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 Department of Speech therapy, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran Akbar Biglarian Department of Biostatistics, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran Farhad Sakhai Department of Speech therapy, Arak University of Medical Sciences, Arak, Iran 2017 05 21 Background and Aim: The ways in which words are phonologically stored and organized change with maturation. Hence, most researchers agree on the issue of phonological representations abilities evolve over time. This study aimed to determine the quality of phonological representations in normal Persian-speaking boys and girls. Methods: In this cross-sectional study, quality of phonological representations of 240 normal children at the age of 54 to 77 months was investigated using descriptive-analytical methods. The subjects were randomly selected among the children in kindergartens and preschoolers in Arak city, Iran. The study tool was a researcher-made quality of phonological representations test. Results: Significant differences were found between age groups in the scores of quality of phonological representations (p<0.01). Subjects in the first (aged 54 to 59 months) and fourth (aged 72 to 77 months) agegroup had the lowest and highest scores, respectively. The differences in mean scores between 54 to 59 monthand 66 to 71 month-old and between 66 to 71 month- and 72 to 77 month-old children were not significant. There were significant differences in other group mean scores (p<0.001). In all groups of syllables (i.e., words with two, three and four syllables), older children have better performance. The mean scores of quality of phonological representations in the two groups of boys and girls in any of the age groups were not significantly different from each other. Conclusion: It seems that subjects' performances have improved with increase in age and gender does not affect the quality of phonological representations. https://avr.tums.ac.ir/index.php/avr/article/view/244

Tehran University of Medical Sciences Auditory and Vestibular Research 2423-480X 23 3 2017 07 31 65 74 Nazila Salary Majd Department of Speech therapy, School of Rehabilitation, Tehran University of Medical Sciences, Iran Seyyedeh Maryam Khoddami Department of Speech therapy, School of Rehabilitation, Tehran University of Medical Sciences, Iran Michael Drinnan Department of Regional Medical Physic, Freeman Hospital, Newcastle upon Tyne, United Kingd Mohammad Kamali Department of Rehabilitation Management, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran Yoones Amiri-Shavaki Department of Speech therapy, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran Nader Fallahian Department of Technical Orthopedic, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran 2017 05 22 Background and Aim: Auditory-perceptual assessment of voice a main approach in the diagnosis and therapy improvement of voice disorders. Despite, there are few Iranian studies about auditory-perceptual assessment of voice. The aim of present study was development and determination of validity and rater reliability of Persian version of the Consensus Auditory Perceptual Evaluation of Voice (CAPE-V). Methods: The qualitative content validity was detected by collecting 10 questionnaires from 9 experienced speech and language pathologists and a linguist. For reliability purposes, the voice samples of 40 dysphonic (neurogenic, functional with and without laryngeal lesions) adults (20-45 years of age) and 10 normal healthy speakers were recorded. The samples included sustain of vowels and reading the 6 sentences of Persian version of the consensus auditory perceptual evaluation of voice called the ATSHA. Results: The qualitative content validity was proved for developed Persian version of the consensus auditory perceptual evaluation of voice. Cronbach’s alpha was high (0.95). Intra-rater reliability coefficients ranged from 0.86 for overall severity to 0.42 for pitch; inter-rater reliability ranged from 0.85 for overall severity to 0.32 for pitch (p<0.05). Conclusion: The ATSHA can be used as a valid and reliable Persian scale for auditory perceptual assessment of voice in adults. https://avr.tums.ac.ir/index.php/avr/article/view/245

Tehran University of Medical Sciences Auditory and Vestibular Research 2423-480X 23 3 2017 07 31 75 81 Minoo Karimi 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 Homa Zarrinkoob 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 Seyyed Mehdi Tabatabaee Department of Biostatistics, Faculty of Rehabilitation Sciences, Shahid Beheshti University of Medical&#x