The effectiveness of language training methods on acquisition of auditory, speech and language skills in Persian hearing impaired children

To compare the effectiveness of unisensory (auditory) and bisensory (auditory-visual) based language training methods on auditory perception and expressive language skills in Persian cochlear implanted children

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

IRCT

Registry ID

IRCT201109267637N1

Enrollment

Registered

2011-11-02

Start date

2011-11-06

Completion date

Unknown

Last updated

2018-02-22

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Hearing loss. Sensorineural hearing loss, unspecified

Interventions

Intervention 1: Langauge training protocol based on auditory modality will execute on control group from 6 to 12 months. Teacher will educate HI children in the mother-child class and mother will rehe

Rehabilitation

Langauge training protocol based on auditory modality will execute on control group from 6 to 12 months. Teacher will educate HI children in the mother-child class and mother will rehearse the educate

Langauge training protocol based on both auditory and visual modalities will execute on control group from 6 to 12 months. Teacher will educate HI children in the mother-child class and mother will

Eligibility

Sex/Gender

All

Age

1 Years to 5 Years

Inclusion criteria

Inclusion criteria: Inclusion criteria: 1. congenital hearing impairment 2. age between 1 to 5 years old 3. normal intelligence 4. cochlear implanted between 1 to 5 years old 5. use of hearing aids before cochlear implantation 6. absence of the other disabilities such as: CP, MR, genetical syndromes, blindeness Exclusion criteria: 1. acquired hearing impairment 2. abnormal intelligence 3. cochlear implanted above 5 years old

Exclusion criteria

Exclusion criteria:

Design outcomes

Primary

Measure	Time frame
Auditory perception. Timepoint: Three monthly. Method of measurement: the Newsha Hearing, Language and Speech Development Scale ; The Tavana Test for Evaluation of Auditory Skills of hearing-impaired children.;Expressive language. Timepoint: Three monthly. Method of measurement: The Newsha Hearing, Language and Speech Development Scale.	—

Secondary

Measure	Time frame
Receptive language. Timepoint: Three monthly. Method of measurement: The Newsha Hearing, Language and Speech Development Scale.;Speech skills. Timepoint: Three monthly. Method of measurement: The Newsha Hearing, Language and Speech Development Scale.;Speech intelligibility rate. Timepoint: Six monthly. Method of measurement: The Speech Intelligibility Measurement Test for children.;Mean length of utterance (MLU). Timepoint: Monthly. Method of measurement: Picture Description and Conversation Methods.	—

Measure

Time frame

Receptive language. Timepoint: Three monthly. Method of measurement: The Newsha Hearing, Language and Speech Development Scale.;Speech skills. Timepoint: Three monthly. Method of measurement: The Newsha Hearing, Language and Speech Development Scale.;Speech intelligibility rate. Timepoint: Six monthly. Method of measurement: The Speech Intelligibility Measurement Test for children.;Mean length of utterance (MLU). Timepoint: Monthly. Method of measurement: Picture Description and Conversation Methods.

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Countries

Iran (Islamic Republic of)

Contacts

Public ContactMaryam Vahab

Shiraz School of Rehabilitation Sciences

vahabm@sums.ac.ir+98 71 1627 1551

Outcome results

None listed

Source: IRCT (via WHO ICTRP) · Data processed: Mar 23, 2026