The long-term goal of this project is to understand how age of identification (before 6 mo, between 12 & 18 mo, or between 24 & 30 mo) and communication mode (spoken-only or sign-supplemented) affect spoken language, cognitive, and psychosocial development in young children (under 5 years) with hearing loss (HL). The coincidental advent of effective procedures for diagnosing HL in newborns and of cochlear implants has spurred the general perspective that virtually all children with HL can develop good spoken language, but we don't yet agree on how best to facilitate that development, nor do we know whether there is a """"""""cost"""""""" to cognitive and/or psychosocial development imposed by early diagnosis or intervention. To advance our knowledge concerning these issues 25 children in each of 6 cells (crossing 3 ages of identification and 2 communication modes) as well as 50 children with normal hearing (NH) would participate in 5 to 8 test sessions, depending on age of identification. Materials collected would include samples of parent-child interactions, standardized language and cognitive measures, and responses to parental questionnaires. The kinds of data derived from these materials would be new to the study of HL but would reflect current methods used in the study of children with NH, and would include measures of speech acoustics, vocabulary, syntax, discourse, nonverbal cognitive abilities, psychosocial development, and parental stress. Results will help the community of professionals serving children with HL in designing intervention programs and in selecting tools to evaluate progress.

Agency
National Institute of Health (NIH)
Institute
National Institute on Deafness and Other Communication Disorders (NIDCD)
Type
Research Project (R01)
Project #
1R01DC006237-01
Application #
6674390
Study Section
Special Emphasis Panel (ZDC1-SRB-O (21))
Program Officer
Donahue, Amy
Project Start
2003-09-01
Project End
2008-08-31
Budget Start
2003-09-01
Budget End
2004-08-31
Support Year
1
Fiscal Year
2003
Total Cost
$359,493
Indirect Cost
Name
Utah State University
Department
Type
Organized Research Units
DUNS #
072983455
City
Logan
State
UT
Country
United States
Zip Code
84322
Nittrouer, Susan; Muir, Meganne; Tietgens, Kierstyn et al. (2018) Development of Phonological, Lexical, and Syntactic Abilities in Children With Cochlear Implants Across the Elementary Grades. J Speech Lang Hear Res 61:2561-2577
Nittrouer, Susan; Caldwell-Tarr, Amanda; Low, Keri E et al. (2017) Verbal Working Memory in Children With Cochlear Implants. J Speech Lang Hear Res 60:3342-3364
Moberly, Aaron C; Harris, Michael S; Boyce, Lauren et al. (2017) Speech Recognition in Adults With Cochlear Implants: The Effects of Working Memory, Phonological Sensitivity, and Aging. J Speech Lang Hear Res 60:1046-1061
Nittrouer, Susan (2016) Beyond Early Intervention: Supporting Children With CIs Through Elementary School. Otol Neurotol 37:e43-9
Moberly, Aaron C; Lowenstein, Joanna H; Nittrouer, Susan (2016) Early Bimodal Stimulation Benefits Language Acquisition for Children With Cochlear Implants. Otol Neurotol 37:24-30
Moberly, Aaron C; Lowenstein, Joanna H; Nittrouer, Susan (2016) Word Recognition Variability With Cochlear Implants: ""Perceptual Attention"" Versus ""Auditory Sensitivity"". Ear Hear 37:14-26
Nittrouer, Susan; Lowenstein, Joanna H; Holloman, Christopher (2016) Early predictors of phonological and morphosyntactic skills in second graders with cochlear implants. Res Dev Disabil 55:143-60
Nittrouer, Susan; Kuess, Jamie; Lowenstein, Joanna H (2015) Speech perception of sine-wave signals by children with cochlear implants. J Acoust Soc Am 137:2811-22
Nittrouer, Susan; Lowenstein, Joanna H (2015) Weighting of Acoustic Cues to a Manner Distinction by Children With and Without Hearing Loss. J Speech Lang Hear Res 58:1077-92
Nittrouer, Susan; Sansom, Emily; Low, Keri et al. (2014) Language structures used by kindergartners with cochlear implants: relationship to phonological awareness, lexical knowledge and hearing loss. Ear Hear 35:506-18

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