Otitis media with effusion, also known as glue ear, is a common cause of hearing loss in children that can negatively impact language development and educational outcomes if left untreated. Several factors influence how severely an individual child is affected, including the age of onset, duration of episodes, severity of hearing loss, child characteristics, and environment. Treatment options aim to restore hearing and include watchful waiting for most cases of serous otitis media to resolve spontaneously, or surgical placement of ventilation tubes for more severe or persistent cases with significant hearing loss or related developmental delays.
Zaid Hjab
The ear is the part of the body that is used for hearing. Information about the
world is acquired through hearing. Anybody that hears nothing around him, no
matter how loud the sound is should be seen as having ear problem. It is a condition
or rather an impairment which is a physical, observable condition of tissue that can
affect the function of the organ system of which that tissue is a part. Hearing
impairment is a disability that can affect the effective functioning of the total
personality no matter the period of onset. Among the earliest attempt to define
hearing impaired was the one made by the committee of Nomenclature of the
conference of Executives of American schools for the deaf (1938) which says
that the deaf are those people in whom the sense of hearing is non-functioning for
the ordinary purpose of life. According to them also, the hard-of-hearing can be
defined as those in whom the sense of hearing although defective is functional with
or without a hearing aid.
Efficacy of auditory training in adults with hearing loss and auditory proces...HEARnet _
The biggest challenge for people with hearing loss is to communicate in noise. Even some normal Even some normal hearing older adults have issues understanding speech in noise.
Zaid Hjab
The ear is the part of the body that is used for hearing. Information about the
world is acquired through hearing. Anybody that hears nothing around him, no
matter how loud the sound is should be seen as having ear problem. It is a condition
or rather an impairment which is a physical, observable condition of tissue that can
affect the function of the organ system of which that tissue is a part. Hearing
impairment is a disability that can affect the effective functioning of the total
personality no matter the period of onset. Among the earliest attempt to define
hearing impaired was the one made by the committee of Nomenclature of the
conference of Executives of American schools for the deaf (1938) which says
that the deaf are those people in whom the sense of hearing is non-functioning for
the ordinary purpose of life. According to them also, the hard-of-hearing can be
defined as those in whom the sense of hearing although defective is functional with
or without a hearing aid.
Efficacy of auditory training in adults with hearing loss and auditory proces...HEARnet _
The biggest challenge for people with hearing loss is to communicate in noise. Even some normal Even some normal hearing older adults have issues understanding speech in noise.
How to Prevent Autism by Teaching At-Risk Infants and Toddlers to Talk
Presented at: Florida Association for Behavior Analysis Convention
September 2006
Authors: Philip W. Drash, Ph.D., BCBA,
Autism Early Intervention & Prevention Center, Tampa, FL
and
Roger M. Tudor, Ph.D.
Westfield State College, Westfield, MA
Your child performing poor in school! You may have to visit an ENT specialist and Audiologist for his Hearing Test. Even a slight hearing loss in a child is often a reason behind poor performance in class.
Evaluation of Hearing in Children - from birth until 7 years oldRobert Ferris
A short presentation describing, very generally, the reasoning and methods used to evaluate hearing in neonates and older pediatric patients, up to 7 years of age. Slides compiled as part of medical school studies.
Sources for all imagery and sources listed in references section where possible. I do not claim ownership of any images or graphics. Slides for educational purposes only, and should not replace clinical judgement. No monetary gain was made for this work.
Hearing loss and the acquistion of english plural morphology - HEARing CRC Ph...HEARnet _
Research to gain insight into grammatical knowledge of children
with HL
• Identify effects of language background and HL on
acquisition of English grammar
• Establish norms for iPad paradigm to be used for
assessment or therapy
Getting rid of speech difficulties and swallowing disordersBrandon Ridley
Speech, language, and swallowing disorders are common challenges many children across the globe face. About 11% of the total population of these children (explicitly falling in the age group three to six years) have the highest recorded cases of these disorders, followed by those between the ages of seven and ten years (9.3%), and finally, preteens and teenagers with ages ranging from 11 to 17 years (4.9%).
How to Prevent Autism by Teaching At-Risk Infants and Toddlers to Talk
Presented at: Florida Association for Behavior Analysis Convention
September 2006
Authors: Philip W. Drash, Ph.D., BCBA,
Autism Early Intervention & Prevention Center, Tampa, FL
and
Roger M. Tudor, Ph.D.
Westfield State College, Westfield, MA
Your child performing poor in school! You may have to visit an ENT specialist and Audiologist for his Hearing Test. Even a slight hearing loss in a child is often a reason behind poor performance in class.
Evaluation of Hearing in Children - from birth until 7 years oldRobert Ferris
A short presentation describing, very generally, the reasoning and methods used to evaluate hearing in neonates and older pediatric patients, up to 7 years of age. Slides compiled as part of medical school studies.
Sources for all imagery and sources listed in references section where possible. I do not claim ownership of any images or graphics. Slides for educational purposes only, and should not replace clinical judgement. No monetary gain was made for this work.
Hearing loss and the acquistion of english plural morphology - HEARing CRC Ph...HEARnet _
Research to gain insight into grammatical knowledge of children
with HL
• Identify effects of language background and HL on
acquisition of English grammar
• Establish norms for iPad paradigm to be used for
assessment or therapy
Getting rid of speech difficulties and swallowing disordersBrandon Ridley
Speech, language, and swallowing disorders are common challenges many children across the globe face. About 11% of the total population of these children (explicitly falling in the age group three to six years) have the highest recorded cases of these disorders, followed by those between the ages of seven and ten years (9.3%), and finally, preteens and teenagers with ages ranging from 11 to 17 years (4.9%).
ANNOTATIONManagement of childhood stutteringMark Onslow .docxjustine1simpson78276
ANNOTATION
Management of childhood stuttering
Mark Onslow and Sue O’Brian
Australian Stuttering Research Centre, The University of Sydney, Sydney, New South Wales, Australia
Abstract: Stuttering is a speech disorder that begins during the first years of life and is among the most prevalent of developmental disorders.
It appears to be a problem with neural processing of speech involving genetics. Onset typically occurs during the first years of life, shortly after
language development begins. Clinical presentation during childhood is interrupted and effortful speech production, often with rapid onset. If
not corrected during early childhood, it becomes intractable and can cause psychological, social, educational and occupational problems. There
is evidence from replicated clinical trials to support early intervention during the pre-school years. Meta-analysis of studies indicates that children
who receive early intervention during the pre-school years are 7.7 times more likely to have resolution of their stuttering. Early intervention is
recommended with a speech pathologist. Some children who begin to stutter will recover without such intervention. However, the number of
such recoveries is currently not known, and it is not possible to predict which children are likely to recover naturally. Consequently, the current
best practice is for speech pathologists to monitor children for signs of natural recovery for up to 1 year before beginning treatment.
Key words: diagnosis; management; paediatrics; stuttering; treatment.
Stuttering
Stuttering, also known as stammering in the United Kingdom,
is a speech disorder that begins during the first years of life. A
recent community cohort study of 1619 Australian children
recruited at 8 months old found that 8.5% had begun to
stutter by 3 years of age.1 The shape of the cumulative inci-
dence plot suggests that more cases will emerge as the cohort
is studied further. Onset was found to be essentially unpre-
dictable, with only 3.7% of cases explainable with case
history variables such as advanced language development,
twinning and maternal education level. A report of 3 to
17-year-olds derived from the United States National Health
Interview Surveys (n = 95,132) showed stuttering to be the
equal third most prevalent developmental disorder from
among nine, which included attention-deficit/hyperactivity
disorder, autism, cerebral palsy and learning disability.2 The
reported prevalence was 1.6%.
The cause of stuttering is currently unknown; however, brain
imaging data suggest that it involves a problem with neural
processing of speech,3 linked to structural and functional
anomalies at brain sites responsible for spoken language.4,5 As
these anomalies have only been investigated with school chil-
dren and adults, it is unclear whether they are a cause or an
effect of the disorder. There is genetic involvement in stuttering,
with clear evidence of vertical transmission within families.6
Around two th.
Chronic otitis media effusion, also known as chronic middle ear fluid, is a condition characterized by the long-term presence of fluid in the middle ear. The middle ear is the space behind the eardrum that contains the tiny bones responsible for transmitting sound vibrations to the inner ear
Otitis media with effusion: an illustration of ascertainment biasDorothy Bishop
Otitis media with effusion (OME) provides an example of how ascertainment bias can induce spurious correlations. Early work suggested it impacted children's language, but when unbiased samples are studied, the effect is absent or very small
The most common congenital craniofacial anomaly is cleft lip and palate. It is a separation that occurs in the lip or palate or both. Cleft occurs when the lip and/or the palate do not completely fuse during fetal development between the 6th and 9th week of pregnancy. While many factors have been associated with clefts, the cause of this condition seems complex and most cases of cleft lip and palate are thought to occur by an interaction of genetic and environmental factors or as a part of a genetic syndrome. Children with cleft lip and palate often have problems with feeding, speech, dentition, hearing, and aesthetics.
Management of Orofacial Cleft Dr. Sunil (2).pptx Management of Orofacial Clef...ssuser12303b
Management of Orofacial Cleft Dr. Sunil (2).pptxManagement of Orofacial Cleft Dr. Sunil (2).pptxManagement of Orofacial Cleft Dr. Sunil (2).pptxManagement of Orofacial Cleft Dr. Sunil (2).pptx
Asian ENT care Hospital is the Best ENT Hospital for Ear, Nose, and Throat Problems. Are you looking for Best ENT Specialists in Hyderabad? Then you can visit our Asian ENT care Hospital.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Chapter 3 - Islamic Banking Products and Services.pptx
Impact of secretory otitis media on education and learning
1. Impact of secretory otitis
media on education and
learning
Under supervisionof
ENT Department
Damietta Faculty of Medicine,
AL Azhar University, Egypt
BY
AHMED FUAD IBRAHIM
2. CONTENT
1-Otitis media with effusion (Introduction)
2- Presentation in children
3- When does secretory otitis media affect language
development
4- How can I recognize if my child has a hearing loss?
5- Does early detection of otitis media with effusion prevent
delayed language development?
6- How may language learning be affected by Otitis Media?
7- Is my child achieving milestones of language
development?
8- The Effects of Early Bilateral Otitis Media with Effusion
on Educational Attainment
9- The impact of otitis media on cognitive outcomes
10- Why and how should serous otitis media be treated?
11- Serous and recurrent otitis media. Pharmacological or
surgical management?
12- Refrences
3. Otitis media with effusion(Introduction)
Synonym: glue ear
Otitis media with effusion (OME), also called glue ear, is characterised by a
collection of fluid in the middle-ear cleft. there is chronic inflammation but
without signs of acute inflammation. OME is the most common cause of
hearing impairment (and the most common reason for elective surgery) in
childhood, where it usually follows an episode of acute otitis media (AOM). It
is uncommon in adults, in whom Eustachian tube dysfunction is the
predominant cause and suspicious aetiologies should be considered(NICE CKS,
March 2011)
Presentation in children
Hearing loss is the usual presenting symptom, although this is easily missed in
very young children.
Hearing loss is not invariably present. Hearing loss in children may present as:
Mishearing, difficulty with communication in a group, listening to the TV at
excessively high
volumes or needing things to be repeated.
Lack of concentration, withdrawal.
Impaired speech and language development.
Impaired school progress.
Mild intermittent ear pain with fullness or popping.
There may be a history of recurrent ear infection, upper respiratory tract
infections or nasal obstruction.
Occasionally balance problems may be a feature. (NICE CKS, March 2011)
When does secretory otitis media affect language development
During the period in which these patients were seen, a much larger number of
children who attended for audiological examination was found tg have secretory otitis
media without any abnormality of language development, and conversely there were
many with language problems without evidence of this disorder. Since secretory otitis
media is so common, it is difficult in the individual child to determine how much the
disorder is affecting development. Parents often report an improvement in the child's
hearing immediately after surgery, but it is much more difficult to document
subsequent acceleration in language development. Furthermore, the diagnosis of
secretory otitis media with language delay is often followed by several simultaneous
interventions in addition to surgery-for example, advice to parents, nursery placement,
and beginning speech therapy. In spite of all these difficulties, the patients described
above lead us to suspect that secretory otitis media can indeed have a devastating
effect on some children, yet be of trivial importance to others. We postulate that at
least five variables must be considered to explain these differences. These are
.(1) The age at which the disorder occurs
2)The duration of the episodes;)
(3) The severity of the hearing loss
(4) Intrinsic qualities in the child
(5) The child's environment
D M B HALL AND P HILL APRIL 2008))
4. How can I recognize if my child has a hearing loss?
■Having difficulty paying attention ■ Showing a delayed response or no response
when spoken to ■ Saying “huh?” often ■ Not following directions well ■ Turning up
sound on radios, TV, CDs ■ Withdrawing from other children ■ Being over-active or
uncooperative
Children with temporary hearing loss may show all, some, or none of these behaviors.
These behaviors may be different at each age. It is often hard to tell whether a child
has a hearing problem or whether the child is just acting a certain way because of age
or temperament ( Roberts, J. E., Wallace, I. F., & Henderson, F. W. (Eds). (1997).
Does early detection of otitis media with effusion prevent
delayed language development?
There is insufficient evidence to support attempts at early detection of OME in the
first 4 years of life in the asymptomatic child to prevent delayed language
development
ButlerCC1, MacMillanH))
How may languagelearning be affected by Otitis Media?
During the first three years when children have the most problems with otitis media,
they are learning to speak and understand words. Children learn to do this by
interacting with people around them. It may be harder to hear and understand speech
if sound is muffled by fluid in the middle ear. Some researchers report that frequent
hearing loss in children with middle ear fluid may lead to speech and language
difficulties. However, other researchers have not found this to be true. Researchers are
still studying this. In the meantime, it’s best to pay special attention to the language
development of children who have middle ear fluid( Watt, M.R.,Roberts, J.E., &
Zeisel, S. (1993).
Is my child achieving milestones of language development?
INSTRUCTIONS—Read each question through your child’s age group and checkyes or no.
Add the total and see below .
All Yes:Your child is developing hearing, speech, & language in the typicalw ay.
1–2 No: Your child may have delayed hearing, speech & language development. Seek
professionaladvice if you are unsure.
3 or more No:Askfor a referralto an audiologist or speech-language pathologist
5. Green, A. R. (1997).
The Effects of Early Bilateral Otitis Media with Effusion on
Educational Attainment
The relationship between long-lasting, bilateral otitis media with effusion (OME)
between the ages of 2 and 4 and educational attainment, in particular, reading and
spelling ability at 7 years of age, was studied in a prospective cohort study of 946
children. After selection, three groups were distinguished: 151 children with long-
lasting, bilateral OME at preschool age, 37 preschool children treated with ventilation
tubes, and 82 children with no history of OME at that age. Early bilateral OME was
found to affect spelling ability, but not reading ability, at 7 years. The effects of OME
did not appear to increase with the number of observations of OME. Also, recurrent
hearing loss did not have more detrimental effects than continuous hearing loss.
Effects of treatment with ventilation tubes were not found. Only the teachers' ratings
of writing ability indicated a slight advantage of treatment with ventilation tubes. In
conclusion, the educational consequences of early OME appear to be very small(
Sylvia A. F. Peters Eefje H. Grievink Wim H.J. van Bon Anne G. M. Schilder May 2005)
6. The impact of otitis media on cognitive outcomes
• Otitis media is a common disease in childhood that can adversely affect cognitive
and educational outcomes. The literature in this area is equivocal, and findings may
be influenced by research design.
• The impact of otitis media on individual children’s development appears to depend
on the inter-relationship between several factors. Children who have early-onset otitis
media (under 12 months) are at high risk of developing longterm
speech and language problems.
• Otitis media has been found to interact negatively with preexisting cognitive or
language problems.
• For biological or environmental reasons, some populations have a pattern of early
onset, higher prevalence and episodes of longer duration; this pattern leads to a higher
risk of longterm speech and language problems.
• These factors suggest that Indigenous children may be at higher risk of cognitive
and educational sequelae than non- indigenous children ( Corinne J Williams and Ann
M Jacobs2009)
Why and how should serous otitis media be treated?
Serous otitis media is an extremely commonplace condition in pediatric patients and
tends to resolve spontaneously. Only some forms warrant treatment. Indications for
treatment include(1) frequent superinfections(,2) lasting hearing impairment with
adverse consequences on socialization, or debilitation of the tympanic membrane
carrying a risk for the ear. Tympanostomy tubes are a palliative treatment for serous
otitis which restores hearing within a few hours and eliminates unfixated retractions
of the tympanic membrane within a few weeks. Tympanostomy tubes may lead to
complications including otorrhea and perforation of the tympanic membrane and
should therefore be used only in patients with severe otitis media. Etiologic treatment
of serous otitis rests on restoration of satisfactory nasal ventilation (education to
improve nose-blowing, adenoidectomy), improvement of eustachian tube patency
(corticosteroids), and modification of the characteristics of middle ear secretions
(mucolytic agents and mucomodifying agents( François M1, Bonfils P,Van Haver K,
Narcy P)
Serous and recurrent otitis media. Pharmacological or surgical
management?
The management of recurrent acute otitis media and serous otitis media is both
challenging and controversial. The efficacy of antimicrobial prophylaxis of children at
high risk for recurrent acute otitis media is established, but the indications for such
therapy are controversial. Tympanostomy tube insertion also decreases the frequency
of recurrent otitis media. High-risk children can be successfully managed with
chemoprophylaxis from autumn through to spring. If this fails, then tympanostomy
tube insertion should be considered. Serous otitis media that follows acute otitis
media resolves spontaneously in more than 90% of cases. Serous otitis media of
unknown onset also has a strong tendency to resolve without treatment.
Antihistamines and decongestants, although popular, have no significant effect on the
course of serous otitis media. Antimicrobial therapy has a modest effect on the
resolution of serous otitis media. Tympanostomy tubes usually improve the
conductive hearing loss associated with serous otitis media and should be used when
bilateral serous otitis media fails to resolve spontaneously. If repeated tympanostomy
7. tube insertion fails, then adenoidectomy should be considered. With the course of
management outlined, most children will have a successful outcome with
conservative therapy and the need for surgery will be minimized
Marchant CD1, CollisonLM2006))
Refrences
1 -Otitis media with effusion; NICE CKS, March 2011 (UK access only)
2- D M B HALL AND P HILL
Departmentsof ChildHealthand Psychiatry,StGeorge'sHospital Medical School,London
3- Roberts, J. E., Wallace, I. F., & Henderson, F. W. (Eds). (1997). Otiitis Media in
Young Children. Baltimore, MD: Brookes Publishing Co.
Stool & the Otitis Media Panel. Otitis Media with Effusion in Young Children.
Clinical Practice Guideline Number 12. AHCPR Publication No. 94-0622.
Rockville, MD: Agency for Health Care Policy and Research, Public Health
Service, U.S. Department of Health and Human Services. July, 1994.
(Medical Version, Professional Guidelines). This booklet is available online
at www.aap.org/policy/otitis.htm
4- Butler CC1, MacMillan H
https://www.ncbi.nlm.nih.gov/pubmed/11466181
5- Watt, M.R., Roberts, J.E., & Zeisel, S. (1993). Ear infections in young children:
The role of the early childhood educator. Young Children, 49(1), 65–71.
Questions & Answers about Otitis Media, Hearing and Language Development—
www.asha.org/consumers/brochures/otitis_media.htm
Infections & Immunizations, Ear Infections— www.ama-assn.org/insight/
h_focus/nemours/infectio/childhd/ear.htm
6- Green, A. R. (1997). The parent’s completeguide to ear infections. Allentown,
PA: People’s Medical Society
7- Sylvia A. F. Peters Eefje H. Grievink Wim H.J. van Bon Anne G. M. Schilder
http://journals.sagepub.com/doi/abs/10.1177/002221949402700206
8-Marchant CD1, Collison LM
https://www.ncbi.nlm.nih.gov/pubmed/3322783
9- François M1, Bonfils P, Van Haver K, Narcy P.
https://www.ncbi.nlm.nih.gov/pubmed/1456683