by Michael Chi Fai Tong. / "Revised March 2000." / Thesis (M.D.)--Chinese University of Hong Kong, 2000. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web.

Diss. (sammanfattning) Umeå : Univ., 2004. / Härtill 5 uppsatser.

OBJECTIVES: Bacterial infections in the normally sterile environment of the middle ear cavity usually trigger host immune response, whereby the innate immune system plays a dominant role as the host’s first line of defense. In this study we evaluated the expression levels of Toll-like receptors (TLRs) -2, -4, -5, -9, and nucleotidebinding oligomerization domain-containing proteins (NODs) -1 and -2, all of which are related to bacterial infection in pediatric patients with otitis media with effusion (OME). METHODS: The study sample consisted of 46 pediatric patients with OME, all of whom had ventilation tubes inserted. The expression levels of TLR-2, -4, -5, -9, NOD-1 and -2 mRNA in middle ear effusion were assessed by polymerase chain reaction. RESULTS: All effusion fluid samples collected from patients with OME showed expression of TLR-2, -4, -5, -9, NOD-1, and -2 mRNA. However, we found no correlations among expression levels of pattern recognition receptors (PRRs) in relation to characteristics of exudates, presence of bacteria, or frequencies of ventilation tube insertion (p>0.05). CONCLUSION: Our findings suggest that exudates of OME patients show PRR expressions that are related to the innate immune response regardless of the characteristics of effusion fluid, presence of bacteria in exudates, or frequency of ventilation tube insertion.

Tympanometry is a useful means of evaluating the status of the middle ear. For the pediatric population, tympanometry is particularly valuable for determining the presence of middle ear effusion. The test has been incorporated in many school hearing conservation programs because of its ease of administration, objectivity, and diagnostic value. In a study by deJonge and Cummings (1985), the hourly fluctuation of middle ear pressure was reported in a group of kindergarten-age children. The variability of middle ear pressure for that group of children averaged 150 daPa. In the present study, a maturational effect of this hourly fluctuation was observed between a group of first-grade age students and sixth-grade age students. Results indicated the younger group averaged a range of 145 daPa, correlating well with the deJonge and Cummings study, while the older group averaged a range of 92 daPa. Thus, as a child matures, the hourly fluctuation of middle ear pressure decreases significantly.

Background: There is a need for more well-controlled research on the relationship between vision and hearing limitations and emergent literacy to inform early literacy intervention. Two highly prevalent difficulties of early childhood, poor distance visual acuity and otitis media with effusion (OME), have been shown to be associated with literacy achievement. There is little research, however, on the relationship between these conditions and emergent literacy. Objective: The objective of this study was to assess the relationships between (1) distance visual acuity and emergent letter name knowledge, and (2) OME status and emergent letter name knowledge in children at school entry. Method: A prospective cohort of children (N=298) was recruited at school entry. Participants were aged 5, did not require special education for high needs and spoke a nationally recognized language of New Zealand. Distance vision and tympanometry testing was performed and a parent report of OME was obtained. The Wechsler Individual Test of Letter Name Knowledge and the Vocabulary and Block Design sub-tests of the Wechsler Intelligence Scale for Children were administered. Covariates of reading achievement were also measured. Results: Twenty three percent of children knew fewer than 4 letters at school entry, 31.9% had marginal distance visual acuity of 6/9 in one or both eyes and 37.2% had a history of ear infections and/or a B tympanometry test at school entry. Logistic regression tests demonstrated that both 6/9 vision (OR= 2.069, CI0.95=0.999-4.227) and OME status 10 (OR=1.846, CI0.95=1.034-3.297) were significantly associated with low letter name knowledge at school entry, controlling for covariates of emergent literacy. Another analysis showed that children with 6/9 vision and/or OME at school entry were also at greater risk for low letter knowledge (OR=2.187, CI0.95=1.067 – 4.484) than children with 6/6 vision and no OME at school entry. Conclusions: The results of the current study indicate that 6/9 distance vision and OME are risk factors for low letter name knowledge at school entry. These factors warrant greater consideration with regard to early literacy intervention, classroom teaching practices and future research.

Tez (Tıpta Uzmanlık) - Süleyman Demirel Üniversitesi, Tıp Fakültesi, Kulak Burun Boğaz Anabilim Dalı, 2006. / Bibliyografya var.

Thesis (M.Sc. Biological Sciences)--University of Waikato, 2007. / Title from PDF cover (viewed February 27, 2008) Includes bibliographical references (p. 189-199)

M.Tech.

No description available.

A fissura labiopalatina é um indicador de risco para alterações de orelha média e estas podem prejudicar o desenvolvimento de habilidades auditivas como, por exemplo, a atenção, que é essencial para o aprendizado de novas habilidades, inclusive da comunicação oral e escrita. O estudo do processo atencional na população com fissura labiopalatina é algo recente e pouco explorado na literatura específica consultada, assim, este trabalho poderá contribuir com novos subsídios na área, uma vez que teve como objetivos: a) verificar o desempenho de crianças com essa anomalia craniofacial em dois testes, o THAAS e o teste dicótico de dígitos (etapa de escuta direcionada, que avaliaram processos de atenção auditiva); b) comparar o resultado com um grupo sem fissura labiopalatina e; c) verificar a associação entre os dois testes aplicados. Fizeram parte do estudo 55 crianças, de ambos os gêneros, na faixa etária de 7 anos a 7 anos e 11 meses, que foram distribuídas em dois grupos: a) grupo controle, formado por crianças sem fissura labiopalatina; b) grupo experimental, formado por crianças com fissura labiopalatina. Para ambos os grupos, o processo de avaliação constituiu-se em: aplicação de um questionário; bateria de testes auditivos convencionais; aplicação do teste da habilidade de atenção auditiva (THAAS) (FENIMAN, 2004) e do teste dicótico de dígitos etapa de escuta direcionada (SANTOS; PEREIRA, 1997). Foi possível observar que o desempenho do grupo com fissura labiopalatina foi inferior ao do grupo controle em todos os tipos de resposta do THAAS e diferença estatisticamente significativa ocorreu para o decréscimo da vigilâ (p=0,014). No teste dicótico de dígitos - etapa de escuta direcionada, o grupo com fissura labiopalatina apresentou porcentagens de acerto inferiores ao grupo controle, tanto para a orelha direita quanto para a orelha esquerda. A análise estatística mostrou interação estatisticamente significante entre grupo e gênero (p=0,026). Ao comparar o THAAS com o teste dicótico de dígitos, foi possível observar que existe associação entre os testes, mas, essa associação mostrou-se muito baixa (R²=0,27). As crianças com fissura labiopalatina apresentaram desempenho no THAAS inferior àquelas sem esta anomalia craniofacial, apenas para o decréscimo da vigilância. No teste dicótico de dígitos - etapa de escuta direcionada, somente as crianças do gênero feminino com fissura labiopalatina obtiveram índices de acerto inferiores às do grupo controle. Uma baixa associação foi verificada entre o THAAS e o teste dicótico de dígitos - etapa de escuta direcionada, permitindo supor que habilidades diferentes são responsáveis pelo desempenho nos dois testes. / Cleft lip and palate indicates risk to alterations in the middle ear. These risks may impair the development of some hearing abilities, such as attention, which is essential to learn new abilities, including oral and written communication. Studies on attention process with the population with cleft lip and palate are recent and not widely found in literature. Therefore, this study can contribute to the area. The aims of this study were to examine children with this craniofacial anomaly through two tests: The SAAAT and the Dichotic Digit test - directed hearing stage which evaluated the hearing attention processes; to compare the results with a group without cleft lip and palate; to verify the association between the two tests. 55 children, both genders, aged 7 to 7 years and 11 months old were divided in two groups to be submitted to the study. Experimental group consisted of children with cleft lip and palate and Control group consisted of children without it. Both groups were assessed through a questionnaire, conventional hearing tests battery, the Sustained Auditory Attention Ability test (SAAAT) (Feniman, 2004), and the Dichotic Digit test - directed hearing stage (Santos; Pereira, 1997). Experimental group showed lower performance than the control group in all kinds of answers of the SAAAT and, significant difference regarding decrease in vigilance (p=0,014). In the Dichotic Digit test the experimental group showed lower percentages of right answers than the control group, not only for the right ear but also for the left ear. Statistic analysis showed significant interaction between group and gender (p=0,026). When compared, the SAAAT and the Dichotic digit test had low association (R²=0,27). Experimental Group presented lower performance in the SAAAT only at the vigilance decrease. At the Dichotic Digit test female children with cleft lip and palate presented lower scores of right answers than the Control group. The SAAAT and The Dichotic Digit test - directed hearing stage - were not closely associated. Thus, it is possible to assume that different abilities are responsible for the performance in both tests.