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Warner-Czyz AD, Anderson SR, Graham S, Uhler K. Expressive vocabulary word categories of children who are deaf and hard-of-hearing. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2024; 29:362-376. [PMID: 38240124 DOI: 10.1093/deafed/enad066] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/08/2023] [Revised: 11/02/2023] [Accepted: 12/19/2023] [Indexed: 06/25/2024]
Abstract
This study investigated the acquisition of early expressive vocabulary among young children who are deaf and hard-of-hearing (DHH; n = 68) using auditory technology (hearing aids and cochlear implants). Parents completed a standardized vocabulary checklist, which allowed analyses of (i) the size of their child's spoken vocabulary; (ii) composition of the expressive lexicon (e.g., parts of speech such as nouns and verbs; semantic categories such as routines and body parts); and (iii) demographic and audiologic factors (e.g., chronologic age, degree of hearing access) potentially associated with these metrics. Young children who are DHH and use auditory technology acquired fewer spoken words than peers with typical hearing (TH) matched for chronologic age but more spoken words than peers with TH matched for listening experience. Action verbs-not nouns-significantly increased the odds of a child who is DHH achieving a vocabulary quotient within the normative range. These findings support the exploration of early expressive vocabulary size and composition-especially the number of active verbs-to guide clinical management and decision-making for young children who are DHH.
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Affiliation(s)
- Andrea D Warner-Czyz
- Department of Speech, Language, and Hearing, The University of Texas at Dallas, Dallas, TX, United States
- Callier Center for Communication Disorders, Dallas, TX, United States
| | - Sean R Anderson
- Department of Physiology and Biophysics, Colorado University Anschutz School of Medicine, Denver, CO, United States
| | - Sarah Graham
- Department of Otolaryngology, University of Texas Southwestern Medical Center, Dallas, TX, United States
| | - Kristin Uhler
- Department of Physical Medicine and Rehabilitation, Colorado University Anschutz School of Medicine, Denver, CO, United States
- Children's Hospital Colorado, Denver, CO, United States
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Hardman G, Herman R, Kyle FE, Ebbels S, Morgan G. Identifying Developmental Language Disorder in Deaf Children with Cochlear Implants: A Case Study of Three Children. J Clin Med 2023; 12:5755. [PMID: 37685824 PMCID: PMC10488728 DOI: 10.3390/jcm12175755] [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: 07/05/2023] [Revised: 07/24/2023] [Accepted: 08/01/2023] [Indexed: 09/10/2023] Open
Abstract
(1) Background: While spoken language learning delays are assumed for deaf and hard of hearing (DHH) children after cochlear implant (CI), many catch up with their hearing peers. Some DHH children with CIs, however, show persistent delays in language, despite protective factors being in place. This suggests a developmental language disorder (DLD). However, at present there is little consensus on how to diagnose DLD in DHH children. (2) Methods: Given the lack of consensus in this area, a set of case studies provides an appropriate first step. The goal of this paper is to show the plausibility of a DLD diagnosis, following careful analysis of protective and risk factors. A retrospective case study review was conducted for three children. Their long-term language outcomes up to four years after CI were considered in the context of access to sound, speech sound discrimination, social skills and non-verbal cognition. (3) Results: It was possible to posit DLD in one child who had experienced good access to sound, alongside good speech discrimination abilities and social development, and normal non-verbal cognition, but who presented with severe language learning difficulties. (4) Conclusions: Finding markers for DLD in DHH children is important for diagnosis and intervention. The implications for clinical practice are discussed.
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Affiliation(s)
- Gemma Hardman
- Department of Language and Communication Science, City, University of London, London EC1V 0HB, UK; (G.H.); (R.H.)
| | - Rosalind Herman
- Department of Language and Communication Science, City, University of London, London EC1V 0HB, UK; (G.H.); (R.H.)
| | - Fiona Elizabeth Kyle
- Deafness, Cognition and Language Research Centre (DCAL), University College London, London WC1E 6BT, UK
| | - Susan Ebbels
- Moor House Research and Training Institute, Moor House School & College, Oxted RH8 9AQ, UK;
- Language and Cognition, Psychology and Language, University College London, London WC1E 6BT, UK
| | - Gary Morgan
- Psychology and Education Department, University Oberta Catalunya, 08035 Barcelona, Spain;
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Pontecorvo E, Higgins M, Mora J, Lieberman AM, Pyers J, Caselli NK. Learning a Sign Language Does Not Hinder Acquisition of a Spoken Language. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2023; 66:1291-1308. [PMID: 36972338 PMCID: PMC10187967 DOI: 10.1044/2022_jslhr-22-00505] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/30/2022] [Revised: 12/02/2022] [Accepted: 12/12/2022] [Indexed: 05/18/2023]
Abstract
PURPOSE The purpose of this study is to determine whether and how learning American Sign Language (ASL) is associated with spoken English skills in a sample of ASL-English bilingual deaf and hard of hearing (DHH) children. METHOD This cross-sectional study of vocabulary size included 56 DHH children between 8 and 60 months of age who were learning both ASL and spoken English and had hearing parents. English and ASL vocabulary were independently assessed via parent report checklists. RESULTS ASL vocabulary size positively correlated with spoken English vocabulary size. Spoken English vocabulary sizes in the ASL-English bilingual DHH children in the present sample were comparable to those in previous reports of monolingual DHH children who were learning only English. ASL-English bilingual DHH children had total vocabularies (combining ASL and English) that were equivalent to same-age hearing monolingual children. Children with large ASL vocabularies were more likely to have spoken English vocabularies in the average range based on norms for hearing monolingual children. CONCLUSIONS Contrary to predictions often cited in the literature, acquisition of sign language does not harm spoken vocabulary acquisition. This retrospective, correlational study cannot determine whether there is a causal relationship between sign language and spoken language vocabulary acquisition, but if a causal relationship exists, the evidence here suggests that the effect would be positive. Bilingual DHH children have age-expected vocabularies when considering the entirety of their language skills. We found no evidence to support recommendations that families with DHH children avoid learning sign language. Rather, our findings show that children with early ASL exposure can develop age-appropriate vocabulary skills in both ASL and spoken English.
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Luo J, Xu L, Wang M, Xie D, Li J, Liu X, He S, Spencer L, Rost G, Guo LY. Characteristics of Early Expressive Vocabulary in Mandarin-Speaking Children With Cochlear Implants. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:4369-4384. [PMID: 36282684 DOI: 10.1044/2022_jslhr-22-00183] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
PURPOSE The aim of this study is to evaluate whether Mandarin-speaking children with cochlear implants (CIs) demonstrated early lexical composition similar to their hearing peers who were at the same vocabulary level and the extent to which children with CIs were sensitive to linguistic and conceptual properties when developing early lexicon. METHOD Participants were 77 Mandarin-speaking children with CIs who received CIs before 30 months of age. Their expressive vocabulary was documented using the Infant Checklist of the Early Vocabulary Inventory for Mandarin Chinese 9 or 12 months after CI activation. Percent social words, common nouns, predicates (verbs, adjectives), and closed-class words in total vocabulary were computed for children at different vocabulary levels. Common nouns and verbs were further coded for their word class (noun, verb), word frequency, word length, and imageability to predict how likely a given noun or verb would be produced by children with CIs. RESULTS Like children with typical hearing, social words were the most dominant category when vocabulary size in children with CIs was smaller than 20 words; common nouns became the most dominant category when the vocabulary size reached 21 words. The difference in percent common nouns and percent predicates (i.e., noun bias) was similar in children with CIs and their hearing peers. In addition, verbs, common words, monosyllabic words, and more imageable words were more likely to be produced by children with CIs than their counterparts. CONCLUSIONS Mandarin children with CIs showed language-specific patterns in early lexical composition like their hearing peers. They were able to use multiple linguistic and conceptual cues when approaching early expressive vocabulary despite perceptual and processing constraints. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.21357723.
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Affiliation(s)
- Jianfen Luo
- Department of Otolaryngology-Head and Neck Surgery, Shandong Provincial ENT Hospital, Shandong University, Jinan, China
- Auditory Implant Center, Shandong Provincial ENT Hospital, Jinan, China
| | - Lei Xu
- Department of Otolaryngology-Head and Neck Surgery, Shandong Provincial ENT Hospital, Shandong University, Jinan, China
- Auditory Implant Center, Shandong Provincial ENT Hospital, Jinan, China
| | - Min Wang
- Department of Otolaryngology-Head and Neck Surgery, Shandong Provincial ENT Hospital, Shandong University, Jinan, China
- Auditory Implant Center, Shandong Provincial ENT Hospital, Jinan, China
| | - Dianzhao Xie
- Department of Otolaryngology-Head and Neck Surgery, Shandong Provincial ENT Hospital, Shandong University, Jinan, China
- Auditory Implant Center, Shandong Provincial ENT Hospital, Jinan, China
| | - Jinming Li
- Department of Otolaryngology-Head and Neck Surgery, Shandong Provincial ENT Hospital, Shandong University, Jinan, China
- Auditory Implant Center, Shandong Provincial ENT Hospital, Jinan, China
| | - Xianqi Liu
- Department of Otolaryngology-Head and Neck Surgery, Shandong Provincial ENT Hospital, Shandong University, Jinan, China
- Auditory Implant Center, Shandong Provincial ENT Hospital, Jinan, China
| | - Shuman He
- Department of Otolaryngology-Head and Neck Surgery, The Ohio State University, Columbus
- Department of Audiology, Nationwide Children's Hospital, Columbus, OH
| | - Linda Spencer
- MSSLP Program, Rocky Mountain University of Health Professions, Provo, UT
| | - Gwyneth Rost
- Department of Communication Disorders, University of Massachusetts at Amherst
| | - Ling-Yu Guo
- Department of Communicative Disorders and Sciences, University at Buffalo, NY
- Department of Audiology and Speech-Language Pathology, Asia University, Taichung, Taiwan
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Xu L, Luo J, Wang M, Xie D, Chao X, Li J, Liu X, He S, Spencer L, Guo LY. Vocabulary Growth in Mandarin-Speaking Children With Bilateral Cochlear Implants, Bimodal Stimulation, or Unilateral Cochlear Implants During the First Year After Activation. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:1630-1645. [PMID: 35302899 DOI: 10.1044/2021_jslhr-21-00454] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
PURPOSE The purpose of this study was to evaluate vocabulary development in Mandarin-speaking children with bilateral cochlear implants (CIs), bimodal stimulation (CI plus hearing aids [HAs]), or unilateral CIs during the first year after CI activation. METHOD Participants included 23 children with simultaneous bilateral CIs, 23 children with bimodal stimulation, and 15 children with unilateral CIs. They all received CIs before 30 months of age. Parents were asked to endorse words that their child could understand only or understand and say using the Early Vocabulary Inventory for Mandarin Chinese at the day of CI activation and 1, 3, 6, 9, and 12 months after CI activation. Receptive and expressive vocabulary sizes were computed. RESULTS Growth curve analysis revealed that children with simultaneous bilateral CIs demonstrated faster growth of receptive vocabulary than those with bimodal stimulation, followed by those with unilateral CIs. Moreover, children with simultaneous bilateral CIs reached the 100-word mark for receptive vocabulary earlier than children with bimodal stimulation, followed by those with unilateral CIs. There were no significant differences among the three groups in expressive vocabulary. CONCLUSIONS Bilateral CIs have an advantage over bimodal stimulation in early receptive vocabulary development in Mandarin, a tone language. HA usage is still recommended for those who receive one CI.
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Affiliation(s)
- Lei Xu
- Department of Otolaryngology-Head and Neck Surgery, Shandong Provincial ENT Hospital, Cheeloo College of Medicine, Shandong University, Jinan, China
- Department of Auditory Implantation, Shandong Provincial ENT Hospital, Jinan, China
| | - Jianfen Luo
- Department of Otolaryngology-Head and Neck Surgery, Shandong Provincial ENT Hospital, Cheeloo College of Medicine, Shandong University, Jinan, China
- Department of Auditory Implantation, Shandong Provincial ENT Hospital, Jinan, China
| | - Min Wang
- Department of Otolaryngology-Head and Neck Surgery, Shandong Provincial ENT Hospital, Cheeloo College of Medicine, Shandong University, Jinan, China
- Department of Auditory Implantation, Shandong Provincial ENT Hospital, Jinan, China
| | - Dianzhao Xie
- Department of Otolaryngology-Head and Neck Surgery, Shandong Provincial ENT Hospital, Cheeloo College of Medicine, Shandong University, Jinan, China
- Department of Auditory Implantation, Shandong Provincial ENT Hospital, Jinan, China
| | - Xiuhua Chao
- Department of Otolaryngology-Head and Neck Surgery, Shandong Provincial ENT Hospital, Cheeloo College of Medicine, Shandong University, Jinan, China
- Department of Auditory Implantation, Shandong Provincial ENT Hospital, Jinan, China
| | - Jinming Li
- Department of Otolaryngology-Head and Neck Surgery, Shandong Provincial ENT Hospital, Cheeloo College of Medicine, Shandong University, Jinan, China
- Department of Auditory Implantation, Shandong Provincial ENT Hospital, Jinan, China
| | - Xianqi Liu
- Department of Otolaryngology-Head and Neck Surgery, Shandong Provincial ENT Hospital, Cheeloo College of Medicine, Shandong University, Jinan, China
- Department of Auditory Implantation, Shandong Provincial ENT Hospital, Jinan, China
| | - Shuman He
- Department of Otolaryngology-Head and Neck Surgery, The Ohio State University, Columbus
- Department of Audiology, Nationwide Children's Hospital, Columbus, OH
| | - Linda Spencer
- MSSLP Program, Rocky Mountain University of Health Professions, Provo, UT
| | - Ling-Yu Guo
- Department of Communicative Disorders and Sciences, University at Buffalo, NY
- Department of Audiology and Speech-Language Pathology, Asia University, Taichung, Taiwan
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Bowdrie K, Holt RF, Blank A, Wagner L. Naturalistic Use of Aspect Morphology in Deaf and Hard-of-Hearing Children. JOURNAL OF CHILD LANGUAGE 2022; 49:366-381. [PMID: 33880987 PMCID: PMC8528877 DOI: 10.1017/s0305000921000180] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Grammatical morphology often links small acoustic forms to abstract semantic domains. Deaf and hard-of-hearing (DHH) children have reduced access to the acoustic signal and frequently have delayed acquisition of grammatical morphology (e.g., Tomblin, Harrison, Ambrose, Walker, Oleson & Moeller, 2015). This study investigated the naturalistic use of aspectual morphology in DHH children to determine if they organize this semantic domain as normal hearing (NH) children have been found to do. Thirty DHH children (M = 6;8) and 29 NH children (M = 5;11) acquiring English participated in a free-play session and their tokens of perfective (simple past) and imperfective (-ing) morphology were coded for the lexical aspect of the predicate they marked. Both groups showed established prototype effects, favoring perfective + telic and imperfective + atelic pairings over perfective + atelic and perfective + atelic ones. Thus, despite reduced access to the acoustic signal, this DHH group was unimpaired for aspectual organization.
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Pierotti E, Coffey-Corina S, Schaefer T, Corina DP. Semantic word integration in children with cochlear implants: Electrophysiological evidence. LANGUAGE, COGNITION AND NEUROSCIENCE 2021; 37:224-240. [PMID: 35187189 PMCID: PMC8849536 DOI: 10.1080/23273798.2021.1957954] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/11/2020] [Accepted: 06/15/2021] [Indexed: 06/14/2023]
Abstract
Differential auditory experiences of children with hearing-loss who receive cochlear implants (CIs) may influence the integration of lexical and conceptual information. Here we measured event-related potentials during a word-picture priming task in CI-using children (n = 29, mean age = 81 months) and typically-hearing children (n = 19, mean age = 75 months) while they viewed audiovisual-word primes and picture targets that were semantically congruent or incongruent. In both groups, semantic relatedness modulated ERP amplitude 300-500ms after picture onset, signifying an N400 semantic effect. Critically, the CI-using children's responses to unrelated pairs were significantly more negative than hearing children's responses. Group differences were mirrored in an earlier 150-275ms time window associated with a P2 response. The present findings suggest attentional and/or strategic differences impact semantic processing and contribute to the N400 differences observed between groups.
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Affiliation(s)
- Elizabeth Pierotti
- Center for Mind and Brain, University of California, Davis, CA
- Department of Psychology, University of California, Davis, CA
| | | | - Tristan Schaefer
- Center for Mind and Brain, University of California, Davis, CA
- Department of Linguistics, University of California, Davis, CA
| | - David P. Corina
- Center for Mind and Brain, University of California, Davis, CA
- Department of Psychology, University of California, Davis, CA
- Department of Linguistics, University of California, Davis, CA
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Odijk L, Gillis S. Tailoring the Input to Children's Needs: The Use of Fine Lexical Tuning in Speech Directed to Normally Hearing Children and Children With Cochlear Implants. Front Psychol 2021; 12:676664. [PMID: 34220646 PMCID: PMC8245684 DOI: 10.3389/fpsyg.2021.676664] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2021] [Accepted: 05/24/2021] [Indexed: 12/04/2022] Open
Abstract
Purpose: The aim of the present study was to explore fine lexical tuning in Dutch infant-directed speech (IDS) addressed to congenitally deaf infants who received a cochlear implant (CI) early in life (<2 years of age) in comparison with children with normal hearing (NH). The longitudinal pattern of parents' utterance length in the initial stages of the child's lexical development was examined. Parents' utterances containing the words the children eventually acquired in the earliest developmental stages were selected and their MLU (Mean Length of Utterance) was measured. Method: Transcriptions of monthly recordings of spontaneous interactions of 10 CI children and 30 NH children with their parents were analyzed. The children with CI were followed from the moment their device was switched on, and the NH children from the age of 6 months onwards. A total of 57,846 utterances of parents of CI children and 149,468 utterances of parents of NH children were analyzed. Results: IDS addressed to children with NH and children with CI exhibits fine lexical tuning: parents adjust the MLU of the utterances that contain the words that children are on the verge of producing themselves. More specifically, the parents' mean length of those utterances decreased in relation to the point when the children began using the item. Consequently, the number of occurrences in isolation of the lexical item increased. The speech addressed to all the children exhibited this phenomenon, but it was significantly more strongly present in speech addressed to the children with CI. Conclusions: The speech addressed to children with NH and CI is characterized by fine lexical tuning and a high incidence of single-word utterances in the period leading up to the children's first use of words in speech production. Notwithstanding striking commonalities, IDS addressed to children with a hearing impairment is markedly different, which suggests that parents take this specific character of the children into account.
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Affiliation(s)
- Lotte Odijk
- CLiPS, Department of Linguistics, University of Antwerp, Antwerp, Belgium
| | - Steven Gillis
- CLiPS, Department of Linguistics, University of Antwerp, Antwerp, Belgium
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Bavin EL, Sarant J, Prendergast L, Busby P, Leigh G, Peterson C. Positive Parenting Behaviors: Impact on the Early Vocabulary of Infants/Toddlers With Cochlear Implants. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2021; 64:1210-1221. [PMID: 33705677 DOI: 10.1044/2020_jslhr-20-00401] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Purpose To extend our knowledge about factors influencing early vocabulary development for infants with cochlear implants (CIs), we investigated the impact of positive parenting behaviors (PPBs) from the Indicator of Parent Child Interaction, used in parent-child interactions during everyday activities. Method Implantation age for the sample recruited from CI clinics in Australia ranged from 6 to 10 months for 22 children and from 11 to 21 months for 11 children. Three observation sessions at three monthly intervals were coded for use of PPBs. Children's productive vocabulary, based on the MacArthur-Bates Communicative Development Inventories parent checklist, was collected approximately 6 and 9 months later. A repeated-measures negative binomial generalized linear mixed-effects model was used to investigate associations between the total PPBs per session, covariates (maternal education, gender, and time since implant), and the number of words produced. In follow-up analyses with the PPBs entered separately, variable selection was used to retain only those deemed informative, based on the Akaike information criterion. Results As early as Session 1, associations between the PPBs and vocabulary were identified. Time since implant had a positive effect. For different sessions, specific PPBs (descriptive language, follows child's lead, and acceptance and warmth) were identified as important contributors. Conclusions Complementing previous findings, valuable information was identified about parenting behaviors that are likely to impact positively the early vocabulary of infants with CIs. Of importance is providing parents with information and training in skills that have the potential to help create optimal contexts for promoting their child's early vocabulary development.
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Affiliation(s)
- Edith L Bavin
- Intergenerational Health, Murdoch Children's Research Institute, Melbourne, Victoria, Australia
- School of Psychology and Public Health, La Trobe University, Melbourne, Victoria, Australia
| | - Julia Sarant
- Department of Audiology and Speech Pathology, The University of Melbourne, Victoria, Australia
| | - Luke Prendergast
- Department of Mathematics and Statistics, La Trobe University, Melbourne, Victoria, Australia
| | - Peter Busby
- Department of Audiology and Speech Pathology, The University of Melbourne, Victoria, Australia
| | - Greg Leigh
- Renwick Centre, Royal Institute for Deaf and Blind Children, Sydney, New South Wales, Australia
- Faculty of Human Sciences, Macquarie University, Sydney, New South Wales, Australia
| | - Candida Peterson
- School of Psychology, University of Queensland, Brisbane, Australia
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