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Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
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Systematic Hearing Performance Evaluation Process for Adolescents with Cochlear Implantation at Early Ages
06:04

Systematic Hearing Performance Evaluation Process for Adolescents with Cochlear Implantation at Early Ages

Published on: March 24, 2023

Measuring speech recognition in children with cochlear implants in a virtual classroom.

Arlene C Neuman1, Marcin Wroblewski, Joshua Hajicek

  • 1New York University School of Medicine, New York, NY, USA. arlene.neuman@nyumc.org

Journal of Speech, Language, and Hearing Research : JSLHR
|January 5, 2012
PubMed
Summary

Virtual auditory tests show that children with cochlear implants (CI) experience reduced speech recognition in reverberant and noisy environments, highlighting the need for classroom-appropriate assessments.

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Area of Science:

  • Audiology
  • Speech-Language Pathology
  • Pediatric Otolaryngology

Background:

  • Pediatric cochlear implant (CI) users often face challenges with speech recognition in acoustically complex environments.
  • Evaluating the impact of reverberation and noise on CI users' auditory performance is crucial for educational success.

Purpose of the Study:

  • To assess the feasibility of virtual auditory test materials for evaluating reverberation and noise effects on pediatric CI users' speech recognition.
  • To compare the speech recognition performance of pediatric CI users with that of children with normal hearing.

Main Methods:

  • Virtual test materials simulating reverberant and non-reverberant conditions were employed.
  • Speech recognition was measured in quiet and noise for 7 pediatric CI users and in quiet for 18 children with normal hearing.
  • Direct connect audio input to CI speech processors was used for CI users; insert phones were used for normal-hearing children.

Main Results:

  • Speech recognition significantly declined in reverberant conditions for pediatric CI users.
  • Individual variability in susceptibility to reverberation was observed among CI users.
  • Pediatric CI users required higher signal-to-noise ratios than normal-hearing children in reverberant environments.

Conclusions:

  • Direct connect testing with virtual reverberant materials effectively assesses speech recognition in simulated classroom acoustics.
  • This method can identify pediatric CI users whose speech recognition is significantly impaired by reverberation and noise.
  • The findings support the use of such tests for optimizing auditory rehabilitation and educational support for children with CIs.