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Comparison of the succular function between congenital profound hearing-impaired and normal children  [cached]
Zahra Jafari,Nima Rezazadeh,Saeed Malayeri,Farideh Hajiheydari
Koomesh , 2012,
Abstract: Introduction: Recent studies showed the posibility of vestibular disorder in congenital hearing-impaired children. Our study was carried out to compare saccular function between children with congenital sensory-neural hearing loss and children with normal hearing.Materials and Methods: Thirty children with congenital profound sensory-neural hearing loss (mean age of 6.93 yrs) and 30 ones with normal hearing (mean age 7.18 yrs) were studied. Vestibular evoked myogenic potential (VEMP) test was recorded monaurally by 500 Hz tone burst stimululi via air conduction and insert receiver.Results: VEMP was recorded with mean threshold intensity level of 83.60 dB in 53.3% of hearing-impaired children and 76.64 dB in all of the children in control group. Regarding amplitude and latancy of response, there was a significant difference just in P1N1 amplitude (P=0.015). In four cochlear implanted children, VEMP was not recorded. Motor delay and developmental disorderas were reported in neonatal history of 8 children that six of them had no VEMP.Conclusion: About the fifty percent of our children had no VEMP resulting from succular disorder and impairment of postural control and static balance
Prevalence of Auditory Neuropathy in a Population of Children with Severe to Profound Hearing Loss
Nader Saki,Arash Bayat,Soheila Nikakhlagh,Nima Rezazadeh
Zahedan Journal of Research in Medical Sciences , 2013,
Abstract: Background: The purpose of this investigation is to determine auditory neuropathy in the students with severe to profound hearing losses in Ahwaz.Materials and Methods: In this cross-sectional study, 212 children of 7-11 year old with severe to profound hearing loss performed ordinary audiometric evaluations as well as ABR and OAE. The patients with normal DPOAE who had no record of acoustic reflex having normal ABR, were considered as the patients with auditory neuropathy. Results: The neuropathic complication found in 14 children was appeared in 8 ones as one-sided (57.14%) and in 6 ones (42.86%) as two-sided. 68% of the patients as diagnosed had a very low Speech Discrimination Score (SDS).Conclusion: we must be very vigilant in auditory neuropathy diagnosis for the purpose to be successful in appropriate treatment of severe to profound hearing losses.
Static and Dynamic Balance in Congenital Severe to Profound Hearing-Impaired Children
Zahra Jafari,Saeed Malayeri,Nima Rezazadeh,Farideh HajiHeydari
Audiology , 2011,
Abstract: Background and Aim: Research conducted since the early 1900s has consistently identified differences between deaf and hearing children on performance of a wide variety of motor tasks, most notably balance. Our study was performed to test static and dynamic balance skills in congenital severe to profound hearing impaired children in comparison with normal age-matched children.Methods: This cross-sectional study was conducted on 30 severe to profound hearing impaired and 40 normal children with age 6 to 10 years old. Bruininks-Oseretsky test of motor proficiency 2, balance subset with 9 parts was used for evaluation of balance skills.Results: Hearing-impaired children showed 16.7 to 100% fail results in 7 parts of the balance subset. In normal children fail result was revealed just in 3 parts of the balance subset from 2.5 to 57.5%, and differences between two groups were significant (p<0.0001). There was a significant difference between two groups in two static balance skills of standing on one leg on a line and standing on one leg on a balance beam with eyes closed (p<0.0001).conclusion: It seems that development of static balance skills are longer than dynamic ones. Because severe to profound hearing-impaired children showed more weakness than normal children in both static and dynamic balance abilities, functional tests of balance proficiency can help to identify balance disorders in these children.
Postural Evaluation of Vertebral Column in Children and Teenagers with Hearing Loss  [cached]
Melo, Renato de Souza,Silva, Polyanna Waleska Amorim da,Silva, Lícia Vasconcelos Carvalho da,Toscano, Carla Fabiana da Silva
International Archives of Otorhinolaryngology , 2011,
Abstract: Introduction: Posture is determined by the performance of the visual, somatosensory and vestibular systems. Children with hearing loss can present problems in their posture or postural control, enabling postural deviations and alterations to appear in their vertebral column, possibly provoked by a hypoactivity of the vestibular system as a result of deafness. Objective: To evaluate the posture of the vertebral column in children and teenagers with hearing loss at school age, taking into consideration the sample gender and age. Method: A descriptive and prospective study was performed at both Duque de Caxias School and Rotary Rehabilitation and Special Education Center in Caruaru - Pernambuco. 44 students aged between 7-17 years old, out of whom 22 were female and 22 were male, with hearing loss were evaluated. The study was developed by way of a postural evaluation, using a symmetrograph, marking specific anatomical points with stickers placed over polystyrene balls and fixed with double-sided adhesive tape. Results:The results showed that all of the individuals evaluated in this study presented some kind of postural alteration in their vertebral column. Scoliosis was the most observed alteration among the students (84.1%), followed by thoracic hyperkyphosis (68.2%). Conclusion: It has been concluded that children and teenagers with hearing loss are exposed to postural alteration in their vertebral column. Such a condition can be associated with a number of factors comprising unfavorable ergonomics of the school environment, bad postural habits and impairment of the vestibular system by virtue of the hearing loss.
MOTOR DEVELOPMENT AND POSTURAL CONTROL EVALUATION OF CHILDREN WITH SENSORINEURAL HEARING LOSS: A REVIEW OF THREE INEXPENSIVE ASSESSMENT TOOLS-PBS, TGMD-2, AND P-CTSIB
Rajendran Venkadesan PhD,Glory Roy Finita PhD
Iranian Journal of Child Neurology , 2010,
Abstract: ObjectiveSensorineural hearing loss is believed to be the result of a physiologic malfunction in the inner ear or acoustic nerve. Depending on the rapidity of progressionand severity, sensorineural hearing loss can be endlessly annoying, frightening and can constitute a permanent after effect. Moreover, there is no surgicalprocedure that can reverse or lessen the severity of a sensorineural hearing loss.Furthermore, children with sensorineural hearing loss present with additional disabilities in 30 to 40% of the cases. Children with profound sensorineural hearing loss may exhibit abnormalities of vestibular structures, which may lead to impairment of postural control, locomotion and gait. The development of gross motor functions such as head control, sitting and walking are likely to be delayed in these children. Evaluation of motor skills and balance are the core of the pediatrician and physical therapist's expertise and practice. Knowledge of the reliable, valid and inexpensive assessment tools for measuring motor skills and balance are necessary to gauge the progression of the disease and the impact of treatment. In this review, we aim to summarize inexpensive tools such as TGMD-2, PBS, and P-CTSIB
SPEECH INTELLIGIBILITY DEVELOPMENT IN SEVERE TO PROFOUND HEARING-IMPAIRED CHILDREN ESTABLISHMENT OF A DATA COLLECTION FOR EARLY INTERVENTION IN HEARING-IMPAIRED CHILDREN IN IRAN
N. Daneshman P. Borghei
Acta Medica Iranica , 2007,
Abstract: The main goal of early detection of hearing impairment in children is early intervention. There is growing interest in early detection of hearing impairment in developing countries. The main purpose of this study was to investigate the spoken language development in severe to profound hearing impaired children and compared their speech intelligibility with normal hearing children at the same age. Nine severe to profound hearing impaired children below 2 years old out of the primer 42 cases were selected for this survey. They receive aural habilitation and also speech therapy after beginning the speech production. Speech intelligibility test of these children was recorded on audio-tape, when they read five questions which can be answered with one word only, at the age of 4, 5 and 6 in comparison with 27 normal hearing children at the same age. At the age of 4 the mean speech intelligibility score of the studied group was 31.77% (SD 12.17) and the control was %96 (SD 2.23). At the age of 5, this score was %51.22 (SD 14.42), the control one 97.85% (SD 1.93). Finally at age 6 it was 72% (SD 18.97) for hearing–impaired group and 99.22% (SD 1.18) in control one. Severe to profound hearing impaired children acquired spoken language but not at the same level. In general, their speech development showed about 2 to 3 years delay. Their speech intelligibility was acceptable for severe group around the age 6 but almost semi–intelligible for profound group at the same age.
Rhyme and Syllable Recognition in Severe to Profound Hearing-Impaired Children
Marjan Shahriari,Yahya Modarresi,Ali Ghorbani,MohammadReza Keihani
Audiology , 2003,
Abstract: Objective: A research was conducted to assess the phonological awareness in hearing-impaired children in comparison to normal children. In this context, we discussed about the ability of these children in identification of rhyme and word segmentation to syllables. Method and Material: The sample of this study is composed of 320 children, 160 normal & 160 hearing-impaired with a hearing-loss. Of over 70 dB, studying in the 1st t 4th grade of the primary schools in Tehran. They are divided into two groups at each level (20 girls & 20 boys). Results: 1) Hearing-impaired children's scores on test related to rhyme and syllable is lower as compared with normal children. 2) Hearing-impaired children are more potent on test of word segmentation to syllables in comparison to that related to rhyme, while normal children are more successful on test of word segmentation to syllables as compared with that related to rhyme. Discussion: Hearing is an important factor in phonological awareness. Formal education at special schools doesn't compensate for the hearing impairment as to development of the phonological awareness.
Oral Communication Development in Severe to Profound Hearing Impaired Children After Receiving Aural Habilitation
Daneshmandan Naeimeh,Borghei Pedram,Yazdany Nasrin,Soleimani Farin
Acta Medica Iranica , 2009,
Abstract: Communication, cognition, language, and speech are interrelated and develop together. It should come as no surprise to us that the key to intervention with deaf children is to establish, as early as possible, a functional communication system for the child and the parents. Early intervention programs need to be multidisciplinary, technologically sound and most important, it should take cognizance of the specific context (community, country) in which the child and family function. The main aim of this study was to obtain oral communication development regarding current status of the intervention (aural habilitation and speech therapy)for children with severe to profound hearing impairment in Iran. A prospective longitudinal study was undertaken on a consecutive group of children with severe to profound deafness. Nine severe to profound hearing-impaired children out of the primer 42 cases, who were detected below two years old, had been selected in the previous study to receive aural habilitation. The average of their speech intelligibility scores was near 70% at age 6, which was accounted as poor oral communication and only two of them were able to communicate by spoken language. An integrated intervention services continued again for one year and their oral communication skill was assessed by their speech intelligibility. The intelligibility test of children was recorded on audio-tape, when they read 10 questions such as where is your home. This can be answered only in one word. Each tape was presented to10 normal hearing listeners, and their task was to write down, the answers in Persian orthography. At the beginning (at age 6) the average speech intelligibility score of these children was 72% and only two of them had score of 90% and 100%. At age 7, all of the severe groups were over 90%, and only two profound ones achieved the score of 48% and 62%. All of severe groups develop oral communication, but profound ones had a semi-intelligible speech and used Total communication. Oral communication development in severe to profound hearing impaired children is achievable in Iran, but needs integrated public services on aural habilitation and speech therapy. By providing such services, a considerable number of hearing impaired children would have a favorable chance to take part in regular schools and benefit from equivalent social development with normal hearing peers.
Aural Habilitation in Sever to Profound Hearing Impaired Children Below 2 Years Old
N Daneshmandan
Iranian Journal of Pediatrics , 2005,
Abstract: Background: Education of deaf children began in Europe more than four centuries ago Modern aural habilitation with emphasis on hearing dates back to the last two decades. In Iran Baghcheban began deaf education 80 years ago by sign language but new methods of aural habilitation have been used in the last decade presently, aural habilitation is being done in sporadic nonorganized style. In fact we’d like to find that do hard of hearing children achieve oral communication, and whether this achievement is equal among them or not. The other question is that does oral communication development in these children comparable with normal hearing children? Methods: As newborn hearing screening was not being done in our country, the number of hearing impaired children who were detected below 2 years old was very limited, so randomized sampling was not possible. This research was designed as a semi-experimental prospective survey on 9 severe to profound hearing impaired infants below 2 years old during 2000-2004. They were under aural habilitation for 2.5-3 years. Their auditory speech and language development were assessed by data of therapist reports, video tape and recording tapes every 3-6 months. Their speech were analyzed and mid length utterance was determined in each case in compare with normal hearing children in the same age. Findings: Our experiments indicated that these children achieve oral communication but not in the same level. Eight children achieved acceptable oral communication. One case has favorable auditory development, but his speech is relatively poor. According to our study MLUw was 3.11 ( normal 4), MLUm 3.66 (normal 7.5). It shows that hearing impaired children achieved comparable MLUw but not MLUm . Conclusions: Timely aural habilitation result in aural communication development but this is affected by several factors. These factors can be divided into general and specific factors, and both of them should be considered in new design of aural habilitation centers.
A Comparison between Morphological and Syntactic Features of 4 to 5 Years Old in Education Severe to Profound Hearing Impaired and Normal Children  [PDF]
Leila Golpour,Dr. Reza Nilipour,Dr. Belghais Roshan
Audiology , 2007,
Abstract: Background and Aim: Learning Language is a skill which is acquired in early childhood. So, language gradually developed and new words and new structures slowly added to language knowledge. Hearing sense is the most important acquisition for of language and hearing disorder is a barrier for natural language acquiring .The purpose of this study is comparison between morphological and syntactic features of 4 to 5 years old severe to profound hearing impaired and normal children. Materials and Method: This cross-sectional study performed on 10 normal-hearing children with mean age of 4-5, from Gazvin kindergartens and 10 hearing impaired children with similar IQ and age from Nioosha Rehabilitation Center. The language and non language information was received by spontaneous and descriptive speech, and questionnaire, respectively and for comparing syntax comprehension, Specific language impairment test was used. Then these results were compared between two groups. Results: Difference between spontaneous speech and descriptive speech in hearing impaired child is just like normal child. These differences are that the number of utterance, the mean of lexical morpheme, functional morpheme in spontaneous speech is greater than descriptive speech but the mean length of utterance and richness of vocabulary in descriptive speech is greater than spontaneous speech. Mean of lexical morpheme, functional morpheme and richness of vocabulary related to morphological part and the number of utterance, the mean length of utterance and syntax comprehension related to syntax, in spontaneous and descriptive speech of normal children speech is greater than hearing impaireds`. Conclusion: According to recent researches, compared with normal child, the hearing impaired child nearly never to reach equal level, and for this reason, training for this group is necessary. It is concluded that although these children have severe to profound hearing loss they are developing their language by auditory training, hearing aid, language therapy and educational assistance and they only have delay in period of language learning. In the other words, language growth of a 4-5 year old hearing impaired child is almost similar to a 3 year old normal child.
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