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İkiz Bozsoy M, Yücel E. Language, cognitive, and speech in noise perception abilities of children with cochlear ımplants: a comparative analysis by implantation period and bilateral versus unilateral cochlear implants. Eur Arch Otorhinolaryngol 2024; 281:3521-3533. [PMID: 38244031 PMCID: PMC11211123 DOI: 10.1007/s00405-024-08462-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/08/2023] [Accepted: 01/08/2024] [Indexed: 01/22/2024]
Abstract
PURPOSE The purpose of this study was to compare the language, cognitive, and speech in noise (SiN) perception abilities of children with cochlear implants (CIs) to those of their peers with NH by grouping them according to their implantation period (12-18 months/19-24 months) and unilateral/bilateral CI use. METHODS The sample comprised 50 children with cochlear implants (CIs) and 20 children with normal hearing (NH), ages 6-9 years. Children's language, cognitive, and speech in noise (SiN) perception skills were assessed. RESULTS Children with CIs between 12 and 18 months and 19 and 24 months performed more poorly than children with NH on language, verbal memory (VM), verbal-short-term memory (V-STM), verbal working memory (V-WM), rapid naming, and speech in noise (SiN) perception abilities measures (p < 0.001). In addition, children with CIs between 19 and 24 months performed worse on rapid naming and V-WM tasks than children with CIs between 12 and 18 months (p < 0.017). Children with unilateral and bilateral CI performed more poorly than children with NH on language, VM, V-STM, V-WM, rapid naming, and SiN perception abilities assessments (p < 0.001). Additionally children with unilateral CI users performed poorly than children with bilateral CI users on SiN perception (p < 0.017). CONCLUSIONS In children with congenital hearing loss (CHL), cochlear implantation between 12 and 18 months or sequential bilateral implantation is not sufficient for these children to perform like their NH peers in language, cognitive, and SiN perception abilities. In addition, intervention approaches should focus not only on increasing language skills, but also on cognitive abilities.
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Affiliation(s)
- Merve İkiz Bozsoy
- Department of Audiology, Faculty of Health Sciences, Hacettepe University, 06100, Ankara, Turkey.
| | - Esra Yücel
- Department of Audiology, Faculty of Health Sciences, Hacettepe University, 06100, Ankara, Turkey
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Delcenserie A, Genesee F, Champoux F. Delayed auditory experience results in past tense production difficulties and working memory deficits in children with cochlear implants: A comparison with children with developmental language disorder. Neuropsychologia 2024; 196:108817. [PMID: 38355036 DOI: 10.1016/j.neuropsychologia.2024.108817] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/20/2023] [Revised: 02/01/2024] [Accepted: 02/05/2024] [Indexed: 02/16/2024]
Abstract
Extent evidence has shown that morphosyntax is one of the most challenging linguistic areas for children with atypical early language experiences. Over the last couple of years, comparisons between deaf children with CIs and children with DLD have gained interest - as cases of atypical early language experiences, including, but not restricted to, delayed onset of exposure to language input and language-processing difficulties. Evidence suggests that the morphosyntactic difficulties experienced by deaf children with CIs and children with DLD are very similar in nature. However, the few studies that have directly compared both groups are inconclusive, with deaf children with CIs either performing significantly better or on par with children with DLD. These differences in findings can be attributed, in part at least, to a failure to implement essential methodological controls - even more so given that deaf children with CIs comprise a very diverse population. The goal of the present study was to directly compare the performance of deaf children with CIs to that of children with DLD on a morphosyntactic ability known to be particularly difficult for both groups. Specifically, the present study conducted a detailed examination of the past tense marking abilities of deaf children with CIs and children with DLD while controlling for factors specific to deaf children with CIs, for children's basic cognitive abilities as well as for children's age, sex assigned at birth, and SES. Past tense verbs are particularly relevant as they are used as a marker of developmental language disorder (DLD) in children learning French. Moreover, extent evidence shows that deaf children with CIs and children with DLD have important WM difficulties, but also that there is an association between auditory perception, processing abilities, and working memory (WM) abilities as well as with the acquisition of morphological features, including tense marking. Unfortunately, no study has examined the relation between the accurate production of past tense verbs and WM abilities in children with CIs and children with DLD learning French. Fifteen deaf children with CIs between 5 and 7 years of age were compared to 15 children with DLD and to 15 typically-developing monolingual controls (MON), matched on important variables, using a past tense elicitation task as well as measures of phonological and nonverbal WM abilities. The results confirm that the deaf children with CIs and the children with DLD both performed significantly lower than the MON controls on the past tense elicitation task - suggesting that difficulties with past tense verbs in French might not only be a marker of DLD but, instead, a correlate of atypical language acquisition. Of importance, the present study is the first to show that deaf children with CIs perform significantly lower than children with DLD on a past tense elicitation task - highlighting the importance of using methodological controls. As well, significant correlations were found between the performance of the deaf children with CIs and of the children with DLD on the past tense elicitation task and their phonological and nonverbal WM abilities. Taken together with previous studies conducted in the same populations, this represents another evidence suggesting that early atypical language experiences result in language and WM deficits, including morphosyntactic difficulties.
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Delcenserie A, Genesee F, Champoux F. Exposure to sign language prior and after cochlear implantation increases language and cognitive skills in deaf children. Dev Sci 2024:e13481. [PMID: 38327110 DOI: 10.1111/desc.13481] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/27/2023] [Revised: 11/06/2023] [Accepted: 11/18/2023] [Indexed: 02/09/2024]
Abstract
Recent evidence suggests that deaf children with CIs exposed to nonnative sign language from hearing parents can attain age-appropriate vocabularies in both sign and spoken language. It remains to be explored whether deaf children with CIs who are exposed to early nonnative sign language, but only up to implantation, also benefit from this input and whether these benefits also extend to memory abilities, which are strongly linked to language development. The present study examined the impact of deaf children's early short-term exposure to nonnative sign input on their spoken language and their phonological memory abilities. Deaf children who had been exposed to nonnative sign input before and after cochlear implantation were compared to deaf children who never had any exposure to sign input as well as to children with typical hearing. The children were between 5;1 and 7;1 years of age at the time of testing and were matched on age, sex, and socioeconomic status. The results suggest that even short-term exposure to nonnative sign input has positive effects on general language and phonological memory abilities as well as on nonverbal working memory-with total length of exposure to sign input being the best predictor of deaf children's performance on these measures. The present data suggest that even access to early short-term nonnative visual language input is beneficial for the language and phonological memory abilities of deaf children with cochlear implants, suggesting also that parents should not be discouraged from learning and exposing their child to sign language. RESEARCH HIGHLIGHTS: This is the first study to examine the effects of early short-term exposure to nonnative sign input on French-speaking children with cochlear implants' spoken language and memory abilities. Early short-term nonnative exposure to sign input can have positive consequences for the language and phonological memory abilities of deaf children with CIs. Extended exposure to sign input has some additional and important benefits, allowing children to perform on par with children with typical hearing.
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Affiliation(s)
- A Delcenserie
- Université de Montréal, Québec, Canada
- School of Speech-Language Pathology and Audiology, Universite de Montreal, Quebec, Canada
| | | | - F Champoux
- School of Speech-Language Pathology and Audiology, Universite de Montreal, Quebec, Canada
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Spitzer ER, Waltzman SB. Cochlear implants: the effects of age on outcomes. Expert Rev Med Devices 2023; 20:1131-1141. [PMID: 37969071 DOI: 10.1080/17434440.2023.2283619] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2023] [Accepted: 11/10/2023] [Indexed: 11/17/2023]
Abstract
INTRODUCTION Cochlear implants (CIs) provide access to sound for children and adults who do not receive adequate benefit from hearing aids. Age at implantation is known to affect outcomes across the lifespan. AREAS COVERED The effects of age on CI outcomes are examined for infants, children, adolescents, and older adults. A variety of outcome measures are considered, including speech perception, language, cognition, and quality of life measures. EXPERT OPINION/COMMENTARY For those meeting candidacy criteria, CIs are beneficial at any age. In general, younger age is related to greater benefit when considering pre-lingual deafness. Other factors such as additional disabilities, may mitigate this effect. Post-lingually deafened adults demonstrate similar benefit regardless of age, though the oldest individuals (80+) may see smaller degrees of improvement from preoperative scores. Benefit can be measured in many ways, and the areas of greatest benefit may vary based on age: young children appear to see the greatest effects of age at implantation on language measures, whereas scores on cognitive measures appear to be most impacted for the oldest population. Future research should consider implantation at extreme ages (5-9 months or > 90 years), unconventional measures of CI benefit including qualitative assessments, and longitudinal designs.
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Affiliation(s)
- Emily R Spitzer
- Department of Otolaryngology-Head and Neck Surgery, New York University Grossman School of Medicine, New York, NY, USA
| | - Susan B Waltzman
- Department of Otolaryngology-Head and Neck Surgery, New York University Grossman School of Medicine, New York, NY, USA
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Skrbic R, Bugarski-Ignjatovic V, Komazec Z, Veselinovic M. Verbal, Figural, and Arithmetic Fluency of Children with Cochlear Implants. Behav Sci (Basel) 2023; 13:bs13050349. [PMID: 37232588 DOI: 10.3390/bs13050349] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2023] [Revised: 04/18/2023] [Accepted: 04/19/2023] [Indexed: 05/27/2023] Open
Abstract
Cochlear implantation gives children with prelingual severe hearing loss and deafness the opportunity to develop their hearing abilities, speech, language, cognitive abilities and academic skills with adequate rehabilitation. The aim of the research was to analyze verbal, figural and arithmetic fluency and their interrelationship in children with a cochlear implant (CI) and children with normal hearing (NH). A total of 46 children with CI and 110 children with NH, aged 9 to 16, participated in the research. Verbal fluency was assessed using phonemic and semantic fluency, and non-verbal fluency using figural fluency. Arithmetic fluency was assessed using simple arithmetic tasks within the number range up to 100. The results showed that children with CI achieved poorer results in phonemic fluency (z = -4.92; p < 0.001), semantic fluency (z = -3.89; p < 0.001), figural fluency (z = -3.07; p = 0.002), and arithmetic fluency (z = -4.27; p < 0.001). In both groups, a positive correlation was obtained between the measured modalities and types of fluency. In the group of children with CI, a sex difference was obtained on the phonemic fluency test, in favor of girls. The age of children with CI was correlated with arithmetic fluency. Verbal, figural and arithmetic fluency of children with CI speak in favor of the importance of early auditory and language experiences.
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Affiliation(s)
- Renata Skrbic
- Faculty of Medicine, University of Novi Sad, 21 137 Novi Sad, Serbia
| | - Vojislava Bugarski-Ignjatovic
- Faculty of Medicine, University of Novi Sad, 21 137 Novi Sad, Serbia
- Clinic for Neurology, University Clinical Center of Vojvodina, 21 137 Novi Sad, Serbia
| | - Zoran Komazec
- Faculty of Medicine, University of Novi Sad, 21 137 Novi Sad, Serbia
- Clinic for Otorhinolaryngology and Head and Neck Surgery, University Clinical Center of Vojvodina, 21 137 Novi Sad, Serbia
| | - Mila Veselinovic
- Faculty of Medicine, University of Novi Sad, 21 137 Novi Sad, Serbia
- Clinic for Otorhinolaryngology and Head and Neck Surgery, University Clinical Center of Vojvodina, 21 137 Novi Sad, Serbia
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León Méndez MDC, Fernández García L, Daza González MT. Effectiveness of rhythmic training on linguistics skill development in deaf children and adolescents with cochlear implants: A systematic review. Int J Pediatr Otorhinolaryngol 2023; 169:111561. [PMID: 37088038 DOI: 10.1016/j.ijporl.2023.111561] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/20/2023] [Revised: 04/17/2023] [Accepted: 04/18/2023] [Indexed: 04/25/2023]
Abstract
OBJECTIVE This review compiles the scientific evidence to date on the effectiveness of musical/rhythmic training for improving and/or enhancing the development of language skills in deaf children aged 6-16 years with cochlear implants. METHODS PubMed, ScienceDirect, and Web of Science were used for the research following the PRISMA protocol. RESULTS The reviewed studies indicate that rhythmic training can improve language skills (perception, production, and comprehension) in this population, as well as in other cognitive skills. CONCLUSION Although further research is still needed, the current evidence can help identify new and more effective early intervention methods for deaf children.
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Affiliation(s)
| | - Laura Fernández García
- Department of Psychology, University of Almería, Almería, Spain; Center for Neuropsychological Assessment and Rehabilitation (CERNEP), University of Almería, Almería, Spain
| | - María Teresa Daza González
- Department of Psychology, University of Almería, Almería, Spain; Center for Neuropsychological Assessment and Rehabilitation (CERNEP), University of Almería, Almería, Spain.
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Moncrieff D, Auld R, Johnston D, Wirt T. Dichotic listening deficits in children with hearing loss. Int J Pediatr Otorhinolaryngol 2023; 168:111521. [PMID: 37031658 DOI: 10.1016/j.ijporl.2023.111521] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/29/2022] [Revised: 03/17/2023] [Accepted: 03/21/2023] [Indexed: 04/11/2023]
Abstract
PURPOSE This correlational study compared dichotic listening among children with significant hearing loss to typically developing children and children clinically assessed for auditory processing disorder. METHOD Recorded versions of two dichotic tests were delivered under earphones or in the sound field for children using amplification. Individual ear scores and interaural asymmetry were compared to normative data. Matched deficit patterns from both tests were identified, ranked for severity of deficit, and compared across groups. Relationships between dichotic scores and factors related to amplification were investigated in the children with hearing loss. RESULTS Dichotic scores were significantly poorer among children with hearing loss without the large interaural asymmetries seen in children assessed clinically for auditory processing problems. Device type and age of implantation had no effect on scores; non-dominant ear scores on the digits test were significantly correlated to age of device use in the left ear and duration of device use in the right ear. Non-dominant ear scores with digits were also significantly correlated with bilateral word recognition. CONCLUSIONS Poor dichotic perception in children with significant hearing losses may be related to the use of recorded test materials, immature skills in attention and working memory, or other factors that contribute to development of vocabulary and language. These weaknesses may interfere with successful mainstream educational placement in these children. Assessment of dichotic performance in this population could lead to deficit-specific interventions that may improve outcomes and enhance educational opportunities for children with hearing loss.
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Affiliation(s)
- Deborah Moncrieff
- School of Communication Sciences and Disorders, University of Memphis, Memphis, TN, USA.
| | - Ruth Auld
- DePaul School for Hearing and Speech, Pittsburgh, PA, USA
| | | | - Tessa Wirt
- DePaul School for Hearing and Speech, Pittsburgh, PA, USA
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Sanju HK, Jain T, Kumar P. Is Early Cochlear Implantation Leads to Better Speech and Language Outcomes? Indian J Otolaryngol Head Neck Surg 2022; 74:3906-3910. [PMID: 36742772 PMCID: PMC9895496 DOI: 10.1007/s12070-021-02725-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2021] [Accepted: 06/27/2021] [Indexed: 02/07/2023] Open
Abstract
A cochlear implant is an electronic sensory system that converts mechanical energy into coded electrical signals that directly activate the auditory nerve fibers. Present review article investigates the findings of previous research papers which have assessed speech and language outcome in children who underwent early cochlear implantation. Several databases, including PubMed, Google, Google Scholar, and Medline, were investigated for research papers on the speech and language outcomes of children who had early-life implants. According to previous research, early detection and intervention of hearing loss are critical for the growth of speech and language skills. The effect of early detection of hearing loss and early cochlear implantation on a child's overall speech-language and auditory growth is highlighted in this article.
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Affiliation(s)
- Himanshu Kumar Sanju
- Department of ENT and Audiology, Shri Jagdamba Charitable Eye Hospital, Sri Ganganagar, Rajasthan 335001 India
- Sri Jagdamba Education and Research Institute, Sri Ganganagar, Rajasthan India
| | - Tushar Jain
- Department of ENT and Audiology, Shri Jagdamba Charitable Eye Hospital and Cochlear Implant Center, Sri Ganganagar, Rajasthan India
| | - Prawin Kumar
- Department of Audiology, All India Institute of Speech and Hearing, Mysore, India
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Jahn KN, Arenberg JG, Horn DL. Spectral Resolution Development in Children With Normal Hearing and With Cochlear Implants: A Review of Behavioral Studies. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:1646-1658. [PMID: 35201848 PMCID: PMC9499384 DOI: 10.1044/2021_jslhr-21-00307] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/02/2021] [Revised: 09/09/2021] [Accepted: 12/01/2021] [Indexed: 06/14/2023]
Abstract
PURPOSE This review article provides a theoretical overview of the development of spectral resolution in children with normal hearing (cNH) and in those who use cochlear implants (CIs), with an emphasis on methodological considerations. The aim was to identify key directions for future research on spectral resolution development in children with CIs. METHOD A comprehensive literature review was conducted to summarize and synthesize previously published behavioral research on spectral resolution development in normal and impaired auditory systems. CONCLUSIONS In cNH, performance on spectral resolution tasks continues to improve through the teenage years and is likely driven by gradual maturation of across-channel intensity resolution. A small but growing body of evidence from children with CIs suggests a more complex relationship between spectral resolution development, patient demographics, and the quality of the CI electrode-neuron interface. Future research should aim to distinguish between the effects of patient-specific variables and the underlying physiology on spectral resolution abilities in children of all ages who are hard of hearing and use auditory prostheses.
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Affiliation(s)
- Kelly N. Jahn
- Department of Speech, Language, and Hearing, School of Behavioral and Brain Sciences, The University of Texas at Dallas, Richardson
- Callier Center for Communication Disorders, The University of Texas at Dallas
| | - Julie G. Arenberg
- Department of Otolaryngology – Head and Neck Surgery, Harvard Medical School, Boston, MA
- Eaton-Peabody Laboratories, Massachusetts Eye and Ear, Boston
| | - David L. Horn
- Virginia Merrill Bloedel Hearing Research Center, Department of Otolaryngology – Head and Neck Surgery, University of Washington, Seattle
- Division of Otolaryngology, Seattle Children's Hospital, WA
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Benassi E, Boria S, Berghenti MT, Camia M, Scorza M, Cossu G. Morpho-Syntactic Deficit in Children with Cochlear Implant: Consequence of Hearing Loss or Concomitant Impairment to the Language System? INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18189475. [PMID: 34574401 PMCID: PMC8471606 DOI: 10.3390/ijerph18189475] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 07/10/2021] [Revised: 08/23/2021] [Accepted: 09/06/2021] [Indexed: 12/04/2022]
Abstract
Background: Among implanted children with similar duration of auditory deprivation and clinical history, the morpho-syntactic skills remain highly variable, suggesting that other fundamental factors may determine the linguistic outcomes of these children, beyond their auditory recovery. The present study analyzed the morpho-syntactic discrepancies among three children with cochlear implant (CI), with the aim of understanding if morpho-syntactic deficits may be characterized as a domain-specific language disorder. Method: The three children (mean age = 7.2; SD = 0.4) received their CI at 2.7, 3.7, and 5.9 years of age. Their morpho-syntactic skills were evaluated in both comprehension and production and compared with 15 age-matched normal-hearing children (mean age = 6.6; SD = 0.3). Results: Cases 1 and 2 displayed a marked impairment across morphology and syntax, whereas Case 3, the late-implanted child, showed a morpho-syntactic profile well within the normal boundaries. A qualitative analysis showed, in Cases 1 and 2, language deficits similar to those of normal hearing children with Developmental Language Disorder (DLD). Conclusions: We suggest that a severe grammatical deficit may be, in some implanted children, the final outcome of a concomitant impairment to the language system. Clinical implications for assessment and intervention are discussed.
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Affiliation(s)
- Erika Benassi
- Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, 42122 Reggio Emilia, Italy; (M.C.); (M.S.)
- Correspondence:
| | - Sonia Boria
- Center for the Diagnosis, Treatment and Study of Communication and Socialization Disorders, NPIA, AUSL of Parma, 43125 Parma, Italy;
| | | | - Michela Camia
- Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, 42122 Reggio Emilia, Italy; (M.C.); (M.S.)
| | - Maristella Scorza
- Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, 42122 Reggio Emilia, Italy; (M.C.); (M.S.)
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Hilviu D, Parola A, Vivaldo S, Di Lisi D, Consolino P, Bosco F. Children with hearing impairment and early cochlear implant: A pragmatic assessment. Heliyon 2021; 7:e07428. [PMID: 34286120 PMCID: PMC8273221 DOI: 10.1016/j.heliyon.2021.e07428] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2021] [Revised: 05/27/2021] [Accepted: 06/24/2021] [Indexed: 11/30/2022] Open
Abstract
Extensive research has demonstrated the benefits of cochlear implants (CI) in contributing to improve the linguistic skills of children with hearing impairment; however, few studies have focused on the development of pragmatic ability and its relationship with age of implantation. Pragmatics is the ability to use language in different contexts and its development has crucial implications, e.g., social inclusion and professional attainments. In this study, we conducted a comprehensive assessment of pragmatic ability using the Language Pragmatic Abilities (APL Medea), a battery composed by five different tasks: Comprehension of Metaphors, Implicit meaning, Comics, Situations and Colors Game (a perspective taking task). Eighteen children with early CI, belonging to 3 different age groups (6; 11-7; 11, 8; 0-8; 11 and 9; 0-9; 11 years-old), and twenty-four children with typical development (Control Group) participated to the study. We also investigated how the precocity of CI, i.e., age of first implantation, may affect the pragmatic development. Globally, children with CI obtained lower scores in the APL Medea battery than typically hearing children. However, focusing on the Medea tasks separately, children with CIs differed from their hearing peers only in Comics and Colors Game tasks. Finally, age of implantation was a moderate but significant predictor of pragmatic performance.
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Affiliation(s)
- D. Hilviu
- University of Turin, Department of Psychology, Group on Inferential Processes in Social Interaction (GIPSI), Turin, Italy
| | - A. Parola
- University of Turin, Department of Psychology, Group on Inferential Processes in Social Interaction (GIPSI), Turin, Italy
- Aarhus University, Department of Linguistics, Semiotics and Cognitive Science, Aarhus, Denmark
| | - S. Vivaldo
- Martini Hospital, ENT Department, Turin, Italy
| | - D. Di Lisi
- Martini Hospital, ENT Department, Turin, Italy
| | | | - F.M. Bosco
- University of Turin, Department of Psychology, Group on Inferential Processes in Social Interaction (GIPSI), Turin, Italy
- University of Turin, Neuroscience Institute of Turin, Turin, Italy
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Duchesne L, Marschark M. Effects of Age at Cochlear Implantation on Vocabulary and Grammar: A Review of the Evidence. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2019; 28:1673-1691. [PMID: 31513745 DOI: 10.1044/2019_ajslp-18-0161] [Citation(s) in RCA: 27] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Purpose The increasing prevalence of pediatric cochlear implantation over the past 25 years has left little doubt that resulting improvements in hearing offer significant benefits to language development for many deaf children. Furthermore, given the documented importance of access to language from birth, there has been strong support for providing congenitally deaf children with implants as early as possible. Earliest implantation, in many ways, has become the "gold standard" in pediatric cochlear implantation, on the assumption that it is the key to language development similar to that of hearing children. Empirical evidence to support this assumption, however, appears more equivocal than generally is believed. This article reviews recent research aimed at assessing the impact of age at implantation on vocabulary and grammatical development among young implant users. Method Articles published between 2003 and 2018 that included age at implantation as a variable of interest and in which it was subjected to statistical analysis were considered. Effect sizes were calculated whenever possible; we conducted a multivariate meta-analysis to compare outcomes in different language domains. Results Taken together, findings from 49 studies suggest that age at implantation is just one of a host of variables that influence vocabulary and grammatical development, its impact varying with several factors including whether age at implantation is treated as a dichotomous or continuous variable. Results from a meta-analysis showed significant differences across language domains. Conclusion The pattern of results obtained indicates the importance of considering various child, family, and environmental characteristics in future research aimed at determining how early "early implantation" needs to be and the extent to which age at implantation, duration of implant use, and other factors influence language and language-related outcomes. Supplemental Material https://doi.org/10.23641/asha.9789041.
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Affiliation(s)
- Louise Duchesne
- Département d'Orthophonie, Université du Québec à Trois-Rivières, Canada
| | - Marc Marschark
- National Technical Institute for the Deaf, Rochester Institute of Technology, NY
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