Dataset Information

Behavioral Assessment of Hearing in 2- to 7-Year-Old Children: Evaluation of a Two-Interval, Observer-Based Procedure Using Conditioned Play-Based Responses.

ABSTRACT: Purpose It is challenging to collect reliable behavioral data from toddlers and preschoolers. Consequently, we have significant gaps in our understanding of how auditory development unfolds during this time period. One method that appears to be promising is an observer-based procedure that uses conditioned, play-based responses (Bonino & Leibold, 2017). In order to evaluate the quality of data obtained with this method, this study presented a suprathreshold signal to determine the number of trials 2- to 7-year-old children could complete, as well as the associated hit rate and observer confidence. Method Participants were 23 children (2-7 years old). Children were taught to perform a play-based motor response when they detected the 1000-Hz warble tone signal (at 30 dB SPL). An observer evaluated children's behavior using a 2-interval, 2-alternative testing paradigm. Testing was terminated after 100 trials or earlier, if signs of habituation were observed. Results Data were successfully collected from 22 of the 23 children. Of the 22 children, all but 1 child completed 100 trials. Overall hit rate was high (0.88-1.0; M = 0.94) and improved with listener age. Hit rate was stable across the test session. Strong agreement was seen between the correctness of the response and the observer's confidence in the judgment. Conclusion Results of this study confirm that the 2-interval, observer-based procedure described in this article is a powerful tool for measuring detection and discrimination abilities in young children. Future research will (a) evaluate coder reliability and (b) examine stability of performance across a test session when the signal intensity is manipulated. Supplemental Material https://doi.org/10.23641/asha.8309273.

SUBMITTER: Bonino AY

PROVIDER: S-EPMC7219350 | biostudies-literature | 2019 Sep

REPOSITORIES: biostudies-literature

ACCESS DATA

Publications

Behavioral Assessment of Hearing in 2- to 7-Year-Old Children: Evaluation of a Two-Interval, Observer-Based Procedure Using Conditioned Play-Based Responses.

Bonino Angela Yarnell AY Ramsey Michael E ME McTee Haley M HM Vance Eric A EA

American journal of audiology 20190625 3

Purpose It is challenging to collect reliable behavioral data from toddlers and preschoolers. Consequently, we have significant gaps in our understanding of how auditory development unfolds during this time period. One method that appears to be promising is an observer-based procedure that uses conditioned, play-based responses (Bonino & Leibold, 2017). In order to evaluate the quality of data obtained with this method, this study presented a suprathreshold signal to determine the number of tria ...[more]

PMID: 31238003

Similar Datasets

Project description:This article reports on the psychosocial development and factors influencing outcomes of 5-year-old children with cochlear implants (CIs) or hearing aids (HAs). It further examines differences between children with CIs and HAs with similar levels of hearing loss. Data were collected as part of the Longitudinal Outcomes of Children with Hearing Impairment study-a prospective, population-based study. Parents/caregivers of children completed the Strengths and Difficulties Questionnaire ( n = 333), the Social Skills subscale from the Child Development Inventory ( n = 317), and questionnaires on functional auditory behavior (Parents' Evaluation of Aural/oral performance of Children), and demographics. Children completed assessments of nonverbal cognitive ability (Wechsler Non-verbal Scale of Ability) and language (Preschool Language Scale - fourth edition). On average, parent-rated Strengths and Difficulties Questionnaire scores on emotional or behavioral difficulties were within 1 SD of the normative mean; however, Child Development Inventory scores on social skills were more than 1 SD below the norm. Children with severe-to-profound hearing losses using HAs had significantly more behavioral problems than children with CIs. Regression analyses showed that non-verbal cognitive ability, language, and functional auditory behavior were significantly associated with psychosocial outcomes for children with HAs, whereas outcomes for children with CIs were associated with functional auditory behavior and the presence of additional disabilities. Age at hearing intervention, severity of hearing loss, and communication mode were not associated with outcomes. The results suggest that even children who develop good language ability with the help of a HA or CI may have psychosocial problems if they exhibit difficulties with listening and communicating in everyday environments. The findings have implications for developing interventions for young children with hearing loss.

Project description:TheoryYoung children have an understanding of basic science concepts such as stability, yet their theoretical assumptions are often not concerned with stability. The literature on theory theory and theory-evidence coordination suggests that children construct intuitive theories about their environment which can be adjusted in the face of counterevidence that cannot be assimilated into the prior theory. With increasing age, children acquire a Center theory when balancing objects and try to balance every object at their middle, succeeding with symmetrical objects. Later, they acquire the basic science concept of stability through learning that the weight distribution of an object is of importance. Thus, they acquire a Mass theory and succeed in balancing asymmetrical objects as well. Fluid and crystallized intelligence might contribute to children's acquisition of Mass theory. Moreover, their Mass theory might be supported by implementing a playful intervention including (a) material scaffolds and (b) verbal scaffolds.AimsWe investigated which theories children have about stability and whether these theories can be adjusted to Mass theory by implementing a playful intervention.MethodA total of 183 5- to 6-year-old children took part in the study with a pre-post-follow-up intervention design. Children's Mass theory was assessed with an interview in which children explained constructions' stabilities. The children received a playful intervention with two differing degrees of scaffolding (material scaffolds or material + verbal scaffolds) or no scaffolding.ResultsAt first few children used a Mass theory to explain their reasoning. However, after being confronted with counterevidence for the asymmetrical constructions, children changed their explanation and applied a Mass theory. More children in the play group with the highest degree of scaffolding, i.e., material + verbal scaffolds, acquired a Mass theory compared to the other groups. Fluid as well as crystallized intelligence contributed to children's acquisition of a Mass theory.DiscussionCounterevidence can support children in their acquisition of a Mass theory. A playful intervention with scaffolding supports children even more.

Project description:BackgroundThe current generation of Human Papillomavirus (HPV) vaccines, Cervarix® and Gardasil®, exhibit a high degree of efficacy in clinical trials against the two high-risk (HR) genotypes represented in the vaccines (HPV16 and HPV18). High levels of neutralizing antibodies are elicited against the vaccine types, consistent with preclinical data showing that neutralizing antibodies can mediate type-specific protection in the absence of other immune effectors. The vaccines also confer protection against some closely related non-vaccine HR HPV types, although the vaccines appear to differ in their degree of cross-protection. The mechanism of vaccine-induced cross-protection is unknown. This study sought to compare the breadth and magnitudes of neutralizing antibodies against non-vaccine types elicited by both vaccines and establish whether such antibodies could be detected in the genital secretions of vaccinated individuals.Methods and findingsSerum and genital samples were collected from 12-15 year old girls following vaccination with either Cervarix® (n = 96) or Gardasil® (n = 102) HPV vaccine. Serum-neutralizing antibody responses against non-vaccine HPV types were broader and of higher magnitude in the Cervarix®, compared to the Gardasil®, vaccinated individuals. Levels of neutralizing and binding antibodies in genital secretions were closely associated with those found in the serum (r = 0.869), with Cervarix® having a median 2.5 (inter-quartile range, 1.7-3.5) fold higher geometric mean HPV-specific IgG ratio in serum and genital samples than Gardasil® (p = 0.0047). There was a strong positive association between cross-neutralizing antibody seropositivity and available HPV vaccine trial efficacy data against non-vaccine types.ConclusionsThese data demonstrate for the first time that cross-neutralizing antibodies can be detected at the genital site of infection and support the possibility that cross-neutralizing antibodies play a role in the cross-protection against HPV infection and disease that has been reported for the current HPV vaccines.Trial registrationClinicalTrials.gov NCT00956553.

Dataset Information

Behavioral Assessment of Hearing in 2- to 7-Year-Old Children: Evaluation of a Two-Interval, Observer-Based Procedure Using Conditioned Play-Based Responses.

Publications

Behavioral Assessment of Hearing in 2- to 7-Year-Old Children: Evaluation of a Two-Interval, Observer-Based Procedure Using Conditioned Play-Based Responses.

Similar Datasets

OmicsDI is part of the ELIXIR infrastructure

Tweets