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   Table of Contents - Current issue
January-June 2021
Volume 35 | Issue 1
Page Nos. 1-25

Online since Monday, June 28, 2021

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Patterns in audiological and demographic findings of children with hearing loss below 3 years of age: A retrospective study p. 1
Reshma Stuvert, KS Kavya, Sita Sreekumar
Introduction: Early identification of infants with hearing loss and initiating intervention by 6 months has been proven to have positive impacts on children. Understanding the demographic and audiologic factors influencing early identification and intervention of children with hearing loss will be valuable to professionals, implementing authorities, and stakeholders for effective service delivery. The aim of this study was to understand the patterns observed in the demographic and audiological findings of children with hearing loss below 3 years of age. Methods: A retrospective method was adopted to collect the audiological and demographic information from 143 case files of children below 3 years of age, registered in audiology diagnostics at the Institute in the period from January 2017 to December 2017. Descriptive statistics and Pearson's correlation were used to report the findings in various demographic and audiological factors. Results: The mean age of identification (AOI) was found to be 1.38 years (standard deviation [SD] ± 1.07); mean age of amplification was 1.54 years (SD ± 0.766); and age of intervention was 1.59 years (SD ± 0.83). There was a significant positive correlation (0.694) between AOI of hearing loss and age of amplification. The number of children who have been lost to follow-up after diagnosis was 55.2%. Conclusions: The findings from this retrospective data can help professionals to understand how well protocol for young children with hearing loss comply with universal standards and to take necessary steps to heighten quality health-care service.
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Adaptation and validation of the common object token test to the marathi language and its applicability to pediatric cochlear implant recipients p. 8
Kalyani Salve, Priyanka Endal, Nandini Dave Maingi, Neelam Vaid
Context: The Common Object Token (COT) test is used in clinical settings to assess the complex closed-set speech perception skills in children with hearing impairment. Aims: The translation, adaptation, and validation of the COT test for the Sinhalese language of Sri Lanka served as a model for the study presented here. The same procedure was used to adapt the original English-language test to the Marathi language of West India. The finalized Marathi version was tested on children with normal hearing (NH). Its applicability to pediatric Marathi-speaking cochlear implant (CI) recipients was demonstrated. Materials and Methods: The forward/backward translation method was used to translate the original English-language test into Marathi. The Marathi version was assessed, adapted, and finalized by healthcare professionals and teachers who are native Marathi speakers and competent speakers of the English language. The finalized version was administered to 100 children with NH (mean age: 5.6 years; range: 2.7–9 years). Sixteen recipients of CIs manufactured by MED-EL (Innsbruck, Austria) were tested with the finalized Marathi version (mean age: 7.5 years; range: 3.5–12.5 years). Results: The original English-language COT test was designed with two levels of subtests arranged in an order of increasing difficulty. The subtests of each level of the finalized Marathi version were shown to follow this arrangement, which could be observed from the test scores in both the children with NH and the children with CIs. A strong correlation between the total score and each subtest score for both levels 1 and 2 were found in both groups. Good internal reliability and consistency were observed in the group with NH for both test levels. Conclusions: The COT test was translated, adapted, and validated for Marathi by administering it to children with NH. The finalized Marathi version was easily administered to pediatric CI recipients. It is recommended as a standard, validated tool for assessing the speech perception of pediatric Marathi-speaking CI recipients.
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Consonant Recognition Using Coarticulatory Cues in Individuals with Normal Hearing and Sensorineural Hearing Loss p. 16
Dhanya Mohan, Sandeep Maruthy
Background and Objectives: The study investigated the role of coarticulatory cues in the perception of consonants in Malayalam and its temporal window. It also compared normal hearing individuals and individuals with sensorineural hearing loss (SNHL) for their ability to utilize coarticulatory cues for the perception of consonants. Methods: The study used a quasi- experimental post-test only mixed research design. Fifteen normal-hearing individuals and 15 individuals with SNHL who were native speakers of Malayalam participated in the study. The stimuli included consonant-vowel syllables in their original and truncated forms. The forward-gating method was used to generate the truncated tokens. The participants were assessed for their consonant recognition in closed-set conditions. Results: There was a significant difference in the temporal window of the utility of coarticulatory cues across consonants and also between the two groups of participants. Conclusions: In normal-hearing individuals, coarticulatory cues are useful for the recognition of stop consonants, nasals as well as fricatives, with the maximum temporal window of utility seen in nasals. However, individuals with SNHL fail to utilize the available coarticulatory cues to recognize the consonants.
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MS-speech-language pathology student mental health: Establishing a virtual safety net during COVID-19 p. 22
Angela Marie Medina, Jean S Mead
The purpose of this paper is to describe the implementation of a remote mindfulness program designed to serve as a mental health resource for MS-speech-language pathology students coping with the initial restrictions related to COVID-19. A cursory review of the literature outlining the negative social, emotional, and psychological impact COVID-19 has had on graduate students is presented. The benefits of mindfulness practice are well-documented, therefore, making it an appropriate mental health resource for minimizing the loneliness, stress, anxiety, and uncertainty experienced by students. Elements of a remote mindfulness program implemented within days of the stay-at-home order are described including the theoretical framework, session content, as well as strategies, techniques, and resources for independent practice.
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