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  • Ojima, Toshiyuki  (4)
  • 2010-2014  (4)
  • 1
    Online Resource
    Online Resource
    Effectiveness of Domain-Based Intervention for Language Development in Japanese Hearing-Impaired Children : A Multicenter Study
    SAGE Publications ; 2014
    In:  Annals of Otology, Rhinology & Laryngology Vol. 123, No. 7 ( 2014-07), p. 500-508
    Details
    In: Annals of Otology, Rhinology & Laryngology, SAGE Publications, Vol. 123, No. 7 ( 2014-07), p. 500-508
    Abstract: Decreasing language delay in hearing-impaired children is a key issue in the maintenance of their quality of life. Language training has been presented mainly by experience-based training; effective intervention programs are crucially important for their future. The aim of this study was to confirm the efficacy of 6-month domain-based language training of school-age, severe-to-profound hearing-impaired children. Methods: We conducted a controlled before–after study involving 728 severe-to-profound prelingual hearing-impaired children, including an intervention group (n = 60), control group (n = 30), and baseline study group (n = 638). Language scores of the participants and questionnaires to the caregivers/therapists were compared before and after the intervention. Average monthly increase in each language score of the control group and baseline study group were compared with those of the intervention group. Results: Language scores and the results of the questionnaire of the intervention group showed a significant improvement ( P 〈 .05). The average monthly language growth of the intervention group was twice that of the control group and 3 to 4 times that of the baseline study group ( P 〈 .05). The effect size was largest in communication (1.914), followed by syntax (0.931). Conclusion: Domain-based language training improved the language development and daily communication of hearing-impaired children without any adverse effects.
    Type of Medium: Online Resource
    ISSN: 0003-4894 , 1943-572X
    URL: Article
    DOI: 10.1177/0003489414525023
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2014
    detail.hit.zdb_id: 2033055-8
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  • 2
    Online Resource
    Online Resource
    Effects of Early Identification and Intervention on Language Development in Japanese Children with Prelingual Severe to Profound Hearing Impairment
    SAGE Publications ; 2012
    In:  Annals of Otology, Rhinology & Laryngology Vol. 121, No. 4 ( 2012-04), p. 16-20
    Details
    In: Annals of Otology, Rhinology & Laryngology, SAGE Publications, Vol. 121, No. 4 ( 2012-04), p. 16-20
    Abstract: Early identification and intervention for prelingual bilateral severe to profound hearing loss is supposed to reduce the delay in language development. Many countries have implemented early detection and hearing intervention and conducted regional universal newborn hearing screening (UNHS). However, the benefits of UNHS in later childhood have not yet been confirmed, although language development at school age has a lifelong impact on children's future. Our Research on Sensory and Communicative Disorders project attempted to reveal the effects of UNHS and those of early intervention on the development of verbal communication in Japanese children. Methods: In this study, 319 children with prelingual bilateral severe to profound hearing loss, 4 to 10 years of age, were evaluated with the Test of Question-Answer Interaction Development used as an objective variable. Participation in UNHS and early intervention were used as explanatory variables. The adjusted odds ratio (AOR) was calculated after adjusting several confounding factors with use of logistic regression analysis. In addition, caregivers' answers were obtained by a questionnaire, and the process of diagnosis with and without UNHS was analyzed retrospectively. Results: Early intervention was significantly associated with better language development (AOR, 3.23; p 〈 0.01). Participation in UNHS may contribute to better language development to some extent (AOR, 1.32), but not one that was statistically significant (p = 0.37). However, UNHS was significantly associated with early intervention (AOR, 20.21; p 〈 0.001). The questionnaire results indicated a lag in treatment after UNHS in more than 40% of screened cases. Conclusions: Early intervention strongly influenced language development. It is necessary to ensure that early identification leads directly to early intervention.
    Type of Medium: Online Resource
    ISSN: 0003-4894 , 1943-572X
    URL: Article
    DOI: 10.1177/000348941212100402
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2012
    detail.hit.zdb_id: 2033055-8
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  • 3
    Online Resource
    Online Resource
    Assessment Package for Language Development in Japanese Hearing-Impaired Children (ALADJIN) as a Test Battery for the Development of Practical Communication
    SAGE Publications ; 2012
    In:  Annals of Otology, Rhinology & Laryngology Vol. 121, No. 4 ( 2012-04), p. 3-15
    Details
    In: Annals of Otology, Rhinology & Laryngology, SAGE Publications, Vol. 121, No. 4 ( 2012-04), p. 3-15
    Abstract: The measurement of language development in hearing-impaired children is an important step in assessing the appropriateness of an intervention. We proposed a set of language tests (the Assessment Package for Language Development in Japanese Hearing-Impaired Children [ALADJIN]) to evaluate the development of practical communication skills. This package consisted of communication skills (TQAID), comprehensive (PVT-R and SCTAW) and productive vocabulary (WFT), comprehensive and productive syntax (STA), and the STRAW. Methods: A total of 638 children with greater than 70-dB hearing impairment were subjected to this set of language tests. Additional tests, including the PARS, the RCPM, and parental questionnaires, were administered to assess the backgrounds of the children. Results: A trimodal distribution was observed among hearing-impaired children by the histogram-based analysis of each test. Conclusions: The ALADJIN is a useful Japanese-language evaluation kit for hearing-impaired children.
    Type of Medium: Online Resource
    ISSN: 0003-4894 , 1943-572X
    URL: Article
    DOI: 10.1177/000348941212100401
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2012
    detail.hit.zdb_id: 2033055-8
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  • 4
    Online Resource
    Online Resource
    Language Ability in the Intermediate-Scoring Group of Hearing-Impaired Children
    SAGE Publications ; 2012
    In:  Annals of Otology, Rhinology & Laryngology Vol. 121, No. 4 ( 2012-04), p. 21-27
    Details
    In: Annals of Otology, Rhinology & Laryngology, SAGE Publications, Vol. 121, No. 4 ( 2012-04), p. 21-27
    Abstract: Language development is a key issue in hearing-impaired children. However, interpersonal differences complicate our understanding of the situation. The bimodal or trimodal distribution of language scores in our other reports in this publication imply the presence of fundamental differences among these groups. The characteristic aspects of each group were profiled according to language data. Methods: We divided 268 children with prelingual severe to profound hearing impairment into 3 groups according to their trimodal distribution observed on histogram-based analysis of their responses to the Test of Question-Answer Interaction Development. Test results in several language domains, including productive and comprehensive vocabulary, productive and comprehensive syntax, and academic achievement, were profiled and compared among these 3 groups. Results: Significant differences were observed in the results of the Word Fluency Test, the Picture Vocabulary Test–Revised, and the Syntax Test of Aphasia among the 3 groups. No significant difference was observed between groups who were lower-scoring and intermediate-scoring on the academic achievement tests referred to as Criterion Referenced Test–II and the Standardized Comprehension Test for Abstract Words. Only the higher-scoring group showed excellent results. The demographic factors were not significantly different among the 3 groups. Conclusions: Relatively poor academic achievement despite fair language production was the dominant feature of the intermediate-scoring group. This profile might correlate with academic failure in school.
    Type of Medium: Online Resource
    ISSN: 0003-4894 , 1943-572X
    URL: Article
    DOI: 10.1177/000348941212100403
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2012
    detail.hit.zdb_id: 2033055-8
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    Online Resource
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