F80.20 F81.0 F79.9 H93.2 F84.8 F84.0 F84.1
Conditions
Interventions
Group 1: 24 children with dyslexia receive a RMHS (remote microphone hearing systems) for 12 weeks additionally to a conventional learning therapy, the latter administered by a certified dyslexia ther
Sponsors
Klinik für Phoniatrie und PädaudiologieUniversitätsklinikum Münster
Eligibility
Sex/Gender
All
Age
6 Years to 18 Years
Inclusion criteria
Inclusion criteria: (1) a peripheral hearing loss has been excluded by pure tone audiometry assessing air conduction and bone conduction thresholds at 0.5, 1, 2, 4, 6, and 8 kHz (for 8 kHz air conduction only), (2) and auditory processing capabilities have been assessed by a phoniatric-audiological and psychological standard testing using a test battery that involves: a. speech audiometry in quiet and in noise (Oldenburger Satztest, OLSA or Oldenburger Kindersatztest, OLKISA in noise and Göttinger Kindersprachverständnistest or Freiburger Test für Einsilber in quiet) b. the dichotic listening test by Uttenweiler or Feldmann, depending on age c. the Mottier Test d. the subtest Repetition of Numbers (BASIC-MLT) e. the Verbal learning and memory test (VLMT, Hogrefe Verlag) f. the subtests Sentence Repetition, Rhyming, Substitution of Vowels, and Elision of Consonants from the Potsdam-Illinois Test für Psycholinguistische Fähigkeiten (P-ITPA; Ballaschk et al. 2010) [Potsdam-Illinois Test of Psycholinguistic Abilities] g. the subtests Completion of Words (auditory completion), Connecting Sounds (auditory synthesis) from the Psycholinguistischer Entwicklungstest (PET) [Psycholinguistic development test] h. the subtests on discrimination of speech stimuli (Place of Articulation, Voicing of Consonants - binaural) and on just noticeable differences of non-speech stimuli (Tone Duration, Frequency - interaural, Sinusoidal Amplitude Modulation - dichotic) from the Bochum Auditory and Speech Discrimination (BASD) Screening, and i. the subtest Auditory Discrimination from the neuropsychological screening test battery BVN/NPS (3) a dyslexia (groups I and II) has been diagnosed by a logopedic and/or psychological standard testing using a. the Hamburger Schreibprobe (HSP) [Hamburg Writing Sample] to record orthographic structure knowledge and spelling strategies b. the reading test from Salzburger Lese- und Rechtschreibtest II (SLRT-II) [Salzburg Reading and Spelling Test II] for reading fluency of words ans pseudowords c. the subtests Word Comprehension (decoding, synthesis), Sentence Comprehension (reading with understanding of the content, syntactic abilities), and Text Comprehension (identifying the information, sentence-overarching reading, deductive thinking) from the Ein Leseverständnistest für Erst- bis Sechstklässler (ELFE 1-6) [reading comprehension test for first- to sixt-graders] (4) a misophonia/hyperacusis (group III) as has been diagnosed by detailed measurements of loudness discomfort levels (LDLs) across the hearing range from 125 to 8 kHz and by the German self-rating questionnaire for the evaluation of hyperacusis, misophonia, and noise sensitivity (Mini-Hyperacusis Questionnaire (Mini-HQ9) (5) an ASD (group IV) has been diagnosed before by a pediatric-psychological standard assessment (6) a learning or intellectual disability or multiple disabilities which include learning or intellectual disability (group V) has/have been diagnosed by • a nonverbal intelligence test using either the Wechsler Nonverbal Scales of Ability (WNV) or the Raven’s Progressive Matrices (RPM), and/or the CFT 1-R (Culture Fair Intelligence Test - Resivion) • a thorough pediatric assessment (eventually including other expertise such as psychological, radiological, genetic) (7) parents or guardians and – if appropriate – children have given their written consent for participation 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 total score for auditory processing and perceptual abilities calculated from the results of the individual parameters of the following auditory processing tests, measured at time points T1 and T2, compared to baseline 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 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, vowel substitution, consonant substitution, and consonant elision subtests from the Potsdam-Illinois Test of Psycholinguistic Abilities (P-ITPA). g. Subtests Completing Words (Auditory Completion), Joining 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 from the Neuropsychological Screening Test Battery BVN/NPS | — |
Secondary
| Measure | Time frame |
|---|---|
| a) for auditory processing capabilities: Word repetition scores (WRS) in speech audiometry in quiet and in noise; WRS in dichotic listening, tested with the dichotic listening test by Feldmann/Uttenweiler; auditory memory span, tested with the Mottier test, the subtest Repetition of Numbers from the Battery for Assessment in Children – Merk- und Lernfähigkeitstest für 6- bis 16-Jährige (BASIC-MLT) [Battery for Assessment in Children - Memory and Learning Ability Test for 6 to 16 Year Olds], the verbal learning and memory test (VLMT) and with the subtest Sentence Repetition from the Potsdam-Illinois Test für Psycholinguistische Fähigkeiten (P-ITPA) [Potsdam-Illinois Test of Psycholinguistic Abilities]; phonological awareness tested with the subtests Rhyming, Substitution of Vowels, Elision of Consonants from P-ITPA; auditory completion (subtest Completion of Words), auditory synthesis (subtest Connecting Sounds) and from Psycholinguistischer Entwicklungstest (PET) [Psycholinguistic development test]; Auditory discrimination, using scores from the BASD screening and the Auditory Discrimination subtest from the BVN/NPS neuropsychological screening test battery. b) for reading and spelling abilities (groups I and II, see Section 4.5, Methods): scores of the Hamburger Schreibprobe [Hamburg Writing Sample], Salzburger Lese- und Rechtschreibtest II [Salzburg Reading and Spelling Test II] and the Ein Leseverständnistest für Erst- bis Sechstklässler (ELFE 1-6) [reading comprehension test for first- to sixt-graders] c) for school success: evaluation scores by teachers for attention, cognitive capabilities, and achievements at school (questionnaires mentioned in e); grades in German (reading and spelling), mathematics, natural sciences and languages, where available d) for attention and vigilance: scores of an attention test (shared visual auditory attention from TAP/KITAP) and symptom criteria checklist from ICD-10/DSM-IV for AD(H)D, as well as scales for attention and h | — |
Countries
Germany
Contacts
Public ContactKatrin Neumann
Klinik für Phoniatrie und PädaudiologieUniversitätsklinikum Münster
Outcome results
None listed