Minimal Hearing Loss: From a Failure-Based Approach to Evidence-Based Practice

Winiger, Allison M.; Alexander, Joshua M.; Diefendorf, Allan O.

doi:10.1044/2016_aja-15-0060

Cited by 64 publications

(46 citation statements)

References 101 publications

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“…In addition to the systematic reviews or meta-analyses introduced in Table 1, other summaries on the effects of children's UHI or current state of management of UHI have also been recently published [46][47][48][49][50][51][52][53]. However, they represent more opinion papers or unstructured summaries because of severe shortcomings, including a very limited publishing time range of the original articles or a lack of description of any systematic methodology or review protocol used to search and review the articles.…”

Section: Accepted Manuscriptmentioning

confidence: 99%

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The impact of permanent early-onset unilateral hearing impairment in children – A systematic review

Huttunen

Erixon

Löfkvist

et al. 2019

International Journal of Pediatric Otorhinolaryngology

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Background: Decision-making on treatment and (re)habilitation needs to be based on clinical expertise and scientific evidence. Research evidence for the impact of permanent unilateral hearing impairment (UHI) on children's development has been mixed and, in some of the reports, based on fairly small, heterogeneous samples. Additionally, treatment provided has been highly variable, ranging from no action taken or watchful waiting up to single-sided cochlear implantation. Published information about the effects of treatment has also been heterogeneous. Moreover, earlier reviews and meta-analyses published on the impact of UHI on children's development have generally focused on select areas of development. Objectives: This systematic review aimed to summarize the impact of children's congenital or early onset unilateral hearing impairment on listening and auditory skills, communication, speech and language development, cognitive development, educational achievements, psycho-social development, and quality of life. Methods: Literature searches were performed to identify reports published from inception to February 16th, 2018 with the main electronic bibliographic databases in medicine, psychology, education, and speech and hearing sciences as the data sources. PubMed, CINALH, ERIC, LLBA, PsychINFO, and ISI Web of Science were searched for unilateral hearing impairment with its synonyms and consequences of congenital or early onset unilateral hearing impairment. Eligible were articles written in English, German, or Swedish on permanent unilateral hearing impairments that are congenital or with onset before three years of age. Hearing impairment had to be of at least a moderate degree with PTA ≥ 40 dB averaged over frequencies 0.5 to 2 or 0.5 to 4 kHz, hearing in the contralateral ear had to have PTA 0.5-2 kHz or PTA 0.5-4 kHz ≤ 20 dB, and consequences of unilateral hearing impairment needed to be reported in an unanimously defined population in at least one of the areas the review focused on. Four researchers independently screened 1,618 abstracts and 566 full-text articles for evaluation of study eligibility. Eligible full-text articles were then reviewed to summarize the results and assess the quality of evidence. Additionally, data from 13 eligible case and multi-case studies, each having less than 10 participants, were extracted to summarize their results. Quality assessment of evidence was made adapting the Grades of Recommendations, Assessment, Development, and Evaluation (GRADE) process, and reporting of the results adheres to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) standards. Results: Three articles with the quality of evidence graded as very-low to low, fulfilled the eligibility criteria set. Due to the heterogeneity of the articles, only a descriptive summary could be generated from the results. Unilateral hearing impairment was reported to have a negative impact on preverbal vocalization of infants and on sound localization and speech perception both in quiet and in n...

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Section: Accepted Manuscriptmentioning

confidence: 99%

“…Despite that, some (e.g. [52]) summary articles even include clinical recommendations for decision making. Therefore, to be able to advise clinicians on a sound basis, there is a need for wide-scale, carefully conducted systematic reviews on pediatric UHI with careful quality assessment of the articles included in the review.…”

Section: Accepted Manuscriptmentioning

confidence: 99%

The impact of permanent early-onset unilateral hearing impairment in children – A systematic review

Huttunen

Erixon

Löfkvist

et al. 2019

International Journal of Pediatric Otorhinolaryngology

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“…Yet the bilateral mild level hearing loss (26dB to 40dB in the better ear) and mild level unilateral hearing loss (less than 25dB in the better ear, above than 25dB in the other ear) may take an extended risk of maladaptive improvement. All things considered, numerous results in the children having low level of hearing stay unexplored, especially those related through the emotionally and socially betterment (Winiger et al, 2016). To be sure, despite the fact that children with hearing disability are incorporated into certain studies, their social aptitudes have not been studied explicitly.…”

Section: Introductionmentioning

confidence: 99%

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2019

PJHSSR

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Present study attempted to explore presence of social skills among hearing impaired students taking education from government special education schools and to compare different level of social skills based on different demographic variables. It is a descriptive study in nature and survey method is used to collect the data. Population of study is hearing impaired children living in division Faisalabad and Lahore. Sample of N=200 hearing impaired students are selected through convenient sampling technique. Responses of social skills are taken from mothers as mothers have better knowledge of proficiencies of their hearing impaired children's social skills. Children's age group was 05-20 years. Age range of mothers was 25-55 years. Social skills checklist was used to as tool of the study for collection of data. It is a mixed method approach and statistical measures were made via frequency distribution, t-test and ANOVA. Results of current study clearly depicted that 82% hearing impaired students have low level of social skills and 18% hearing impaired students have best level of social skills. Current study also find out that there is significant difference in social skills of students on the basis of living area and children age and there is no significant difference in presence of social skills in hearing impaired students based on mother's working status (house wife and job holders) and mothers education level. Study also demonstrated that there was positive correlation among presence of social skills in hearing impaired students and their age. The study concluded that teachers should focus on individual differences while teaching social skills to hearing impaired children and should adopt different teaching methods and teaching strategies for every student. It was also recommended that job holder mothers should manage

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“…Statements that the diagnosis and treatment of mild hearing loss in children are potentially unnecessary or harmful are refuted by numerous studies over the past four decades that demonstrate delays in communication, academic, psychosocial, and quality of life outcomes for children with mild hearing loss (see Winiger, Alexander, & Diefendorf, 2016 for a recent review). The data presented by Carew and colleagues also demonstrate that peers with mild hearing loss lag behind peers with normal hearing in receptive language abilities.…”

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confidence: 99%