F80.20
Conditions
Interventions
Group 1: 24 children with APD and difficulties in understanding speech in noise are treated with a RMHS (devices: Roger Focus, Phonak, loaned by a hearing aids acoustician) for 12 weeks.
Group 2: 24 c
Sponsors
Universitätsklinikum MünsterKlinik für Phoniatrie und Pädaudiologie
Eligibility
Sex/Gender
All
Age
6 Years to 18 Years
Inclusion criteria
Inclusion criteria: Participants will be enrolled in the study if. (1) peripheral hearing loss has been ruled out by pure tone audiometry with air conduction and bone conduction thresholds at 0.5, 1, 2, 4, 6, and 8 kHz (8 kHz air conduction only), (2) a cognitive deficit has been ruled out by a nonverbal intelligence test using the Wechsler Nonverbal Scale of Ability (WNV) or the Raven's Progressive Matrices (RPM), and/or the CFT 1-R (Culture Fair Intelligence Test - Resivion), (3) AVSD has been diagnosed by standard phoniatric-audiological and psychological testing with a test battery that includes the following tests: a. Speech audiometry in quiet and in noise (Oldenburg Sentence Test, OLSA or Oldenburg Children's Sentence Test, OLKISA in noise and Göttingen Children's Speech Intelligibility Test or Freiburg Test for Monosyllables in quiet). b. Dichotic hearing test according to Uttenweiler or Feldmann, depending on age c. Mottier test (measures auditory memory, auditory sequencing and identification and differentiation of phonemes by means of chains of meaningless syllables) d. Repetition of Numbers subtest from the Battery for Assessment in Children - Memory and Learning Skills Test for 6- to 16-year-olds (BASIC-MLT). e. Verbal Learning and Memory Test (VLMT) f. Sentence repetition, rhyming, vowel substitution, consonant substitution, and consonant elision subtests from the Potsdam-Illinois Test of Psycholinguistic Abilities (P-ITPA). g. Subtests Completing words (auditory completion), Connecting sounds (auditory synthesis) from the Psycholinguistic Developmental Test (PET). h. Subtests on discrimination of linguistic stimuli (place of articulation, intonation of consonants) and on just perceptible differences of non-linguistic stimuli (tone duration, frequency, sinusoidal amplitude modulation) from the Bochum Screening for Auditory and Linguistic Discrimination (BASD) i. Auditory discrimination subtest from the BVN/NPS neuropsychological screening test battery, (4) parents or legal guardians and - if applicable - children have given their written consent to participate in the study.
Exclusion criteria
Exclusion criteria: Unstable medical conditions or conditions that would place the individual or the examiner at risk for injury, lack of cooperation, or lack of consent of the subject or the parents, teachers or the legal guardian.
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Weighted composite score for auditory processing skills as calculated from the outcome of the single parameters of the following auditory processing tests, measured at time points T1 and T2, compared to the initial value at T0: a.Speech audiometry in quiet and in noise (Oldenburg Sentence Test, OLSA or Oldenburg Children's Sentence Test, OLKISA in noise and Göttingen Children's Speech Intelligibility Test or Freiburg Test for Monosyllables in quiet). b.Dichotic listening test for auditory separation of two words heard at the same time according to Uttenweiler or Feldmann (age-dependent) c.Mottier test (measures auditory memory, auditory sequencing, and identification and differentiation of phonemes using chains of meaningless syllables) d.Repetition of Numbers subtest from the Battery for Assessment in Children - Memory and Learning Skills Test for 6- to 16-year-olds (BASIC-MLT). e.Verbal Learning and Memory Test (VLMT) f.Sentence repetition, rhyming, vowel substitution, consonant substitution, and consonant elision subtests from the Potsdam-Illinois Test of Psycholinguistic Abilities (P-ITPA). g.Subtests Completing words (auditory completion), Connecting sounds (auditory synthesis) from the Psycholinguistic Developmental Test (PET). h.Subtests on discrimination of linguistic stimuli (place of articulation, intonation of consonants) and on just perceptible differences of non-linguistic stimuli (tone duration, frequency, sinusoidal amplitude modulation) from the Bochum Screening for Auditory and Linguistic Discrimination (BASD) i.Subtest auditory discrimination (meaningless syllables) from the neuropsychological screening test battery BVN/NPS | — |
Secondary
| Measure | Time frame |
|---|---|
| Secondary target parameters: (a) for auditory processing skills: Word reception scores (WRS) in speech audiometry in quiet and in noise; WRS in dichotic listening tested with the Feldmann/Uttenweiler dichotic listening test (age-dependent); Mottier test results; Auditory memory span (Repetition of Numbers subtest from the Battery for Assessment in Children - Memory and Learning Ability Test for 6- to 16-year-olds (BASIC-MLT); Verbal Learning and Memory Ability Test (VLMT); Sentence Repetition subtest from the Potsdam-Illinois Test of Psycholinguistic Abilities (P-ITPA)), Phonological Awareness tested with the rhyming, vowel substitution, elision of consonants subtests from the P-ITPA and auditory completion (Completing Words subtest) and auditory synthesis (Joining Sounds subtest) from the Psycholinguistic Developmental Test (PET); auditory discrimination ability, tested with the Auditory Discrimination subtest from the BVN/NPS Neuropsychological Screening Test Battery and the Bochum Screening for Auditory and Linguistic Discrimination (BASD). b) for school success: teacher assessments of attention, cognitive abilities and academic performance; grades in German (spelling and writing), mathematics, science, languages, if available c) for attention and vigilance: results of an attention test (divided visual-auditory attention from the Test Battery for Attention Assessment (TAP) or children's version of the Test Battery for Attention Assessment (KITAP) and Symptom Criteria Checklist ICD-10/DSM-IV for AD(H)S, as well as scales for attention and hyperactivity from the parent or teacher questionnaires CBLC/TRF mentioned below, respectively (d) in general: questionnaires on participants' listening and attention skills and other behavioral difficulties before and after treatment, as subjectively rated by themselves, their parents and their teacher, adapted from the following questionnaires: Child Behavior Checklist (CBCL/6-18R, TRF/6-18R), Children's Home Inventory fo | — |
Countries
Germany
Contacts
Public ContactAmelie Hesping
Universitätsklinikum MünsterKlinik für Phoniatrie und Pädaudiologie
Outcome results
None listed