Sangen A, Royackers L, Desloovere C, Wouters J, van Wieringen A
Department of Neurosciences, Research Group Experimental Oto-rhino-laryngology (ExpORL), KU Leuven, University of Leuven, Leuven, Belgium.
Department of Oto-Rhino-Laryngology, Head and Neck Surgery, University Hospitals Leuven, Leuven, Belgium.
Clin Otolaryngol. 2017 Oct;42(5):979-987. doi: 10.1111/coa.12826. Epub 2017 Feb 5.
To examine auditory, linguistic and cognitive outcomes of children with single-sided deafness (SSD). An increasing body of research suggests that children with SSD lag behind with respect to their normal hearing (NH) peers. In this study, we tap into certain developmental skills.
Case-control study.
Twenty-one children with SSD between 5 and 15 years of age participated. Per child with SSD, two NH control children were matched on age and gender.
Morphology, syntax and vocabulary were examined, and performance was assessed in depth by focusing on subskills and type of errors made. Furthermore, tests of short-term and working memory were conducted, and aspects of hearing disability were assessed by means of the speech spatial and qualities of hearing questionnaire (SSQ).
The children with SSD lagged behind in their scores on the three language tests and showed some differences to the NH group concerning type of errors and difficulty of the several subskills. Furthermore, scores on the SSQ indicated that in daily life, the children with SSD experience problems in spatial hearing and in understanding speech in noisy situations and that the effort they have to put into listening and in understanding speech is considerably greater than in NH children.
This study showed differences between children with SSD and NH children on several language skills and on auditory behaviour. Possibly, early intervention could prevent such language difficulties and minimise problems with spatial hearing and speech understanding.
研究单侧耳聋（SSD）儿童的听觉、语言和认知结果。越来越多的研究表明，SSD儿童在发育方面落后于听力正常（NH）的同龄人。在本研究中，我们探究了某些发育技能。
病例对照研究。
21名年龄在5至15岁之间的SSD儿童参与了研究。每一名SSD儿童都匹配了两名年龄和性别与之相同的NH对照儿童。
对形态学、句法和词汇进行了检查，并通过关注子技能和所犯错误的类型对表现进行了深入评估。此外，还进行了短期和工作记忆测试，并通过言语空间和听力质量问卷（SSQ）对听力障碍的各个方面进行了评估。
SSD儿童在三项语言测试中的得分落后，并且在错误类型和几个子技能的难度方面与NH组存在一些差异。此外，SSQ的得分表明，在日常生活中，SSD儿童在空间听力和嘈杂环境中理解言语方面存在问题，并且他们在倾听和理解言语时所付出的努力远大于NH儿童。
本研究表明，SSD儿童与NH儿童在几种语言技能和听觉行为方面存在差异。早期干预可能会预防此类语言困难，并将空间听力和言语理解方面的问题降至最低。
