Auditory training of speech recognition with interrupted and continuous noise maskers by children with hearing impairment

• Published in: The Journal of the Acoustical Society of America Vol. 133; no. 1; p. 495
• Main Authors: Sullivan, Jessica R, Thibodeau, Linda M, Assmann, Peter F
• Format: Journal Article
• Language: English
• Published: United States 01.01.2013
• Subjects: Acoustic Stimulation; Adolescent; Age Factors; Audiometry, Pure-Tone; Audiometry, Speech; Auditory Threshold; Child; Correction of Hearing Impairment - psychology; Discrimination Learning; Female; Hearing Aids; Hearing Loss, Sensorineural - diagnosis; Hearing Loss, Sensorineural - psychology; Hearing Loss, Sensorineural - rehabilitation; Humans; Male; Noise - adverse effects; Perceptual Masking; Persons With Hearing Impairments - psychology; Persons With Hearing Impairments - rehabilitation; Psychoacoustics; Recognition (Psychology); Severity of Illness Index; Speech Intelligibility; Speech Perception; Time Factors
• DOI: 10.1121/1.4770247

Previous studies have indicated that individuals with normal hearing (NH) experience a perceptual advantage for speech recognition in interrupted noise compared to continuous noise. In contrast, adults with hearing impairment (HI) and younger children with NH receive a minimal benefit. The objective of this investigation was to assess whether auditory training in interrupted noise would improve speech recognition in noise for children with HI and perhaps enhance their utilization of glimpsing skills. A partially-repeated measures design was used to evaluate the effectiveness of seven 1-h sessions of auditory training in interrupted and continuous noise. Speech recognition scores in interrupted and continuous noise were obtained from pre-, post-, and 3 months post-training from 24 children with moderate-to-severe hearing loss. Children who participated in auditory training in interrupted noise demonstrated a significantly greater improvement in speech recognition compared to those who trained in continuous noise. Those who trained in interrupted noise demonstrated similar improvements in both noise conditions while those who trained in continuous noise only showed modest improvements in the interrupted noise condition. This study presents direct evidence that auditory training in interrupted noise can be beneficial in improving speech recognition in noise for children with HI.