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Wass, Malin
Publications (10 of 48) Show all publications
Lyxell, B., Wass, M., Sahlén, B., Uhlén, I., Möller, C., Henricson, C., . . . Mäki-Torkko, E. (2013). Cognitive and communicative development in deaf and hearing-impaired children with cochlear implants and/or hearing-aids. In: : . Paper presented at Second International Conference on Cognitive Hearing Science for Communication, Linköping University, Sweden, June 16-19, 2013. (pp. 114).
Open this publication in new window or tab >>Cognitive and communicative development in deaf and hearing-impaired children with cochlear implants and/or hearing-aids
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2013 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

The purpose of the study was to examine neurophysiological, cognitive and linguistic development in deaf and hearing-impaired children (5–7 years of age) with CI and/or hearingaids and how a phonological intervention programme may influence this development. The deaf and hearing-impaired children were compared with age-matched hearing children. The results reveal that deaf and hearing-impaired children had equivalent or close to equivalent performance levels compared to hearing children for cognitive and linguistic tasks with relatively low demands on phonological processing, whereas there was a substantial and significant difference between the groups for cognitive tasks involving explicit phonological processing. The results indicate that there is a relationship between age at implant and neurophysiological, cognitive and linguistic development, where early implantation promotes faster development. The childrens´ cognitive performance increased as a function of phonological intervention.

National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-103053 (URN)
Conference
Second International Conference on Cognitive Hearing Science for Communication, Linköping University, Sweden, June 16-19, 2013.
Available from: 2014-01-12 Created: 2014-01-12 Last updated: 2014-01-28
Nakeva von Mentzer, C., Lyxell, B., Sahlén, B., Wass, M., Lindgren, M., Ors, M., . . . Uhlén, I. (2013). Computer-assisted training of phoneme–grapheme correspondence for children who are deaf and hard of hearing: Effects on phonological processing skills. International Journal of Pediatric Otorhinolaryngology, 77(12), 2049-2057
Open this publication in new window or tab >>Computer-assisted training of phoneme–grapheme correspondence for children who are deaf and hard of hearing: Effects on phonological processing skills
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2013 (English)In: International Journal of Pediatric Otorhinolaryngology, ISSN 0165-5876, E-ISSN 1872-8464, Vol. 77, no 12, p. 2049-2057Article in journal (Refereed) Published
Abstract [en]

Objective

Examine deaf and hard of hearing (DHH) children's phonological processing skills in relation to a reference group of children with normal hearing (NH) at two baselines pre intervention. Study the effects of computer-assisted phoneme–grapheme correspondence training in the children. Specifically analyze possible effects on DHH children's phonological processing skills.

Methods

The study included 48 children who participated in a computer-assisted intervention study, which focuses on phoneme–grapheme correspondence. Children were 5, 6, and 7 years of age. There were 32 DHH children using cochlear implants (CI) or hearing aids (HA), or both in combination, and 16 children with NH. The study had a quasi-experimental design with three test occasions separated in time by four weeks; baseline 1 and 2 pre intervention, and 3 post intervention. Children performed tasks measuring lexical access, phonological processing, and letter knowledge. All children were asked to practice ten minutes per day at home supported by their parents.

Results

NH children outperformed DHH children on the majority of tasks. All children improved their accuracy in phoneme–grapheme correspondence and output phonology as a function of the computer-assisted intervention. For the whole group of children, and specifically for children with CI, a lower initial phonological composite score was associated with a larger phonological change between baseline 2 and post intervention. Finally, 18 DHH children, whereof 11 children with CI, showed specific intervention effects on their phonological processing skills, and strong effect sizes for their improved accuracy of phoneme–grapheme correspondence.

Conclusion

For some DHH children phonological processing skills are boosted relatively more by phoneme–grapheme correspondence training. This reflects the reciprocal relationship between phonological change and exposure to and manipulations of letters.

Place, publisher, year, edition, pages
Elsevier, 2013
Keywords
Deaf and hard of hearing; Children; Cochlear implants; Hearing aids; Phonological processing skills; Computer-assisted intervention
National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:liu:diva-100465 (URN)10.1016/j.ijporl.2013.10.007 (DOI)000328870800027 ()
Projects
Neurofysiologiska aspekter på hörande
Available from: 2013-11-08 Created: 2013-11-08 Last updated: 2017-12-06
Lyxell, B., Wass, M., Sahlén, B., Ibertsson, T., Asker-Árnason, L., Uhlén, I., . . . Möller, C. (2013). Hearing and cognitive development in deaf and hearing-impaired children: effects of intervention. In: Gastone Celesia (Ed.), Disorders of Peripheral and Central Auditory Processing: (pp. 71-80). Amsterdam: Elsevier
Open this publication in new window or tab >>Hearing and cognitive development in deaf and hearing-impaired children: effects of intervention
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2013 (English)In: Disorders of Peripheral and Central Auditory Processing / [ed] Gastone Celesia, Amsterdam: Elsevier, 2013, p. 71-80Chapter in book (Refereed)
Place, publisher, year, edition, pages
Amsterdam: Elsevier, 2013
Series
Handbook of Clinical Neurophysiology, ISSN 1567-4231 ; 10
Keywords
Word deafness, Word deafness in children, Auditory pathways, Ear, Auditory Pathways physiology, Auditory Pathways physiopathology, Hearing Disorders diagnosis
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-100639 (URN)10.1016/B978-0-7020-5310-8.00004-1 (DOI)978-0-7020-5310-8 (ISBN)
Available from: 2013-11-10 Created: 2013-11-10 Last updated: 2014-10-30Bibliographically approved
Henricson, C., Lyxell, B., Möller, C., Lidestam, B. & Wass, M. (2012). Cognitive skills in children with Usher syndrome type 1 and cochlear implants. International Journal of Pediatric Otorhinolaryngology, 76(10), 1449-1457
Open this publication in new window or tab >>Cognitive skills in children with Usher syndrome type 1 and cochlear implants
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2012 (English)In: International Journal of Pediatric Otorhinolaryngology, ISSN 0165-5876, E-ISSN 1872-8464, Vol. 76, no 10, p. 1449-1457Article in journal (Refereed) Published
Abstract [en]

Introduction: Usher syndrome is a genetic condition causing deaf-blindness and is one of the most common causes of syndromic deafness. Individuals with USH1 in Sweden born during the last 15 years have typically received cochlear implants (CI) as treatment for their congenital, profound hearing loss. Recent research in genetics indicate that the cause of deafness in individuals with Usher type 1 (USH1) could be beneficial for the outcome with cochlear implants (CI). This population has not previously been the focus of cognitive research.

Objective: The present study aims to examine the phonological and lexical skills and working memory capacity (WMC) in children with USH1 and CI and to compare their performance with children with NH, children with hearing-impairment using hearing-aids and to children with non-USH1 deafness using CI. The participants were 7 children aged 7-16 years with USH1 and CI.

Methods: The participants performed 10 sets of tasks measuring phonological and lexical skills and working memory capacity.

Conclusions: The results indicate that children with USH1 and CI as a group in general have a similar level of performance on the cognitive tasks as children with hearing impairment and hearing aids. The group with USH1 and CI has a different performance profile on the tests of working memory, phonological skill and lexical skill than children with non-USH1 deafness using CI, on tasks of phonological working memory and phonological skill.

National Category
Social Sciences Interdisciplinary Psychology
Identifiers
urn:nbn:se:liu:diva-78068 (URN)10.1016/j.ijporl.2012.06.020 (DOI)000310048800012 ()
Available from: 2012-06-05 Created: 2012-06-05 Last updated: 2018-01-12
Nakeva von Mentzer, C., Lindgren, M., Sahlén, B., Wass, M., Uhlén, I., Ors, M., . . . Engström, E. (2012). Compute based phonological intervention: Effects on phonological processing. In: : . Paper presented at BARNAS, Örebro 3-5 september 2012 (pp. 57-57).
Open this publication in new window or tab >>Compute based phonological intervention: Effects on phonological processing
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2012 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-105132 (URN)
Conference
BARNAS, Örebro 3-5 september 2012
Available from: 2014-03-09 Created: 2014-03-09 Last updated: 2014-03-09
Nakeva von Mentzer, C., Lyxell, B., Sahlén, B., Wass, M., Lindgren, M., Ors, M., . . . Uhlén, I. (2012). Computer assisted intervention for children who use cochlear implants or hearing aids: Effects on phonological processing skills. Cognitive factors and phonological change. In: : . Paper presented at Nationell konferens i logopedi i Jönköping, 15-16 november 2012.
Open this publication in new window or tab >>Computer assisted intervention for children who use cochlear implants or hearing aids: Effects on phonological processing skills. Cognitive factors and phonological change
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2012 (Swedish)Conference paper, Oral presentation with published abstract (Other academic)
National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:liu:diva-100637 (URN)
Conference
Nationell konferens i logopedi i Jönköping, 15-16 november 2012
Available from: 2013-11-10 Created: 2013-11-10 Last updated: 2013-11-21
Nakeva von Mentzer, C., Uhlén, I., Engström, E., Lyxell, B., Ors, M., Sahlén, B., . . . Kallioinen, P. (2012). Computer based Phonological Intervention for children with CI and/or HA: Effects on phonological processing. In: : . Paper presented at NHS 2012 Conference: Beyond Newborn Hearing Screening. Infant and Childhood Hearing in Science and Clinical Practice, 5-7 June 2012, Cernobbio (Lake Como), Italy.
Open this publication in new window or tab >>Computer based Phonological Intervention for children with CI and/or HA: Effects on phonological processing
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2012 (English)Conference paper, Oral presentation with published abstract (Other academic)
National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:liu:diva-100635 (URN)
Conference
NHS 2012 Conference: Beyond Newborn Hearing Screening. Infant and Childhood Hearing in Science and Clinical Practice, 5-7 June 2012, Cernobbio (Lake Como), Italy
Available from: 2013-11-10 Created: 2013-11-10 Last updated: 2018-10-08Bibliographically approved
Nakeva von Mentzer, C., Lyxell, B., Sahlén, B., Wass, M., Uhlén, I., Lindgren, M., . . . Engström, E. (2012). Coputer based phonological intervention: Effects on phonological processing. In: : . Paper presented at NHS Como Conference, June 5-7, Italy 2012 (pp. 10-10).
Open this publication in new window or tab >>Coputer based phonological intervention: Effects on phonological processing
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2012 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Children with mild to profound hearing impairment (HI) using cochlear implants (CI) and/or hearingaids (HA), and children with normal hearing (NH) participated in a phonological intervention study, bymeans of a computer‐based intervention program (Graphogame, Lyytinen et al., 2009). Children were 5,6 and 7 years of age. Thirty‐two of the children used CI and/or HA. 16 children with NH served as thecontrol group. The main design was a quasi‐experimental 3 x 3 design. Each test session was separatedin time with four weeks. All children were asked to practice 10 minutes per day at home supported bytheir parents, with an intervention program primarily developed to enhance phonemic differentiation.Results showed that the children with HI displayed a heterogeneous pattern of results, specifically withrespect to their performance on the phonological tasks. Approximately 20 percent performed within therange of NH children; these were all children with HA except one child with CI/HA. Children with CIdisplayed considerable difficulty with phonological working memory whereas children with HAshowed less knowledge in letter tasks. Intervention revealed positive effects on accuracy of phonemegraphemecorrespondence for all children and a significant positive change on phonological processingskills for children with weak initial phonological skills. Enhanced phoneme‐grapheme connections maybuild associations between the phonological lexicon and the sub‐lexical phonological representations,thereby improving underlying skills essential for word learning and the development of literacy. Implicationsof this are discussed within theoretical models of phonological and lexical processing (Goswami,2000; Ramus, 2001).

National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-105130 (URN)
Conference
NHS Como Conference, June 5-7, Italy 2012
Available from: 2014-03-09 Created: 2014-03-09 Last updated: 2014-03-09
Nakeva von Mentzer, C., Lyxell, B., Sahlén, B., Wass, M., Lindgren, M., Ors, M., . . . Uhlén, I. (2012). Datorbaserad fonologisk intervention för barn med cochleaimplantat (CI) och/eller hörapparat (HA) – effekter på fonologiska färdigheter. Logopednytt (3), 18-23
Open this publication in new window or tab >>Datorbaserad fonologisk intervention för barn med cochleaimplantat (CI) och/eller hörapparat (HA) – effekter på fonologiska färdigheter
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2012 (Swedish)In: Logopednytt, ISSN 1102-500X, no 3, p. 18-23p. 18-23Article in journal (Other academic) Published
Abstract [en]

Children with mild to profound hearing impairment 5, 6 and 7 years of age, thirty-two using cochlear implants and/or hearing aids, and sixteen normal hearing children participated in a computer based phonological intervention study.The main design was a quasi-experimental design with three test sessions separated in time with four weeks. Each test session included tasks for phonological skills and letter knowledge. All children were asked to practice 10 minutes per day.Results showed that children with HI displayed a heterogeneous pattern of results with respect to phonological skills. Only 20 percent performed within the range of NH children; these were children with HA, except one child with CI/HA.Group comparisons at the first and last test session revealed that children with CI displayed difficulty with phonological working memory whereas children with HA showed less letter knowledge. Intervention revealed positive effects on accuracy of phoneme-grapheme correspondence for all children and a significant positive change on phonological processing skills for children with weak initial phonological skills.

Abstract [sv]

Barn med mild, måttlig och grav hörselnedsättning (HNS), i åldrarna 5, 6 och 7 år deltog i en datorbaserad fonologisk interventionsstudie. Trettiotvå barn använde cochleaimplantat (CI) och/eller hörapparat (HA). Sexton barn med normal hörsel utgjorde kontrollgrupp.

Studien hade en kvasi-experimentell design med tre testtillfällen. Varje testtillfälle ägde rum med fyra veckors mellanrum och omfattade prövning av fonologiska färdigheter och bokstavskännedom. Alla deltagare informerades om att öva hemma 10 minuter per dag.

Resultaten visade att barn med HNS uppvisade stor variation avseende fonologisk förmåga. Endast 20 procent presterade inom normalvariationen för normalhörande barn. Dessa var barn med HA, undantaget ett barn med CI/HA.

Gruppjämförelser vid första och sista testtillfället visade att barn med CI uppvisade svårigheter med fonologiskt arbetsminne, medan barn med HA hade svagare bokstavskännedom. Interventionen visade generell effekt på säkerheten i fonem-grafemkorrespondens, och en signifikant positiv förändring avseende fonologisk bearbetningsförmåga hos barn med svagt initialt fonologiskt utgångsläge

Place, publisher, year, edition, pages
Stockholm: Svenska Logopedförbundet (SLOF), 2012. p. 18-23
Keywords
datorbaserad, fonologisk, intervention, barn, cochleaimplantat, hörapparat, fonologiska färdigheter
National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:liu:diva-87706 (URN)
Projects
Neurofysiologiska förutsättningar för hörande
Funder
FAS, Swedish Council for Working Life and Social Research
Available from: 2013-01-22 Created: 2013-01-22 Last updated: 2013-02-07
Nakeva von Mentzer, C., Lyxell, B., Sahlén, B., Wass, M., Lindgren, M., Ors, M., . . . Uhlén, I. (2012). Fonologisk intervention för barn med måttlig till grav hörselnedsättning som använder hörapparat och/eller cochleaimplantat.
Open this publication in new window or tab >>Fonologisk intervention för barn med måttlig till grav hörselnedsättning som använder hörapparat och/eller cochleaimplantat
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2012 (Swedish)Other (Other academic)
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-105887 (URN)
Note

Presentation högre seminarium Hälsouniversitetet, Linköping, avdelningen för logopedi 26 mars 2012

Available from: 2014-04-11 Created: 2014-04-11 Last updated: 2014-04-11
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