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Multisensory speech perception by profoundly hearing-impaired children
M P Lynch1, R E Eilers, D K Oller
1Department of Psychology, University of Miami, FL.
The Journal of Speech and Hearing Disorders
|February 1, 1989
Summary
Children improved word recognition using combined hearing and tactual aids. Sensory integration enhanced performance on trained and new words, demonstrating the benefits of multimodal speech perception training.
Area of Science:
- Auditory Neuroscience
- Sensory Integration
- Speech Perception
Background:
- Unimodal (tactual) training with speech perception aids was administered to children.
- Study 1 involved 4 children (ages 5-7) using 2-channel or 16-channel devices.
- Study 2 involved 4 children (ages 8-11) using 16-channel devices.
Purpose of the Study:
- To evaluate the effectiveness of unimodal tactual speech perception training.
- To investigate sensory integration in children with tactual speech perception aids.
- To compare performance across different sensory input conditions.
Main Methods:
- Children received unimodal tactual word recognition training.
- Post-training tests included aided hearing alone (H), tactual aid alone (TA), and combined (TA + H) conditions.
- Performance was assessed on trained and tactually novel words.
Main Results:
- Subjects performed significantly better in the combined (TA + H) condition.
- This improvement was observed for both trained and tactually new words.
- Results provide evidence for significant sensory integration.
Conclusions:
- Combined auditory and tactual sensory input enhances word recognition.
- Unimodal tactual training facilitates sensory integration for speech perception.
- Multimodal approaches show promise for improving auditory rehabilitation in children.