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Mehta K, Mahon M, Watkin P, Marriage J, Vickers D. A qualitative review of parents’ perspectives on the value of CAEP recording in influencing their acceptance of hearing devices for their child. Int J Audiol 2019; 58:401-407. [DOI: 10.1080/14992027.2019.1592250] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Affiliation(s)
- Kinjal Mehta
- Ear Institute, University College London, London, UK
- Department of Audiology, Whipps Cross University Hospital, London, UK
| | - Merle Mahon
- Psychology and Language Sciences, University College London, London, UK
| | - Peter Watkin
- Department of Audiology, Whipps Cross University Hospital, London, UK
| | | | - Debi Vickers
- Psychology and Language Sciences, University College London, London, UK
- University of Cambridge, Clinical Neurosciences, Robinson Way, Cambridge, UK
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Albalawi Y, Nidami M, Almohawas F, Hagr A, Garadat SN. Categories of Auditory Performance and Speech Intelligibility Ratings in Prelingually Deaf Children With Bilateral Implantation. Am J Audiol 2019; 28:62-68. [PMID: 30938557 DOI: 10.1044/2018_aja-17-0112] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
Purpose The aim of the current study was to review all pediatric cases with congenital deafness who underwent bilateral implantation in our center. Specifically, auditory performance and speech intelligibility ratings were compared across children based on their mode of bilateral stimulation (simultaneous or sequential implantation). Method A retrospective chart review design was used in this study. A total of 46 congenitally deaf children were included. Children ranged in age between 2 and 8 years, with a mean of 3 years 7 months. Participants were divided into 2 groups: those who received their bilateral implant simultaneously and those who received them sequentially. Categories of Auditory Performance (CAP; Archbold, Lutman, & Marshall, 1995 ) scores and Speech Intelligibility Rating (SIR; M. C. Allen, Nikolopoulos, & O'Donoghue, 1998 ) scores were used to measure their performance. Results Children scored an average of 4.1 (±1.6) on the CAP Scale and 1.6 (±1) on the SIR Scale. Results showed that children who received their implants simultaneously scored relatively higher on the CAP Scale than those with sequential implants. However, there were no differences between the 2 groups in SIR scores. These 2 outcome measures were not correlated with age at implantation. Conclusion The current study demonstrated that simultaneous implantation could potentially improve audiologic outcome.
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Affiliation(s)
| | - Mohamad Nidami
- Department of Communication and Swallowing Disorder, King Fahad Medical City, Riyadh, Saudi Arabia
| | - Fida Almohawas
- King Abdullah Ear Specialist Center, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Abdulrahman Hagr
- King Abdullah Ear Specialist Center, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Soha N. Garadat
- Medical Audiology Sciences Program, American University of Beirut, Lebanon
- Department of Hearing and Speech Sciences, The University of Jordan, Amman
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Dieleman E, Percy-Smith L, Caye-Thomasen P. Language outcome in children with congenital hearing impairment: The influence of etiology. Int J Pediatr Otorhinolaryngol 2019; 117:37-44. [PMID: 30579085 DOI: 10.1016/j.ijporl.2018.11.002] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/22/2018] [Revised: 11/01/2018] [Accepted: 11/01/2018] [Indexed: 11/29/2022]
Abstract
OBJECTIVES To investigate the possible association between the etiology of hearing impairment (HI) and language outcome in children with congenital HI after an early medical-technical intervention and three years of AVT. METHODS A retrospective, two-center study was conducted of 53 patients who were divided in four categories of etiology (degeneratio labyrinthi acustici (DLA) congenita hereditaria, DLA congenita non specificata, DLA congenita postinfectiosa and auditory neuropathy). Language outcome was assessed by examining receptive vocabulary (Peabody Picture Vocabulary Test, PPVT-4), receptive language (Reynell test) and productive language (the Danish 'Viborgmaterialet'). All tests were conducted 1, 2 and 3 years after the children received their hearing device. Test scores were calculated from the child's chronological age. Analysis of possible associations was performed using Fisher's exact test and McNemar's test was conducted to examine possible differences between each year of testing for every speech-language test. Subsequently, univariate analyses were performed to search for other possible covariates associated with language outcome. RESULTS No significant associations were found between the etiology of the HI and the language outcome of children with HI after 1 year of AVT (PPVT, p = 0,234; Reynell, p = 0,845; Viborgmaterialet, p = 0,667), neither after 2 years of AVT (PPVT, p = 0,228; Reynell, p = 0,172; Viborgmaterialet, p = 0,659) nor after 3 years of AVT (PPVT, p = 0,102; Reynell, p = 0,512 Viborgmaterialet, p = 0,580). Some significant associations were found between language outcome and the type of hearing device and between language outcome and additional disabilities, however no strong evidence was found. CONCLUSION Most children with congenital HI developed a comparable level of speech and language regardless of the etiology of their HI. This study highlights the interest of further research using objective assessments techniques in a larger and more homogeneous population. If the findings from this study will be confirmed in future studies, this will have a clinical and societal impact regarding the diagnostics of HI.
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Affiliation(s)
- Eveline Dieleman
- Department of Otorhinolaryngology, Head and Neck Surgery, and Audiology, Rigshospitalet, Copenhagen University Hospital, Blegdamsvej 9, 2100, Copenhagen, Denmark.
| | - Lone Percy-Smith
- Patientforening Decibel, Rygårdsallé 43, 2900, Hellerup, Denmark
| | - Per Caye-Thomasen
- Department of Otorhinolaryngology, Head and Neck Surgery, and Audiology, Rigshospitalet, Copenhagen University Hospital, Blegdamsvej 9, 2100, Copenhagen, Denmark
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Li Y, Shen M, Long M. A preliminary study of auditory mismatch response on the day of cochlear implant activation in children with hearing aids prior implantation. PLoS One 2019; 14:e0210457. [PMID: 30615690 PMCID: PMC6322786 DOI: 10.1371/journal.pone.0210457] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2018] [Accepted: 12/24/2018] [Indexed: 11/18/2022] Open
Abstract
Objective The study aimed to explore the characteristics of auditory mismatch response (MMR) in hearing-impaired children on the day when the cochlear implant (CI) was started (power-up) and the speech processor was programmed, and to investigate the effects of wearing hearing aids (HAs) before cochlear implantation on the early stage of postoperative auditory cortex plasticity, providing some demonstrative data for the objective evaluation of postoperative early auditory ability in children who underwent cochlear implantation. Methods The participants were 34 children with profound sensorineural hearing loss, who underwent cochlear implantation. The classical passive Oddball paradigm was adopted, using a pair of vowels which only have different lexical tones. The standard stimulus was /a2/ and the devious stimulus was /a4/. Results 1) On the day of CI activation, the auditory MMR has been elicited in 30 children; the MMR incidence was 88%. 2) We observed both positive and negative auditory MMR waveforms. And logistic regression analysis showed that it was influenced by the age at cochlear implantation. 3) The duration with HA before surgery significantly influenced the MMR latency. The children with longer duration of HA use have much earlier latency of MMR. 4) There was a significant positive correlation between the age at HA use initiation and MMR amplitude. Earlier initial HA use was associated with smaller amplitude. Conclusions MMR in response to Mandarin lexical tone can be recorded in most pediatric patients who had experience with HA on the day of CI power up. MMR is closely associated with the age at cochlear implantation, duration of HA use, and the age at HA use initiation. Hearing-impaired children should wear HA as early as possible and ensure consistent usage.
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Affiliation(s)
- Yuan Li
- China-Japan Friendship Hospital, Beijing, China
| | - Min Shen
- China Rehabilitation Research Center for Hearing and Speech Impairment, Beijing, China
- * E-mail: (ML); (MS)
| | - Mo Long
- China Rehabilitation Research Center for Hearing and Speech Impairment, Beijing, China
- * E-mail: (ML); (MS)
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Language Outcomes Improved Through Early Hearing Detection and Earlier Cochlear Implantation. Otol Neurotol 2018; 39:1256-1263. [DOI: 10.1097/mao.0000000000001976] [Citation(s) in RCA: 54] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Entwisle LK, Warren SE, Messersmith JJ. Cochlear Implantation for Children and Adults with Severe-to-Profound Hearing Loss. Semin Hear 2018; 39:390-404. [PMID: 30374210 DOI: 10.1055/s-0038-1670705] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022] Open
Abstract
Cochlear implants (CIs) have proven to be a useful treatment option for individuals with severe-to-profound hearing loss by providing improved access to one's surrounding auditory environment. CIs differ from traditional acoustic amplification by providing information to the auditory system via electrical stimulation. Both postlingually deafened adults and prelingually deafened children can benefit from a CI; however, outcomes with a CI can vary. Numerous factors can impact performance outcomes with a CI. It is important for the audiologist to understand what factors might play a role and impact performance outcomes with a CI so that they can effectively counsel the recipient and their family, as well as establish appropriate and realistic expectations with a CI. This review article will discuss the CI candidacy process, CI programming and postoperative follow-up care, as well as considerations across the lifespan that may affect performance outcomes with a CI.
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Affiliation(s)
- Lavin K Entwisle
- Department of Communication Sciences and Disorders, University of South Dakota, Vermillion, South Dakota.,Department of Otolaryngology, New York University School of Medicine, New York, New York
| | - Sarah E Warren
- School of Communication Sciences and Disorders, University of Memphis, Memphis, Tennessee
| | - Jessica J Messersmith
- Department of Communication Sciences and Disorders, University of South Dakota, Vermillion, South Dakota
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Novogrodsky R, Meir N, Michael R. Morphosyntactic abilities of toddlers with hearing impairment and normal hearing: evidence from a sentence-repetition task. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2018; 53:811-824. [PMID: 29635742 DOI: 10.1111/1460-6984.12386] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/19/2017] [Revised: 03/06/2018] [Accepted: 03/10/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND While considerable research exists on morphosyntax of school-age children with hearing impairment (HI), little is known about development of morphosyntax at younger ages. Some studies show that young children with HI have a delay in language abilities compared with children with normal hearing (NH); conversely, other studies show evidence that they achieve age-appropriate language development. AIMS To investigate whether characteristics of morphosyntactic development displayed by young children with HI are unique or whether they are similar to those of NH children. METHODS & PROCEDURES Fifty-four Hebrew-speaking children (15 with HI and 39 with NH), aged 22-40 months, completed a novel Hebrew sentence repetition (SRep) task designed to evaluate morphosyntactic abilities. Accuracy on the total correct structure, repetition of content and function words, and repetition of specific morphemes were compared across groups. OUTCOMES & RESULTS At the earliest stages of combining words to sentences, toddlers in both groups showed a large variation in morphosyntactic development, with no significant difference between the two groups. Children with HI and NH showed similar results for the acquisition of morphemes and various syntactic structures. In the group of children with HI, hearing capability accounted for 28% of the variance of the SRep task. CONCLUSIONS & IMPLICATIONS The findings suggest typical morphosyntax capacity at the onset of language development among of children with HI who are diagnosed early and receive intensive intervention.
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Affiliation(s)
- Rama Novogrodsky
- Department of Communication Sciences and Disorders, University of Haifa, Haifa, Israel
| | - Natalia Meir
- Department of Communication Sciences and Disorders, University of Haifa, Haifa, Israel
| | - Rachel Michael
- Department of Communication Sciences and Disorders, University of Haifa, Haifa, Israel
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MAZAHERYAZDI M, AGHASOLEIMANI M, KARIMI M, ARJMAND P. Perception of Musical Emotion in the Students with Cognitive and Acquired Hearing Loss. IRANIAN JOURNAL OF CHILD NEUROLOGY 2018; 12:41-48. [PMID: 29696045 PMCID: PMC5904737] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Subscribe] [Scholar Register] [Received: 10/25/2016] [Revised: 01/01/2017] [Accepted: 01/16/2017] [Indexed: 11/25/2022]
Abstract
OBJECTIVE Hearing loss can affect the perception of emotional reaction to the music. The present study investigated whether the students with congenital hearing loss exposed to the deaf culture, percept the same emotion from the music as students with acquired hearing loss. MATERIALS & METHODS Participants were divided into two groups; 30 students with bilaterally congenital moderate to severe hearing loss that were selected from deaf schools located in Tehran, Iran and 30 students with an acquired hearing loss with the same degree of hearing loss selected from Amiralam Hospital, Tehran, Iran and compared with the group of 30 age and gender-matched normal hearing subjects served our control in 2012. The musical stimuli consisted of three different sequences of music, (sadness, happiness, and fear) each with the duration of 60 sec. The students were asked to point to the lists of words that best matched with their emotions. RESULTS Emotional perception of sadness, happiness, and fear in congenital hearing loss children was significantly poorly than acquired hearing loss and normal hearing group (P<0.001). There was no significant difference in the emotional perception of sadness, happiness, and fear among the group of acquired hearing loss and normal hearing group (P=0.75), (P=1) and (P=0.16) respectively. CONCLUSION Neural plasticity induced by hearing assistant devises may be affected by the time when a hearing aid was first fitted and how the auditory system responds to the reintroduction of certain sounds via amplification. Therefore, children who experienced auditory input of different sound patterns in their early childhood will show more perceptual flexibility in different situations than the children with congenital hearing loss and Deaf culture.
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Affiliation(s)
- Malihe MAZAHERYAZDI
- Department of Audiology, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran
| | - Mina AGHASOLEIMANI
- Department of Audiology, School of Rehabilitation Sciences, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Maryam KARIMI
- Department of Audiology, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran
| | - Pirooz ARJMAND
- Department of Traditional and Ancient Art, Faculty of Art and Architecture, Shahid Bahonar University, Kerman, Iran
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Effects of transient auditory deprivation during critical periods on the development of auditory temporal processing. Int J Pediatr Otorhinolaryngol 2018; 104:66-71. [PMID: 29287884 DOI: 10.1016/j.ijporl.2017.10.045] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/15/2017] [Revised: 10/29/2017] [Accepted: 10/30/2017] [Indexed: 01/27/2023]
Abstract
OBJECTIVES The central auditory pathway matures through sensory experiences and it is known that sensory experiences during periods called critical periods exert an important influence on brain development. The present study aimed to investigate whether temporary auditory deprivation during critical periods (CPs) could have a detrimental effect on the development of auditory temporal processing. MATERIALS AND METHODS Twelve neonatal rats were randomly assigned to control and study groups; Study group experienced temporary (18-20 days) auditory deprivation during CPs (Early deprivation study group). Outcome measures included changes in auditory brainstem response (ABR), gap prepulse inhibition of the acoustic startle reflex (GPIAS), and gap detection threshold (GDT). To further delineate the specific role of CPs in the outcome measures above, the same paradigm was applied in adult rats (Late deprivation group) and the findings were compared with those of the neonatal rats. RESULTS Soon after the restoration of hearing, early deprivation study animals showed a significantly lower GPIAS at intermediate gap durations and a larger GDT than early deprivation controls, but these differences became insignificant after subsequent auditory inputs. Additionally, the ABR results showed significantly delayed latencies of waves IV, V, and interpeak latencies of wave I-III and wave I-V in study group. Late deprivation group didn't exhibit any deterioration in temporal processing following sensory deprivation. CONCLUSION Taken together, the present results suggest that transient auditory deprivation during CPs might cause reversible disruptions in the development of temporal processing.
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The Persian Version of the Auditory Behavior in Everyday Life Questionnaire. INTERNATIONAL JOURNAL OF SCHOOL HEALTH 2017. [DOI: 10.5812/intjsh.55952] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
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Nicholas JG, Geers AE. Sensitivity of expressive linguistic domains to surgery age and audibility of speech in preschoolers with cochlear implants. Cochlear Implants Int 2017; 19:26-37. [PMID: 28992767 DOI: 10.1080/14670100.2017.1380114] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
OBJECTIVES To determine whether relative delays among domains exist in the conversational use of vocabulary, syntax, and morphology by children with cochlear implants (CIs) and whether these were differentially affected by age of implantation (AOI) and the audibility of speech. METHODS Participants in this short-term longitudinal study were 126 children with AOI of 6-38 months and a matched group of 30 children without hearing loss. Language samples of the same children at ages 3.5 and 4.5 were analyzed for the breadth of vocabulary and bound morphemes used, and sentence length. RESULTS At both test ages, expressive language domains were delayed equally. Higher performance across domains was independently associated with younger AOI and better pre-implant-aided thresholds. No domain was affected differently by very early implantation, but bound morpheme breadth was associated with better CI-aided thresholds. Between 63 and 78% of children with AOI of 6-11 months scored close to hearing age-mates by 4.5, a level achieved by fewer than 25% of those with AOI of 19-24 months or later ages. DISCUSSION Previous studies indicated greater language delays in the areas of morphology and syntax than those of vocabulary, with the earliest ages of implantation conferring the greatest benefit to those domains. The current design addressed inconsistency across studies in modes of communication used, presence/absence of other disabilities, and differences in language domains chosen as outcome measures. CONCLUSIONS Linguistic domains benefitted equally from early implantation, regardless of the duration of auditory stimulation. Better pre-CI-aided hearing often compensated for later AOI. Bound morpheme use was greater with better CI-aided thresholds.
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Affiliation(s)
- Johanna G Nicholas
- a Department of Otolaryngology , Washington University School of Medicine , Box 8115, 660 S. Euclid Ave., St. Louis , MO 63130 , USA
| | - Ann E Geers
- b School of Behavioral and Brain Sciences , The University of Texas at Dallas , GR41, 800 West Campbell Rd., Richardson , TX 75080 , USA
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Guerzoni L, Cuda D. Speech processor data logging helps in predicting early linguistic outcomes in implanted children. Int J Pediatr Otorhinolaryngol 2017; 101:81-86. [PMID: 28964316 DOI: 10.1016/j.ijporl.2017.07.026] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/21/2017] [Revised: 07/17/2017] [Accepted: 07/19/2017] [Indexed: 10/19/2022]
Abstract
OBJECTIVE To analyse the value of listening-data logged in the speech processor on the prediction of the early auditory and linguistic skills in children who received a cochlear implant in their first 2 years of life. STUDY DESIGN Prospective observational non-randomized study. METHODS Ten children with profound congenital sensorineural hearing loss were included in the study. The mean age at CI activation was 16.9 months (SD ± 7.2; range 10-24). The auditory skills were evaluated with the Infant Toddler Meaningful Inventory Scale and the Category of Auditory Performance. Lexical level was assessed with the MacArthur-Bates Communicative Development Inventory. The overall data of average daily use and acoustic scene-analyses were extracted from Data Logging system. The effect of the one-year cumulative listening time to speech (in quiet) and speech-in-noise on the auditory and lexical scores was analysed. RESULTS A significant positive correlation was found between speech in quiet exposure time at low loudness level (<70 dB) and lexical quotient after one year of CI use. Infant Toddler Meaningful Inventory Scale was negatively correlated with the highest speech-in-noise loudness levels (>80 dB). The Category of Auditory Performance was not related to the logged data. CONCLUSION The listening environment can influence the early functional outcomes in younger implanted children. In this perspective, the data logging system is a promising tool in predicting early linguistic and auditory outcomes.
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Affiliation(s)
- Letizia Guerzoni
- Department of Otorhinolaryngology, "Guglielmo da Saliceto" Hospital, Via Cantone del Cristo 40, 29121 Piacenza, Italy.
| | - Domenico Cuda
- Department of Otorhinolaryngology, "Guglielmo da Saliceto" Hospital, Via Cantone del Cristo 40, 29121 Piacenza, Italy
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McMurray B, Farris-Trimble A, Rigler H. Waiting for lexical access: Cochlear implants or severely degraded input lead listeners to process speech less incrementally. Cognition 2017; 169:147-164. [PMID: 28917133 DOI: 10.1016/j.cognition.2017.08.013] [Citation(s) in RCA: 50] [Impact Index Per Article: 7.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/14/2016] [Revised: 08/27/2017] [Accepted: 08/31/2017] [Indexed: 11/30/2022]
Abstract
Spoken language unfolds over time. Consequently, there are brief periods of ambiguity, when incomplete input can match many possible words. Typical listeners solve this problem by immediately activating multiple candidates which compete for recognition. In two experiments using the visual world paradigm, we examined real-time lexical competition in prelingually deaf cochlear implant (CI) users, and normal hearing (NH) adults listening to severely degraded speech. In Experiment 1, adolescent CI users and NH controls matched spoken words to arrays of pictures including pictures of the target word and phonological competitors. Eye-movements to each referent were monitored asa measure of how strongly that candidate was considered over time. Relative to NH controls, CI users showed a large delay in fixating any object, less competition from onset competitors (e.g., sandwich after hearing sandal), and increased competition from rhyme competitors (e.g., candle after hearing sandal). Experiment 2 observed the same pattern with NH listeners hearing highly degraded speech. These studies suggests that in contrast to all prior studies of word recognition in typical listeners, listeners recognizing words in severely degraded conditions can exhibit a substantively different pattern of dynamics, waiting to begin lexical access until substantial information has accumulated.
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Affiliation(s)
- Bob McMurray
- Dept. of Psychological and Brain Sciences, University of Iowa, United States; Dept. of Communication Sciences and Disorders, University of Iowa, United States; Dept. of Otolaryngology, University of Iowa, United States; DeLTA Center, University of Iowa, United States.
| | | | - Hannah Rigler
- Dept. of Psychological and Brain Sciences, University of Iowa, United States
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Chiossi JSC, Hyppolito MA. Effects of residual hearing on cochlear implant outcomes in children: A systematic-review. Int J Pediatr Otorhinolaryngol 2017; 100:119-127. [PMID: 28802355 DOI: 10.1016/j.ijporl.2017.06.036] [Citation(s) in RCA: 35] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/22/2017] [Revised: 06/27/2017] [Accepted: 06/30/2017] [Indexed: 10/19/2022]
Abstract
OBJECTIVES to investigate if preoperative residual hearing in prelingually deafened children can interfere on cochlear implant indication and outcomes. METHODS a systematic-review was conducted in five international databases up to November-2016, to locate articles that evaluated cochlear implantation in children with some degree of preoperative residual hearing. Outcomes were auditory, language and cognition performances after cochlear implant. The quality of the studies was assessed and classified according to the Oxford Levels of Evidence table - 2011. Risk of biases were also described. RESULTS From the 30 articles reviewed, two types of questions were identified: (a) what are the benefits of cochlear implantation in children with residual hearing? (b) is the preoperative residual hearing a predictor of cochlear implant outcome? Studies ranged from 04 to 188 subjects, evaluating populations between 1.8 and 10.3 years old. The definition of residual hearing varied between studies. The majority of articles (n = 22) evaluated speech perception as the outcome and 14 also assessed language and speech production. CONCLUSION There is evidence that cochlear implant is beneficial to children with residual hearing. Preoperative residual hearing seems to be valuable to predict speech perception outcomes after cochlear implantation, even though the mechanism of how it happens is not clear. More extensive researches must be conducted in order to make recommendations and to set prognosis for cochlear implants based on children preoperative residual hearing.
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Affiliation(s)
- Julia Santos Costa Chiossi
- Faculdade de Medicina de Ribeirão Preto, University of São Paulo, Department of Ophthalmology, Otolaryngology and Head and Neck Surgery, Av. Bandeirantes, 3900, Monte Alegre, Ribeirão Preto, SP, 14049-900, Brazil.
| | - Miguel Angelo Hyppolito
- Faculdade de Medicina de Ribeirão Preto, University of São Paulo, Department of Ophthalmology, Otolaryngology and Head and Neck Surgery, Av. Bandeirantes, 3900, Monte Alegre, Ribeirão Preto, SP, 14049-900, Brazil
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Ciscare GKS, Mantello EB, Fortunato-Queiroz CAU, Hyppolito MA, Reis ACMBD. Auditory Speech Perception Development in Relation to Patient's Age with Cochlear Implant. Int Arch Otorhinolaryngol 2017; 21:206-212. [PMID: 28680487 PMCID: PMC5495590 DOI: 10.1055/s-0036-1584296] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2016] [Accepted: 04/21/2016] [Indexed: 11/25/2022] Open
Abstract
Introduction A cochlear implant in adolescent patients with pre-lingual deafness is still a debatable issue. Objective The objective of this study is to analyze and compare the development of auditory speech perception in children with pre-lingual auditory impairment submitted to cochlear implant, in different age groups in the first year after implantation. Method This is a retrospective study, documentary research, in which we analyzed 78 reports of children with severe bilateral sensorineural hearing loss, unilateral cochlear implant users of both sexes. They were divided into three groups: G1, 22 infants aged less than 42 months; G2, 28 infants aged between 43 to 83 months; and G3, 28 older than 84 months. We collected medical record data to characterize the patients, auditory thresholds with cochlear implants, assessment of speech perception, and auditory skills. Results There was no statistical difference in the association of the results among groups G1, G2, and G3 with sex, caregiver education level, city of residence, and speech perception level. There was a moderate correlation between age and hearing aid use time, age and cochlear implants use time. There was a strong correlation between age and the age cochlear implants was performed, hearing aid use time and age CI was performed. Conclusion There was no statistical difference in the speech perception in relation to the patient's age when cochlear implant was performed. There were statistically significant differences for the variables of auditory deprivation time between G3 - G1 and G2 - G1 and hearing aid use time between G3 - G2 and G3 - G1.
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Affiliation(s)
- Grace Kelly Seixas Ciscare
- Department of Ophthalmology, Otorhinolaryngology, Head and Neck Surgery, Ribeirão Preto Medical School, Universidade de São Paulo, Ribeirão Preto, São Paulo, Brazil
| | - Erika Barioni Mantello
- Department of Ophthalmology, Otorhinolaryngology, Head and Neck Surgery, Ribeirão Preto Medical School, Universidade de São Paulo, Ribeirão Preto, São Paulo, Brazil
| | - Carla Aparecida Urzedo Fortunato-Queiroz
- Department of Ophthalmology, Otorhinolaryngology, Head and Neck Surgery, Ribeirão Preto Medical School, Universidade de São Paulo, Ribeirão Preto, São Paulo, Brazil
| | - Miguel Angelo Hyppolito
- Department of Ophthalmology, Otorhinolaryngology, Head and Neck Surgery, Ribeirão Preto Medical School, Universidade de São Paulo, Ribeirão Preto, São Paulo, Brazil
| | - Ana Cláudia Mirândola Barbosa dos Reis
- Department of Ophthalmology, Otorhinolaryngology, Head and Neck Surgery, Ribeirão Preto Medical School, Universidade de São Paulo, Ribeirão Preto, São Paulo, Brazil
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Durante AS, Massa B, Pucci B, Gudayol N, Gameiro M, Lopes C. Effect of passive smoking on auditory temporal resolution in children. Int J Pediatr Otorhinolaryngol 2017; 97:18-23. [PMID: 28483231 DOI: 10.1016/j.ijporl.2017.03.024] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/22/2016] [Revised: 03/15/2017] [Accepted: 03/16/2017] [Indexed: 12/23/2022]
Abstract
OBJECTIVE To determine the effect of passive smoking on auditory temporal resolution in primary school children, based on the hypothesis that individuals who are exposed to smoking exhibit impaired performance. DESIGN Auditory temporal resolution was evaluated using the Gaps In Noise (GIN) test. Exposure to passive smoking was assessed by measuring nicotine metabolite (cotinine) excreted in the first urine of the day. STUDY SAMPLE The study included 90 children with mean age of 10.2 ± 0.1 years old from a public school in São Paulo. Participants were divided into two groups: a study group, comprising 45 children exposed to passive smoking (cotinine > 5 ng/mL); and a control group, constituting 45 children who were not exposed to passive smoking. All participants had normal audiometry and immittance test results. RESULTS Statistically significant differences (p < 0.005) in performance on the GIN test were found between the two groups, with mean thresholds of 5.3 ms and 68.9% correct responses in the study group versus 4.6 ms and 74.0% in the control group. CONCLUSION The children exposed to passive smoking had poorer performance both in terms of thresholds and correct responses percentage on auditory temporal resolution assessment.
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Affiliation(s)
- Alessandra Spada Durante
- School of Speech-Language Pathology and Audiology - Santa Casa de Sao Paulo School of Medical Sciences, São Paulo, SP, Brazil.
| | - Beatriz Massa
- School of Speech-Language Pathology and Audiology - Santa Casa de Sao Paulo School of Medical Sciences, São Paulo, SP, Brazil
| | - Beatriz Pucci
- School of Speech-Language Pathology and Audiology - Santa Casa de Sao Paulo School of Medical Sciences, São Paulo, SP, Brazil
| | - Nicolly Gudayol
- School of Speech-Language Pathology and Audiology - Santa Casa de Sao Paulo School of Medical Sciences, São Paulo, SP, Brazil
| | - Marcella Gameiro
- School of Speech-Language Pathology and Audiology - Santa Casa de Sao Paulo School of Medical Sciences, São Paulo, SP, Brazil
| | - Cristiane Lopes
- School of Speech-Language Pathology and Audiology - Santa Casa de Sao Paulo School of Medical Sciences, São Paulo, SP, Brazil
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Busch T, Vanpoucke F, van Wieringen A. Auditory Environment Across the Life Span of Cochlear Implant Users: Insights From Data Logging. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2017; 60:1362-1377. [PMID: 28418532 DOI: 10.1044/2016_jslhr-h-16-0162] [Citation(s) in RCA: 67] [Impact Index Per Article: 9.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/21/2016] [Accepted: 08/31/2016] [Indexed: 06/07/2023]
Abstract
PURPOSE We describe the natural auditory environment of people with cochlear implants (CIs), how it changes across the life span, and how it varies between individuals. METHOD We performed a retrospective cross-sectional analysis of Cochlear Nucleus 6 CI sound-processor data logs. The logs were obtained from 1,501 people with CIs (ages 0-96 years). They covered over 2.4 million hr of implant use and indicated how much time the CI users had spent in various acoustical environments. We investigated exposure to spoken language, noise, music, and quiet, and analyzed variation between age groups, users, and countries. RESULTS CI users spent a substantial part of their daily life in noisy environments. As a consequence, most speech was presented in background noise. We found significant differences between age groups for all auditory scenes. Yet even within the same age group and country, variability between individuals was substantial. CONCLUSIONS Regardless of their age, people with CIs face challenging acoustical environments in their daily life. Our results underline the importance of supporting them with assistive listening technology. Moreover, we found large differences between individuals' auditory diets that might contribute to differences in rehabilitation outcomes. Their causes and effects should be investigated further.
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Affiliation(s)
- Tobias Busch
- KU Leuven, BelgiumCochlear Technology Centre, Mechelen, Belgium
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68
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Guijo LM, Delgado-Pinheiro EMC. Caracterização da interação comunicativa entre pais de crianças e adolescentes deficientes auditivos que utilizam comunicação oral. REVISTA CEFAC 2016. [DOI: 10.1590/1982-0216201618523515] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
RESUMO Objetivo: caracterizar a interação comunicativa entre pais ouvintes e crianças ou adolescentes com deficiência auditiva que utilizam comunicação oral, por meio da análise de filmagens. Métodos: participaram deste estudo os pais de nove crianças e nove adolescentes com deficiência auditiva sensorioneural bilateral, pré-lingual de grau moderado a profundo, que frequentam ou frequentaram um programa de intervenção fonoaudiológica, com ênfase no desenvolvimento da função auditiva e comunicação oral. Entre as nove crianças, quatro fazem uso de implante coclear e cinco de Aparelho de Amplificação Sonora Individual. Em relação aos adolescentes, seis fazem uso de implante coclear e três de Aparelho de Amplificação Sonora Individual. O procedimento adotado foi a Escala de Índice de Comportamentos que promovem a Comunicação, a qual apresenta 22 comportamentos que analisam a interação quanto à estimulação da audição e linguagem. Os referidos comportamentos foram pontuados a partir de uma escala Likert e classificados como "raramente", "ocorre" e "frequentemente". A interação entre os deficientes auditivos e seus pais foi filmada para posterior análise de três juízes com experiência na área de audiologia educacional. Resultados: foram realizadas 18 filmagens da interação, nas quais foi possível estabelecer uma concordância entre os juízes de 97,8%. Foi estatisticamente significante a ocorrência do comportamento "frequentemente". Conclusão: os resultados demonstraram que os pais, inseridos em um programa de reabilitação auditiva onde se enfatiza o uso de estratégias que favorecem o desenvolvimento de habilidades linguísticas e auditivas, empregam adequadamente comportamentos comunicativos na interação com seus filhos, em uma situação controlada.
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69
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Castellanos I, Pisoni DB, Kronenberger WG, Beer J. Early Expressive Language Skills Predict Long-Term Neurocognitive Outcomes in Cochlear Implant Users: Evidence from the MacArthur-Bates Communicative Development Inventories. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2016; 25:381-92. [PMID: 27390923 PMCID: PMC5270638 DOI: 10.1044/2016_ajslp-15-0023] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/06/2015] [Accepted: 12/18/2015] [Indexed: 05/14/2023]
Abstract
PURPOSE The objective of the present article was to document the extent to which early expressive language skills (measured using the MacArthur-Bates Communicative Development Inventories [CDI; Fenson et al., 2006]) predict long-term neurocognitive outcomes in a sample of early-implanted prelingually deaf cochlear implant (CI) users. METHOD The CDI was used to index the early expressive language skills of 32 pediatric CI users after an average of 1.03 years (SD = 0.56, range = 0.39-2.17) of CI experience. Long-term neurocognitive outcomes were assessed after an average of 11.32 (SD = 2.54, range = 7.08-16.52) years of CI experience. Measures of long-term neurocognitive outcomes were derived from gold-standard performance-based and questionnaire-based assessments of language, executive functioning, and academic skills. RESULT Analyses revealed that early expressive language skills, collected on average 1.03 years post cochlear implantation, predicted long-term language, executive functioning, and academic skills up to 16 years later. CONCLUSION These findings suggest that early expressive language skills, as indexed by the CDI, are clinically relevant for identifying CI users who may be at high risk for long-term neurocognitive delays and disturbances.
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Affiliation(s)
| | - David B. Pisoni
- Indiana University, Bloomington
- Indiana University School of Medicine, Indianapolis
| | | | - Jessica Beer
- Indiana University School of Medicine, Indianapolis
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70
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Cardin V. Effects of Aging and Adult-Onset Hearing Loss on Cortical Auditory Regions. Front Neurosci 2016; 10:199. [PMID: 27242405 PMCID: PMC4862970 DOI: 10.3389/fnins.2016.00199] [Citation(s) in RCA: 77] [Impact Index Per Article: 9.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2015] [Accepted: 04/22/2016] [Indexed: 11/13/2022] Open
Abstract
Hearing loss is a common feature in human aging. It has been argued that dysfunctions in central processing are important contributing factors to hearing loss during older age. Aging also has well documented consequences for neural structure and function, but it is not clear how these effects interact with those that arise as a consequence of hearing loss. This paper reviews the effects of aging and adult-onset hearing loss in the structure and function of cortical auditory regions. The evidence reviewed suggests that aging and hearing loss result in atrophy of cortical auditory regions and stronger engagement of networks involved in the detection of salient events, adaptive control and re-allocation of attention. These cortical mechanisms are engaged during listening in effortful conditions in normal hearing individuals. Therefore, as a consequence of aging and hearing loss, all listening becomes effortful and cognitive load is constantly high, reducing the amount of available cognitive resources. This constant effortful listening and reduced cognitive spare capacity could be what accelerates cognitive decline in older adults with hearing loss.
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Affiliation(s)
- Velia Cardin
- Department of Experimental Psychology, Deafness, Cognition and Language Research Centre, University College LondonLondon, UK; Department of Behavioural Sciences and Learning, Linnaeus Centre HEAD, Swedish Institute for Disability Research, Linköping UniversityLinköping, Sweden
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71
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Abstract
OBJECTIVE Identify variables associated with paediatric access to cochlear implants (CIs). DESIGN Part 1. Trends over time for age at CI surgery (N = 802) and age at hearing aid (HA) fitting (n = 487) were examined with regard to periods before, during, and after newborn hearing screening (NHS). Part 2. Demographic factors were explored for 417 children implanted under 3 years of age. Part 3. Pre-implant steps for the first 20 children to receive CIs under 12 months were examined. RESULTS Part 1. Age at HA fitting and CI surgery reduced over time, and were associated with NHS implementation. Part 2. For children implanted under 3 years, earlier age at HA fitting and higher family socio-economic status were associated with earlier CI. Progressive hearing loss was associated with later CIs. Children with a Connexin 26 diagnosis received CIs earlier than children with a premature / low birth weight history. Part 3. The longest pre-CI steps were Step 1: Birth to diagnosis/identification of hearing loss (mean 16.43 weeks), and Step 11: MRI scans to implant surgery (mean 15.05 weeks) for the first 20 infants with CIs under 12 months. CONCLUSION NHS implementation was associated with reductions in age at device intervention in this cohort.
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Affiliation(s)
- Shani Dettman
- a The University of Melbourne, Department of Audiology and Speech Pathology , Parkville, Victoria , Australia ;,b The Royal Victorian Eye and Ear Hospital , East Melbourne, Victoria , Australia ;,c The HEARing CRC , Carlton, Victoria , Australia
| | - Dawn Choo
- a The University of Melbourne, Department of Audiology and Speech Pathology , Parkville, Victoria , Australia ;,b The Royal Victorian Eye and Ear Hospital , East Melbourne, Victoria , Australia ;,c The HEARing CRC , Carlton, Victoria , Australia
| | - Richard Dowell
- a The University of Melbourne, Department of Audiology and Speech Pathology , Parkville, Victoria , Australia ;,b The Royal Victorian Eye and Ear Hospital , East Melbourne, Victoria , Australia ;,c The HEARing CRC , Carlton, Victoria , Australia
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72
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Orgel E, O'Neil SH, Kayser K, Smith B, Softley TL, Sherman-Bien S, Counts PA, Murphy D, Dhall G, Freyer DR. Effect of Sensorineural Hearing Loss on Neurocognitive Functioning in Pediatric Brain Tumor Survivors. Pediatr Blood Cancer 2016; 63:527-34. [PMID: 26529035 PMCID: PMC4724248 DOI: 10.1002/pbc.25804] [Citation(s) in RCA: 31] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/13/2015] [Accepted: 09/18/2015] [Indexed: 11/06/2022]
Abstract
BACKGROUND Intensified therapy with platinum-based regimens for pediatric brain tumors has dramatically increased the number of pediatric brain tumor survivors (PBTS) but frequently causes permanent sensorineural hearing loss (SNHL). Although neurocognitive decline in PBTS is known to be associated with radiation therapy (RT), SNHL represents a potential additional contributor whose long-term impact has yet to be fully determined. METHODS The neurocognitive impact of significant SNHL (Chang scale ≥ 2b) in PBTS was assessed through a retrospective cohort study of audiograms and neurocognitive testing. Scores for neurocognitive domains and subtest task performance were analyzed to identify specific strengths and weakness for PBTS with SNHL. RESULTS In a cohort of PBTS (n = 58) treated with platinum therapy, significant SNHL was identified in more than half (55%, n = 32/58), of which the majority required hearing aids (72%, 23/32). RT exposure was approximately evenly divided between those with and without SNHL. PBTS were 6.7 ± 0.6 and 11.3 ± 0.7 years old at diagnosis and neurocognitive testing, respectively. In multivariate analyses adjusted for RT dose, SNHL was independently associated with deficits in intelligence, executive function, and verbal reasoning skills. Subtests revealed PBTS with SNHL to have poor learning efficiency but intact memory and information acquisition. CONCLUSIONS SNHL in PBTS increases the risk for severe therapy-related intellectual and neurocognitive deficits. Additional prospective investigation in malignant brain tumors is necessary to validate these findings through integration of audiology and neurocognitive assessments and to identify appropriate strategies for neurocognitive screening and rehabilitation specific to PBTS with and without SNHL.
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Affiliation(s)
- Etan Orgel
- Jonathan Jaques Children's Cancer Center, Miller Children's Hospital Long Beach, Long Beach, California.,Children's Center for Cancer and Blood Diseases, Children's Hospital Los Angeles, Los Angeles, CA.,Keck School of Medicine of University of Southern California, Los Angeles, California
| | - Sharon H O'Neil
- Keck School of Medicine of University of Southern California, Los Angeles, California.,Division of Neurology, Children's Hospital Los Angeles, Los Angeles, CA.,Clinical Translational Science Institute, Children's Hospital Los Angeles, Los Angeles, CA
| | - Kimberly Kayser
- Children's Center for Cancer and Blood Diseases, Children's Hospital Los Angeles, Los Angeles, CA.,Keck School of Medicine of University of Southern California, Los Angeles, California
| | - Bea Smith
- Division of Rehabilitative Medicine at the Children's Hospital Los Angeles, Los Angeles, California
| | - Teddi L Softley
- Jonathan Jaques Children's Cancer Center, Miller Children's Hospital Long Beach, Long Beach, California
| | - Sandra Sherman-Bien
- Jonathan Jaques Children's Cancer Center, Miller Children's Hospital Long Beach, Long Beach, California
| | - Pamela A Counts
- Jonathan Jaques Children's Cancer Center, Miller Children's Hospital Long Beach, Long Beach, California
| | - Devin Murphy
- Jonathan Jaques Children's Cancer Center, Miller Children's Hospital Long Beach, Long Beach, California
| | - Girish Dhall
- Children's Center for Cancer and Blood Diseases, Children's Hospital Los Angeles, Los Angeles, CA.,Keck School of Medicine of University of Southern California, Los Angeles, California
| | - David R Freyer
- Children's Center for Cancer and Blood Diseases, Children's Hospital Los Angeles, Los Angeles, CA.,Keck School of Medicine of University of Southern California, Los Angeles, California
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73
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Rakszawski B, Wright R, Cadieux JH, Davidson LS, Brenner C. The Effects of Preprocessing Strategies for Pediatric Cochlear Implant Recipients. J Am Acad Audiol 2016; 27:85-102. [PMID: 26905529 DOI: 10.3766/jaaa.14058] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
BACKGROUND Cochlear implants (CIs) have been shown to improve children's speech recognition over traditional amplification when severe-to-profound sensorineural hearing loss is present. Despite improvements, understanding speech at low-level intensities or in the presence of background noise remains difficult. In an effort to improve speech understanding in challenging environments, Cochlear Ltd. offers preprocessing strategies that apply various algorithms before mapping the signal to the internal array. Two of these strategies include Autosensitivity Control™ (ASC) and Adaptive Dynamic Range Optimization (ADRO(®)). Based on the previous research, the manufacturer's default preprocessing strategy for pediatrics' everyday programs combines ASC + ADRO(®). PURPOSE The purpose of this study is to compare pediatric speech perception performance across various preprocessing strategies while applying a specific programming protocol using increased threshold levels to ensure access to very low-level sounds. RESEARCH DESIGN This was a prospective, cross-sectional, observational study. Participants completed speech perception tasks in four preprocessing conditions: no preprocessing, ADRO(®), ASC, and ASC + ADRO(®). STUDY SAMPLE Eleven pediatric Cochlear Ltd. CI users were recruited: six bilateral, one unilateral, and four bimodal. INTERVENTION Four programs, with the participants' everyday map, were loaded into the processor with different preprocessing strategies applied in each of the four programs: no preprocessing, ADRO(®), ASC, and ASC + ADRO(®). DATA COLLECTION AND ANALYSIS Participants repeated consonant-nucleus-consonant (CNC) words presented at 50 and 70 dB SPL in quiet and Hearing in Noise Test (HINT) sentences presented adaptively with competing R-Space(TM) noise at 60 and 70 dB SPL. Each measure was completed as participants listened with each of the four preprocessing strategies listed above. Test order and conditions were randomized. A repeated-measures analysis of was used to compare each preprocessing strategy for the group. Critical differences were used to determine significant score differences between each preprocessing strategy for individual participants. RESULTS For CNC words presented at 50 dB SPL, the group data revealed significantly better scores using ASC + ADRO(®) compared to all other preprocessing conditions while ASC resulted in poorer scores compared to ADRO(®) and ASC + ADRO(®). Group data for HINT sentences presented in 70 dB SPL of R-Space(TM) noise revealed significantly improved scores using ASC and ASC + ADRO(®) compared to no preprocessing, with ASC + ADRO(®) scores being better than ADRO(®) alone scores. Group data for CNC words presented at 70 dB SPL and adaptive HINT sentences presented in 60 dB SPL of R-Space(TM) noise showed no significant difference among conditions. Individual data showed that the preprocessing strategy yielding the best scores varied across measures and participants. CONCLUSIONS Group data reveal an advantage with ASC + ADRO(®) for speech perception presented at lower levels and in higher levels of background noise. Individual data revealed that the optimal preprocessing strategy varied among participants, indicating that a variety of preprocessing strategies should be explored for each CI user considering his or her performance in challenging listening environments.
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Affiliation(s)
- Bernadette Rakszawski
- Program in Audiology and Communication Sciences, Washington University School of Medicine, St. Louis, MO.,St. Louis Children's Hospital, St. Louis, MO
| | - Rose Wright
- St. Louis Children's Hospital, St. Louis, MO.,Central Institute for the Deaf, St. Louis, MO
| | | | - Lisa S Davidson
- Program in Audiology and Communication Sciences, Washington University School of Medicine, St. Louis, MO.,Department of Otolaryngology, Washington University School of Medicine, St. Louis, MO
| | - Christine Brenner
- Department of Otolaryngology, Washington University School of Medicine, St. Louis, MO
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74
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Geers AE, Nicholas J, Tobey E, Davidson L. Persistent Language Delay Versus Late Language Emergence in Children With Early Cochlear Implantation. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2016; 59:155-70. [PMID: 26501740 PMCID: PMC4867929 DOI: 10.1044/2015_jslhr-h-14-0173] [Citation(s) in RCA: 70] [Impact Index Per Article: 8.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/03/2014] [Accepted: 03/02/2015] [Indexed: 05/05/2023]
Abstract
PURPOSE The purpose of the present investigation is to differentiate children using cochlear implants (CIs) who did or did not achieve age-appropriate language scores by midelementary grades and to identify risk factors for persistent language delay following early cochlear implantation. MATERIALS AND METHOD Children receiving unilateral CIs at young ages (12-38 months) were tested longitudinally and classified with normal language emergence (n = 19), late language emergence (n = 22), or persistent language delay (n = 19) on the basis of their test scores at 4.5 and 10.5 years of age. Relative effects of demographic, audiological, linguistic, and academic characteristics on language emergence were determined. RESULTS Age at CI was associated with normal language emergence but did not differentiate late emergence from persistent delay. Children with persistent delay were more likely to use left-ear implants and older speech processor technology. They experienced higher aided thresholds and lower speech perception scores. Persistent delay was foreshadowed by low morphosyntactic and phonological diversity in preschool. Logistic regression analysis predicted normal language emergence with 84% accuracy and persistent language delay with 74% accuracy. CONCLUSION CI characteristics had a strong effect on persistent versus resolving language delay, suggesting that right-ear (or bilateral) devices, technology upgrades, and improved audibility may positively influence long-term language outcomes.
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Affiliation(s)
- Ann E. Geers
- Callier Center for Advanced Hearing Research and the Southwestern Medical Center, The University of Texas at Dallas
| | | | - Emily Tobey
- Callier Center for Advanced Hearing Research and the Southwestern Medical Center, The University of Texas at Dallas
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75
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Body Perception and Action Following Deafness. Neural Plast 2016; 2016:5260671. [PMID: 26881115 PMCID: PMC4737455 DOI: 10.1155/2016/5260671] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/09/2015] [Revised: 11/13/2015] [Accepted: 11/16/2015] [Indexed: 11/29/2022] Open
Abstract
The effect of deafness on sensory abilities has been the topic of extensive investigation over the past decades. These investigations have mostly focused on visual capacities. We are only now starting to investigate how the deaf experience their own bodies and body-related abilities. Indeed, a growing corpus of research suggests that auditory input could play an important role in body-related processing. Deafness could therefore disturb such processes. It has also been suggested that many unexplained daily difficulties experienced by the deaf could be related to deficits in this underexplored field. In the present review, we propose an overview of the current state of knowledge on the effects of deafness on body-related processing.
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76
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Guerzoni L, Murri A, Fabrizi E, Nicastri M, Mancini P, Cuda D. Social conversational skills development in early implanted children. Laryngoscope 2015; 126:2098-105. [DOI: 10.1002/lary.25809] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/06/2015] [Indexed: 11/10/2022]
Affiliation(s)
- Letizia Guerzoni
- Department of Otorhinolaryngology; “Guglielmo da Saliceto” Hospital; Piacenza Italy
| | - Alessandra Murri
- Department of Otorhinolaryngology; “Guglielmo da Saliceto” Hospital; Piacenza Italy
| | - Enrico Fabrizi
- Department of Economics and Social Sciences; Università Cattolica del S. Cuore; Piacenza Italy
| | - Maria Nicastri
- Department of Sense Organs; Sapienza University of Rome; Rome Italy
| | - Patrizia Mancini
- Department of Sense Organs; Sapienza University of Rome; Rome Italy
| | - Domenico Cuda
- Department of Otorhinolaryngology; “Guglielmo da Saliceto” Hospital; Piacenza Italy
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77
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François M, Boukhris M, Noel-Petroff N. Schooling of hearing-impaired children and benefit of early diagnosis. Eur Ann Otorhinolaryngol Head Neck Dis 2015; 132:251-5. [PMID: 26384781 DOI: 10.1016/j.anorl.2015.08.026] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
OBJECTIVE To assess the impact of moderate-to-severe bilateral hearing loss on schooling and the factors influencing this impact, and to evaluate special schooling needs in addition to speech therapy. MATERIAL AND METHODS Retrospective study including children with moderate-to-severe bilateral hearing loss, born between 1992 and 2006, diagnosed and managed in our institution. The age and degree of hearing loss in the better ear, the type of schooling and the level of schooling at the time of the last visit were recorded for each patient. RESULTS Two hundred and twenty-five hearing-impaired children were included: 161 attended a regular school (58% of the 55 children with severe hearing loss and 76% of the 170 children with moderate hearing loss). The percentage of children with moderate hearing loss attending a regular school increased over time. This study did not demonstrate any difference in terms of grade retention according to the age at diagnosis for children with moderate hearing loss. No child with comorbidity affecting intellectual capacities attended a regular school. CONCLUSION This study confirms that moderate-to-severe congenital bilateral hearing loss has an impact on the child's schooling, with grade retention that depends, but not exclusively, on the degree of hearing loss. A growing number of children with moderate bilateral hearing loss fitted with a hearing aid now attend a regular school.
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Affiliation(s)
- M François
- Service d'ORL et chirurgie cervicofaciale, hôpital Robert-Debré, 48, boulevard Sérurier, 75019 Paris, France.
| | - M Boukhris
- Service d'ORL et chirurgie cervicofaciale, hôpital Robert-Debré, 48, boulevard Sérurier, 75019 Paris, France
| | - N Noel-Petroff
- Service d'ORL et chirurgie cervicofaciale, hôpital Robert-Debré, 48, boulevard Sérurier, 75019 Paris, France
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78
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Blom HC, Marschark M. Simultaneous Communication and Cochlear Implants in the Classroom? DEAFNESS & EDUCATION INTERNATIONAL : THE JOURNAL OF THE BRITISH ASSOCIATION OF TEACHERS OF THE DEAF 2015; 17:123-131. [PMID: 26401119 PMCID: PMC4577054 DOI: 10.1179/1557069x14y.0000000045] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
This study was designed to evaluate the potential of simultaneous communication (sign and speech together) to support classroom learning by college students who use cochlear implants (CIs). Metacognitive awareness of learning also was evaluated. A within-subjects design involving 40 implant users indicated that the student participants learned significantly more when material was presented via simultaneous communication than spoken language overall, but a statistical interaction indicated that the difference held only with more difficult material. Learning in the speech-only condition was positively related to the students' spoken language skills, their confidence with spoken language, and their receptive simultaneous communication skills. Learning in that condition was negatively related to the age at which the participants learned to sign. Findings were interpreted to indicate that simultaneous communication can be beneficial for classroom learning by college students with CIs, at least with more complex material or when information redundancy is otherwise important. Further research is needed to determine who is likely to benefit in what settings.
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Affiliation(s)
- Helen C. Blom
- Radboud University Nijmegen and Royal Dutch Kentalis Academy, Research and Development, Sint-Michielsgestel, The Netherlands
| | - Marc Marschark
- Center for Education Research Partnerships, National Technical Institute for the Deaf, Rochester, NY, USA
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79
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Isaiah A, Hartley DEH. Can training extend current guidelines for cochlear implant candidacy? Neural Regen Res 2015; 10:718-20. [PMID: 26109944 PMCID: PMC4468761 DOI: 10.4103/1673-5374.156964] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/19/2015] [Indexed: 02/04/2023] Open
Affiliation(s)
- Amal Isaiah
- Department of Otorhinolaryngology-Head and Neck Surgery, University of Maryland School of Medicine, Baltimore, MD 21201, USA
| | - Douglas E H Hartley
- National Institute for Health Research (NIHR), Nottingham Hearing Biomedical Research Unit, Nottingham, NG 1 5DU, UK; Otology and Hearing Group, Division of Clinical Neuroscience, School of Medicine, University of Nottingham, NG7 2RD, UK; Medical Research Council (MRC) Institute of Hearing Research, Nottingham NG7 2UH, UK
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80
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Fulcher AN, Purcell A, Baker E, Munro N. Factors influencing speech and language outcomes of children with early identified severe/profound hearing loss: Clinician-identified facilitators and barriers. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2015; 17:325-333. [PMID: 25958792 DOI: 10.3109/17549507.2015.1032351] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
PURPOSE Early identification of severe/profound childhood hearing loss (HL) gives these children access to hearing devices and early intervention to facilitate improved speech and language outcomes. Predicting which infants will go on to achieve such outcomes remains difficult. This study describes clinician identified malleable and non-malleable factors that may influence speech and language outcomes for children with severe/profound HL. METHOD Semi-structured interviews were conducted with six experienced auditory verbal clinicians. A collective case study design was implemented. The interviews were transcribed and coded into themes using constant comparative analysis. RESULT Clinicians identified that, for children with severe/profound HL, early identification, early amplification and commencing auditory-verbal intervention under 6 months of age may facilitate child progress. Possible barriers were living in rural/remote areas, the clinicians' lack of experience and confidence in providing intervention for infants under age 6-months and belonging to a family with a culturally and linguistically diverse (CALD) background. CONCLUSION The results indicate that multiple factors need to be considered by clinicians working with children with HL and their families to determine how each child functions within their own environment and personal contexts, consistent with the International Classification of Functioning, Disability and Health (ICF) framework. Such an approach is likely to empower clinicians to carefully balance potential barriers to, and facilitators of, optimal speech and language outcomes for all children with HL.
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Profound childhood hearing loss in a South Africa cohort: risk profile, diagnosis and age of intervention. Int J Pediatr Otorhinolaryngol 2015; 79:8-14. [PMID: 25455028 DOI: 10.1016/j.ijporl.2014.09.033] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/30/2014] [Revised: 09/26/2014] [Accepted: 09/30/2014] [Indexed: 11/23/2022]
Abstract
OBJECTIVE To describe profound childhood hearing loss in a South African population of pediatric cochlear implant recipients in terms of risk profile, and age of diagnosis and intervention. METHODS A retrospective review of patient files for 264 pediatric cochlear implant recipients from five cochlear implant programs was conducted. Data was captured from 264 eligible subjects, of which all were implanted between 1996 and 2013 and PCEHL was confirmed under the age of 5 years old. Data collected included demographical information, risk factors from case histories, diagnostic test procedures conducted, diagnosis (type, onset and degree of hearing loss) and documented ages of caregiver suspicion, initial diagnosis and intervention. RESULTS Risk factors for permanent childhood hearing loss were present in 51.1% of cases, with the most prevalent risks being NICU admittance (28.1%), family history of childhood hearing loss (19.6%) and prematurity (15.1%). An associated syndrome was diagnosed in 10% of children and 23.5% presented with at least one additional developmental condition. Hearing loss for most (77.6%) children was confirmed as congenital/early onset, while 20.3% presented with postnatal onset of hearing loss. ANSD was diagnosed in 5% of children, with admittance to NICU (80%) and hyperbilirubinemia (50%) being the most prevalent risk factors for these cases. Hearing loss was typically diagnosed late (15.3 months), resulting in delayed initial hearing aid fitting (18.8 months), enrollment in early intervention services (19.5 months) and eventual cochlear implantation (43.6 months). CONCLUSION Most prevalent risk factors in profound childhood hearing loss were admittance to NICU, family history and prematurity. Diagnosis and intervention was typically delayed predisposing this population to poorer outcomes.
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Sparreboom M, Langereis MC, Snik AFM, Mylanus EAM. Long-term outcomes on spatial hearing, speech recognition and receptive vocabulary after sequential bilateral cochlear implantation in children. RESEARCH IN DEVELOPMENTAL DISABILITIES 2015; 36C:328-337. [PMID: 25462493 DOI: 10.1016/j.ridd.2014.10.030] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/04/2014] [Revised: 10/15/2014] [Accepted: 10/17/2014] [Indexed: 06/04/2023]
Abstract
Sequential bilateral cochlear implantation in profoundly deaf children often leads to primary advantages in spatial hearing and speech recognition. It is not yet known how these children develop in the long-term and if these primary advantages will also lead to secondary advantages, e.g. in better language skills. The aim of the present longitudinal cohort study was to assess the long-term effects of sequential bilateral cochlear implantation in children on spatial hearing, speech recognition in quiet and in noise and receptive vocabulary. Twenty-four children with bilateral cochlear implants (BiCIs) were tested 5-6 years after sequential bilateral cochlear implantation. These children received their second implant between 2.4 and 8.5 years of age. Speech and language data were also gathered in a matched reference group of 26 children with a unilateral cochlear implant (UCI). Spatial hearing was assessed with a minimum audible angle (MAA) task with different stimulus types to gain global insight into the effective use of interaural level difference (ILD) and interaural timing difference (ITD) cues. In the long-term, children still showed improvements in spatial acuity. Spatial acuity was highest for ILD cues compared to ITD cues. For speech recognition in quiet and noise, and receptive vocabulary, children with BiCIs had significant higher scores than children with a UCI. Results also indicate that attending a mainstream school has a significant positive effect on speech recognition and receptive vocabulary compared to attending a school for the deaf. Despite of a period of unilateral deafness, children with BiCIs, participating in mainstream education obtained age-appropriate language scores.
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Affiliation(s)
- Marloes Sparreboom
- Radboud University Nijmegen Medical Centre, Donders Institute for Brain, Cognition and Behaviour, Department of Otorhinolaryngology, Head and Neck Surgery, Hearing and Implants, 377 KNO-CI, P.O. Box 9101, 6500 HB Nijmegen, The Netherlands.
| | - Margreet C Langereis
- Radboud University Nijmegen Medical Centre, Donders Institute for Brain, Cognition and Behaviour, Department of Otorhinolaryngology, Head and Neck Surgery, Hearing and Implants, 377 KNO-CI, P.O. Box 9101, 6500 HB Nijmegen, The Netherlands.
| | - Ad F M Snik
- Radboud University Nijmegen Medical Centre, Donders Institute for Brain, Cognition and Behaviour, Department of Otorhinolaryngology, Head and Neck Surgery, Hearing and Implants, 377 KNO-CI, P.O. Box 9101, 6500 HB Nijmegen, The Netherlands.
| | - Emmanuel A M Mylanus
- Radboud University Nijmegen Medical Centre, Donders Institute for Brain, Cognition and Behaviour, Department of Otorhinolaryngology, Head and Neck Surgery, Hearing and Implants, 377 KNO-CI, P.O. Box 9101, 6500 HB Nijmegen, The Netherlands.
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83
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Wu CM, Lee LA, Chao WC, Tsou YT, Chen YA. Paragraph-reading comprehension ability in Mandarin-speaking children with cochlear implants. Laryngoscope 2014; 125:1449-55. [PMID: 25534071 DOI: 10.1002/lary.25081] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/13/2014] [Indexed: 11/06/2022]
Abstract
OBJECTIVES 1) To investigate different aspects of paragraph reading in Mandarin-speaking students with cochlear implants (CIs) and the factors associated with unfavorable outcomes, and 2) to understand the replaceability of a paragraph-reading test with a sentence-reading test. STUDY DESIGN Cross-sectional, case-controlled study. METHODS Fifty-three students with CIs (aged 11.0 ± 1.4 years) and 53 grade- and gender-matched children with normal hearing (NH) participated in the study. A paragraph-reading comprehension test was conducted. Sentence and word reading, speech perception, language skills, and child/family characteristics were examined. An unfavorable paragraph-reading outcome was defined as a score lower than one standard deviation below the NH mean. RESULTS The CI subjects had significantly worse paragraph-reading comprehension than did the NH controls (P = 0.017, d = 0.54). Their performance in grades 5 to 6 was not significantly higher than of those with NH in grades 2 to 4. The CI children's abilities to understand semantics (P = 0.012) and syntax (P = 0.020) significantly fell behind the NH controls in grades 2 to 4, and the lag continued in grades 5 to 6 (P = 0.039, P = 0.002, respectively). Grade and sentence reading were independently associated with unfavorable paragraph-reading outcomes (R(2) = 0.453). The optimal sensitivity and specificity of the sentence-reading test in identifying unfavorable paragraph-reading outcomes were 90.9% and 90.0%, respectively (area under the curve = 0.923). CONCLUSIONS Specialists should pay attention to CI students' development of different reading skills. Paragraph-reading tests enable a multidimensional evaluation of reading competence. Use of sentence-reading tests is suggested only as a tool for preliminary screening for basic reading capacities. LEVEL OF EVIDENCE 3b.
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Affiliation(s)
- Che-Ming Wu
- Department of Otolaryngology-Head and Neck Surgery, Chang-Gung Memorial Hospital, Linkou Branch, College of Medicine, Chang-Gung University, Taoyuan, Taiwan
| | - Li-Ang Lee
- Department of Otolaryngology-Head and Neck Surgery, Chang-Gung Memorial Hospital, Linkou Branch, College of Medicine, Chang-Gung University, Taoyuan, Taiwan
| | - Wei-Chieh Chao
- Department of Otolaryngology-Head and Neck Surgery, Chang-Gung Memorial Hospital, Linkou Branch, College of Medicine, Chang-Gung University, Taoyuan, Taiwan
| | - Yung-Ting Tsou
- Department of Otolaryngology-Head and Neck Surgery, Chang-Gung Memorial Hospital, Linkou Branch, College of Medicine, Chang-Gung University, Taoyuan, Taiwan
| | - Yen-An Chen
- Department of Otolaryngology-Head and Neck Surgery, Chang-Gung Memorial Hospital, Linkou Branch, College of Medicine, Chang-Gung University, Taoyuan, Taiwan
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Bat-Chava Y, Martin D, Imperatore L. Long-term improvements in oral communication skills and quality of peer relations in children with cochlear implants: parental testimony. Child Care Health Dev 2014; 40:870-81. [PMID: 24028465 DOI: 10.1111/cch.12102] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 07/23/2013] [Indexed: 11/29/2022]
Abstract
BACKGROUND Few research studies have examined longitudinal improvements in oral communication skills and quality of peer relationships of children with implants. Moreover, although the emerging literature suggests that improvement in social functioning follows improvement in oral communication, it is still unknown what factors enhance or impede the relations between these constructs. METHODS Based on parent interviews, the current study examined the long-term improvements in speech and oral language skills and relationships with hearing peers in 19 implanted children. RESULTS Results demonstrate that on average, children continue to improve in oral communication skills and quality of peer relationships even years after implantation, especially those with initial poorer skills. While oral communication ability and quality of peer relationships are strongly associated at each time point, gains in these two variables are associated only for some of the children. Other factors, including self-confidence and peer acceptance, seem to moderate this relationship. Qualitative data are presented to illustrate these relations among variables and to assist in theory building. CONCLUSIONS The results highlight the need for more specific examination of various developmental periods in combination with the progress of oral communication and peer relationships among children with implants.
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Affiliation(s)
- Y Bat-Chava
- Comprehensive Research & Evaluation Services, New York, NY, USA
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Longitudinal speech perception and language performance in pediatric cochlear implant users: the effect of age at implantation. Ear Hear 2014; 35:148-60. [PMID: 24231628 DOI: 10.1097/aud.0b013e3182a4a8f0] [Citation(s) in RCA: 106] [Impact Index Per Article: 10.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
OBJECTIVES Few studies have examined the long-term effect of age at implantation on outcomes using multiple data points in children with cochlear implants. The goal of this study was to determine whether age at implantation has a significant, lasting impact on speech perception, language, and reading performance for children with prelingual hearing loss. DESIGN A linear mixed-model framework was used to determine the effect of age at implantation on speech perception, language, and reading abilities in 83 children with prelingual hearing loss who received cochlear implants by the age of 4 years. The children were divided into two groups based on their age at implantation: (1) under 2 years of age and (2) between 2 and 3.9 years of age. Differences in model-specified mean scores between groups were compared at annual intervals from 5 to 13 years of age for speech perception, and 7 to 11 years of age for language and reading. RESULTS After controlling for communication mode, device configuration, and preoperative pure-tone average, there was no significant effect of age at implantation for receptive language by 8 years of age, expressive language by 10 years of age, reading by 7 years of age. In terms of speech-perception outcomes, significance varied between 7 and 13 years of age, with no significant difference in speech-perception scores between groups at ages 7, 11, and 13 years. Children who used oral communication (OC) demonstrated significantly higher speech-perception scores than children who used total communication (TC). OC users tended to have higher expressive language scores than TC users, although this did not reach significance. There was no significant difference between OC and TC users for receptive language or reading scores. CONCLUSIONS Speech perception, language, and reading performance continue to improve over time for children implanted before 4 years of age. The present results indicate that the effect of age at implantation diminishes with time, particularly for higher-order skills such as language and reading. Some children who receive cochlear implants after the age of 2 years have the capacity to approximate the language and reading skills of their earlier-implanted peers, suggesting that additional factors may moderate the influence of age at implantation on outcomes over time.
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Rastegarianzadeh N, Shahbodaghi M, Faghihzadeh S. Study of phonological awareness of preschool and school aged children with cochlear implant and normal hearing. KOREAN JOURNAL OF AUDIOLOGY 2014; 18:50-3. [PMID: 25279225 PMCID: PMC4181060 DOI: 10.7874/kja.2014.18.2.50] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/25/2014] [Revised: 04/30/2014] [Accepted: 05/25/2014] [Indexed: 11/23/2022]
Abstract
Background and Objectives The primary purpose of this study was to assess whether very early access to speech sounds provided by the cochlear implant enables children to develop age-appropriate phonological awareness abilities in their preschool and school years. A secondary purpose of this study was to examine whether children who had cochlear implantation before 18 months of age will develop better skills in phonological awareness than children who had cochlear implants in 18-36 months of age. A third purpose of this study was to examine whether some factors like the child's age or sex would have any effects on developing of age-appropriate phonological awareness abilities. Subjects and Methods 48 children with 70 to 95 months of age who had been utilizing their cochlear implant(s) before 36 months of age (CI group) and 30 normal hearing peers (NH group) were enrolled in this study. Results Child's age had a significant effect on phonological awareness, but sex had absolutely no effect in each group. Children in the cochlear implanted group were outperformed by their normal hearing peers in the area of phonological awareness, especially in phonemic awareness. The age of implantation was another significant variable. Conclusions Although children with a younger age at implantation got better scores in phonological awareness test, they were outperformed by their normal hearing peers in this area.
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Affiliation(s)
- Niloufar Rastegarianzadeh
- Department of Speech Therapy, Shiraz University of Medical Sciences, School of Rehabilitation, Shiraz, Iran
| | - Mohammadrahim Shahbodaghi
- Department of Speech Therapy, Tehran University of Medical Sciences, School of Rehabilitation, Tehran, Iran
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Pre-school children have better spoken language when early implanted. Int J Pediatr Otorhinolaryngol 2014; 78:1327-31. [PMID: 24916102 DOI: 10.1016/j.ijporl.2014.05.021] [Citation(s) in RCA: 28] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/07/2014] [Revised: 05/17/2014] [Accepted: 05/20/2014] [Indexed: 11/20/2022]
Abstract
OBJECTIVES The objectives of this study were: (1) to investigate the effect of age at cochlear implantation (CI) on vocabulary development; (2) to evaluate the age effect at CI surgery on the syntactic development; and (3) to examine the role of gender, age at first diagnosis and maternal education level on spoken language development. MATERIAL AND METHODS Retrospective study. Thirty children with congenital severe- to -profound sensorineural hearing loss (SNHL) were sampled. They were diagnosed and fitted with hearing aids through six months of age. They were implanted between 8 and 17 months of age. The MacArthur-Bates Communicative Development Inventory (MCDI) was administrated at the age of 36 months. The total productive vocabulary (word number raw score), the mean length of utterance (M3L) and the sentences complexity were analysed. RESULTS The average word number raw score was 566.3 for the children implanted before 12 months of age versus 355 for those implanted later. The M3L was 8.3 for those implanted under 1 year versus 4.2 of those implanted later. The average sentences complexity was 82.3% for those receiving CI before 12 months, while it was 24.4% for those underwent at CI after 12 months. Regression analysis revealed a highly significant and negative linear effect of age at CI surgery on all outcomes. Females had better outcomes. Age at diagnosis was not correlated with the linguistic results. The mother's education level had a positive significant effect on sentences complexity. CONCLUSION The CI in pre-school children with SNHL implanted under 1 year has a positive effect on spoken language. Females seem to have better linguistic results. Finally high maternal educational level appears to have some positive effect on language development.
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Timing discrepancies of early intervention hearing services in urban and rural cochlear implant recipients. Otol Neurotol 2014; 34:1630-5. [PMID: 24136305 DOI: 10.1097/mao.0b013e31829e83ad] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
OBJECTIVE The purpose of this study was to examine the timing of early intervention diagnostic and therapeutic services in cochlear implant recipients from rural and urban areas. STUDY DESIGN Retrospective case series review. SETTING Tertiary referral center. PATIENTS Cochlear implant recipients from a single comprehensive hearing institute born with severe congenital sensorineural hearing loss were examined. Timing of diagnostic and therapeutic services was examined. INTERVENTION(S) Diagnosis, amplification, and eventual cochlear implantation for all patients in the study. MAIN OUTCOME MEASURE(S) Time points of definitive diagnosis, amplification, and cochlear implantation for children from urban and rural regions were examined. Correlation analysis of distance to testing center and timing of services was also assessed. RESULTS Forty children born with congenital hearing loss were included in the study and were diagnosed at a median age of 13 weeks after birth. Children from rural regions obtained amplification at a median age of 47.7 weeks after birth, whereas urban children were amplified at 26 weeks after birth. Cochlear implantation was performed at a median age of 182 weeks after birth in those from rural areas and at 104 weeks after birth in urban-dwelling patients. A linear relationship was identified between distance to the implant center and timing of hearing aid amplification (r = 0.5, p = 0.033) and cochlear implantation (r = 0.5, p = 0.016). CONCLUSION Children residing outside of metro areas may be at higher risk of delayed rehabilitative services and cochlear implantation than those residing in urban areas that may be closer to tertiary care centers.
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Yanbay E, Hickson L, Scarinci N, Constantinescu G, Dettman SJ. Language outcomes for children with cochlear implants enrolled in different communication programs. Cochlear Implants Int 2014; 15:121-35. [DOI: 10.1179/1754762813y.0000000062] [Citation(s) in RCA: 33] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
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90
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Landry SP, Guillemot JP, Champoux F. Audiotactile interaction can change over time in cochlear implant users. Front Hum Neurosci 2014; 8:316. [PMID: 24904359 PMCID: PMC4033126 DOI: 10.3389/fnhum.2014.00316] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/15/2014] [Accepted: 04/28/2014] [Indexed: 11/13/2022] Open
Abstract
Recent results suggest that audiotactile interactions are disturbed in cochlear implant (CI) users. However, further exploration regarding the factors responsible for such abnormal sensory processing is still required. Considering the temporal nature of a previously used multisensory task, it remains unclear whether any aberrant results were caused by the specificity of the interaction studied or rather if it reflects an overall abnormal interaction. Moreover, although duration of experience with a CI has often been linked with the recovery of auditory functions, its impact on multisensory performance remains uncertain. In the present study, we used the parchment-skin illusion, a robust illustration of sound-biased perception of touch based on changes in auditory frequencies, to investigate the specificities of audiotactile interactions in CI users. Whereas individuals with relatively little experience with the CI performed similarly to the control group, experienced CI users showed a significantly greater illusory percept. The overall results suggest that despite being able to ignore auditory distractors in a temporal audiotactile task, CI users develop to become greatly influenced by auditory input in a spectral audiotactile task. When considered with the existing body of research, these results confirm that normal sensory interaction processing can be compromised in CI users.
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Affiliation(s)
- Simon P Landry
- Centre de Recherche en Neuropsychologie Expérimentale et Cognition, Université de Montréal Montréal, QC, Canada ; Département de Kinanthropologie, Université du Québec à Montréal Montréal, QC, Canada
| | - Jean-Paul Guillemot
- Centre de Recherche en Neuropsychologie Expérimentale et Cognition, Université de Montréal Montréal, QC, Canada ; Département de Kinanthropologie, Université du Québec à Montréal Montréal, QC, Canada
| | - François Champoux
- Centre de Recherche en Neuropsychologie Expérimentale et Cognition, Université de Montréal Montréal, QC, Canada ; Institut Raymond-Dewar, Centre de Recherche Interdisciplinaire en Réadaptation du Montréal Métropolitain Montréal, QC, Canada ; École d'Orthophonie et d'Audiologie, Faculté de Médecine, Université de Montréal Montréal, QC, Canada
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Moreno-Torres I. The emergence of productive speech and language in Spanish-learning paediatric cochlear implant users. JOURNAL OF CHILD LANGUAGE 2014; 41:575-599. [PMID: 23522084 DOI: 10.1017/s0305000913000056] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
It has been proposed that cochlear implant users may develop robust categorical perception skills, but that they show limited precision in perception. This article explores if a parallel contrast is observable in production, and if, despite acquiring typical linguistic representations, their early words are inconsistent. The participants were eight Spanish-learning deaf children implanted before their second birthday. Two studies examined the transition from babbling to words, and the one-word period. Study 1 found that the participants used the same sound types in babbling and in words, indicating that production is guided by stored motor patterns. No clear evidence of inconsistent production was observed. Study 2 found that in the one-word period CI users develop typical prosodic representations, but that their productions are highly unstable. Results are discussed in terms of the role of auditory feedback for the development of productive language skills.
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Interdependence of linguistic and indexical speech perception skills in school-age children with early cochlear implantation. Ear Hear 2014; 34:562-74. [PMID: 23652814 DOI: 10.1097/aud.0b013e31828d2bd6] [Citation(s) in RCA: 40] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
OBJECTIVES This study documented the ability of experienced pediatric cochlear implant (CI) users to perceive linguistic properties (what is said) and indexical attributes (emotional intent and talker identity) of speech, and examined the extent to which linguistic (LSP) and indexical (ISP) perception skills are related. Preimplant-aided hearing, age at implantation, speech processor technology, CI-aided thresholds, sequential bilateral cochlear implantation, and academic integration with hearing age-mates were examined for their possible relationships to both LSP and ISP skills. DESIGN Sixty 9- to 12-year olds, first implanted at an early age (12 to 38 months), participated in a comprehensive test battery that included the following LSP skills: (1) recognition of monosyllabic words at loud and soft levels, (2) repetition of phonemes and suprasegmental features from nonwords, and (3) recognition of key words from sentences presented within a noise background, and the following ISP skills: (1) discrimination of across-gender and within-gender (female) talkers and (2) identification and discrimination of emotional content from spoken sentences. A group of 30 age-matched children without hearing loss completed the nonword repetition, and talker- and emotion-perception tasks for comparison. RESULTS Word-recognition scores decreased with signal level from a mean of 77% correct at 70 dB SPL to 52% at 50 dB SPL. On average, CI users recognized 50% of key words presented in sentences that were 9.8 dB above background noise. Phonetic properties were repeated from nonword stimuli at about the same level of accuracy as suprasegmental attributes (70 and 75%, respectively). The majority of CI users identified emotional content and differentiated talkers significantly above chance levels. Scores on LSP and ISP measures were combined into separate principal component scores and these components were highly correlated (r = 0.76). Both LSP and ISP component scores were higher for children who received a CI at the youngest ages, upgraded to more recent CI technology and had lower CI-aided thresholds. Higher scores, for both LSP and ISP components, were also associated with higher language levels and mainstreaming at younger ages. Higher ISP scores were associated with better social skills. CONCLUSIONS Results strongly support a link between indexical and linguistic properties in perceptual analysis of speech. These two channels of information appear to be processed together in parallel by the auditory system and are inseparable in perception. Better speech performance, for both linguistic and indexical perception, is associated with younger age at implantation and use of more recent speech processor technology. Children with better speech perception demonstrated better spoken language, earlier academic mainstreaming, and placement in more typically sized classrooms (i.e., >20 students). Well-developed social skills were more highly associated with the ability to discriminate the nuances of talker identity and emotion than with the ability to recognize words and sentences through listening. The extent to which early cochlear implantation enabled these early-implanted children to make use of both linguistic and indexical properties of speech influenced not only their development of spoken language, but also their ability to function successfully in a hearing world.
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93
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Bush ML, Osetinsky M, Shinn JB, Gal TJ, Ding X, Fardo DW, Schoenberg N. Assessment of Appalachian region pediatric hearing healthcare disparities and delays. Laryngoscope 2014; 124:1713-7. [PMID: 24402802 DOI: 10.1002/lary.24588] [Citation(s) in RCA: 41] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2013] [Revised: 12/04/2013] [Accepted: 01/06/2014] [Indexed: 11/06/2022]
Abstract
OBJECTIVES/HYPOTHESIS The purpose of this study was to examine the timing of diagnostic and therapeutic services in cochlear implant recipients from a rural Appalachian region with healthcare disparity. STUDY DESIGN Retrospective analysis. METHODS Cochlear implant recipients from a tertiary referral center born with severe congenital sensorineural hearing loss were examined. Rural status and Appalachian status of their county of origin were recorded. A log-rank test was used to examine differences in the distributions of time to definitive diagnosis of hearing loss, initial amplification fitting, and cochlear implantation in these children. Correlation analysis of the rural status of each county and the timing of services was assessed. RESULTS A total of 53 children born with congenital hearing loss were included in the study (36 from rural counties and 17 from urban/suburban counties). The distribution of weeks after birth to diagnosis (P=.006), amplification (P=.030), and cochlear implantation (P=.002) was delayed in rural children compared with urban children. An analysis factoring in the effect of implementation of mandatory infant hearing screening in 2000 demonstrated a similar delay in rural children for weeks to diagnosis (P=.028), amplification (P=.087), and cochlear implantation (P<.0001). CONCLUSIONS Children with severe hearing loss in very rural areas, such as Appalachia, may have significant delays in diagnostic and rehabilitative services. Further investigation is warranted to assess causative factors in delays of cochlear implantation and to develop interventions to promote timely diagnosis and care. LEVEL OF EVIDENCE 3b.
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Affiliation(s)
- Matthew L Bush
- Department of Otolaryngology-Head and Neck Surgery, University of Kentucky, Lexington, Kentucky, U.S.A
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Chaubet J, Pereira L, Perez AP. Temporal resolution ability in students with dyslexia and reading and writing disorders. Int Arch Otorhinolaryngol 2014; 18:146-9. [PMID: 25992081 PMCID: PMC4297012 DOI: 10.1055/s-0033-1363465] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/06/2013] [Accepted: 09/17/2013] [Indexed: 11/25/2022] Open
Abstract
Introduction The Gaps-in-Noise (GIN) test assesses the hearing ability of temporal resolution. The development of this ability can be considered essential for learning how to read. Objective Identify temporal resolution in individuals diagnosed with reading and writing disorders compared with subjects with dyslexia. Methods A sample of 26 subjects of both genders, age 10 to 15 years, included 11 diagnosed with dyslexia and 15 diagnosed with reading and writing disorders. Subjects did not display otologic, neurologic, and/or cognitive diseases. A control group of 30 normal-hearing subjects was formed to compare thresholds and percentages obtained from the GIN test. The responses were obtained considering two measures of analysis: the threshold gap and the percentage of correct gap. Results The threshold was lower in the GIN for the typical group than for the other groups. There was no difference between groups with dyslexia and with reading and writing disorders. The GIN results of the typical group revealed a higher percentage of correct answer than in the other groups. No difference was obtained between the groups with dyslexia and with reading and writing disorders. Conclusion The GIN test identified a difficulty in auditory ability of temporal resolution in individuals with reading and writing disorders and in individuals with dyslexia in a similar way.
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Affiliation(s)
- Juliana Chaubet
- Specialist at the Program in Human Communication Disorders - Speech and Hearing Department - Universidade de São Paulo, Brazil
| | - Liliane Pereira
- Associate Professor - Program in Human Communication Disorders - Speech and Hearing Department - Universidade de São Paulo, Brazil
| | - Ana Paula Perez
- PhD at Program in Human Communication Disorders - Speech and Hearing Department - Universidade de São Paulo, Brazil. Assistant Professor of the Department of Speech Language Patology - Universidade Federal Fluminense, Brazil
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95
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Lund E, Schuele CM. Effects of a word-learning training on children with cochlear implants. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2014; 19:68-84. [PMID: 23981321 PMCID: PMC3867802 DOI: 10.1093/deafed/ent036] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/04/2023]
Abstract
Preschool children with hearing loss who use cochlear implants demonstrate vocabulary delays when compared to their peers without hearing loss. These delays may be a result of deficient word-learning abilities; children with cochlear implants perform more poorly on rapid word-learning tasks than children with normal hearing. This study explored the malleability of rapid word learning of preschoolers with cochlear implants by evaluating the effects of a word-learning training on rapid word learning. A single-subject, multiple probe design across participants measured the impact of the training on children's rapid word-learning performance. Participants included 5 preschool children with cochlear implants who had an expressive lexicon of less than 150 words. An investigator guided children to identify, repeat, and learn about unknown sets of words in 2-weekly sessions across 10 weeks. The probe measure, a rapid word-learning task with a different set of words than those taught during training, was collected in the baseline, training, and maintenance conditions. All participants improved their receptive rapid word-learning performance in the training condition. The functional relation indicates that the receptive rapid word-learning performance of children with cochlear implants is malleable.
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Affiliation(s)
- Emily Lund
- Department of Hearing and Speech Sciences, Vanderbilt University Medical Center, 1215 21st Avenue South, Room 8310, Medical Center East, South Tower, Nashville, TN 37232-8242.
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96
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Houston DM, Bergeson TR. Hearing versus Listening: Attention to Speech and Its Role in Language Acquisition in Deaf Infants with Cochlear Implants. LINGUA. INTERNATIONAL REVIEW OF GENERAL LINGUISTICS. REVUE INTERNATIONALE DE LINGUISTIQUE GENERALE 2014; 139:10-25. [PMID: 24729634 PMCID: PMC3979557 DOI: 10.1016/j.lingua.2013.08.001] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
Abstract
The advent of cochlear implantation has provided thousands of deaf infants and children access to speech and the opportunity to learn spoken language. Whether or not deaf infants successfully learn spoken language after implantation may depend in part on the extent to which they listen to speech rather than just hear it. We explore this question by examining the role that attention to speech plays in early language development according to a prominent model of infant speech perception - Jusczyk's WRAPSA model - and by reviewing the kinds of speech input that maintains normal-hearing infants' attention. We then review recent findings suggesting that cochlear-implanted infants' attention to speech is reduced compared to normal-hearing infants and that speech input to these infants differs from input to infants with normal hearing. Finally, we discuss possible roles attention to speech may play on deaf children's language acquisition after cochlear implantation in light of these findings and predictions from Jusczyk's WRAPSA model.
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Affiliation(s)
- Derek M Houston
- Department of Otolaryngology - Head & Neck Surgery, Indiana University School of Medicine
| | - Tonya R Bergeson
- Department of Otolaryngology - Head & Neck Surgery, Indiana University School of Medicine
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97
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Fitzpatrick EM, Stevens A, Garritty C, Moher D. The effects of sign language on spoken language acquisition in children with hearing loss: a systematic review protocol. Syst Rev 2013; 2:108. [PMID: 24314335 PMCID: PMC4029089 DOI: 10.1186/2046-4053-2-108] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/17/2013] [Accepted: 11/18/2013] [Indexed: 11/16/2022] Open
Abstract
BACKGROUND Permanent childhood hearing loss affects 1 to 3 per 1000 children and frequently disrupts typical spoken language acquisition. Early identification of hearing loss through universal newborn hearing screening and the use of new hearing technologies including cochlear implants make spoken language an option for most children. However, there is no consensus on what constitutes optimal interventions for children when spoken language is the desired outcome. Intervention and educational approaches ranging from oral language only to oral language combined with various forms of sign language have evolved. Parents are therefore faced with important decisions in the first months of their child's life. METHODS/DESIGN This article presents the protocol for a systematic review of the effects of using sign language in combination with oral language intervention on spoken language acquisition. Studies addressing early intervention will be selected in which therapy involving oral language intervention and any form of sign language or sign support is used. Comparison groups will include children in early oral language intervention programs without sign support. The primary outcomes of interest to be examined include all measures of auditory, vocabulary, language, speech production, and speech intelligibility skills. We will include randomized controlled trials, controlled clinical trials, and other quasi-experimental designs that include comparator groups as well as prospective and retrospective cohort studies. Case-control, cross-sectional, case series, and case studies will be excluded. Several electronic databases will be searched (for example, MEDLINE, EMBASE, CINAHL, PsycINFO) as well as grey literature and key websites. We anticipate that a narrative synthesis of the evidence will be required. We will carry out meta-analysis for outcomes if clinical similarity, quantity and quality permit quantitative pooling of data. We will conduct subgroup analyses if possible according to severity/type of hearing disorder, age of identification, and type of hearing technology. DISCUSSION This review will provide evidence on the effectiveness of using sign language in combination with oral language therapies for developing spoken language in children with hearing loss who are identified at a young age. The information from this review can provide guidance to parents and intervention specialists, inform policy decisions and provide directions for future research. PROSPERO REGISTRATION NUMBER CRD42013005426.
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Affiliation(s)
- Elizabeth M Fitzpatrick
- Audiology and Speech-Language Pathology Program, Faculty of Health Sciences, University of Ottawa, 451 Smyth Road, Ottawa, ON K1H 8M5, Canada
- Children’s Hospital of Eastern Ontario Research Institute, 401 Smyth Road, Ottawa, ON K1H 8LM, Canada
| | - Adrienne Stevens
- Centre for Practice-Changing Research, Ottawa Hospital Research Institute, 501 Smyth Road, Box 201B, Ottawa, ON K1H 8L6, Canada
| | - Chantelle Garritty
- Centre for Practice-Changing Research, Ottawa Hospital Research Institute, 501 Smyth Road, Box 201B, Ottawa, ON K1H 8L6, Canada
| | - David Moher
- Centre for Practice-Changing Research, Ottawa Hospital Research Institute, 501 Smyth Road, Box 201B, Ottawa, ON K1H 8L6, Canada
- Department of Epidemiology and Community Medicine, Faculty of Medicine, University of Ottawa, 501 Smyth Road, Box 201B, Ottawa, ON K1H 8L6, Canada
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98
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Davidson LS, Geers AE, Nicholas JG. The effects of audibility and novel word learning ability on vocabulary level in children with cochlear implants. Cochlear Implants Int 2013; 15:211-21. [PMID: 23998324 DOI: 10.1179/1754762813y.0000000051] [Citation(s) in RCA: 46] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
Abstract
OBJECTIVES A novel word learning (NWL) paradigm was used to explore underlying phonological and cognitive mechanisms responsible for delayed vocabulary level in children with cochlear implants (CIs). METHODS One hundred and one children using CIs, 6-12 years old, were tested along with 47 children with normal hearing (NH). Tests of NWL, receptive vocabulary, and speech perception at 2 loudness levels were administered to children with CIs. Those with NH completed the NWL task and a receptive vocabulary test. CI participants with good audibility (GA) versus poor audibility (PA) were compared on all measures. Analysis of variance was used to compare performance across the children with NH and the two groups of children with CIs. Multiple regression analysis was employed to identify independent predictors of vocabulary outcomes. RESULTS Children with CIs in the GA group scored higher in receptive vocabulary and NWL than children in the PA group, although they did not reach NH levels. CI-aided pure tone threshold and performance on the NWL task predicted independent variance in vocabulary after accounting for other known predictors. DISCUSSION Acquiring spoken vocabulary is facilitated by GA with a CI and phonological learning and memory skills. Children with CIs did not learn novel words at the same rate or achieve the same receptive vocabulary levels as their NH peers. Maximizing audibility for the perception of speech and direct instruction of new vocabulary may be necessary for children with CIs to reach levels seen in peers with NH.
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99
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Başkent D, van Rij J, Ng ZY, Free R, Hendriks P. Perception of spectrally degraded reflexives and pronouns by children. THE JOURNAL OF THE ACOUSTICAL SOCIETY OF AMERICA 2013; 134:3844-3852. [PMID: 24180793 DOI: 10.1121/1.4824341] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
Speech perception skills in cochlear-implant users are often measured with simple speech materials. In children, it is crucial to fully characterize linguistic development, and this requires linguistically more meaningful materials. The authors propose using the comprehension of reflexives and pronouns, as these specific skills are acquired at different ages. According to the literature, normal-hearing children show adult-like comprehension of reflexives at age 5, while their comprehension of pronouns only reaches adult-like levels around age 10. To provide normative data, a group of younger children (5 to 8 yrs old), older children (10 and 11 yrs old), and adults were tested under conditions without or with spectral degradation, which simulated cochlear-implant speech transmission with four and eight channels. The results without degradation confirmed the different ages of acquisition of reflexives and pronouns. Adding spectral degradation reduced overall performance; however, it did not change the general pattern observed with non-degraded speech. This finding confirms that these linguistic milestones can also be measured with cochlear-implanted children, despite the reduced quality of sound transmission. Thus, the results of the study have implications for clinical practice, as they could contribute to setting realistic expectations and therapeutic goals for children who receive a cochlear implant.
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Affiliation(s)
- Deniz Başkent
- University of Groningen, University Medical Center Groningen, Department of Otorhinolaryngology/Head and Neck Surgery, P.O. Box 30.001, 9700 RB Groningen, The Netherlands
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Academic achievements and classroom performance in Mandarin-speaking prelingually deafened school children with cochlear implants. Int J Pediatr Otorhinolaryngol 2013; 77:1474-80. [PMID: 23838541 DOI: 10.1016/j.ijporl.2013.06.012] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/27/2013] [Revised: 06/06/2013] [Accepted: 06/10/2013] [Indexed: 11/23/2022]
Abstract
OBJECTIVES To document academic achievements and classroom performance in 35 Mandarin-speaking, congenital/pre-lingual, deafened children who used cochlear implants (CIs) for 5-11 years. The possible associated factors were also analyzed. STUDY DESIGN Cross-sectional case series. METHODS Standardized Chinese literacy ability and mathematics tests were administered to evaluate the academic achievement of these children. Raw scores derived from both literacy ability and mathematics tests were compared with normative data from children with normal hearing (NH). A modified Mandarin edition of the Screening Instrument for Targeting Educational Risk (SIFTER) and a Regular School Adjustment Scale (RSAS) for students with hearing impairments filled out by regular classroom teachers were used to assess the children's classroom performances. RESULTS The mean standard T-scores for Chinese literacy ability and mathematics ability were 48.6 and 50.3 (NORM=50 ± 10), respectively. A total of 85.7% of children with CIs scored within or above the normal range of their age-matched hearing peers in Chinese literacy ability, and 82.9% were within normal ranges in mathematics ability. The SIFTER results showed that 45.7% failure was noted on the communication subscale, and the RSAS also indicated 40% of CI students to have communication problems. The academic subscale scores on the SIFTER were associated with the children's Chinese literacy abilities. The Verbal Comprehension Index (VCI) of the Wechsler IQ test IV was related to the children's mathematics abilities. CONCLUSIONS The academic achievements of Mandarin-speaking children who receive CIs from a young age and are integrated into mainstream elementary school system appear to fall within the normal range of their age-matched hearing counterparts after 5-11 years of use. This study strongly suggests the need for future ongoing support for these children in communication field.
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