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Related Concept Videos

Hearing01:31

Hearing

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When we hear a sound, our nervous system is detecting sound waves—pressure waves of mechanical energy traveling through a medium. The frequency of the wave is perceived as pitch, while the amplitude is perceived as loudness.
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Learning Disabilities01:25

Learning Disabilities

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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.
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The Cochlea01:13

The Cochlea

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The cochlea is a coiled structure in the inner ear that contains hair cells—the sensory receptors of the auditory system. Sound waves are transmitted to the cochlea by small bones attached to the eardrum called the ossicles, which vibrate the oval window that leads to the inner ear. This causes fluid in the chambers of the cochlea to move, vibrating the basilar membrane.
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The Auditory Ossicles01:11

The Auditory Ossicles

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The auditory ossicles of the middle ear transmit sounds from the air as vibrations to the fluid-filled cochlea. The auditory ossicles consist of two malleus (hammer) bones, two incus (anvil) bones, and two stapes (stirrups), one on each side. These bones develop during the fetal stage and are the ones to ossify first. They are fully mature at birth and do not grow afterward.
The aptly named stapes look very much like a stirrup. The three ossicles are unique to mammals, and each plays a role in...
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Auditory Pathway01:15

Auditory Pathway

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Auditory pathways constitute the complex neural circuits responsible for transmitting and interpreting auditory information from the peripheral auditory system to the brain. Sound waves are initially captured by the outer ear, funneled through the ear canal, and reach the tympanic membrane (eardrum). These vibrations are transmitted via the middle ear's ossicles to the inner ear's cochlea.
When viewed cross-sectionally, the cochlea reveals the scala vestibuli and scala tympani flanking...
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Receptive Vocabulary Outcomes in Children with Cochlear Implants with and Without Additional Difficulties: A Multicenter Cross-Sectional Analysis.

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Listening and spoken language development in children with cochlear implants in the Gulf Cooperation Council countries: A 24-month follow-up study and influencing factors.

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Preparing Children for Hearing Examination in a Playful Way-Co-Creation and Evaluation of an App.

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Virtual reality to create positive and timely awareness of hearing loss in middle- and secondary school.

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Longitudinal Cochlear Implant Outcomes in Danish Adults: Changes in Speech Recognition, Self-Reported Hearing Ability, Hearing-Related Quality of Life, and Tinnitus.

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Related Experiment Video

Updated: Oct 11, 2025

Behavioral Assessment of Hearing in 2 to 4 Year-old Children: A Two-interval, Observer-based Procedure Using Conditioned Play-based Responses
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Behavioral Assessment of Hearing in 2 to 4 Year-old Children: A Two-interval, Observer-based Procedure Using Conditioned Play-based Responses

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History re-written for children with hearing impairment.

Signe Wischmann1, Jane Lignel Josvassen2, Christina Schiøth3

  • 1Copenhagen Hearing and Balance Center, Ear, Nose and Throat (ENT) and Audiology Clinic, Rigshospitalet, Copenhagen University Hospital, Inge Lehmanns Vej 8, DK-2100, Kobehnhavn O, Denmark.

International Journal of Pediatric Otorhinolaryngology
|December 2, 2021
PubMed
Summary

Children with hearing impairment (HI) demonstrate normal language development and thrive socially with early intervention. Early and consistent use of hearing technology and Auditory Verbal (AV) guidance supports their potential for full community inclusion.

Keywords:
AudiologyLanguage outcomePediatricSocial well-being

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Area of Science:

  • Paediatric audiology and child development.
  • Impact of early intervention on hearing impairment.
  • Longitudinal study of language acquisition in children with hearing loss.

Background:

  • Universal neonatal hearing screening and advances in paediatric audiology have led to a new generation of children with hearing impairment (HI).
  • Understanding the long-term language development and social well-being of these children is crucial for effective educational and clinical support.

Purpose of the Study:

  • To investigate the long-term development of language fundamentals in children with HI at the school level.
  • To analyze associations between language development and background variables such as hearing technology, gender, additional disabilities, and age of intervention.
  • To assess the social well-being of children with HI.

Main Methods:

  • A prospective, longitudinal, and comparative study over three years with annual testing of core language, expressive language, working memory, and pragmatics.
  • Comparison of language scores based on hearing technology type, gender, additional disability, HI diagnosis, social well-being, and age of hearing technology initiation.
  • Inclusion of 56 children (47 with HI, 9 with normal hearing), with interventions including early and full-time hearing technology use and Auditory Verbal (AV) guidance.

Main Results:

  • Children with HI scored within the normal range on all language fundamentals.
  • High scores were observed in parental assessments of social well-being, with no significant association found between language fundamentals and social well-being.
  • Children with HI and additional disabilities showed positive language development progression over the three-year study period.

Conclusions:

  • A new generation of children with HI exhibits the potential for developing language fundamentals within the normal range and shows thriving social well-being.
  • Effective technical and educational interventions, including early and consistent use of hearing technology and Auditory Verbal (AV) guidance, are vital for enabling full inclusion.
  • Opportunities for full community integration are achievable for children with HI through appropriate support systems.