From hearing screening to cochlear implantation: cochlear implants in children under 3 years of age

The characteristics of social maturity in infants and children with cochlear implants in China

OBJECTIVE

The primary aim of the current study was to examine the social maturity of infants and children with cochlear implants in China. A secondary aim was to document the associated information using a General Condition Questionnaire for further cohort study in this population.

MATERIALS AND METHODS

This is a retrospective cross-sectional observational study and a pilot study. Between July and December 2017, data from all implantees between the ages of 6 months and 14 years who presented to the Hearing and Speech Center of Shanghai Ninth People's Hospital for mapping were collected. There were 119 non-overlapping cases in total. Data were collected via the Infants-Junior Middle School Students' Social-Life Abilities Scale (S-M scale) and a structured General Condition Questionnaire. The S-M scale was used for social adaptability measurement for children aged between 6 months to 14 yearsold. The General Condition Questionnaire, which was completed by the parents or primary caregivers of the implantees, gathered 3 aspects of personal information: the patient's history of hearing loss, personal history of rehabilitation and their past medical history.

RESULTS

Results showed that in 119 cases, 89 implantees (74.8%) were at or above a normal social maturity level. Thirty implantees (25.2%) scored lower than normal on the S-M standard score. Spearman's rank correlation indicated that the age at which hearing loss was noticed, the age of initial rehabilitation and the age at implantation were significantly correlated with the patients' scores on the S-M scale.

CONCLUSION

In summary, most of the cochlear implantees showed normal social maturity, with the exception of 25.2% of implantees who performed at a lower level than their normal hearing peers. These findings suggest potential targets to investigate in future cohort studies in cochlear implantees.

Bilateral Cochlear Implants: Maximizing Expected Outcomes

Sonia is a 4 years 1 month-year-old girl with Waardenburg syndrome and bilateral sensorineural hearing loss who had bilateral cochlear implants at 2 years 7 months years of age. She is referred to Developmental-Behavioral Pediatrics by her speech/language pathologist because of concerns that her language skills are not progressing as expected after the cochlear implant. At the time of the implant, she communicated using approximately 20 signs and 1 spoken word (mama). At the time of the evaluation (18 months after the implant) she had approximately 70 spoken words (English and Spanish) and innumerable signs that she used to communicate. She could follow 1-step directions in English but had more difficulty after 2-step directions.Sonia was born in Puerto Rico at 40 weeks gestation after an uncomplicated pregnancy. She failed her newborn hearing test and was given hearing aids that did not seem to help.At age 2 years, Sonia, her mother, and younger sister moved to the United States where she was diagnosed with bilateral severe-to-profound hearing loss. Genetic testing led to a diagnosis of Waardenburg syndrome (group of genetic conditions that can cause hearing loss and changes in coloring [pigmentation] of the hair, skin, and eyes). She received bilateral cochlear implants 6 months later.Sonia's mother is primarily Spanish-speaking and mostly communicates with her in Spanish or with gestures but has recently begun to learn American Sign Language (ASL). In a preschool program at a specialized school for the deaf, Sonia is learning both English and ASL. Sonia seems to prefer to use ASL to communicate.Sonia receives speech and language therapy (SLT) 3 times per week (90 minutes total) individually in school and once per week within a group. She is also receiving outpatient SLT once per week. Therapy sessions are completed in English, with the aid of an ASL interpreter. Sonia's language scores remain low, with her receptive skills in the first percentile, and her expressive skills in the fifth percentile.During her evaluation in Developmental and Behavioral Pediatrics, an ASL interpreter was present, and the examiner is a fluent Spanish speaker. Testing was completed through a combination of English, Spanish, and ASL. Sonia seemed to prefer ASL to communicate, although she used some English words with errors of pronunciation. On the Beery Visual-Motor Integration Test, she obtained a standard score of 95. Parent and teacher rating scales were not significant for symptoms of attention-deficit/hyperactivity disorder.What factors are contributing to her slow language acquisition and how would you modify her treatment plan?

Analysis of electrically evoked compound action potential of the auditory nerve in children with bilateral cochlear implants

Introduction

The cochlear implant device has the capacity to measure the electrically evoked compound action potential of the auditory nerve. The neural response telemetry is used in order to measure the electrically evoked compound action potential of the auditory nerve.

Objective

To analyze the electrically evoked compound action potential, through the neural response telemetry, in children with bilateral cochlear implants.

Methods

This is an analytical, prospective, longitudinal, historical cohort study. Six children, aged 1–4 years, with bilateral cochlear implant were assessed at five different intervals during their first year of cochlear implant use.

Results

There were significant differences in follow-up time (p = 0.0082) and electrode position (p = 0.0019) in the T-NRT measure. There was a significant difference in the interaction between time of follow-up and electrode position (p = 0.0143) when measuring the N1-P1 wave amplitude between the three electrodes at each time of follow-up.

Conclusion

The electrically evoked compound action potential measurement using neural response telemetry in children with bilateral cochlear implants during the first year of follow-up was effective in demonstrating the synchronized bilateral development of the peripheral auditory pathways in the studied population.

Audiological outcomes of cochlear implantation in Waardenburg Syndrome

INTRODUCTION

 The most relevant clinical symptom in Waardenburg syndrome is profound bilateral sensorioneural hearing loss.

AIM

 To characterize and describe hearing outcomes after cochlear implantation in patients with Waardenburg syndrome to improve preoperative expectations.

METHOD

 This was an observational and retrospective study of a series of cases. Children who were diagnosed with Waardenburg syndrome and who received a multichannel cochlear implant between March 1999 and July 2012 were included in the study. Intraoperative neural response telemetry, hearing evaluation, speech perception, and speech production data before and after surgery were assessed.

RESULTS

 During this period, 806 patients received a cochlear implant and 10 of these (1.2%) were diagnosed with Waardenburg syndrome. Eight of the children received a Nucleus 24(®) implant and 1 child and 1 adult received a DigiSonic SP implant. The mean age at implantation was 44 months among the children. The average duration of use of a cochlear implant at the time of the study was 43 months. Intraoperative neural responses were present in all cases. Patients who could use the speech processor effectively had a pure tone average of 31 dB in free-field conditions. In addition, the MUSS and MAIS questionnaires revealed improvements in speech perception and production. Four patients did not have a good outcome, which might have been associated with ineffective use of the speech processor.

CONCLUSION

 Despite the heterogeneity of the group, patients with Waardenburg syndrome who received cochlear implants were found to have hearing thresholds that allowed access to speech sounds. However, patients who received early intervention and rehabilitation showed better evolution of auditory perception.

Does the introduction of newborn hearing screening improve vocabulary development in hearing-impaired children? A population-based study in Japan

OBJECTIVE

Permanent hearing impairment has a life-long impact on children and its early identification is important for language development. A newborn hearing screening (NHS) program has started in Okayama Prefecture, Japan, in 1999 to detect hearing impairment immediately after birth. We aim to examine the effect of this screening program on vocabulary development in pre-school children in a before and after comparative study design.

METHODS

A total of 107 5-year-old children who graduated from Okayama Kanariya Gakuen (an auditory center for hearing-impaired children) between 1998 and 2011 were enrolled in this study. The pre-NHS group (n=40) was defined as those who graduated between 1998 and 2003, while the post-NHS group (n=67) was defined as those who graduated between 2004 and 2011. The primary outcome was receptive vocabulary, which was assessed by the Picture Vocabulary Test [score <18 (low) vs. score ≥18 (high)]. The secondary outcome was productive vocabulary, or the number of productive words, which was assessed by an original checklist [<1773 words (low) vs. ≥1773 (high)]. We calculated odds ratios and 95% confidence intervals for vocabulary development and compared both groups.

RESULTS

The adjusted Picture Vocabulary Test score and number of productive words were significantly higher (p<0.01) in the post-NHS group than the pre-NHS group. Odds ratios were 2.63 (95% confidence interval: 1.17-5.89) for receptive vocabulary and 4.17 (95% confidence interval: 1.69-10.29) for productive vocabulary.

CONCLUSIONS

The introduction of NHS in Okayama Prefecture significantly improved both receptive and productive vocabulary development in hearing-impaired children.

Health-related quality of life in children and adolescents with cochlear implants: self and proxy reports

CONCLUSIONS

Cochlear implantation appears to favour the perception of improved quality of life (QoL) among children and adolescents. Similar trends were observed among the responses of deaf children and their parents. However, parents of deaf children perceive fewer feelings of provocation than children and adolescents.

OBJECTIVE

This study aimed to assess health-related QoL (HRQoL) among prelingual profoundly deaf children and adolescents with cochlear implants and to compare the responses of these children to those of their parents.

METHODS

Our sample consisted of deaf children and adolescents with cochlear implants and two control groups: hearing children and adolescents and deaf children and adolescents. The ages of the participants ranged between 8 and 18 years. Parents and children/adolescents were surveyed using the Kidscreen-52, which is a generic instrument for assessing the HRQoL of children and adolescents. Structured interviews were conducted with parents to collect information and clinical histories, and the Graffar scale was used to assess socioeconomic status.

RESULTS

The hearing participants exhibited significantly higher QoL than the deaf participants without implants in nearly all domains. In contrast, although hearing participants exhibited a slightly higher QoL than implanted deaf children, these differences were smaller and failed to reach statistical significance.

Preschool teachers' perception and use of hearing assistive technology in educational settings

PURPOSE

This study explored how often sound-field amplification and personal frequency-modulated (FM) systems are used in preschool classrooms, teacher perceptions of advantages and disadvantages of using hearing assistive technology, and teacher recommendations for hearing assistive technology use.

METHOD

The study used a cross-sectional survey design. Participants were professionals who provided services to preschool-age children who are deaf or hard of hearing in public or private schools. A total of 306 surveys were sent to 162 deaf education programs throughout the United States; 99 surveys were returned (32%). Simple statistics were used to describe the quantitative survey results; content analysis was completed on open-ended survey comments.

RESULTS

Surveys were received from teachers working at listening and spoken language preschool programs (65%) and at bilingual-bicultural and total communication preschool programs (35%). Most respondents perceived that hearing assistive technology improved students' academic performance, speech and language development, behavior, and attention in the classroom. The majority of respondents also reported that they definitely would or probably would recommend a sound-field system (77%) or personal FM system (71%) to other educators.

CONCLUSION

Hearing assistive technology is frequently used in preschool classrooms of children who are deaf or hard of hearing, with generally positive teacher perceptions of the benefits of using such technology.

Cortical auditory evoked potentials in unsuccessful cochlear implant users

In some cochlear implant users, success is not achieved in spite of optimal clinical factors (including age at implantation, duration of rehabilitation and post-implant hearing level), which may be attributed to disorders at higher levels of the auditory pathway. We used cortical auditory evoked potentials to investigate the ability to perceive and discriminate auditory stimuli in 10 unsuccessful implant users aged 8-10 years (CI) and 10 healthy age-matched controls with normal hearing (NH). Pure tones (1 and 2 kHz) and double consonant-vowel syllables were applied. The stimuli were presented in an oddball paradigm that required the subjects to react consciously. The latencies and amplitudes of the P1, N1, P2, N2 and P3 waves were analyzed, in addition to reaction times and number of responses. Significant differences in the average response times and number of responses were observed between the CI and NH groups. The latencies also indicate that the CI group took longer to perceive and discriminate between tonal and speech auditory stimuli than the NH group.

Auditory and oral language abilities in children with cochlear implants: a case study

The cochlear implant (CI) represents the most important advance in the treatment of individuals with severe to profound bilateral hearing loss who do not benefit from hearing aids. Children who receive the CI during the critical period of neuroplasticity of the auditory system, when combined with speech therapy, have the chance to develop the auditory and linguistic skills similarly to their normal hearing peers. Two cases of implanted children are presented in this study, and one of them was not enrolled in a formal aurioral therapeutic program since the implantation surgery. At the moment of language and auditory assessment, the children were 2 years and 5 months old, and the CI had been used for 11 months. According to the results presented, it was observed that the child enrolled in rehabilitation program had better auditory and language performance when compared to the other child. Despite the remarkable benefits that the CI provides to children with hearing impairment, the device itself only provides the child with the audibility of environmental sounds and speech signal. For the auditory and language development to happen, it is necessary, among other factors, a speech-language intervention, with partnership between professionals and parents.

Adaptação de próteses auditivas no candidato ao implante coclear

OBJETIVO: caracterizar o perfil audiométrico e demográfico de pacientes candidatos ao implante coclear encaminhados ao setor de prótese auditiva e entre esses, a frequência de indivíduos que se beneficiaram da amplificação sonora. MÉTODOS: foram estudados os pacientes atendidos no período de maio de 2007 a dezembro 2008. Foi realizado o levantamento do perfil da população segundo sexo, idade, escolaridade e etiologia. Foi calculada a média da melhor e pior orelha e classificada segundo Frota (2003). A média dos limiares auditivos com as próteses auditivas indicadas foi calculada e considerada como benefício quando permitia acesso aos sons da fala do português brasileiro (Russo e Behlau, 1993). RESULTADOS: foram avaliados nesse período 194 prontuários. 108 pacientes já eram usuários de próteses auditivas (55,6%), 100 do sexo masculino (52%), 94 do sexo feminino (48%), 109 eram crianças (56%) e 85 eram adultos (44%). A média de idade foi 4,8 anos (crianças) e 41,9 anos (adultos). Entre os adultos, 24 possuíam ensino fundamental incompleto (33%). A etiologia mais frequente foi a desconhecida (33%). Dezenove pacientes se beneficiaram do uso da prótese auditiva (10%). No grupo de pacientes que se beneficiaram da prótese auditiva, a média dos limiares em campo livre com amplificação foi de 47 dBNA e 48 dBNA, na melhor e na pior orelha, respectivamente, nas crianças e 50 dBNA e 45 dBNA, respectivamente, nos adultos. CONCLUSÃO: o perfil dos pacientes foi: na maioria criança, sexo masculino, etiologia desconhecida, já usuários de próteses auditivas com média de idade 4,8 anos (crianças) e 41,9 anos (adultos), audiometria com perda auditiva neurossensorial profunda bilateral, sendo que a prótese beneficiou 10% dos pacientes.