RESUMEN
Sixty children aged 3, 5, and 7 years were tested using a simple up-down adaptive speech threshold procedure. The test stimuli were familiar monosyllabic words presented as a closed set with a picture-pointing response. The results indicate that monosyllabic adaptive speech test (MAST) procedures can be used reliably with children as young as 3 years of age. Thirty of the children also received a different randomization of the same speech stimuli presented at a constant level, equal to their MAST threshold. The results confirmed the accuracy of the MAST estimate of the children's 50% speech threshold. Further support for the validity of the MAST threshold procedure with young children was obtained using a group of 10 children with conductive hearing loss. Their results show a significant correlation between the MAST threshold and pure-tone loss. The data also indicated significant improvement in MAST thresholds over the three age groups investigated. These developmental changes are discussed in terms of a word frequency effect.
Asunto(s)
Pérdida Auditiva Conductiva/diagnóstico , Pérdida Auditiva/diagnóstico , Pruebas de Discriminación del Habla/métodos , Prueba del Umbral de Recepción del Habla/métodos , Audiometría de Tonos Puros , Niño , Preescolar , Humanos , Desarrollo del Lenguaje , VocabularioRESUMEN
A group of 75 children with language/learning disorders were screened for middle ear problems using serial tympanometry and otoscopy. Using a fail criterion of -200 mm H2O for tympanometry, 68% of the ears identified as pathological by otoscopy were identified by two serial tympanometry screens. The concurrence of otoscopy and serial tympanometry indicated a failure rate of 18% of the ears tested. It is concluded that for children in special populations, such as those with language/learning disorders, who may need careful monitoring for identification of middle ear problems, a combination of otoscopy and a single test of tympanometry may improve the reliability of screening programs.
Asunto(s)
Discapacidades para el Aprendizaje/complicaciones , Otitis Media/diagnóstico , Pruebas de Impedancia Acústica , Niño , Preescolar , Endoscopía , Femenino , Humanos , Trastornos del Lenguaje/complicaciones , Masculino , Tamizaje Masivo , Otitis Media/complicaciones , Examen FísicoRESUMEN
Evidence for auditory processing limitations based on the use of two-response consonant-vowel (CV) dichotic listening tasks is reviewed. These studies show that low verbal children obtain fewer trials on which both items are correctly identified (double correct responses). A study is reported comparing a group of good and poor readers on the dichotic CV task. These data are then analyzed in terms of a normative model which attempts to show the effects of overall performance and guessing on double correct responses. It is concluded, in terms of the model, that the poor double correct performance of the poor readers is the direct result of poor auditory processing capacity.
Asunto(s)
Percepción Auditiva , Pruebas de Audición Dicótica , Pruebas Auditivas , Trastornos del Desarrollo del Lenguaje/diagnóstico , Trastornos del Lenguaje/diagnóstico , Percepción Auditiva/fisiología , Trastornos de la Percepción Auditiva/diagnóstico , Niño , Pruebas de Audición Dicótica/métodos , Estudios de Evaluación como Asunto , Lateralidad Funcional/fisiología , Pruebas Auditivas/métodos , Humanos , Trastornos del Desarrollo del Lenguaje/fisiopatología , LecturaRESUMEN
Dichotic listening performance using CV pairs was investigated in a group of 30 children, 15 good readers and 15 poor readers, aged 10-13 years. The results indicate that the poor readers did not demonstrate atypical laterality or phonetic processing effects, although there was a significant difference in their ability to identify both items on dichotic trials correctly. However, when the same stimuli were presented monotically, there was no difference in the performance of the groups. Additional testing indicated that the poor performance for the double-correct response class was also demonstrated in conditions where the dichotic stimuli were separated by as much as 500 and 1000 msec. These results support previous findings that reading-disabled children exhibit a deficit in their capacity to process two items on dichotic tasks. The implications of these results are discussed in terms of both neurological and auditory processing interpretations, and it is suggested that dichotic tasks are useful for investigating auditory processing problems in reading-disabled children.