Hearing Loss
Conditions
Keywords
lipreading speechreading, perceptual learning, adults with acquired hearing loss, multisensory speech processing, remote training system, speech recognition in noise, perceptual feedback during training
Brief summary
The purpose of the study is to assess training of visual speech (lipreading) and audiovisual (lipreading plus auditory) speech as a rehabilitation strategy for hearing loss in adults.
Detailed description
It is hypothesized that training that improves lipreading in older adults can carry over to untrained lipreading materials and to audiovisual speech recognition in noise. Participants receive pre- and post-training tests of speech recognition with visual-only, auditory-only, and audiovisual spoken sentences and isolated words. During pre- and post-training tests, they carry out forced choice identification of lipread consonants. Participants who are assigned to a training arm train on lipreading isolated sentences (Aim 1) or on learning via lipreading sets of isolated nonsense words (Aim 2). Depending on the outcomes of Aims 1 and 2, in Aim 3, new participants receive audiovisual training with conditions from Aims 1 and 2.
Interventions
BEHAVIORALSpeech Recognition Training
Training for each training arm takes place over 10 sessions carried out at home. on the participant's own computer without experimenter direct supervision. Pre- and post-training tests are carried out under experimenter supervision.
Sponsors
George Washington University
SeeHear LLC
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
TREATMENT
Masking
NONE
Intervention model description
In Aim 1, which is sentence lipreading training, the intervention compares the provision of three different types of feedback for lipreading. The three types are consonant-level, word-level, or sentence-level feedback. A no-training wait-list control is included. In Aim 2, novel word training, the intervention has one arm in which novel word learning via lipreading the words is supported by allowing the participants to read the consonants in the novel words before lipreading them. In Aim 3, the most effective feedback with sentence training will be compared with novel word training using training stimuli that are audiovisual speech in speech-shaped noise. The interventions are all delivered individually via the web. Finally, all pre- and post-training results will be compared across groups including the wait-list controls.
Eligibility
Sex/Gender
ALL
Age
55 Years to 80 Years
Healthy volunteers
Yes
Inclusion criteria
* Must have Mild to severe hearing loss * Native speaker of American English * Access to computer and the ability to use it for the testing, training, and teleconferencing * computer display \>= 10 inches diagonal
Exclusion criteria
* Internet too slow for streaming * History of brain trauma or learning disability * Poor (corrected) vision
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Change in word-correct scores across pre- and post-training word lipreading tests. | up to 8 weeks | Change in words-correct scores across pre- and post-training visual-only isolated real word tests with open-set response. |
| Change in phonemes-correct scores across pre- and post-training word lipreading tests. | up to 8 weeks | Change in phonemes-correct scores across pre- and post-training visual-only isolated real word tests with open-set response. |
| Change in words-correct scores across pre- and post-training sentence lipreading tests. | up to 8 weeks | Change in words-correct scores across pre- and post-training visual-only sentence tests with open-set responses. |
| Change in phonemes-correct scores across pre- and post-training sentence lipreading tests. | up to 8 weeks | Change in phonemes-correct scores across pre- and post-training visual-only sentence tests with open-set responses. |
| Change in consonant-identification scores across pre- and post-training word lipreading tests. | up to 8 weeks | Change in consonants-correct scores across pre- and post-training for visual-only tests using isolated nonsense words and closed-set responses. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Change in phonemes-correct scores across pre- and post-training audiovisual sentence tests. | up to 8 weeks | Change in phonemes-correct scores across pre- and post-training audiovisual-in-noise sentence identification tests with open-set response. |
| Change in word-correct scores across pre- and post-training for audiovisual-in-noise word tests. | up to 8 weeks | Change in word-correct scores across pre- and post-training audiovisual-in-noise isolated real word tests with open-set response. |
| Change in phoneme-recognition scores across pre- and post-training audiovisual-in-noise word tests. | up to 8 weeks | Change in phoneme-recognition scores across pre- and post-training audiovisual-in-noise isolated real word tests with open-set response. |
| Change in words-correct scores across pre- and post-training audiovisual sentence tests. | up to 8 weeks | Change in words-correct scores across pre- and post-training audiovisual-in-noise sentence identification tests with open-set response. |
Countries
United States
Outcome results
None listed