Effect Of Music Integrated Phonological Awareness Program On Preschool Cochlear Implant Users
NCT ID: NCT05543031
Last Updated: 2022-09-16
Study Results
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Basic Information
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COMPLETED
NA
46 participants
INTERVENTIONAL
2021-03-18
2021-07-16
Brief Summary
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Detailed Description
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This study was carried out with follow-up patients in the Audiology, Language and Speech Disorders Clinic of xxx University - Medical Faculty, Department of Otorhinolaryngology. The study was performed with the approval of Ethics Committee, and written informed consent was obtained from all patient families (138955/ July 2021). There are 9 female and 14 male cochlear implant users in the study group; 9 female and 14 male children with normal hearing in the control group. Children ranging in age from 5 to 7 who also have 5-6 years old language skills without any neurological problems were included in the study. Cochlear implant mappings of all children were checked before the training.
SPSS 25.0 (IBM) was used for statistical analysis. Pre and post-training comparisons of The Phonological Awareness Scale of Early Childhood Period, SMRT, and Mismatch Negativity tests were analyzed with the Wilcoxon test. The correlation of numerical measurements with each other was examined with Spearman Correlation. The differences in the numerical measurements used in the research according to the binary demographic categories were analyzed with the Mann-Whitney U test. The differences according to the multiple categories were analyzed using the Kruskal Wallis H test. The significance level (α=0,05) was used.
Conditions
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Study Design
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NON_RANDOMIZED
PARALLEL
OTHER
NONE
Study Groups
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Study group
There are 9 (35,8%) female and 14 (64,2%) male preschool cochlear implant users in the study group.
Children ranging in age from 5 to 7 who also have 5-6 years old language skills.
Music-Integrated Phonological Awareness training program
We would like to observe the effect of the music integrated phonological awareness program on preschool cochlear implant users and to compare the phonological awareness skills of the study group with the control group before and after the online training. The program is prepared as 10 lessons. Participants were guided through online training for 5 weeks, with 20-minute sessions conducted weekly. The training was carried out via Zoom, a free virtual interview program. Each family had a computer.
Spectral-Temporally Modulated Ripple Test (SMRT)
Spectral-Temporally Modulated Ripple Test (SMRT) was used to assess the spectral discrimination ability of the study group.Speech stimuli were presented at a calibrated presentation level of 60 dB SPL in a quiet room. The child was positioned at 0° azimuth and 1-meter from the loudspeaker.
The Phonological Awareness Scale of Early Childhood Period (PASECP)
The Phonological Awareness Scale of Early Childhood Period (PASECP) was used to measure the sound awareness and sound discrimination skills of study group pre-post training. The test has 8 sub-dimensions.
Mismatch Negativity Test
Mismatch Negativity (MMN) was used to evaluate the central auditory system.The test was used for electrophysiological recordings of the study group.The standard stimulus presented as /ba/ (%80), and the rare stimulus presented as /da/ (%20) frequency. The onset (rise) and offset (fall) times of the stimuli are 10 ms, and the plateau time is 50 ms. The interval between stimuli for both responses was 1.1 ms. A 0.1-30 Hz filter was applied. The speech stimuli intensity was 70 dB SPL. Speech stimuli were presented at a 1-meter distance from the participant, with speakers placed at an angle of 0°.
Early Language Development (TELD-3)
Test of Early Language Development (TELD-3) measured children's receptive and expressive language skills both group for inclusion criteria.
Control group
There are 9 (35.8%) female and 14 (64,2%) male preschool children with normal hearing in the control group.
Children ranging in age from 5 to 6 who also have age-appropriate language skills.
The Phonological Awareness Scale of Early Childhood Period (PASECP)
The Phonological Awareness Scale of Early Childhood Period (PASECP) was used to measure the sound awareness and sound discrimination skills of study group pre-post training. The test has 8 sub-dimensions.
Early Language Development (TELD-3)
Test of Early Language Development (TELD-3) measured children's receptive and expressive language skills both group for inclusion criteria.
Interventions
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Music-Integrated Phonological Awareness training program
We would like to observe the effect of the music integrated phonological awareness program on preschool cochlear implant users and to compare the phonological awareness skills of the study group with the control group before and after the online training. The program is prepared as 10 lessons. Participants were guided through online training for 5 weeks, with 20-minute sessions conducted weekly. The training was carried out via Zoom, a free virtual interview program. Each family had a computer.
Spectral-Temporally Modulated Ripple Test (SMRT)
Spectral-Temporally Modulated Ripple Test (SMRT) was used to assess the spectral discrimination ability of the study group.Speech stimuli were presented at a calibrated presentation level of 60 dB SPL in a quiet room. The child was positioned at 0° azimuth and 1-meter from the loudspeaker.
The Phonological Awareness Scale of Early Childhood Period (PASECP)
The Phonological Awareness Scale of Early Childhood Period (PASECP) was used to measure the sound awareness and sound discrimination skills of study group pre-post training. The test has 8 sub-dimensions.
Mismatch Negativity Test
Mismatch Negativity (MMN) was used to evaluate the central auditory system.The test was used for electrophysiological recordings of the study group.The standard stimulus presented as /ba/ (%80), and the rare stimulus presented as /da/ (%20) frequency. The onset (rise) and offset (fall) times of the stimuli are 10 ms, and the plateau time is 50 ms. The interval between stimuli for both responses was 1.1 ms. A 0.1-30 Hz filter was applied. The speech stimuli intensity was 70 dB SPL. Speech stimuli were presented at a 1-meter distance from the participant, with speakers placed at an angle of 0°.
Early Language Development (TELD-3)
Test of Early Language Development (TELD-3) measured children's receptive and expressive language skills both group for inclusion criteria.
Eligibility Criteria
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Inclusion Criteria
* Bilateral severe sensorineural hearing loss
* Having unilateral or bilateral cochlear implants,
* Having a chronological age in the range of 5-7 years,
* Not having started primary school.
* Using the cochlear implant and regularly
* To receive regular training in the auditory rehabilitation center
For children with normal hearing:
* To have normal hearing,
* To have receptive and expressive language skills compatible with the chronological age in the language test to be performed.
* Not starting primary school
Exclusion Criteria
* Having additional disability
* Using drugs affecting the auditory system
5 Years
7 Years
ALL
Yes
Sponsors
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Istanbul University - Cerrahpasa
OTHER
Uskudar University
OTHER
Responsible Party
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Büşra Yılanlı
Research Assistant
Principal Investigators
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Büşra Yılanlı, Msc
Role: PRINCIPAL_INVESTIGATOR
Uskudar University
Locations
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Istanbul University-Cerrahpasa
Istanbul, , Turkey (Türkiye)
Uskudar University
Istanbul, , Turkey (Türkiye)
Countries
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References
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Ching TY, Cupples L. Phonological Awareness at 5 years of age in Children who use Hearing Aids or Cochlear Implants. Perspect Hear Hear Disord Child. 2015 Sep;25(2):48-59. doi: 10.1044/hhdc25.2.48.
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Choi JE, Won JH, Kim CH, Cho YS, Hong SH, Moon IJ. Relationship between spectrotemporal modulation detection and music perception in normal-hearing, hearing-impaired, and cochlear implant listeners. Sci Rep. 2018 Jan 15;8(1):800. doi: 10.1038/s41598-017-17350-w.
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DiNino M, Arenberg JG. Age-Related Performance on Vowel Identification and the Spectral-temporally Modulated Ripple Test in Children With Normal Hearing and With Cochlear Implants. Trends Hear. 2018 Jan-Dec;22:2331216518770959. doi: 10.1177/2331216518770959.
Fernandes NM, Gil D, Azevedo MF. Mismatch Negativity in Children with Cochlear Implant. Int Arch Otorhinolaryngol. 2019 Jul;23(3):e292-e298. doi: 10.1055/s-0039-1688967. Epub 2019 May 28.
Ferreira DA, Bueno CD, de Costa SS, Sleifer P. Mismatch Negativity in Children: Reference Values. Int Arch Otorhinolaryngol. 2019 Apr;23(2):142-146. doi: 10.1055/s-0038-1667313. Epub 2018 Oct 24.
Gifford RH, Noble JH, Camarata SM, Sunderhaus LW, Dwyer RT, Dawant BM, Dietrich MS, Labadie RF. The Relationship Between Spectral Modulation Detection and Speech Recognition: Adult Versus Pediatric Cochlear Implant Recipients. Trends Hear. 2018 Jan-Dec;22:2331216518771176. doi: 10.1177/2331216518771176.
Jeddi Z, Lotfi Y, Moossavi A, Bakhshi E, Hashemi SB. Correlation between Auditory Spectral Resolution and Speech Perception in Children with Cochlear Implants. Iran J Med Sci. 2019 Sep;44(5):382-389. doi: 10.30476/IJMS.2019.44967.
Jing L, Vermeire K, Mangino A, Reuterskiold C. Rhyme Awareness in Children With Normal Hearing and Children With Cochlear Implants: An Exploratory Study. Front Psychol. 2019 Sep 12;10:2072. doi: 10.3389/fpsyg.2019.02072. eCollection 2019.
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Provided Documents
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Document Type: Study Protocol and Statistical Analysis Plan
Document Type: Informed Consent Form
Study Documents
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Document Type: Study Protocol
View DocumentDocument Type: Study Protocol
View DocumentRelated Links
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Davis, M. M. (2019). Rhythms and Reading : Applying Literacy to the Music Classroom.
DuBois, G. E. (2021). Using Group Music Activities with Families to Support School-Readiness Skills in Preschool Children with Hearing Loss. ProQuest Dissertations and Theses, 6(1), 160.
Phelps, S. (2003). Phonological Awareness Training in a Preschool Classroom of Typically Developing Children. Electronic Theses and Dissertations.
Eissa, M. A. (2013). The Effectiveness of a Phonological Awareness Training Intervention on Pre-reading Skills of Children with Mental Retardation. Psycho-Educational Research Reviews, 2(2), 11-21.
Other Identifiers
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138955
Identifier Type: -
Identifier Source: org_study_id
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