Perceptual Development and Sequencing Skills in Children with a History of Ear Infections. Margaret Adair University of Arkansas firstname.lastname@example.org. Overview. Why? Early identification of children who are at risk for learning disorders How?
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
University of Arkansas
To investigate one particular subset of pre-school children, i.e., those with a history of ear infections, in order to determine if differences in oral-motor functioning co-existed for these young children
23 -59 months
No Ear Infections: n=9
History of Ear Infections & No Tubes: n=17
History of Ear Infections + Tubes: n=11
Question 1: Did children with a history of ear infections have poorer language skills than children without a history of ear infections?
No History of Ear Infections
History of Ear Infections
History of Ear Infections & Tubes
Question 2: Do children with oral-motor asynchrony have poorer language skills than children without oral-motor asynchrony?
Above age expected Vocabulary Scores
Age expected Vocabulary Scores
Below age expected Vocabulary Scores
Question 3: Did children with a history of ear infections who also displayed oral-motor asynchrony have poorer language skills?
Above and within age expected total Repetition score
Below age expected total Repetition score
Question 4: Did children with a history of ear infections who received PE tube have better language skills than children with ear infections who did not received PE tubes or children with no history of ear infections if oral-motor asynchrony was also present?
History of Ear Infections, Plus Tubes
History of Ear Infections; No Tubes
References who received PE tube have better language skills than children with ear infections who did not received PE tubes or children with no history of ear infections if oral-motor asynchrony was also present?
Chait, S. & Roy, P. (2007). The Preschool Repetition Test: An evaluation of performance in typically developing children and clinically referred children. Journal of Speech, Language and Hearing Research, 50, 429-443.
Desjardins, R. N. & Werker, J. F. (2004). Is the integration of heard and seen speech mandatory for infants? Developmental Psychobiology, 45, 187-203.
Ear infections and language development. [Pamphlet]. (2001). Rockville, MD:ASHA.
Fenson, L., Marchman, V. A., Thal, D., J., Dale, P.S., Reznick, J. S., & Bates, E., (2007). MacAurthur –Bates Communicative Development Inventories. Baltimore, MD: Paul H. Brookes Publishing.
Fletcher, S. G. (1993). Articulation: A physiological approach. New York: Grune & Stratton.
Fulk, G. W., & Gross, D. A. (2001). Relationship between refractive status and teacher evaluations of school achievement. Journal of Optometric Vision Development,32(3), 80-82.
Getchell, N., McMenamin, S., & Whitall, J. (2005). Dual motor task coordination in children with and without learning disabilities. Adapted Physical Activity Quarterly, 22(1), 21.
Gibson, J. J. (1966). The senses considered as perceptual systems. Boston, MA: Houghton Mifflin.
Hagstrom, F. (2003). Unpublished manuscript.
Kemmeny, S., Xu, J., Park, G. H., Hosey, L. A., Wettig, C. M., & Braun, A. R. (2006). Temporal dissociation of early lexical access and articulation using a delayed naming task — An fMRI study. Cerebral Cortex, 16(4), 587-595.
Klein, S. & Rapin, I. (1992). Intermittent conductive hearing loss and language development. In D. Bishop and K. Mogford (Eds.). Language development in exceptional circumstances (pp. 96-109). Hillsdale, NJ: Erlbaum.
Kelso, S. J. (1997). Dynamic patterns: the self-organization of brain and behavior. Cambridge, MA: The MIT Press.
Loritz, D. (1999). How the brain evolved language. New York, NY: Oxford University Press.
Neighmond, P. (2007). Ear tubes in children may be over-prescribed. Retrieved February 23, 2007, from http://www.npr.org
Norrix, L. W., Plante, E., & Vance, R. (2006). Auditory–visual speech integration by adults with and without language-learning disabilities. Journal of Communication Disorders, 39(1), 22-36.
Paradise, J.L., Feldman, H.M., Campbell, T.F, et al. (2001) Effect of early or delayed insertion of tympanostomy tubes for persistent otitis media and developmental outcomes at the age of 3 years. The New England Journal of Medicine, 344(11), 79-87.
References Continued who received PE tube have better language skills than children with ear infections who did not received PE tubes or children with no history of ear infections if oral-motor asynchrony was also present?
Paradise, J.L., Feldman, H.M., Campbell, T.F, et al. (2007). Tympanostomy tubes and developmental outcomes at 9 to 11 years of age. The New England Journal of Medicine, 356(3), 248-261.
Paul, R. (2007). Language Disorders from Infancy through Adolescence. St. Louis, MO: Mosby.
Polka, L., & Rvachew, S. (2005). The impact of otitis media with effusion on infant phonetic perception. Infancy, 8, 101-117.
Roberts, J. (2004). Otitis media, hearing loss, and language learning: Controversies and current research. Journal of Development and Behavioral Pediatrics, 25, 110-122.
Roland, P., & Brown, O. (1990). Tympanostomy tubes: A rational clinical treatment for middle ear disease. Topics in Language Disorders, 11(1), 23-28.
Rosner, J. (1975). Helping children overcome learning difficulties. Oxford: Walker.
Rosner J. (1990). Spatial awareness assessment program. Austin, TX: Pro-Ed.
Rosner, J. (1999). Symposium on vision and learning. Journal of optometric vision development, 30(3), 116-121.
Rosner, J., Hagstrom, F., & Dunkelberger, M. (2001). Parent and teacher’s guide to understanding and treating children with puzzling school learning problems: dyslexia, ADD, learning disabilities. Houston: University of Houston College of Optometry.
Sams, M., Mottonen, R. & Sihvonen, T. (2005). Seeing and hearing others and oneself talk. Cognitive Brain Research, 23, 429-435.
Sigmundsson, H., Hansen, P. C., & Talcott, J. B. (2003). Do ‘clumsy’ children have visual deficits. Behavioral Brain Research, 139(1/2), 123.
Smith, A. & Zelaznik H. N. (2004). Development of functional synergies for speech motor coordination in childhood and adolescence. Developmental Psychobiology, 45, 22-33.
Smits-Engelsman, B.C.M., Wilson, P.H., Westenberg, Y., & Duysens, J. (2003). Fine motor deficiencies in children with developmental coordinating disorder and learning disabilities: An underlying open-loop control deficit. Human Movement Science, 22(4-5), 495-513.
Stein, B.E. & Meredith, M. A. (1993). The merging of the senses. Cambridge, MA: MIT Press.
Thensen, T., Vibell, J. F., Calvert, G. A., & Osterbauer, R. A. (2004). Neuroimaging of multisensory processing in vision, audition, touch, and olfaction. Cognitive Processing, 5(2), 84-93.