Using SNAP Dragons to monitor narrative abilities in young deaf children following cochlear implantation

Nikolopoulos, Thomas P.; Lloyd, Hazel; Starczewski, Helen; Gallaway, Clare

doi:10.1016/s0165-5876(03)00034-x

Cited by 22 publications

(19 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…13,14,18,19 In the present study, the results from comparing narrative performance between hearing-impaired and normal-hearing children support the existence of an association between hearing and language for the development of narrative competence.…”

Section: Discussionsupporting

confidence: 68%

“…1,2 Narratives provide a rich linguistic context and have been used to evaluate the linguistic development of individuals with different health conditions that may be associated with language disorders. [3][4][5][6][7][8][9][10][11][12][13][14] The interplay of hearing and language has a key role in ensuring quality of oral narrative as an expression of thought. Lack of access to appropriate and reliable instruments for evaluation of linguistic potential among hearing-impaired children may interfere with adequate speech and language therapy planning and thus compromise the effectiveness of speech-language interventions.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Narrative competence among hearing-impaired and normal-hearing children: analytical cross-sectional study

2010

View full text Add to dashboard Cite

CONTEXT AND OBJECTIVE: Oral narrative is a means of language development assessment. However, standardized data for deaf patients are scarce.The aim here was to compare the use of narrative competence between hearing-impaired and normal-hearing children. DESIGN AND SETTING:Analytical cross-sectional study at the Department of Speech-Language and Hearing Sciences, Universidade Federal de São Paulo.METHODS: Twenty-one moderately to profoundly bilaterally hearing-impaired children (cases) and 21 normal-hearing children without language abnormalities (controls), matched according to sex, age, schooling level and school type, were studied. A board showing pictures in a temporally logical sequence was presented to each child, to elicit a narrative, and the child's performance relating to narrative structure and cohesion was measured. The frequencies of variables, their associations (Mann-Whitney test) and their 95% confidence intervals was analyzed. RESULTS:The deaf subjects showed poorer performance regarding narrative structure, use of connectives, cohesion measurements and general punctuation (P ≤ 0.05). There were no differences in the number of propositions elaborated or in referent specification between the two groups.The deaf children produced a higher proportion of orientation-related propositions (P = 0.001) and lower proportions of propositions relating to complicating actions (P = 0.015) and character reactions (P = 0.005).CONCLUSION: Hearing-impaired children have abnormalities in different aspects of language, involving form, content and use, in relation to their normal-hearing peers. Narrative competence was also associated with the children's ages and the school type.RESUMO CONTEXTO E OBJETIVO: A narrativa oral constitui elemento de avaliação do desenvolvimento lingüístico, entretanto, são escassos os dados padronizados para pacientes surdos. O objetivo foi comparar o uso das competências narrativas entre crianças deficientes auditivas e ouvintes. TIPO DE ESTUDO E LOCAL: Estudo transversal analítico no Departamento de Fonoaudiologia, Universidade Federal de São Paulo.MÉTODO: Foram avaliadas 21 crianças com deficiência auditiva de grau moderado a profundo bilateral (casos) e 21 crianças ouvintes sem alterações de linguagem (controles) pareadas por sexo, idade, grau de escolaridade e tipo de escola frequentada. Foi apresentada uma prancha com figuras em sequência lógico-temporal para cada criança, para elicitar uma narrativa, e foi medido o desempenho na estrutura da narrativa e coesão. Foram analisadas as frequências das variáveis, suas associações (teste de Mann-Whitney) e intervalos de confiança de 95%. RESULTADOS:As crianças surdas apresentaram desempenho pior, na estrutura da narrativa, uso de conjunções, medidas de coesão e pontuação geral da narrativa (P ≤ 0,05). Não houve diferença no número de proposições elaboradas e especificação de referentes nos dois grupos. Os surdos produziram maior proporção de proposições do tipo orientação (P = 0,001) e menor proporção dos tipos ações complicador...

show abstract

Section: Discussionsupporting

confidence: 68%

Section: Introductionmentioning

confidence: 99%

Narrative competence among hearing-impaired and normal-hearing children: analytical cross-sectional study

2010

View full text Add to dashboard Cite

show abstract

“…17 Others have reported that children with PCHI aged under 6 years increased their narrative abilities over time after cochlear implantation. 18 In this report, we present a detailed analysis of our audiotaped expressive language data from a population of children with PCHI, half of whom had been exposed to UNHS. The analysis includes measures of syntax (number of sentences and clauses used), morphology (variations of word structure with grammatical significance), phonology (speech sounds), and narrative (story-telling) ability.…”

mentioning

confidence: 99%

Narrative skills following early confirmation of permanent childhood hearing impairment

Worsfold

Mahon

Yuen

et al. 2010

Develop Med Child Neuro

View full text Add to dashboard Cite

PCHI Permanent childhood hearing impairment UNHS Universal newborn hearing screening AIM The aim of this study was to compare spoken language production in children with permanent childhood hearing impairment (PCHI) whose PCHI was confirmed either early or late.METHOD Audio-taped spoken narrative was assessed for syntax, phonology, morphology, and narrative in transcripts from a population-based sample of 89 children (49 males, 40 females; age mean age 7y 7mo, SD1y 1mo, range 6y 6mo-10y 9mo) with bilateral PCHI ( ‡40dB hearing loss) and a comparison group of 63 children (37 males, 26 females; mean age 8y 1mo; SD 1y) with normal hearing. Of the 89 children with PCHI, 41 (21 males, 20 females) had their hearing impairment confirmed by the age of 9 months. All children with PCHI were tested with hearing aids in place, including 16 with cochlear implants. The group of children whose PCHI had been confirmed by age 9 months was compared with the group with later confirmation of PCHI using regression models on the outcome measures.RESULTS Compared with those with late-confirmed PCHI, children with early-confirmed PCHI used significantly more sentences (mean difference 2.7; 95% confidence interval [CI] 0.49-5.24; p=0.019) and categories of high-pitched morphological markers (mean difference 6.64; 95% CI 1. 96-11.31; p=0.006). The number of categories of low-pitched morphological markers, phonological simplifications, and sentences with multiple clauses did not differ between groups. The odds ratios (95% CI) of superior narrative structure and narrative content in children whose PCHI was confirmed early were 3.03 (1.09-8.46; p=0.034) and 4.43 (1.52-12.89; p=0.006) respectively.INTERPRETATION Early confirmation compared with late confirmation of PCHI was associated with benefit to narrative skills and to certain expressive aspects of syntax and morphology, but not expressive phonology.Spoken language is a socially agreed code of auditory symbols that is governed by various systems of rules. Simply put, these systems are the phonological system, which describes the rules governing speech sounds (phonemes); the morphological system, in which the combination of meaningful speech sounds (morphemes) into words is described; and the syntactic system, which describes rules for combining words into sentences. As children acquire language, their skill in using these systems develops and becomes more complex. For example, in the expanding syntactic system, single words are used first, and are then combined into clauses and sentences, which can then later be linked to form narratives. 1 Typically developing children acquire these language skills progressively during the preschool period, and by the age of 5 years are using many adult-like forms. More sophisticated constructions, such as use of complex sentences and connectors (e.g. 'however', 'actually'), continue to develop during childhood. 2 Typically developing children acquire language within a social context through exposure to spoken language. 3 To begin this process, they mu...

show abstract

“…This is a story unit or episode represented by the presence of an initiating event, action and consequence [4,5]. The developmental sequence is described elsewhere [6][7][8].…”

Section: The Pragmatics Profile Of Everydaymentioning

confidence: 99%

Young deaf children with hearing aids or cochlear implants: early assessment package for monitoring progress

Nikolopoulos

Archbold

Gregory

2005

International Journal of Pediatric Otorhinolaryngology

View full text Add to dashboard Cite

Using SNAP Dragons to monitor narrative abilities in young deaf children following cochlear implantation

Cited by 22 publications

References 14 publications

Narrative competence among hearing-impaired and normal-hearing children: analytical cross-sectional study

Narrative competence among hearing-impaired and normal-hearing children: analytical cross-sectional study

Narrative skills following early confirmation of permanent childhood hearing impairment

Young deaf children with hearing aids or cochlear implants: early assessment package for monitoring progress

Contact Info

Product

Resources

About