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Puhlman J, Wood C. Comparing Deaf/Hard-of-Hearing Children's Oral Narratives Using Movies and Static Books. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2024:enae026. [PMID: 38924723 DOI: 10.1093/jdsade/enae026] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/30/2023] [Revised: 05/27/2024] [Accepted: 06/11/2024] [Indexed: 06/28/2024]
Abstract
Clinicians utilize various methods for narrative sampling, including oral assessments like story generation and retelling, often aided by visual aids. Assessing language skills in deaf/hard of hearing (DHH) children requires careful narrative technique selection. This comparative observational study investigates the narrative outcomes of story generation and retelling tasks in 21 DHH children, using both book and movie contexts. Most microstructural elements (except for the mean length of utterance) were similar across the book and movie conditions. Differences in word choice, such as the use of action verbs, were evident. Macrostructural differences between book and movie conditions were insignificant regarding story grammar elements. However, movies, being visually engaging, potentially enhance the inclusion of characters, settings, plot, and actions. This research illuminates narrative assessment considerations, emphasizing technology's role in enhancing options for assessment for DHH children.
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Affiliation(s)
- Jane Puhlman
- Communication Sciences and Disorders, University of Maine, 308 Dunn Hall, Orono, ME 04469, USA
| | - Carla Wood
- Communication Sciences and Disorders, Florida State University, Tallahassee, Fl, USA
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Zanchi P, Zampini L, Berici R. Narrative competence in Italian children with cochlear implants: a comparison with children matched by chronological or hearing age. CLINICAL LINGUISTICS & PHONETICS 2021; 35:277-292. [PMID: 32602749 DOI: 10.1080/02699206.2020.1781264] [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: 12/12/2019] [Revised: 04/29/2020] [Accepted: 06/08/2020] [Indexed: 06/11/2023]
Abstract
The present study aimed to analyse the narrative competence of a group of Italian children with a bilateral cochlear implant (CI) implanted before 30 months of age. Participants were ten children with CI (aged from 42 to 83 months) and two control groups of typically hearing children one-to-one paired by sex, non-verbal reasoning, and chronological or hearing age. A story generation task, specifically developed to assess narrative skills in children (i.e., the Narrative Competence Task) was used to evaluate both macrostructural and microstructural features of the children's narratives. Results showed that children with CI presented only one significant difference in the macrostructural aspects of narratives compared to typically hearing children matched by hearing age, specifically in the higher number of events told. In addition, concerning microstructural features, the only statistically significant difference was a lower lexical variety in the narratives produced by children with CI than in those produced by typically hearing children matched by chronological age. Both macrostructural and microstructural indices appeared to be related to the hearing age of children with CI. Early CI appeared to play a crucial role in the acquisition of a complex area of language development, as narrative competence.
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Affiliation(s)
- Paola Zanchi
- Dipartimento Di Psicologia, Università Degli Studi Di Milano-Bicocca , Milan, Italy
| | - Laura Zampini
- Dipartimento Di Psicologia, Università Degli Studi Di Milano-Bicocca , Milan, Italy
| | - Roberta Berici
- Dipartimento Di Psicologia, Università Degli Studi Di Milano-Bicocca , Milan, Italy
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Häkli S, Luotonen M, Bloigu R, Majamaa K, Sorri M. Childhood hearing impairment in northern Finland, etiology and additional disabilities. Int J Pediatr Otorhinolaryngol 2014; 78:1852-6. [PMID: 25193587 DOI: 10.1016/j.ijporl.2014.08.007] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/27/2014] [Revised: 08/06/2014] [Accepted: 08/09/2014] [Indexed: 11/16/2022]
Abstract
OBJECTIVES The purpose of this study was to determine the prevalence and etiology of hearing impairment (HI) in Finnish children and to evaluate the frequency and type of additional disabilities among children with HI. METHODS Subjects consisted of 214 children with mild to profound HI ascertained until the age of 10 years. They belonged to the birth cohort spanning the years 1993-2002 in northern Finland. The clinical data were collected from the electronic patient records of the Oulu University Hospital. Age at ascertainment, degree and type of HI and audiogram configuration were determined. Risk factors and etiology of HI and co-existing disabilities were recorded. RESULTS The prevalence of childhood HI was 2.3/1000 live births (95% CI; 2.0, 2.7). The etiology of HI was genetic in 47.2%, acquired in 16.4% and unknown in 36.4% children. Among the 214 children with HI, 101 (47.2%) had other minor or major disabilities. The frequency of additional disabilities did not differ between children with mild HI and those with moderate or severe HI (p=0.78). Additional disabilities were more common (65.7%) in children with acquired HI than in children with genetic or unknown HI (43.6%) (p=0.035). CONCLUSION The prevalence of childhood HI has remained unchanged in northern Finland as compared to previous studies. Genetic causes were the most common (47%) etiology of childhood HI. Among acquired causes of HI, perinatal risk factors were more common than previously. The frequency of additional disabilities was similar among children with different degrees of HI. Because almost 40% of children had one or more additional disabilities affecting development or learning, it is important to take them into consideration in rehabilitation.
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Affiliation(s)
- Sanna Häkli
- Department of Otorhinolaryngology, Oulu University Hospital, Oulu, Finland; Medical Research Center, Oulu University Hospital, Oulu, Finland; Institute of Clinical Medicine, Department of Otorhinolaryngology, University of Oulu, Oulu, Finland.
| | - Mirja Luotonen
- Department of Otorhinolaryngology, Oulu University Hospital, Oulu, Finland
| | - Risto Bloigu
- Medical Informatics and Statistics Research Group, University of Oulu, Oulu, Finland
| | - Kari Majamaa
- Medical Research Center, Oulu University Hospital, Oulu, Finland; Institute of Clinical Medicine, Department of Neurology, University of Oulu, Oulu, Finland; Department of Neurology, Oulu University Hospital, Oulu, Finland
| | - Martti Sorri
- Department of Otorhinolaryngology, Oulu University Hospital, Oulu, Finland; Institute of Clinical Medicine, Department of Otorhinolaryngology, University of Oulu, Oulu, Finland
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Boons T, De Raeve L, Langereis M, Peeraer L, Wouters J, van Wieringen A. Narrative spoken language skills in severely hearing impaired school-aged children with cochlear implants. RESEARCH IN DEVELOPMENTAL DISABILITIES 2013; 34:3833-3846. [PMID: 24029803 DOI: 10.1016/j.ridd.2013.07.033] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/02/2013] [Revised: 07/25/2013] [Accepted: 07/30/2013] [Indexed: 06/02/2023]
Abstract
Cochlear implants have a significant positive effect on spoken language development in severely hearing impaired children. Previous work in this population has focused mostly on the emergence of early-developing language skills, such as vocabulary. The current study aims at comparing narratives, which are more complex and later-developing spoken language skills, of a contemporary group of profoundly deaf school-aged children using cochlear implants (n=66, median age=8 years 3 months) with matched normal hearing peers. Results show that children with cochlear implants demonstrate good results on quantity and coherence of the utterances, but problematic outcomes on quality, content and efficiency of retold stories. However, for a subgroup (n=20, median age=8 years 1 month) of deaf children without additional disabilities who receive cochlear implantation before the age of 2 years, use two implants, and are raised with one spoken language, age-adequate spoken narrative skills at school-age are feasible. This is the first study to set the goals regarding spoken narrative skills for deaf children using cochlear implants.
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Affiliation(s)
- Tinne Boons
- ExpORL, Department Neurosciences, KU Leuven, Leuven, Belgium; Institute of Allied Health Sciences, Fontys University of Applied Sciences, Eindhoven, The Netherlands.
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Scorpecci A, Zagari F, Mari G, Giannantonio S, D'Alatri L, Di Nardo W, Paludetti G. Investigation on the music perception skills of Italian children with cochlear implants. Int J Pediatr Otorhinolaryngol 2012; 76:1507-14. [PMID: 22835928 DOI: 10.1016/j.ijporl.2012.07.005] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/16/2012] [Revised: 06/29/2012] [Accepted: 07/01/2012] [Indexed: 10/28/2022]
Abstract
OBJECTIVE To compare the music perception skills of a group of Italian-speaking children with cochlear implants to those of a group of normal hearing children; to analyze possible correlations between implanted children's musical skills and their demographics, clinical characteristics, phonological perception, and speech recognition and production abilities. METHODS 18 implanted children aged 5-12 years and a reference group of 23 normal-hearing subjects with typical language development were enrolled. Both groups received a melody identification test and a song (i.e. original version) identification test. The implanted children also received a test battery aimed at assessing speech recognition, speech production and phoneme discrimination. RESULTS The implanted children scored significantly worse than the normal hearing subjects in both musical tests. In the cochlear implant group, phoneme discrimination abilities were significantly correlated with both melody and song identification skills, and length of device use was significantly correlated with song identification skills. CONCLUSIONS Experience with device use and phonological perception had a moderate-to-strong correlation to implanted children's music perception abilities. In the light of these findings, it is reasonable to assume that a rehabilitation program specifically aimed at improving phonological perception could help pediatric cochlear implant recipients better understand the basic elements of music; moreover, a training aimed at improving the comprehension of the spectral elements of music could enhance implanted children's phonological skills.
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Affiliation(s)
- Alessandro Scorpecci
- ENT Department A. Gemelli Hospital, Catholic University of the Sacred Heart, Rome, Italy.
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Huttunen K, Ryder N. How children with normal hearing and children with a cochlear implant use mentalizing vocabulary and other evaluative expressions in their narratives. CLINICAL LINGUISTICS & PHONETICS 2012; 26:823-844. [PMID: 22954364 DOI: 10.3109/02699206.2012.682836] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
This study explored the use of mental state and emotion terms and other evaluative expressions in the story generation of 65 children (aged 2-8 years) with normal hearing (NH) and 11 children (aged 3-7 years) using a cochlear implant (CI). Children generated stories on the basis of sets of sequential pictures. The stories of the children with CI were obtained over the 5-year follow-up period. The children with NH continued to show an increased story length (number of words) with age. In the children with a CI, the increase was similar initially, but plateaued after 3 years of using a CI. In children with NH, the spontaneous use of mental state vocabulary in narratives increased significantly between the ages of three and six. The delayed use of mental state terms in the children with a CI was related to a reduced amount of linguistic production overall. The theoretical and clinical implications were discussed.
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Affiliation(s)
- Kerttu Huttunen
- Institute of Clinical Medicine, Department of Otorhinolaryngology, University of Oulu, Finland.
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Silva MPD, Comerlatto Junior AA, Bevilacqua MC, Lopes-Herrera SA. Instruments to assess the oral language of children fitted with a cochlear implant: a systematic review. J Appl Oral Sci 2012; 19:549-53. [PMID: 22230986 PMCID: PMC3973453 DOI: 10.1590/s1678-77572011000600002] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2010] [Accepted: 08/16/2011] [Indexed: 12/02/2022] Open
Abstract
The oral language development depends on the effective development of the hearing
system. In cases of children presenting with hearing loss, a cochlear implant is an
electronic device indicated to (re)habilitate the hearing function. Thus, it is of
paramount importance to assess and follow the oral language development of children
fitted with a cochlear implant (CI) to measure the effectiveness of the electronic
device and support the therapeutic planning of these children. Questions are
currently being raised about the instruments to assess the oral language of children
using a CI, and, seeking the answers, this systematic review aimed at surveying these
instruments. Searches were performed in three different databases utilizing six
different descriptors to select articles published from 2004 to 2009 that performed
an oral language assessment of children with a CI. Initially, 373 articles were
found, and, after the application of inclusion criteria, 47 articles were analyzed,
resulting in a survey of 74 instruments for oral language assessment, including
tests, questionnaires and inventories. In analyzing the articles, it was realized
that the studies included in this systematic review presented varied methodologies
and low levels of evidence, with a greater concentration of instruments assessing
receptive and expressive language, emphasizing the survey of the child's vocabulary
and questionnaires. Thus, it can be verified that other linguistic skills, such as
morphosyntactic, semantic, and narrative-pragmatic ones that are important in
structuring speech and language for the effectiveness of the child's speech, are not
being focused on. Just one of the instruments cited, a questionnaire, was specific
for the oral language assessment of children with cochlear implants.
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Lonka E, Hasan M, Komulainen E. Spoken Language Skills and Educational Placement in Finnish Children with Cochlear Implants. Folia Phoniatr Logop 2011; 63:296-304. [DOI: 10.1159/000326911] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022] Open
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Khwaileh FA, Flipsen P. Single word and sentence intelligibility in children with cochlear implants. CLINICAL LINGUISTICS & PHONETICS 2010; 24:722-733. [PMID: 20645856 DOI: 10.3109/02699206.2010.490003] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/29/2023]
Abstract
This study examined the intelligibility of speech produced by 17 children (aged 4-11 years) with cochlear implants. Stimulus items included sentences from the Beginners' Intelligibility Test (BIT) and words from the Children Speech Intelligibility Measure (CSIM). Naïve listeners responded by writing sentences heard or with two types of responses to the word recordings; open transcription (CSIM-T) and closed set multiple choice (CSIM-MC). Percentage of items understood, averaged across three naïve judges, were compared across the three measures. Additionally, scores were examined for any relationships with chronological age, age of implantation, and amount of implant experience. Strong positive correlations were observed among all three intelligibility tasks. Scores on all three tasks were found to be significantly different from each other. A significant correlation was obtained between intelligibility and amount of implant experience, but not with chronological age or age of implantation. Results suggest that judging the intelligibility of speech produced by children with cochlear implants using both single word and sentence levels would provide a better overall estimate of their intelligibility. The results also emphasize the vital role of auditory input in the development of intelligible speech.
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Affiliation(s)
- Fadwa A Khwaileh
- Department of Audiology and Speech Language Pathology, University of Tennessee-Health Science Center, Knoxville, TN 37996-0740, USA.
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Huttunen K, Välimaa T. Parents' views on changes in their child's communication and linguistic and socioemotional development after cochlear implantation. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2010; 15:383-404. [PMID: 20601372 DOI: 10.1093/deafed/enq029] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/29/2023]
Abstract
Our aim was to obtain versatile information on the communication and socioemotional development of implanted children in their everyday environment. We studied 18 children implanted unilaterally at the mean age of 3 years 4 months. All had normal nonverbal intelligence, but 8 (44%) had concomitant problems. Their parents filled out semistructured questionnaires at 6 months and then annually 1-5 years after activation. Parents reported a change from use of signs to speech, and changes in the children's vocal behavior and spoken language development. They also reported that children had calmed down and showed an increased sense of self-confidence and safety with an expanded social life. The greatest changes started to take place 1 year after implantation. Five years after implantation, two thirds of children were judged to be as independent as their age peers. We conclude that changes in communication pave the way to benefits in psychosocial development after implantation.
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Affiliation(s)
- Kerttu Huttunen
- Department of Otorhinolaryngology, Institute of Clinical Medicine, PO Box 5000, FI-90014 Oulun Yliopisto, Finland.
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Huttunen K, Rimmanen S, Vikman S, Virokannas N, Sorri M, Archbold S, Lutman ME. Parents' views on the quality of life of their children 2-3 years after cochlear implantation. Int J Pediatr Otorhinolaryngol 2009; 73:1786-94. [PMID: 19875180 DOI: 10.1016/j.ijporl.2009.09.038] [Citation(s) in RCA: 55] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/17/2009] [Revised: 09/22/2009] [Accepted: 09/25/2009] [Indexed: 10/20/2022]
Abstract
OBJECTIVE Cochlear implants for children are known to have impact on the lives of recipients and their families in a variety of ways. To obtain a clearer picture of these benefits, we explored the quality of life of 36 Finnish children and their families 2-3 years after unilateral cochlear implantation. METHODS The studied children were, on average 5 years old, and had received their implant at the median age of 2 years:5 months (range 1:6 to 12:3). Most (67%) of the children used speech, eight (22%) used speech and signs, and four (11%) used sign language as their main communication mode. A third of the children had concomitant problems in addition to their profound hearing impairment. A validated closed-set questionnaire "Children with cochlear implants: parental perspectives" (available, e.g., at http://www.earfoundation.org.uk/research/questionnaires.html) was used to find out parents' views and experiences on implantation and explore life after it. RESULTS Parents were most satisfied with improved/expanded social relations, improved communication (the development of spoken language), general functioning with the help of hearing and improved self-reliance of the child. Benefit of cochlear implantation was also detected with the Categories of Auditory Performance (CAP), which was concordant with views of the parents on the progress of their child in the areas of communication and education. When deciding on implantation, the parents particularly expected auditory information to enhance their child's safety in traffic, joining socially the hearing world, and better employment prospects as adults. Concerning the process of implantation, parents especially valued the know-how and fluent services of the implant centre, positive attitude within the family and information received from other families during the time they were considering the implant decision. Parents also found it important that they have the possibility to influence the communication mode that is used in their child's educational setting. CONCLUSIONS Parents report that cochlear implants affect their children in a wide variety of ways that cannot be summarized by a single scale. A broader descriptive framework is required to capture their experiences adequately.
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Affiliation(s)
- K Huttunen
- Department of Otorhinolaryngology, Institute of Clinical Medicine, University of Oulu, Oulu, Finland.
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