Graeme Clark Collection
Permanent URI for this collection
Search Results
1 - 4 of 4
-
ItemSpeech perception and spoken language in children with impaired hearing( 1998)Fifty seven children with impaired hearing aged 4-12 years were evaluated with speech perception and language measures as the first stage of a longitudinal study. The Clinical Evaluation of Language Fundamentals (CELF) and Peabody Picture Vocabulary Test (PPVT) were used to evaluate the children's spoken language. Regression analyses indicated that scores on both tests were significantly correlated with chronological age, but delayed relative to children with normal hearing. Performance increased at 45% of the rate expected for children with normal hearing for the CELF, and 62% for the PPVT. Perception scores were not significantly correlated with chronological age, but were highly correlated with results on the PPVT and CELF. The data suggest a complex relationship whereby hearing impairment reduces speech perception, which slows language development, which has a further adverse effect on speech perception.
-
ItemThe effect of language knowledge on speech perception in children with impaired hearing( 1996)Open-set words and sentences were used to assess auditory speech perception of three hearing-impaired children aged 9 to 15 years using the Nucleus 22channel cochlear implant. Vocabulary and syntax used in the tests were assessed following the initial perception tests. Remediation was given in specific vocabulary and syntactic areas, chosen separately for each child, and the children were reassessed. Two children showed a significant post-remediation improvement in their overall scores on the syntactic test and both perception measures. The third child who was older, had the best language knowledge and the lowest auditory speech perception scores, showed no significant change on any of the measures. Language remediation in specific areas of weakness may be the quickest way to enhance speech perception for some children with impaired hearing in this age range.
-
ItemHabilitation issues in the management of children using the cochlear multiple-channel cochlear prosthesis( 1993)Since 1985, a significant proportion of patients seen In the Melbourne cochlear Implant clinic have been children. The children represent a diverse population, with both congenital and acquired hearing-impairment, a wide-range or hearing levels pre-Implant, and an age range from 2 years to 18 years. The habilitation programme developed for the overall group must be flexible enough to be tailored to the Individual needs of each child, and to adapt to the changing needs or children as they progress. Long-term data shows that children are continuing to show Improvements after 5-7 years of device use, particularly In their perception of open-set words and sentences. Habilitation programs must therefore be geared to the long-term needs of children and their families. Both speech perception and speech production need to be addressed In the specific content of the habilitation program for any Individual child. In addition, for young children, the benefits or Improved speech perception should have an Impact on development of speech and language, and the focus of the programme for this age child will reflect this difference In emphasis. Specific materials and approaches will vary for very young children, school-age and teenage children. In addition, educational selling will have a bearing on the Integration of listening and device use Into the classroom environment.
-
ItemSpeech processing strategies in an electrotactile aid for hearing-impaired adults and children(Australian Speech Science and Technology Association, 1990)An electrotactile speech processor (Tickle Talker) for hearing-impaired children and adults has been developed and tested. Estimates of second format frequency, fundamental frequency and speech amplitude are extracted from the speech input, electrically encoded and presented to the user through eight electrodes located over the digital nerve bundles on the fingers of the non-dominant hand. Clinical results with children and adults confirm that tactually-encoded speech features can be recognized, and combined with input from vision or residual audition to improve recognition of words in isolation or in sentences. Psychophysical testing suggests that alternative encoding strategies using multiple-electrode stimuli are feasible. Preliminary results comparing encoding of consonant voiced/voiceless contrasts with new encoding schemes are discussed.