Outcomes for Young Children with Hearing Loss in an Auditory-Verbal Therapy Program

摘要: Hearing loss is the most common disability in newborns, having a significant impact on child and his/her family. During last 20 years, it has become possible to reduce this through two major advances: increasing use of newborn hearing screening, development modern technology. Furthermore, emerging neuroscience research substantiating rationale for combination early diagnosis fitting technology with auditory brain stimulation, resulting maturation neural system, precondition listening spoken language. New evidence needed effectiveness education approaches delivering stimulation developing These advances have driven one approach, Auditory-Verbal Therapy (AVT), which described relation other Introduction thesis (Chapter 1). A review related AVT included Chapter 2. This then reports outcomes an program group children (AVT group) compared those control typical (TH longitudinal study over 50 months (Chapters 3 6). The were educated according principles their parents are simultaneously order guide coach provide access language audition. endorsed identification diagnosis, audiological intervention, parent-based focused child’s pathways, language, ultimate goal mainstream. However, there very little available efficacy AVT, or any approach. Moreover, lack large-scale, robust studies loss. had matched repeated measures design was developed measure 29 aged 2 6 years AVT. At commencement study, TH groups gender, age, receptive vocabulary socioeconomic level. tested at various time points, including pretest (baseline), followed by posttests 9 3), 21 4), 38 5), 6) from start study. battery speech perception, tests devised groups. test perception live recorded voice delivered successive stages (pretest-21 months, 21-38 38-50 study). assessments also administered (pretest) 9, 21, both children. Reading, mathematics self-esteem added Results showed that skills improved significantly (p = <0.05) posttest 4 5). From posttest, scores remained high stable, moderately high, indicating good level Overall, total progress made who continued (n 19) course (pretest months). There no differences rates between posttest. better than posttests, however mean within range chronological age. difference rate Mean score only lower Preliminary results reading based small number pairs 7) reached school posttests. numbers each considered too statistical comparison. However comparable 5 Parents rated as 7 provides discussion, clinical implications, limitations conclusions. these findings demonstrated progressed essentially same group. outlined model measuring intervention treatments It contributes towards benchmark 12 form part first evaluations hearing. highlighted identified around 22 fitted using potential vocabulary, initial being mainstream mathematics, self esteem typically Future needs include investigation larger similar different populations studied here. could be used comparing alternative approaches. Reading need extended period. In addition, critical babies, particularly diagnosed screening. summary, proved effective option particular