment is not predicitve for detection of receptive language disorders.
{"title":"Blickdiagnose Sprachverständnisstörungen – Die diagnostische Güte von Experten- und Elternurteilen","authors":"D. Möller, G. Furche, S. Slabon-Lieberz, G. Gaumert, A. Breitfuß, A. Licht","doi":"10.1055/S-0028-1085435","DOIUrl":"https://doi.org/10.1055/S-0028-1085435","url":null,"abstract":"BACKGROUND: Receptive language disorders affect the whole language, cognitive and emotional development of children. There are inconsistent data about the percentage of receptive language disorders among speech and language impaired children. Furthermore receptive language disorders are likely underdiagnosed. Aim of the study is to quantify receptive language disorders in children with speech and language disorders. More specifically, a) to assess the frequency of receptive language disorders in a group of preschool children with expressive speech and language disorders b) evaluation of diagnostic quality of subjective diagnoses of receptive disorders by experts and parents and c) consequences for diagnostic and therapy. PATIENTS AND METHODS: The percentage of children with receptive language disorders (n=298) was assessed by using a language development test (SETK). The prediction of the receptive language abilities by experts and parents was compared with the final test results. The diagnostic quality was evaluated with 2x2 tables and likelihood ratios. RESULTS: Ninety seven children showed limited receptive abilities (T-value<40). Parents predicted receptive language disorders correctly in 25 children, experts in 78. Likelihood ratios showed high evidence for diagnostic results of experts' judgement, whereas parents proved poor predictive capabilities. CONCLUSION: To correctly assess receptive language disorders in children with speech and language development disorders and to minimize negative consequences of incorrect diagnoses, multi-professional test-based diagnostic as well as clinical expertise is necessary. Parents’ subjective judgment is not predicitve for detection of receptive language disorders.","PeriodicalId":49480,"journal":{"name":"Sprache-Stimme-Gehor","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2008-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88384788","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}
BACKGROUND: From the very first day of life parents are in close contact with their child. They introduce as well other people as the world to their newborn in a mutually dialogical way. Proceeding hand in hand they pass on basic dialogical competences. The research project Dialogic Development of Infants (Horsch et al. 2004-2007) addresses the broad dialogic development of parents and infants within the first 18 months of life. Our objective is to describe these preverbal dialogs. METHODS: Particular emphasis will be placed on these dialogic elements: vocalisation of the infant, dialogic echo and greeting behaviours of the parents and motherese. The empirical data is derived from a longitudinal study within the first 18 months of the infant's life. The data is collected monthly by video recording in the natural setting. Computerized analyses (Interact) are used for the evaluation of the data to study the correlations among variables e. g. vocalisation and dialogic echo of the parents. RESULTS: The results of infants with normal hearing are compared with the data of the deaf or hard of hearing infants and are discussed. CONCLUSION: The educational follow-up of newborn deaf or hard of hearing infants has to follow evaluated results.
背景:从孩子出生的第一天起，父母就与孩子密切接触。他们以一种相互对话的方式向新生儿介绍其他人和世界。他们携手并进，传授基本的对话能力。婴儿对话发展研究项目(Horsch et al. 2004-2007)探讨了父母和婴儿在生命的前18个月内广泛的对话发展。我们的目标是描述这些言语前的对话。方法:特别强调这些对话元素:婴儿的发声，对话回声和父母和母亲的问候行为。经验数据来源于婴儿出生后18个月的纵向研究。每月在自然环境中通过录像收集数据。计算机分析(交互)用于数据的评估，以研究变量之间的相关性，例如父母的发声和对话回声。结果:将听力正常婴儿的结果与聋儿或重听婴儿的结果进行比较，并进行讨论。结论:新生儿聋儿或听障儿的教育随访应遵循评价结果。
{"title":"Dialog und Bildung in der Vorsprachlichkeit - Zur Situation hörgeschädigter Kinder in der Frühpädagogik","authors":"U. Horsch","doi":"10.1055/S-2007-993229","DOIUrl":"https://doi.org/10.1055/S-2007-993229","url":null,"abstract":"BACKGROUND: From the very first day of life parents are in close contact with their child. They introduce as well other people as the world to their newborn in a mutually dialogical way. Proceeding hand in hand they pass on basic dialogical competences. The research project Dialogic Development of Infants (Horsch et al. 2004-2007) addresses the broad dialogic development of parents and infants within the first 18 months of life. Our objective is to describe these preverbal dialogs. METHODS: Particular emphasis will be placed on these dialogic elements: vocalisation of the infant, dialogic echo and greeting behaviours of the parents and motherese. The empirical data is derived from a longitudinal study within the first 18 months of the infant's life. The data is collected monthly by video recording in the natural setting. Computerized analyses (Interact) are used for the evaluation of the data to study the correlations among variables e. g. vocalisation and dialogic echo of the parents. RESULTS: The results of infants with normal hearing are compared with the data of the deaf or hard of hearing infants and are discussed. CONCLUSION: The educational follow-up of newborn deaf or hard of hearing infants has to follow evaluated results.","PeriodicalId":49480,"journal":{"name":"Sprache-Stimme-Gehor","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2008-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80407566","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}
BACKGROUND: The Mottier-test (a test of nonword repetition) is supposed to measure phonological short-term memory and differentiation of phonemes. Although it is widely used in german-speaking countries, few data on its reliability and validity have been published. METHOD: Data were gathered under routine conditions of clinical diagnosis in a community mental health service (social pediatric center) for early diagnosis and early intervention. The Mottier-test was administered to 322 children (aged 4-15 years) diagnosed with developmental disabilities, speech and language impairments, behavior disorders, or affective disorders. In addition to ICD-10 diagnoses and socio-demographical variables, intelligence (K-ABC, SON-R 2S-7, WPPSI) and various aspects of phonological processing were assessed. Retest reliability was established for a sample of 67 children. RESULTS: Reliability coefficients ranged from .79 to .88. Correlations with all measures of phonological processing were significant (low to moderate effect sizes). The validity of the Mottier-test was supported by its differential validity for different clinical groups, children with auditory perception disorders obtaining the lowest scores. Discriminative validity compared to intelligence was mainly supported. Mottier-test scores were unrelated to IQ as measured by SON-R 2S -7 and WPSSI (german adaptation) verbal and performance scales, but correlated positively with the K-ABC mental processing scale. In regression analysis, only sequential processing - but not simultaneous processing and achievement - contributed significantly to the prediction of Mottier-test scores. CONCLUSIONS: Data on reliability and validity support the potential of the Mottier-Test to identify children who are in need of a more detailed assessment of auditory perception. However, a representative and up to date standardization of the Mottier-test is required.
{"title":"Befunde zur Reliabilität und Validität des Mottier-Tests in einer klinisch-sozialpädiatrischen Stichprobe","authors":"G. Renner, C. Rothermel, G. Krampen","doi":"10.1055/S-2007-1004546","DOIUrl":"https://doi.org/10.1055/S-2007-1004546","url":null,"abstract":"BACKGROUND: The Mottier-test (a test of nonword repetition) is supposed to measure phonological short-term memory and differentiation of phonemes. Although it is widely used in german-speaking countries, few data on its reliability and validity have been published. METHOD: Data were gathered under routine conditions of clinical diagnosis in a community mental health service (social pediatric center) for early diagnosis and early intervention. The Mottier-test was administered to 322 children (aged 4-15 years) diagnosed with developmental disabilities, speech and language impairments, behavior disorders, or affective disorders. In addition to ICD-10 diagnoses and socio-demographical variables, intelligence (K-ABC, SON-R 2S-7, WPPSI) and various aspects of phonological processing were assessed. Retest reliability was established for a sample of 67 children. RESULTS: Reliability coefficients ranged from .79 to .88. Correlations with all measures of phonological processing were significant (low to moderate effect sizes). The validity of the Mottier-test was supported by its differential validity for different clinical groups, children with auditory perception disorders obtaining the lowest scores. Discriminative validity compared to intelligence was mainly supported. Mottier-test scores were unrelated to IQ as measured by SON-R 2S -7 and WPSSI (german adaptation) verbal and performance scales, but correlated positively with the K-ABC mental processing scale. In regression analysis, only sequential processing - but not simultaneous processing and achievement - contributed significantly to the prediction of Mottier-test scores. CONCLUSIONS: Data on reliability and validity support the potential of the Mottier-Test to identify children who are in need of a more detailed assessment of auditory perception. However, a representative and up to date standardization of the Mottier-test is required.","PeriodicalId":49480,"journal":{"name":"Sprache-Stimme-Gehor","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2008-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86051416","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}
As yet, no consensual answer has been given to the question of how the native languages of students of migrant background and the lingua franca (German) should be dealt with by the school and in the classroom. The article critically evaluates pertinent research, focusing on the research methods applied, and reaches the conclusion that the competence in native languages apparently does not foster the learning of the lingua franca. As far as school achievement is concerned, competence in the lingua franca seems to be very closely connected with school success. Recently published studies which contain evidence of causal relationships between language competence and school achievement are especially closely examined. Furthermore, an intervention study comparing types of treatments for language learning is discussed and the relevance of broader studies in psychological learning theory to school learning is inquired. Finally the consequences of the findings for school practice and future research are summarized and discussed:
{"title":"Mehrsprachigkeit und Schulerfolg bei Schülern mit Migrationshintergrund","authors":"D. Hopf","doi":"10.1055/S-2007-985832","DOIUrl":"https://doi.org/10.1055/S-2007-985832","url":null,"abstract":"As yet, no consensual answer has been given to the question of how the native languages of students of migrant background and the lingua franca (German) should be dealt with by the school and in the classroom. The article critically evaluates pertinent research, focusing on the research methods applied, and reaches the conclusion that the competence in native languages apparently does not foster the learning of the lingua franca. As far as school achievement is concerned, competence in the lingua franca seems to be very closely connected with school success. Recently published studies which contain evidence of causal relationships between language competence and school achievement are especially closely examined. Furthermore, an intervention study comparing types of treatments for language learning is discussed and the relevance of broader studies in psychological learning theory to school learning is inquired. Finally the consequences of the findings for school practice and future research are summarized and discussed:","PeriodicalId":49480,"journal":{"name":"Sprache-Stimme-Gehor","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2007-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86372345","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}
{"title":"Lungs: Functional Structure of the Vascular Tree","authors":"M. Schünke, E. Schulte, U. Schumacher","doi":"10.1055/S-2007-976530","DOIUrl":"https://doi.org/10.1055/S-2007-976530","url":null,"abstract":"","PeriodicalId":49480,"journal":{"name":"Sprache-Stimme-Gehor","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2007-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73637302","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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