TY - JOUR
T1 - Performance of children with hearing loss on an audiovisual version of a nonword repetition task
AU - Al-Salim, Sarah
AU - Moeller, Mary Pat
AU - McGregor, Karla K.
N1 - Funding Information:
This research was supported by grants from the National Institutes of Health: P30 DC004662 (principal investigator, Michael P. Gorga) and P20 GM109023 (principal investigator, Walt Jesteadt). We thank Kendra Schmid and Ryan McCreery for input and assistance with the statistical analyses. We also thank Barb Peterson for recruitment support; Sara Robinson, Kayla Samuelson, and Steph Tupper for testing participants; and Tom Creutz for programming assistance. We also thank Julia Evans, Lisa Goffman, and Andrew Oxenham, project external advisors, for their valuable input.
Publisher Copyright:
© 2020 American Speech-Language-Hearing Association.
PY - 2020/1
Y1 - 2020/1
N2 - Purpose: The aims of this study were to (a) determine if a high-quality adaptation of an audiovisual nonword repetition task can be completed by children with wide-ranging hearing abilities and to (b) examine whether performance on that task is sensitive to child demographics, hearing status, language, working memory, and executive function abilities. Method: An audiovisual version of a nonword repetition task was adapted and administered to 100 school-aged children grouped by hearing status: 35 with normal hearing, 22 with mild bilateral hearing loss, 17 with unilateral hearing loss, and 26 cochlear implant users. Participants also completed measures of vocabulary, working memory, and executive function. A generalized linear mixed-effects model was used to analyze performance on the nonword repetition task. Results: All children were able to complete the nonword repetition task. Children with unilateral hearing loss and children with cochlear implants repeated nonwords with less accuracy than normal-hearing peers. After adjusting for the influence of vocabulary and working memory, main effects were found for syllable length and hearing status, but no interaction effect was observed. Conclusions: The audiovisual nonword repetition task captured individual differences in the performance of children with wide-ranging hearing abilities. The task could act as a useful tool to aid in identifying children with unilateral or mild bilateral hearing loss who have language impairments beyond those imposed by the hearing loss.
AB - Purpose: The aims of this study were to (a) determine if a high-quality adaptation of an audiovisual nonword repetition task can be completed by children with wide-ranging hearing abilities and to (b) examine whether performance on that task is sensitive to child demographics, hearing status, language, working memory, and executive function abilities. Method: An audiovisual version of a nonword repetition task was adapted and administered to 100 school-aged children grouped by hearing status: 35 with normal hearing, 22 with mild bilateral hearing loss, 17 with unilateral hearing loss, and 26 cochlear implant users. Participants also completed measures of vocabulary, working memory, and executive function. A generalized linear mixed-effects model was used to analyze performance on the nonword repetition task. Results: All children were able to complete the nonword repetition task. Children with unilateral hearing loss and children with cochlear implants repeated nonwords with less accuracy than normal-hearing peers. After adjusting for the influence of vocabulary and working memory, main effects were found for syllable length and hearing status, but no interaction effect was observed. Conclusions: The audiovisual nonword repetition task captured individual differences in the performance of children with wide-ranging hearing abilities. The task could act as a useful tool to aid in identifying children with unilateral or mild bilateral hearing loss who have language impairments beyond those imposed by the hearing loss.
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U2 - 10.1044/2019_LSHSS-OCHL-19-0016
DO - 10.1044/2019_LSHSS-OCHL-19-0016
M3 - Article
C2 - 31913807
AN - SCOPUS:85077752391
SN - 0161-1461
VL - 51
SP - 42
EP - 54
JO - Language, Speech, and Hearing Services in Schools
JF - Language, Speech, and Hearing Services in Schools
IS - 1
ER -