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Measures of Speech Understanding in Noise for Young Children with a Cochlear Implant in Mainstream and Special Education

The use of two types of speech-in-noise (SPIN) assessment, namely digits-in-noise self-tests and open-set, monosyllabic word tests, to assess the SPIN understanding performance of children with cochlear implants (CI) in mainstream and special education, was investigated. The tests’ feasibility and r...

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Autores principales: Van den Borre, Elien, Wouters, Jan, Verhaert, Nicolas, Boon, Ellen, van Wieringen, Astrid
Formato: Online Artículo Texto
Lenguaje:English
Publicado: SAGE Publications 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10262659/
https://www.ncbi.nlm.nih.gov/pubmed/37282565
http://dx.doi.org/10.1177/23312165231179586
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author Van den Borre, Elien
Wouters, Jan
Verhaert, Nicolas
Boon, Ellen
van Wieringen, Astrid
author_facet Van den Borre, Elien
Wouters, Jan
Verhaert, Nicolas
Boon, Ellen
van Wieringen, Astrid
author_sort Van den Borre, Elien
collection PubMed
description The use of two types of speech-in-noise (SPIN) assessment, namely digits-in-noise self-tests and open-set, monosyllabic word tests, to assess the SPIN understanding performance of children with cochlear implants (CI) in mainstream and special education, was investigated. The tests’ feasibility and reliability and the influence of specific cognitive abilities on their results were studied. The results of 30 children with CIs in mainstream and special education were compared to those of 60 normal-hearing children in elementary school. Results indicate that the digit triplet test (DTT) was feasible for all children tested in this study, as seen by the familiarity of all the digits, the high stability of the test results (<3 dB SNR), and a small measurement error (≤2 dB SNR). Remembering full triplets did not form a problem and results did not show systematic attention loss. For children with CIs, the performance on the DTT was strongly related to the performance on the open-set monosyllabic word-in-noise task. However, small but significant differences were observed in the performance of children with CIs in mainstream and special education on the monosyllabic word test. Both tests showed little influence of cognitive abilities, making them both useful in situations where the bottom-up auditory aspect of SPIN performance needs to be investigated or in situations where sentence-in-noise tests are too challenging.
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spelling pubmed-102626592023-06-15 Measures of Speech Understanding in Noise for Young Children with a Cochlear Implant in Mainstream and Special Education Van den Borre, Elien Wouters, Jan Verhaert, Nicolas Boon, Ellen van Wieringen, Astrid Trends Hear Original Article The use of two types of speech-in-noise (SPIN) assessment, namely digits-in-noise self-tests and open-set, monosyllabic word tests, to assess the SPIN understanding performance of children with cochlear implants (CI) in mainstream and special education, was investigated. The tests’ feasibility and reliability and the influence of specific cognitive abilities on their results were studied. The results of 30 children with CIs in mainstream and special education were compared to those of 60 normal-hearing children in elementary school. Results indicate that the digit triplet test (DTT) was feasible for all children tested in this study, as seen by the familiarity of all the digits, the high stability of the test results (<3 dB SNR), and a small measurement error (≤2 dB SNR). Remembering full triplets did not form a problem and results did not show systematic attention loss. For children with CIs, the performance on the DTT was strongly related to the performance on the open-set monosyllabic word-in-noise task. However, small but significant differences were observed in the performance of children with CIs in mainstream and special education on the monosyllabic word test. Both tests showed little influence of cognitive abilities, making them both useful in situations where the bottom-up auditory aspect of SPIN performance needs to be investigated or in situations where sentence-in-noise tests are too challenging. SAGE Publications 2023-06-06 /pmc/articles/PMC10262659/ /pubmed/37282565 http://dx.doi.org/10.1177/23312165231179586 Text en © The Author(s) 2023 https://creativecommons.org/licenses/by-nc/4.0/This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).
spellingShingle Original Article
Van den Borre, Elien
Wouters, Jan
Verhaert, Nicolas
Boon, Ellen
van Wieringen, Astrid
Measures of Speech Understanding in Noise for Young Children with a Cochlear Implant in Mainstream and Special Education
title Measures of Speech Understanding in Noise for Young Children with a Cochlear Implant in Mainstream and Special Education
title_full Measures of Speech Understanding in Noise for Young Children with a Cochlear Implant in Mainstream and Special Education
title_fullStr Measures of Speech Understanding in Noise for Young Children with a Cochlear Implant in Mainstream and Special Education
title_full_unstemmed Measures of Speech Understanding in Noise for Young Children with a Cochlear Implant in Mainstream and Special Education
title_short Measures of Speech Understanding in Noise for Young Children with a Cochlear Implant in Mainstream and Special Education
title_sort measures of speech understanding in noise for young children with a cochlear implant in mainstream and special education
topic Original Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10262659/
https://www.ncbi.nlm.nih.gov/pubmed/37282565
http://dx.doi.org/10.1177/23312165231179586
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