Melo TMD, Yamaguti EH, Moret ALM, Costa OA, Lopes NBF. Development of auditory and language skills in children using cochlear implants with two signal processing strategies.
Braz J Otorhinolaryngol 2019;
86:720-726. [PMID:
31324459 PMCID:
PMC9422457 DOI:
10.1016/j.bjorl.2019.05.006]
[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: 02/12/2019] [Revised: 03/31/2019] [Accepted: 05/01/2019] [Indexed: 12/02/2022] Open
Abstract
Introduction
The increase in the spectral information offered by the sound processing strategy HiRes 120 has led to great expectations for the pediatric population. Due to a shorter duration of auditory deprivation and higher neural plasticity, children could benefit more substantially from the spectral information of this sound processing strategy.
Objective
To compare auditory and language skills in Brazilian children with cochlear implants using the HiRes and HiRes 120 sound processing strategies.
Methods
Thirty children, aged 1–3 years, with congenital hearing loss, were divided into two groups, according to the signal processing strategy adjusted at the time of the cochlear implant activation. The assessed children were matched according to chronological age and the time of the cochlear implant use. The auditory and language skills were evaluated longitudinally through the Infant-Toddler Meaningful Auditory Integration Scale and Production Infant Scale Evaluation, carried out before surgery, and 3, 6 and 12 months after device implantation. The Mann–Whitney test was applied for the comparison between the two groups with a 5% significance level.
Results
The findings indicated development of hearing and language skills in the first year of cochlear implant use; however, there was no statistically significant difference in the evolution of such skills due to the adjusted processing strategy in the activation of the cochlear implant electrodes.
Conclusion
The development of auditory and language skills in the assessed children was similar during the entire study period, regardless of which signal processing strategy was used.
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