Tehran University of Medical Sciences Auditory and Vestibular Research 2423-480X 23 2 2017 07 31 1 18 Toktam Maleki Shahmahmood Department of Speech therapy, School of Rehabilitation, Tehran University of Medical Sciences, Iran Noureddin Nakhostin Ansari Department of Physiotherapy, School of Rehabilitation, Tehran University of Medical Sciences, Iran Zahra Soleimani Department of Speech therapy, School of Rehabilitation, Tehran University of Medical Sciences, Iran 2017 05 22 Background and Aim: Specific language impiarment (SLI) is one of the most prevalent developmental language disorders its diagnosis is a problematic issue among researchers and clinicians because of the heterogeneity of language profiles in the affected population and overlapping with other developmental language disorders. The aim of this study was to review the suggested diagnostic criteria for this disorder, controversies about these criteria and identify the most accurate diagnostic methods. Methods: Published article from 1980 to 2012 in bibliographic and publisher databases including Pubmed, Google scholar, Cochran library, Web of Science, ProQuest, Springer, Oxford, Science direct, Ovid, Iran Medex and Magiran about the diagnostic methods for discriminating preschool children with specific language impiarment from normal developing children were reviewd in this article. These keywords were used for research: “specific language impairment”, “SLI”, “diagnosis or identification”, “standardized tests”, and “tests for language development”. Conclusion: The results of this study show inspite of agreement of researchers and clinicians about exclusionary criteria as one basic part of the diagnosis of specific language impiarment, there is no consensus about the other part, inclusionary criteria. Different studies used different inclusionary criteria which can be divided to categories of clincal judgment, discrepancy-based criteria, standardized testing, clinical markers and markers from spontaneous speech samples. Advantages, disadvantages, and clinical applicability of each diagnostic method are discussed in this article. https://avr.tums.ac.ir/index.php/avr/article/view/248

Tehran University of Medical Sciences Auditory and Vestibular Research 2423-480X 23 2 2017 07 31 19 30 Ali Asghar Kakojoibari Department of Psychology, Payame Noor University, Tehran, Iran Azam Sharifi Department of Education, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran 2017 05 22 Background and Aim: Hearing is one of the most vital sensational abilities. Learning, which is the most basic ability for human compatibility to mental development, is affected by hearing ability. The main goal of this article was to review the effect of hearing impairment on educational achievement of hearing-impaired students, especially in the field of basic learning skills (reading, writing, and mathematics). Methods: In this article, the researches on the effect of hearing impairment on educational achievement were reviewed. There were 37 articles extracted from different databases such as Iran Medex, Scopus, PubMed, Magiran, Iran Journal, Google Scholar, and 12 credible books published from 1944 to 2013. In order to search in these databases, educational achievement and other related keywords were used. Conclusion: Hearing impairment affects listening skills, which is a mental process and is known as the first lingual skill. Subsequently, other lingual skills and learning abilities like educational achievement are affected as well. In order to decrease the educational gap in hearing-impaired students, it is very important to interfere in early stages and use of presentation methods to improve lingual skills in educational system. https://avr.tums.ac.ir/index.php/avr/article/view/250

Tehran University of Medical Sciences Auditory and Vestibular Research 2423-480X 23 2 2017 07 31 31 41 Mozhgan Masoom Department of Audiology, School of Rehabilitation, Tehran University of Medical Science, Iran Mansoureh Adel Ghahraman Department of Audiology, School of Rehabilitation, Tehran University of Medical Science, Iran Abdolreza Sheybaniezadeh Department of Audiology, Faculty of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran Kamran Barin Departments of Otolaryngology and Physical Therapy, Columbos Children's Hospital and the Ohio State University, Columbus, Ohio, USA Shohreh Jalaie Department of Physiotherapy, School of Rehabilitation, Tehran University of Medical Science, Iran 2017 05 22 Background and Aim: Since utricle is the main damaged organ in benign paroxysmal positional vertigo (BPPV), ocular vestibular evoked myogenic potential (oVEMP) may be an appropriate method to evaluate the utricule dysfunction and the effect of disease recurrence rate on it. This study aimed to record myogenic potential in patients with benign paroxysmal positional vertigo. Methods: In a cross-sectional study, ocular myogenic potential was recorded in 25 healthy subjects and 20 patients with benign paroxysmal positional vertigo using 500 Hz-tone bursts (95 dB nHL). Results: In the affected ear, mean amplitude was lower and mean threshold was higher than those in the unaffected ear and in the normal group (p<0.05). Mean amplitude asymmetry ratio of patients was more than the healthy subjects (p<0.001). There was no statistical difference between the two groups regarding mean latencies of n10 and p15 (p>0.05). Frequencies of abnormal responses in the affected ears were higher than in unaffected ears and in the normal group (p<0.05). Furthermore, the patients with recurrent vertigo showed more abnormalities than the patients with non-recurrent (p=0.030). Conclusion: In the recurrent benign paroxysmal positional vertigo, ocular vestibular evoked myogenic potential showed more damage in the utricle, suggesting this response could be used to evaluate the patients with benign paroxysmal positional vertigo. https://avr.tums.ac.ir/index.php/avr/article/view/251

Tehran University of Medical Sciences Auditory and Vestibular Research 2423-480X 23 2 2017 07 31 42 48 Hooshang Dadgar Department of Speech therapy, School of Rehabilitation, Tehran University of Medical Sciences, Iran Saeed Shahbeigi Jondishapour Neurology Clinic, Tehran, Iran Daryoosh Nikbakht Department of Speech therapy, School of Rehabilitation, Tehran University of Medical Sciences, Iran Farzane Malmir Department of Speech therapy, School of Rehabilitation, Tehran University of Medical Sciences, Iran Zahra Akrami Department of Speech therapy, School of Rehabilitation, Tehran University of Medical Sciences, Iran 2017 05 22 Background and Aim: Impairment in language content production, long-term memory and executive function in Parkinson's disease reported in several studies. Identification of these disorders is useful in planning for early interventions. The aim of this study was evaluation of semantic and phonemic clustering and switching in Parkinson's disease. Methods: In this study, 30 patients with Parkinson's disease and 30 healthy individuals evaluated that were matched by age, sex and educational level. Clustering and switching average were compared between the two groups according to the Troyer method. Data recorded and analyzed using independent t test and Pearson correlation coefficient. Results: Comparison of mean scores of clustering between patients with Parkinson's disease and healthy individuals indicated significant difference (p=0.05). In addition, significant difference was observed between mean score of switching in two groups (p=0.008). Conclusion: The finding of the present study reveal that switching between semantic or phonemic subcategory and clustering impaired in patients with Parkinson's disease. https://avr.tums.ac.ir/index.php/avr/article/view/253

Tehran University of Medical Sciences Auditory and Vestibular Research 2423-480X 23 2 2017 07 31 49 57 Hedieh Hashemi Department of Speech therapy, Faculty of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran Nahid Jalilevand Department of Speech therapy, Faculty of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran Ali Ghorbani Department of Speech therapy, Faculty of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran Mohammad Kamali Department of Rehabilitation Management, Faculty of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran 2017 05 22 Background and Aim: In the process of assessing the nasalance scores in patient’s speech, it is vital to know about normative data in the speech of normal subjects. The main objective in this study was to obtain normative data on nasalance scores in normal Persian-speaking children aged 3.5 to 6.5 years. Methods: In this cross-sectional and comparative study, nasalance was measured in the speech of 112 children (55 boys and 57 girls) in Tehran, Iran. After auditory screening and speech assessments, the subjects who get the sufficient criterions entered the study. Speech sample was obtained by imitation and repeating sentences (14 oral and 3 nasal sentences) and mean nasalance score was measured by Nasal view software. Results: A mean nasalance score of 46.25% was obtained for nasal sentences and a mean score of 43.67% for fricative sentences, 43.41% for affricative sentences and 42.21% for stop sentences. There was higher nasalance scores in girls but the difference was not significant (p=0.201); there was a significant difference in nasalance scores between different age groups in stop (p=0.037), fricative (p=0.036) and nasal sentences (p=0.032). Conclusion: Findings of this study prepared good statistical data about nasalance scores in normal Persian-speaking children aged 3.5-6.5 years. The study also revealed that nasalance scores can be different in sentences with same manner of articulation and can be affected by presence or absence of nasal consonants and even age. https://avr.tums.ac.ir/index.php/avr/article/view/254

Tehran University of Medical Sciences Auditory and Vestibular Research 2423-480X 23 2 2017 07 31 58 65 Belghis Rovshan Department of Linguistics & Foreign Languages, Payame Noor University, Tehran, Iran Masoud Karimlo Department of Statistics, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran Ahmad Alipour Department of Psychology, Faculty of Psychology & Education, Payame Noor University, Tehran, Iran Ali Khoddam Department of Linguistics & Foreign Languages, Payame Noor University, Tehran, Iran 2017 05 22 Background and Aim: Students with borderline intelligence quotient experience types of language disorders that are seen in their narratives, too. This research aimed to investigate the linguistic characteristics of picture-elicited narratives in school-aged children with borderline intelligence quotient. Methods: In a cross-sectional study, 30 students with borderline intelligence quotient and 25 typically developing children at the age of 6-13 years were randomly selected from a population of four schools. Narrative discourse was elicited with description of pictures of one storybook. Results: Students with borderline IQ were weaker than typically developing children in complex (p<0.001), compound sentences (p<0.001) and produced more ungrammatical sentences (p=0.007). Students with borderline intelligence quotient produced fewer related (p<0.001) but more unrelated information (p=0.033); and types of cohesive (p=0.010) and "HAM" conjunction (p=0.022) was fewer in them. Conclusion: Students with borderline intelligence quotient showed more linguistic impairment in description of story. https://avr.tums.ac.ir/index.php/avr/article/view/255

Tehran University of Medical Sciences Auditory and Vestibular Research 2423-480X 23 2 2017 07 31 66 73 Iran Davoudi Clinical Psychology Department, Education and Psychology Faculty, Shahid Chamran University of Ahvaz, Ahvaz, Iran Roghaye Mazarei Kascani Clinical Psychology Department, Education and Psychology Faculty, Shahid Chamran University of Ahvaz, Ahvaz, Iran Mahnaz Mehrabizadeh Honarmand Clinical Psychology Department, Education and Psychology Faculty, Shahid Chamran University of Ahvaz, Ahvaz, Iran 2017 05 22 Background and Aim: Some evidence suggests that hearing impairment has negative effect on psychological characters of hearing-impaired adolescences and they are more vulnerable to mental health problems than their hearing peers are. This was a comparative study of social skills, life satisfaction and external and internal locus of control in normal-hearing and hearing-impaired students. Methods: This multi-stage random sampling method consisted of 50 students with hearing impairment (boy and girls) and 50 matched normal-hearing students. The participants completed Matson evaluation of social skills with youngster, students life satisfaction, and Levenson multidimensional locus of control scales. Results: The results of multivariate analysis of variance showed statistically meaningful differences in social skills, life satisfaction and locus of control between the two groups (p=0.002 for all). Conclusion: Social skills in normal-hearing students were higher than students with hearing impairment and locus of control in normal student was more internally. Training the parents and school-staff on development of locus of control and making it more internally in hearing-impaired students is suggested. https://avr.tums.ac.ir/index.php/avr/article/view/257

Tehran University of Medical Sciences Auditory and Vestibular Research 2423-480X 23 2 2017 07 31 74 82 Neda Ferdosi Department of Linguistics & Foreign Languages, Payame Noor University, Tehran, Iran Hassan Ashayeri Department of Rehabilitation Basic Sciences, Faculty of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran Yahya Modarresi Department of Linguistics, Institute for Humanities & Cultural Studies, Tehran, Iran Belghis Rovshan Department of Linguistics & Foreign Languages, Payame Noor University, Tehran, Iran 2017 05 22 Background and Aim: Autism is a pervasive developmental disorder with several speech disorders such as prosodic and pragmatic impairments. Melodic intonation therapy (MIT) based on Albert et al. model (1973 05 21 Background and Aim: Auditory lateralization is a binaural phenomenon that is the result of processing of interaural time and intensity cues in the central auditory system. The main advantage of this phenomenon in human is understanding speech in noisy environments due to the auditory sciene analysis and cocktail party effects. The aim of the present study was to assess the auditory lateralization ability in normal children. Methods: Participants were 80 normal school age children (8-11 years) of both genders, 42 girls and 38 boys. Lateralization functions were determined by interaural time difference (ITD) ranging from -880 to +880 µs and interaural intensity difference (IID) ranging from -10 to +10 dB for high-pass and low-pass noise. Results: Interaural intensity difference lateralization functions were linear, while the interaural time difference lateralization functions were S-shaped with a clear linear component from -220 to +220 µs and with an asymptote from -440 to -880 µs and +440 to +880 µs. Generally, interaural intensity difference errors were significantly less than interaural time difference tasks (p<0.0001). Age effect was only present in interaural time difference tasks (p=0.001). Conclusion: According to these results, children with the age of 11 years performed better in lateralization using interaural time difference cues compared to other children; whereas there was no difference in performance in all ages when using interaural intensity difference cues. https://avr.tums.ac.ir/index.php/avr/article/view/234

Tehran University of Medical Sciences Auditory and Vestibular Research 2423-480X 23 4 2017 07 31 69 76 Vida Khorsand Sabet Department of Audiology, Faculty of Rehabilitation Sciences, Shahid Beheshti University of Medical Sciences, Tehran, Iran Mohammad-Ebrahim Mahdavi-Zafarghandi Department of Audiology, Faculty of Rehabilitation Sciences, Shahid Beheshti University of Medical Sciences, Tehran, Iran Mozhdeh Safavi Department of Audiology, Faculty of Rehabilitation Sciences, Shahid Beheshti University of Medical Sciences, Tehran, Iran Marzieh Sharifian Department of Audiology, Faculty of Rehabilitation Sciences, Shahid Beheshti University of Medical Sciences, Tehran, Iran Seyyed Mahdi Tabatabaee Department of Biostatistics, Faculty of Rehabilitation Sciences, Shahid Beheshti University of Medical Sciences, Tehran, Iran 2017 05 21 Background and Aim: CE-Chirp stimulus has been developed for stimulating more apical regions of the cochlea. Inadequacy of clinical information on the latency and amplitude characteristics of ABR evoked by CE-chirp at different levels in addition to discrepancy in identifying earlier ABR waveforms using CE-chirp stimulus are the reasons of this study. Methods: This study was done by recoding ABR to click and broad-band CE-chirp stimuli in the right ear of 15 non-randomly selected normal-hearing individuals with age range of 20-30 years old. Frequency of recordable waves I and III, as well as threshold, amplitude, and latency of wave V were compared in response to click and CE-Chirp at 20-80 dB nHL. Results: At 80 dB nHL, click stimulus evokes waves I and III more frequently than chirp stimulus (p=0.012 and p=0.016 respectively). At 20 and 40 dB nHL, wave V latency evoked by CE-Chirp is significantly longer than wave V latency evoked by click (p=0.012 and p=0.0001 respectively); however, at 80 dB nHL wave V latency evoked by CE-Chirp is shorter than click (p=0.0001). Wave V amplitude for CE-Chirp is significantly larger than for click at levels of 20, 40 and 60 dB nHL (p=0.0001, p=0.0001 and p=0.013 respectively). Wave V threshold is approximately 5 dB lower with CE-chirp compared to click (p=0.014). Conclusion: Except at high levels, CE-Chirp evokes wave V with larger amplitude and lower threshold than click. Possibility of recording earlier ABR waves is reduced with CE-chirp stimulus. https://avr.tums.ac.ir/index.php/avr/article/view/235

Tehran University of Medical Sciences Auditory and Vestibular Research 2423-480X 23 4 2017 07 31 77 83 Mahboobeh Pakzad Department of Psychology, Islamic Azad University Sciences and Researches Isfahan Branch, Isfahan, Iran Salar Faramarzi Department of Psychology and Education of Children with Exceptional Needs, University of Isfahan, Isfahan, Iran Amir Ghamarani Department of Psychology and Education of Children with Exceptional Needs, University of Isfahan, Isfahan, Iran 2017 05 21 Background and Aim: Hearing loss affects human adjustment with environment and may be followed by mental complications such as behavioral problems. This study was conducted to investigate the effectiveness of group behavioral management training of mothers based on the model of positive parenting on the rate of behavioral disorders of primary school deaf students in Isfahan. Methods: The research method was semi-experimental with pre and post-test plan and control group. Using multi-stage sampling method, 30 mothers whose children demonstrated behavioral disorders symptoms were chosen and randomly assigned into two experimental and control groups. Data gathering was by parents’ form of child behavior checklist with confirmed validity and reliability. The obtained data was analyzed using covariance analysis method. Results: The results showed that there is significant difference between performance of experimental and control groups on the reduction of behavioral disorders symptoms in the post-test (p<0.001). Conclusion: It could be concluded that mother training based on the positive parenting model is effective on reducing behavioral disorders of their deaf child, and thus can be applied as an effective intervention method.