Music Participation Among School-Aged Children Who Are Hard of Hearing.
Identifieur interne : 000521 ( Main/Exploration ); précédent : 000520; suivant : 000522Music Participation Among School-Aged Children Who Are Hard of Hearing.
Auteurs : Erik J. Jorgensen [États-Unis] ; Elizabeth A. Walker [États-Unis]Source :
- American journal of audiology [ 1558-9137 ] ; 2019.
Descripteurs français
- KwdFr :
- MESH :
- psychologie : Musique, Perte d'audition.
- statistiques et données numériques : Établissements scolaires.
- épidémiologie : Perte d'audition.
- Enfant, Enquêtes et questionnaires, Humains, Études cas-témoins.
English descriptors
- KwdEn :
- MESH :
- epidemiology : Hearing Loss.
- psychology : Hearing Loss, Music.
- statistics & numerical data : Schools.
- Case-Control Studies, Child, Humans, Surveys and Questionnaires.
Abstract
Purpose Music is an important part of life for many people. Furthermore, music training has been shown to improve a variety of cognitive functions among children and adults. However, little research exists on how children who are hard of hearing (HH) perceive or participate in music. In particular, it is unknown whether hearing loss limits participation in music activities among school-aged children with mild-to-severe hearing loss. The purpose of this study was to determine whether hearing loss limits participation among children who are HH compared to children with normal hearing (NH). Method Participants were parents of 2 cohorts of children finishing 5th grade (approximately 11 years old). Parents were asked to complete a survey (online or paper) regarding the role of music in their child's life. A total of 88 surveys were completed (67 from parents of children who are HH and 21 from parents of children with NH, with an overall response rate of 74%). Results Hearing loss did not limit music participation among children. Children who are HH listened to recorded music, attended live concerts, and practiced an instrument at the same rates as children with NH. Listening to recorded and live music, practicing an instrument, and playing in an ensemble were equally as important to children who are HH as children with NH. Children who are HH were significantly more likely to regularly play in an ensemble than children with NH. Parent participation in music significantly influenced music participation for children who are HH but not children with NH. Descriptive data about music genres, instruments, and ensembles are also presented. Conclusions Children who are HH participate in music at the same or greater rates as children with NH. Parent participation in music may be particularly important for children who are HH. In light of this, music listening should be a consideration when fitting children with hearing aids.
DOI: 10.1044/2019_AJA-19-0058
PubMed: 31721597
PubMed Central: PMC7210439
Affiliations:
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Walker</name><affiliation wicri:level="4"><nlm:affiliation>Department of Communication Sciences and Disorders, The University of Iowa, Iowa City.</nlm:affiliation><orgName type="university">Université de l'Iowa</orgName><country>États-Unis</country><placeName><settlement type="city">Iowa City</settlement><region type="state">Iowa</region></placeName></affiliation></author></titleStmt><publicationStmt><idno type="wicri:source">PubMed</idno><date when="2019">2019</date><idno type="RBID">pubmed:31721597</idno><idno type="pmid">31721597</idno><idno type="doi">10.1044/2019_AJA-19-0058</idno><idno type="pmc">PMC7210439</idno><idno type="wicri:Area/Main/Corpus">000391</idno><idno type="wicri:explorRef" wicri:stream="Main" wicri:step="Corpus" wicri:corpus="PubMed">000391</idno><idno type="wicri:Area/Main/Curation">000391</idno><idno type="wicri:explorRef" wicri:stream="Main" wicri:step="Curation">000391</idno><idno type="wicri:Area/Main/Exploration">000391</idno></publicationStmt><sourceDesc><biblStruct><analytic><title xml:lang="en">Music Participation Among School-Aged Children Who Are Hard of Hearing.</title><author><name sortKey="Jorgensen, Erik J" sort="Jorgensen, Erik J" uniqKey="Jorgensen E" first="Erik J" last="Jorgensen">Erik J. Jorgensen</name><affiliation wicri:level="4"><nlm:affiliation>Department of Communication Sciences and Disorders, The University of Iowa, Iowa City.</nlm:affiliation><orgName type="university">Université de l'Iowa</orgName><country>États-Unis</country><placeName><settlement type="city">Iowa City</settlement><region type="state">Iowa</region></placeName></affiliation></author><author><name sortKey="Walker, Elizabeth A" sort="Walker, Elizabeth A" uniqKey="Walker E" first="Elizabeth A" last="Walker">Elizabeth A. Walker</name><affiliation wicri:level="4"><nlm:affiliation>Department of Communication Sciences and Disorders, The University of Iowa, Iowa City.</nlm:affiliation><orgName type="university">Université de l'Iowa</orgName><country>États-Unis</country><placeName><settlement type="city">Iowa City</settlement><region type="state">Iowa</region></placeName></affiliation></author></analytic><series><title level="j">American journal of audiology</title><idno type="eISSN">1558-9137</idno><imprint><date when="2019" type="published">2019</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass><keywords scheme="KwdEn" xml:lang="en"><term>Case-Control Studies (MeSH)</term><term>Child (MeSH)</term><term>Hearing Loss (epidemiology)</term><term>Hearing Loss (psychology)</term><term>Humans (MeSH)</term><term>Music (psychology)</term><term>Schools (statistics & numerical data)</term><term>Surveys and Questionnaires (MeSH)</term></keywords><keywords scheme="KwdFr" xml:lang="fr"><term>Enfant (MeSH)</term><term>Enquêtes et questionnaires (MeSH)</term><term>Humains (MeSH)</term><term>Musique (psychologie)</term><term>Perte d'audition (psychologie)</term><term>Perte d'audition (épidémiologie)</term><term>Établissements scolaires (statistiques et données numériques)</term><term>Études cas-témoins (MeSH)</term></keywords><keywords scheme="MESH" qualifier="epidemiology" xml:lang="en"><term>Hearing Loss</term></keywords><keywords scheme="MESH" qualifier="psychologie" xml:lang="fr"><term>Musique</term><term>Perte d'audition</term></keywords><keywords scheme="MESH" qualifier="psychology" xml:lang="en"><term>Hearing Loss</term><term>Music</term></keywords><keywords scheme="MESH" qualifier="statistics & numerical data" xml:lang="en"><term>Schools</term></keywords><keywords scheme="MESH" qualifier="statistiques et données numériques" xml:lang="fr"><term>Établissements scolaires</term></keywords><keywords scheme="MESH" qualifier="épidémiologie" xml:lang="fr"><term>Perte d'audition</term></keywords><keywords scheme="MESH" xml:lang="en"><term>Case-Control Studies</term><term>Child</term><term>Humans</term><term>Surveys and Questionnaires</term></keywords><keywords scheme="MESH" xml:lang="fr"><term>Enfant</term><term>Enquêtes et questionnaires</term><term>Humains</term><term>Études cas-témoins</term></keywords></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">Purpose Music is an important part of life for many people. Furthermore, music training has been shown to improve a variety of cognitive functions among children and adults. However, little research exists on how children who are hard of hearing (HH) perceive or participate in music. In particular, it is unknown whether hearing loss limits participation in music activities among school-aged children with mild-to-severe hearing loss. The purpose of this study was to determine whether hearing loss limits participation among children who are HH compared to children with normal hearing (NH). Method Participants were parents of 2 cohorts of children finishing 5th grade (approximately 11 years old). Parents were asked to complete a survey (online or paper) regarding the role of music in their child's life. A total of 88 surveys were completed (67 from parents of children who are HH and 21 from parents of children with NH, with an overall response rate of 74%). Results Hearing loss did not limit music participation among children. Children who are HH listened to recorded music, attended live concerts, and practiced an instrument at the same rates as children with NH. Listening to recorded and live music, practicing an instrument, and playing in an ensemble were equally as important to children who are HH as children with NH. Children who are HH were significantly more likely to regularly play in an ensemble than children with NH. Parent participation in music significantly influenced music participation for children who are HH but not children with NH. Descriptive data about music genres, instruments, and ensembles are also presented. Conclusions Children who are HH participate in music at the same or greater rates as children with NH. Parent participation in music may be particularly important for children who are HH. In light of this, music listening should be a consideration when fitting children with hearing aids.</div></front></TEI><pubmed><MedlineCitation Status="MEDLINE" Owner="NLM"><PMID Version="1">31721597</PMID><DateCompleted><Year>2020</Year><Month>05</Month><Day>18</Day></DateCompleted><DateRevised><Year>2020</Year><Month>10</Month><Day>13</Day></DateRevised><Article PubModel="Print-Electronic"><Journal><ISSN IssnType="Electronic">1558-9137</ISSN><JournalIssue CitedMedium="Internet"><Volume>28</Volume><Issue>4</Issue><PubDate><Year>2019</Year><Month>Dec</Month><Day>16</Day></PubDate></JournalIssue><Title>American journal of audiology</Title><ISOAbbreviation>Am J Audiol</ISOAbbreviation></Journal><ArticleTitle>Music Participation Among School-Aged Children Who Are Hard of Hearing.</ArticleTitle><Pagination><MedlinePgn>908-926</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.1044/2019_AJA-19-0058</ELocationID><Abstract><AbstractText>Purpose Music is an important part of life for many people. Furthermore, music training has been shown to improve a variety of cognitive functions among children and adults. However, little research exists on how children who are hard of hearing (HH) perceive or participate in music. In particular, it is unknown whether hearing loss limits participation in music activities among school-aged children with mild-to-severe hearing loss. The purpose of this study was to determine whether hearing loss limits participation among children who are HH compared to children with normal hearing (NH). Method Participants were parents of 2 cohorts of children finishing 5th grade (approximately 11 years old). Parents were asked to complete a survey (online or paper) regarding the role of music in their child's life. A total of 88 surveys were completed (67 from parents of children who are HH and 21 from parents of children with NH, with an overall response rate of 74%). Results Hearing loss did not limit music participation among children. Children who are HH listened to recorded music, attended live concerts, and practiced an instrument at the same rates as children with NH. Listening to recorded and live music, practicing an instrument, and playing in an ensemble were equally as important to children who are HH as children with NH. Children who are HH were significantly more likely to regularly play in an ensemble than children with NH. Parent participation in music significantly influenced music participation for children who are HH but not children with NH. Descriptive data about music genres, instruments, and ensembles are also presented. Conclusions Children who are HH participate in music at the same or greater rates as children with NH. Parent participation in music may be particularly important for children who are HH. In light of this, music listening should be a consideration when fitting children with hearing aids.</AbstractText></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Jorgensen</LastName><ForeName>Erik J</ForeName><Initials>EJ</Initials><AffiliationInfo><Affiliation>Department of Communication Sciences and Disorders, The University of Iowa, Iowa City.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Walker</LastName><ForeName>Elizabeth A</ForeName><Initials>EA</Initials><AffiliationInfo><Affiliation>Department of Communication Sciences and Disorders, The University of Iowa, Iowa City.</Affiliation></AffiliationInfo></Author></AuthorList><Language>eng</Language><GrantList CompleteYN="Y"><Grant><GrantID>R01 DC009560</GrantID><Acronym>DC</Acronym><Agency>NIDCD NIH HHS</Agency><Country>United States</Country></Grant><Grant><GrantID>R01 DC013591</GrantID><Acronym>DC</Acronym><Agency>NIDCD NIH HHS</Agency><Country>United 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