Abstract
Background: Hearing loss is often referred as an invisible disability as there are no telltale markers. Late identification and late intervention not only affects a child's speech and language development, but also it can result in poor academic performance which can ultimately lead to limited career options. Communication outcomes in hearing impaired children are influenced by a number of factors including age at onset of hearing loss, age at and adequacy of intervention, degree of hearing loss, audiometric configuration, intervention program, and family and environmental influences. Methods: A detailed comparative case history was taken followed by complete Audiological evaluative for the present paper. Purpose of the Study: The primary purpose of the current study was to determine the effects of age on auditory intervention and degree of hearing loss on auditory-based outcomes including speech perception and speech production. The study hypothesized that language outcome is not necessarily an auditory skill. The present study also highlighted the importance of correlation between different audiological tests. Research Design: This was retrospective study. Results and Conclusion: Electrophysiological test like brainstem evoked response audiometry is a reliable indicator of hearing level in an individual. A number of tests are administered to identify the hearing status of a person. A correlation between the test findings provides evidence about the anatomical and physiological substrate of the auditory system. This study provides an insight that, not only the auditory stimulation but also the nonauditory stimulation of brain is required for the development of normal communication ability in human being.
Published Version
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