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Assessing auditory capabilities in young children.

Laurie S Eisenberg1, Amy S Martinez, Arthur Boothroyd

  • 1House Ear Institute, 2100 W. Third Street, Los Angeles, CA 90057, USA. leisenberg@hei.org

International Journal of Pediatric Otorhinolaryngology
|July 3, 2007
PubMed
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A new progressive test battery aids in early detection of hearing loss by assessing auditory perception in infants and toddlers. Further development is needed for the 1-3 year age range.

Area of Science:

  • Audiology
  • Developmental Psychology
  • Speech and Language Pathology

Background:

  • Early detection of hearing loss is crucial for infant and toddler development.
  • Existing tests may not adequately assess auditory perceptual capabilities in very young children.
  • A need exists for age-appropriate tools to track auditory development.

Purpose of the Study:

  • To introduce a progressive test battery for evaluating auditory perceptual capabilities in children aged 6 months to 5 years.
  • To assess phonetic contrast perception, phoneme recognition, and word recognition.
  • To support a clinical research protocol for tracking auditory development.

Main Methods:

  • Developed a progressive test battery based on a model of auditory perceptual development.

Related Experiment Videos

  • Utilized the Battery of Auditory Speech Perception Tests for Infants and Toddlers (BATIT) for phonetic discrimination (VRASPAC, PLAYSPAC, OLIMSPAC, VIDSPAC).
  • Employed consonant-vowel-consonant (CVC) phonemes and lexically controlled words (LEXSEN) for phoneme and word recognition in older children (4+ years).

    • Main Results:

    • Normal hearing children can be assessed from 7 months (VRASPAC) to 4-5 years (VIDSPAC, LEXSEN).
    • The VRASPAC test is sensitive to the degree of hearing loss in infants.
    • Performance on VRASPAC declines in normally hearing children after 12 months of age.

    Conclusions:

    • The progressive test battery largely enables phonetic discrimination and word recognition assessment in young children.
    • A gap exists in effective testing for children aged 1 to 3 years.
    • Further research is needed to refine tests and differentiate auditory from non-auditory performance factors.