conductive hearing loss dictionary

Studies 11Similar vibrometry and acoustical measurements will also be made in a surgicallymodifiedhuman temporal bone preparation that mimics diseased and reconstructedears. Our approach should lead to a better understanding of the structure-functionrelationships in normal and pathological middle ears, improved differential diagnosis ofmiddle-ear lesions, better pre-operative patient counseling and surgical planning,optimization of surgical techniques and hearing results, and reduction in the number offailed surgeries.Website: http://crisp.cit.nih.gov/crisp/Crisp_Query.Generate_Screen• Project Title: OTITIS MEDIA & SCHOOL OUTCOMES--ENVIRONMENTALMEDIATORSPrincipal Investigator & Institution: Roberts, Joanne E.; Professor;Otolaryngology/Head & Neck Surgery; University of North Carolina Chapel Hill Aob104 Airport Drive Cb#1350 Chapel Hill, Nc 27599Timing: Fiscal Year 2002; Project Start 01-MAR-1999; Project End 31-AUG-2003Summary: Otitis media with effusion (OME) is one of the most common diseases ofearly childhood. Considerable controversy surrounds whether a history of OME andassociated hearing loss causes language, auditory processing, and later learningproblems. Children with similar OME and hearing loss histories have been shown tohave different language and academic outcomes, and the differential role of theenvironment in these relationships may account for some of these discrepancies. Indeed,it is increasingly clear that the quality of the caregiving environment (e.g., parent-childinteraction, classroom interactions) impacts children's development. WhetherOME/hearing loss has a direct effect, underlying auditory processes mediate, and/orthe environment moderates the linkage between early OME history and language andacademic sequelae, is still undetermined. This project is designed to examine the extentto which OME with accompanying hearing loss during early childhood and subsequentauditory processing relate to language and academic performance during the first threeyears of elementary school. In this broad context, we will examine the role of the child'shome and classroom environments in moderating any effects. The specific aims of thisstudy are to examine: a) the amount of OME with accompanying hearing loss from birthto three years in relationship to children's later language (i.e., vocabulary, syntax, anddiscourse), attention, auditory processing, working memory, and academic achievementduring the first three years of elementary school; b) how the quality of the home andclassroom environments moderate the association between OME/hearing loss andchildren's later language development and school performance; and c) how children'sauditory processes serve as intervening variables in the association between OMEhistory and later language, attention, and classroom performance. We will follow 179children from geographically-diverse lower and middle socioeconomic status familieswhose OME and hearing histories, language development, and home and child careenvironments have been prospectively documented since infancy. In the proposedstudy, new measures will be applied to the cohort including: a) auditoryelectrophysiology, binaural processing, and central auditory processing; b) vocabulary,syntax, discourse, memory, attention, and academic achievement; and c) classroom andfamily environments. Patterns of language, attention, working memory, and schoolperformance over time will be studied in relation to early OME/hearing loss, auditoryprocesses, and the environment. Growth curve methods will be used to quantifydevelopment of each attribute, and indices of these individual growth curves will berelated to measures of OME with associated hearing loss. Since OME is a nearlyubiquitous condition of early childhood, factors that mediate or moderate children's