https://www.um.edu.mt/library/oar/handle/123456789/145253 2026-06-30T13:28:52Z 2026-06-30T13:28:52Z https://www.um.edu.mt/library/oar/handle/123456789/147478 2026-06-16T11:06:50Z 2026-01-01T00:00:00Z

Title: Auditory and visual processing skills in Maltese children Abstract: Auditory processing (AP) and visual processing (VP) abilities are important for language development, learning, and classroom participation; however, evidence from Malta remains limited. This study investigated AP and VP performance in 8-year-old Maltese children according to gender, primary language, and neurodevelopmental profile. Participants included 83 children: 71 neurotypical (NT) and 12 neurodiverse (ND). AP skills were assessed using a computer-based battery administered via TestFlight, while VP skills were measured using the Motor-Free Visual Perception Test–Fourth Edition (MVPT-4). Language processing was evaluated through a Sentence Imitation Test derived from the Language Assessment for Maltese Children (LAMC). A researcher-developed questionnaire collected demographic and language background data. Data were analysed using descriptive and inferential statistics within an exploratory quantitative framework. Neurodevelopmental status emerged as the strongest determinant of performance, with ND children demonstrating consistently weaker AP and VP outcomes than NT peers. Gender and primary language showed minimal influence. Sentence imitation performance differed according to neurodevelopmental profile but not gender. Findings highlight interactions between perceptual, cognitive, and linguistic processes. Clinically, results support including AP and VP measures in assessment protocols, while educational implications include reducing perceptual load and implementing structured multisensory teaching approaches. This study contributes novel local evidence on perceptual processing in Maltese children within a bilingual context. Description: M.Sc.(Melit.)

2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/145414 2026-04-08T12:24:04Z 2026-01-01T00:00:00Z

Title: Tympanostomy tubes and bone-conduction hearing aids in children with cleft palate : intervention outcomes Abstract: Children with cleft palate (CP) are highly susceptible to conductive hearing loss (CHL) due to chronic eustachian tube dysfunction (ETD) and middle ear effusion (MEE). Tympanostomy tubes (TTs), better known as grommets, and bone-conduction hearing aids (BCHAs) represent the most common interventions; however, direct comparative evidence in this population remains limited. This study involved a multiple case study design integrating quantitative and qualitative data analysis. Six children with CP, their caregivers, and nine healthcare professionals (HCPs), which included three ENT specialists, two audiologists, and four speech-language pathologists (SLPs), also participated in this study. Audiological and medical records provided secondary quantitative data of hearing thresholds and tympanometric outcomes, while semi-structured interviews explored lived experiences, clinical decision-making, and perceptions related to intervention effectiveness. Quantitative analyses showed improvements in aided hearing thresholds among children who used a BCHA, specifically the bone-anchored hearing aid (BAHA) softband, with stable aided performance over time. In contrast, TTs outcomes were perceived as beneficial but in the short-term, as often extrusion of TTs was followed by recurrence of MEE. Qualitative findings indicated that both intervention options supported speech and language development; however, HCPs viewed BCHAs as providing more stable and long-term hearing access in this cohort. Parents valued multidisciplinary team (MDT) support and empathetic communication but identified delays, inconsistent follow-up, and limited information at diagnosis as persistent challenges. Given the findings, the need for structured protocols, clearer MDT coordination, and improved information sharing within Malta’s clefthearing services is underscored. Description: M.Sc.(Melit.)

2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/145412 2026-04-08T12:22:22Z 2026-01-01T00:00:00Z

Title: The awareness of paediatric hearing loss across medical, educational and social settings in Malta Abstract: The primary purpose of this study was to investigate educators’, general practitioners’ and caregivers’ awareness towards paediatric hearing loss. The current study used a mixed-methods approach, combining quantitative and qualitative research methods to reach its’ aim. Three questionnaires for the three studied populations were designed by the researcher following analysis and reading of literature. These questionnaires explored the level of awareness, knowledge, and attitudes regarding paediatric hearing loss and aimed to identify gaps in understanding, referral practices, and perceptions of early detection and intervention in these populations. A one-to-one interview with an audiologist was conducted to explore professional perspectives on the current awareness, misconceptions, and challenges surrounding paediatric hearing loss across medical, educational, and parental contexts. It aimed to gain deeper insight into interdisciplinary collaboration, parental reactions to diagnosis, and strategies for improving awareness and support for affected children and their families, while also contextualising the findings and highlighting systemic strengths and challenges within the Maltese context. The data gathered from the questionnaire was analysed statistically using SPSS while the data gathered from the interview was analysed qualitatively through a conversational and thematic analysis. Results revealed variability in awareness across groups. Among educators, nearly half had experience teaching a child with hearing loss, yet a substantial proportion reported limited familiarity with the condition despite generally recognising its effects on speech, language, and social-emotional development. While participants were generally aware of common classroom accommodations such as preferential seating and visual aids, familiarity with assistive technologies and sign language was lower, and the majority had received no formal training on supporting children with hearing loss. Nonetheless, all educators expressed strong interest in receiving additional training and resources, highlighting a clear demand for structured professional development in inclusive and auditory support practices. General practitioners demonstrated high awareness of paediatric hearing loss and recognised the importance of newborn screening. They identified common causes such as ototoxic drugs, infections, otitis media, and trauma, and consistently associated speech or language delays and lack of response to sound with potential hearing loss, though awareness of recurrent otitis media as a cause was moderate. Most participants had received no formal training, but most expressed strong interest in further education, highlighting the need for enhanced training and clearer guidance to support early detection and referral. Caregivers generally perceived their understanding of paediatric hearing loss as fair, indicating moderate awareness of the condition, and most attributed hearing loss to genetic factors or prenatal infections, with fewer recognising environmental causes. The majority considered hearing testing at birth important, and nearly all acknowledged that hearing loss can affect a child’s language and speech development, though some were unsure where to access testing. Most caregivers were aware of grommets as a treatment option, although around one-third were unfamiliar with or unsure about this intervention. In the interview, the audiologist mentioned the rising awareness about paediatric hearing loss since the implementation of the newborn screening, more specific referrals by ENT consultants, social stigma, parental emotional reactions to an early diagnosis, the need for support and multidisciplinary team collaboration and accessibility to information. This study highlights the need for accessible professional training and creation of awareness campaigns for educators, general practitioners, and caregivers to improve awareness, early identification, and effective management of paediatric hearing loss. It underscores gaps in practical knowledge, familiarity with screening processes, and confidence in implementing classroom accommodations or referral practices. Additionally, the findings emphasize the importance of interdisciplinary collaboration and the provision of targeted resources to support children with hearing impairments and their families. Description: M.Sc.(Melit.)

2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/145411 2026-04-08T12:18:54Z 2026-01-01T00:00:00Z

Title: Life experiences and coping mechanisms in working adults with auditory processing difficulties Abstract: This study explored the real-life experiences of working adults with auditory processing difficulties. Using an interpretative phenomenological approach, semi-structured interviews were conducted with six participants who self-identified as neurodivergent and expressed the wish to participate in this study. None of the participants were ever diagnosed for neurodivergence. Prior to this, All participants had participated in audiological tests for auditory processing difficulties, not for provision of formal clinical diagnosis but for identification of performance patterns which could signify presence of auditory processing difficulties. Thematic analysis revealed four overarching themes: cognitive and emotional regulation, communication and social integration, focus and cognitive anchoring tools and identity, and belonging and neurodivergent expression of auditory processing difficulties. Participants described a constant demand to manage sensory overload and cognitive fatigue while maintaining professional performance. Despite the lack of formal workplace accommodations, many adopted individualized strategies with a rather original insight, such as unconsciously adopting growth mindset techniques and navigation of social environments. The findings highlight the importance and increased awareness of a holistic approach to cognition. By attaining insight from the participants, the study advocates for the need of auditory processing difficulties to be understood holistically through a cognitive lens, recognizing that challenges which may extend beyond listening alone. Interventions targeting attention, memory, and emotional regulation — even those unrelated to listening — can significantly enhance daily coping. Description: M.Sc.(Melit.)

2026-01-01T00:00:00Z