OBJECTIVE: To assess the oral health status and related factors among hearing impaired schoolchildren.
METHODS: A cross-sectional study among 115 hearing impaired schoolchildren enrolled at the School of the Deaf in Jordan. The World Health Organization (WHO) methodology and criteria were applied to collect data on caries, gingival bleeding. The WHO classification modified by Andreasen et al. was used to record traumatic dental injuries (TDIs). Sociodemographic data, oral health practices, and oral health related quality of life information were collected using a structured questionnaire.
RESULTS: The prevalence of caries among the study sample was 84.3%, the dominating component was untreated dental caries. Mean decayed, missing, filled primary teeth (dmft) was 8 in the primary dentition and 3.62 in the mixed dentition, mean Decayed, Missing, Filled permanent Teeth (DMFT) was 1.38 in the mixed dentition and 2.87 in the permanent. The overall mean of gingival bleeding percentage among the whole study sample was 70.38%. the prevalence of TDIs was of 11.3% and mostly caused by falls.
CONCLUSIONS: The prevalence of dental caries and caries experience, rate of gingival bleeding and dental trauma in children with hearing impaired individuals are high compared to figures observed in studies conducted among Jordanian schoolchildren with normal hearing. Dental diseases impact the quality of life of these individuals.

Speech audiometry has become an essential component of the audiological test battery. Various speech audiometry materials have been developed in different languages and also revised later to meet criteria such as familiarity of the words, phonetic/phonemic balance, number of test items, and dialectal variations. The current study focused on developing a PB word list in Tamil for adults. The study was carried out in two phases. Phase I involved the development of a PB word list in Tamil. Phase II included evaluating the effectiveness of the developed word lists on adults with normal hearing sensitivity and hearing impairment. A total of 500 bisyllabic words were used in creating a master list. The collected words were subjected to familiarity testing with 40 native Tamil speakers. From the master list of 500 words, 90% of the participants rated 320 words as most familiar, and those words were included in the study. The 320 words were validated by eight experts working in the fields of audiology, speech-language pathology, linguistics, and psychology. The disagreed-with words were excluded from the list, and only 270 words that were agreed upon by all the experts were included in the final list. The final lists comprised four-word lists with 25 phonetically balanced (PB) words per list. The final word lists were recorded and tested for goodness. These final words were then administered to find SIS scores for two groups. Group I consisted of adults with 120 normal hearing sensitivity, and Group II consisted of 130 adults with hearing impairment. The results were analysed using SPSS software. The mean SIS in adults with normal hearing sensitivity ranged from 99.4 to 99.8%. The SIS of adults with normal hearing sensitivity revealed no significant difference (p > .05) with respect to gender, ears, or across the four-word lists. All four-word lists provided similar scores, establishing the equivalency of word lists in individuals with normal hearing sensitivity as well as hearing impairment. A psychometric curve of performance intensity function in adults with normal hearing sensitivity revealed that the SIS score increased as the sensation level increased from 10 to 40 dB SL. There is a linear increase in SIS scores from 10 to 20 dB SL. A plateau was attained at 40 dB SL with 100% SIS scores. Thus, the present study recommends the use of 40 dB SL for SIS testing. Mean SIS scores for adults with mild, moderate, and severe hearing loss were found to be 90.1%, 65.4%, and 41.8%, respectively. A significant decrease in SIS was observed as the degree of hearing loss increased.

A model was developed to assess how elevated absolute thresholds and enlarged auditory filters can impede the ability to detect alarms in a noisy background, such alarms being of paramount importance to ensure the safety of workers. Based on previously measured masked thresholds of 80 listeners in five groups (normal hearing to strongly impaired), the model was derived from signal detection theory (SDT) applied to Glasberg and Moore\'s excitation pattern model. The model can describe the influence of absolute thresholds and enlarged auditory filters together or separately on the detection ability for normal hearing and hearing-impaired listeners with various hearing profiles. Furthermore, it suggests that enlarged auditory filters alone can explain all of the impairment in this specific alarm detection task. Finally, the possibility of further development of the model into an alarm detection model is discussed.

(1) Background: The physical fitness (PF) of hearing-impaired students has always been an international research hotspot since hearing-impaired students have difficulty in social interactions such as exercise or fitness programs. Sports interventions are proven to improve the fitness levels of hearing-impaired students; however, few studies evaluating the influence of Cha-cha (a type of Dance sport) training on the PF levels of hearing-impaired students have been conducted. (2) Purpose: This study aimed to intervene in hearing-impaired children through 12 weeks of Cha-cha dance training, evaluating its effects on their PF-related indicators, thus providing a scientific experimental basis for hearing-impaired children to participate in dance exercises effectively. (3) Methods: Thirty students with hearing impairment were randomly divided into two groups, and there was no difference in PF indicators between the two groups. The Cha-cha dance training group (CTG, n = 15) regularly participated in 90-min Cha-cha dance classes five times a week and the intervention lasted a total of 12 weeks, while the control group (CONG, n = 15) lived a normal life (including school physical education classes). Related indicators of PF were measured before and after the intervention, and a two-way repeated-measures analysis of variance was performed. (4) Results: After training, the standing long jump (CONG: 1.556 ± 0.256 vs. CTG: 1.784 ± 0.328, p = 0.0136, ES = 0.8081), sit-and-reach (CONG: 21.467 ± 4.539 vs. CTG: 25.416 ± 5.048, p = 0.0328, ES = 0.8528), sit-ups (CONG: 13.867 ± 4.912 vs. CTG: 27.867 ± 6.833, p < 0.0001, ES = 2.4677) and jump rope (CONG: 52.467 ± 29.691 vs. CTG: 68.600 ± 21.320, p = 0.0067, ES = 0.6547) scores showed significant differences. (5) Conclusions: After 12 weeks of Cha-cha dance training for hearing-impaired students, the PF level of hearing-impaired students in lower-body strength, flexibility, core strength, and cardiorespiratory endurance were effectively improved; however, there was no significant change in body shape, upper-body strength, vital capacity, and speed ability.

UNASSIGNED: Auditory impairment is one of the common sensory deficits that occur in humans. Hearing loss affects students\' ability to communicate and read, which eventually causes social and scholastic stigma. Reading relies heavily on phonics as well as visual attention. Students with normal hearing read by transforming phonic sounds into words. Hearing impaired has little to no phonic ability, making them visual readers who rely on visual cues while reading. Present study sought to investigate factors that affect reading skills in hearing-impaired children.
UNASSIGNED: A cross-sectional study was conducted in hearing- and hearing-impaired schools of Ludhiana, Punjab, India. After vision screening among all students, sixty students were enrolled via convenient sampling. Higher order of visual perception, attention, and reading ability was investigated.
UNASSIGNED: A total of 60 students were evaluated (30 hearing impaired and 30 age-matched hearing). The hearing group was statistically better than the hearing impaired (p = 0.001), Hearing impaired were better in visual attention (p = 0.001), whereas a correlation was found between reading ability and visual perception, attention skill of hearing- and hearing-impaired students (r = 0.80, P = 0.001).
UNASSIGNED: Present study concludes that hearing-impaired students exhibit issues with visual-motor integration, visual-spatial relationships, and visual sequential memory. Higher visual attention was demonstrated by hearing-impaired students. The results of the current investigation revealed a correlation between visual perception and attention skills and reading competency. Thus, the present study demands that the newly enrolled hearing-impaired students must undergo a thorough ocular evaluation.

This study aims to systematically review health education interventions targeting individuals with hearing impairment.
A total of 18 studies were selected based on search results from five databases, and quality appraisal was conducted using an appropriate tool based on the study design. The extracted results were described using qualitative analysis.
Among the selected studies, most interventions focused on specific cancers, and video materials were the most common delivery method. Various strategies were applied depending on the type of materials provided, in addition to sign language interpretation and the involvement of hearing-impaired related personnel. The interventions primarily resulted in a significant increase in knowledge.
This study suggests several recommendations, including expanding the scope of interventions to cover various chronic diseases, actively utilizing the features of video materials, considering health literacy, using peer support groups, and measuring behavior-related factors alongside knowledge levels.
This study makes a significant contribution to understanding the unique characteristics of the population with hearing impairment. Furthermore, it has the potential to facilitate the development of high-quality health education interventions for individuals with hearing impairment by providing insights into future research directions based on existing health education interventions.

Communication issues can arise when deaf or hearing impaired individuals access National Health Service (NHS) radiology services if reasonable adjustments and inclusive services are not facilitated. This study aims to assess student diagnostic radiographers\' attitudes and communication experience with service users who are deaf or hearing impaired.
An anonymous online survey was conducted on UK undergraduate diagnostic radiography students from a single university. The sample size of students invited to participate in the study was n = 156. The measurement scales and questions included quantitative attitudinal 5-point Likert and qualitative free-response questions. Statistical analysis included the Kruskal-Wallis H test, Mann-Whitney U test, pairwise comparisons of variables and thematic coding of qualitative data.
n=48 students responded. The student\'s perceptions of communication experiences with deaf or hearing-impaired patients were positive (72.9%) but depended on the amount of experience whilst on clinical placement (first-year students had less clinical placement experience than years two and three). Overall confidence in communicating was 47.9% with no difference by gender (p = 0.87) but variance by age category (p = 0.03), with the 18-29 group less confident and first-year students having less experience to draw upon for responses (p = 0.04). Confidence in gaining consent (56.3%) demonstrated no variation by gender (p = 0.75) or cohort (p = 0.54), but variance by age category (p = 0.03) due to difference in unmatched sample sizes. Participants elaborated on positive service adaptations that can be facilitated for service users who are deaf or hearing impaired and issues that caused negative communication experiences.
The study has produced data on the experience of student radiographers interacting with an understudied service user group who are deaf or hearing impaired. Qualitative responses discussed a range of resources to assist clinical practice communication and recommendations for further improvements and training opportunities.
The findings of this study can help to inform future research, policy, practice, and educational training.

UNASSIGNED: The goal of this study was to evaluate the quality of life of parents of children who use hearing aids (HA) with those who use cochlear implants (CI) in the Indian context and document any differences found.
UNASSIGNED: The Kannada version of the AQoL-4D was administered in a modified fashion to 131 parents (87 HA and 44 CI). Sociodemographic details were collected for supplemental information on the intervention strategy used.
UNASSIGNED: A total of 49 parents (29 HA and 20 CI) responded to the questionnaire sent. The mean total scores for both the groups were similar (HA group = 17.9 (SD = 5.5), CI group = 17.2 (SD = 3.4)), as was the score for the first subscale (HA group = 8.6 (SD = 2.9); CI group = 8.5 (SD = 2.6)) of the AQoL-4D. No significant differences were found between the two groups on either scores [Total Score: U (NHA = 29, NCI = 20) = 280.5, z = -0.194, p > 0.05; Subscale 1 Score: U (NHA = 29, NCI = 20) = 281.5, z = -0.176, p > 0.05]. The degree of hearing loss in the hearing aid group was equivalent to that of the cochlear implant group but this did not appear to influence parental quality of life.
UNASSIGNED: Parents of children with hearing aids and cochlear implants appear to be similar on several psychosocial factors in the realms of functional, social, and psychological well-being. In terms of parental quality of life, hearing aids and cochlear implants appear to be equally effective intervention techniques.

OBJECTIVE: The present study aimed to detect the behavioral problems pre- and post-cochlear implantation in comparison to normal hearing group to be able to manage these problems to get more benefit from using cochlear implants.
METHODS: A case-control study included 53 children was done. They were divided into 2 groups, the control group included 28 healthy volunteers with normal hearing and the case group included 25 children with severe to profound hearing loss, fitted for cochlear implantation. The Arabic Child Behavior Checklist (CBCL) was used to detect different behavioral problems in both groups. Case group children were followed up and reassessed again by CBCL 3 months later after cochlear implantation.
RESULTS: There were highly significant differences regarding total scores of internalizing and externalizing domains of empirically based CBCL between the control group and the case group after cochlear implants (p=0.001). There were non-significant differences in children within case group (pre- and post-cochlear implantation) regarding emotional and behavioral problems on both empirically based and Diagnostic and Statistical Manual of Mental Disorders-based CBCL.
CONCLUSIONS: For better results, it is necessary to include a specialist of psychosomatic medicine in the cochlear rehabilitation teamwork.

BACKGROUND:  The emergence of the coronavirus disease 2019 (COVID-19) pandemic has resulted in communication being heightened as one of the critical aspects in the implementation of interventions. Delays in the relaying of vital information by policymakers have the potential to be detrimental, especially for the hearing impaired.
OBJECTIVE:  This study aims to conduct a scoping review on the application of artificial intelligence (AI) for real-time speech-to-text to sign language translation and consequently propose an AI-based real-time translation solution for South African languages from speech-to-text to sign language.
METHODS:  Electronic bibliographic databases including ScienceDirect, PubMed, Scopus, MEDLINE and ProQuest were searched to identify peer-reviewed publications published in English between 2019 and 2021 that provided evidence on AI-based real-time speech-to-text to sign language translation as a solution for the hearing impaired. This review was done as a precursor to the proposed real-time South African translator.
RESULTS:  The review revealed a dearth of evidence on the adoption and/or maximisation of AI and machine learning (ML) as possible solutions for the hearing impaired. There is a clear lag in clinical utilisation and investigation of these technological advances, particularly in the African continent.
CONCLUSIONS:  Assistive technology that caters specifically for the South African community is essential to ensuring a two-way communication between individuals who can hear clearly and individuals with hearing impairments, thus the proposed solution presented in this article.