The Effect of Auditory-Verbal Music Play Therapy on language Skills of Hearing Impaired Children with Hearing Aids

Document Type : Original Article

Authors

1 PhD candidate of linguistics, International Campus of Ferdowsi University of Mashhad, Mashhad, Iran

2 Associate professor of linguistics, Department of Linguistics, Ferdowsi University of Mashhad, Mashhad, Iran

3 professor of otolaryngiology, Mashhad University of Medical Sciences, Mashhad, Iran

Abstract

Purpose:
Naturally, a normal child learns speech and language communication in a language-rich environment. However, hearing-impaired children have difficulties for language acquisition. Therefore, learning these skills on the golden time with appropriated approach seems very important. This study aimed to intervene a rehabilitation integrated approach (including language, development, motivation and musical dimensions which suited language and speech natural development patterns) and to compare it with conventional and traditional methods.
Methods:
In this clinical trial study, 52 below 3 years-old hearing-impaired children were selected during the six months period and divided into two groups based on the principle of the right choice references. The samples were severe to profound hearing-impaired children who were passing the elementary rehabilitation training courses using hearing aid. If they did not respond correctly to the hearing aid training course after 6 months, they would be considered as a candidate for a cochlear implant. These 2 groups were examined by 2 different methods: the first one is a common method of Auditory Training (AT) alone and the second one is Auditory-Verbal Music Play Therapy (AVPMT) as an integrated approach. All samples were evaluated before and after intervention. The data were assessed by Newsha Language Development Scale. The scores of perceptive and expressive language skills of 2 groups were analyzed by statistical methods using SPSS software ed. 18.
Results:
The results showed a significant difference between the scores of the perceptive and expressive language skills of the hearing-impaired children who were exposed by the auditory-verbal music play therapy compared with those who were exposed by pure auditory training, and language skills of these children showed a significant growth (p<0.05).
Conclusion:
The hearing-impaired children, if intervened in the critical period of language acquisition and rehabilitation interventions, will have the opportunity to take the stages of language development children spend faster and nearby their hearing counterparts.

Keywords

Main Subjects

References

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Journal of Paramedical Sciences & Rehabilitation
Volume 6, Issue 2
June 2017
Pages 15-26

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