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Jamsek IA, Holt RF, Kronenberger WG, Pisoni DB. Differential At-Risk Pediatric Outcomes of Parental Sensitivity Based on Hearing Status. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2021; 64:3668-3684. [PMID: 34463547 PMCID: PMC8642085 DOI: 10.1044/2021_jslhr-20-00491] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/09/2023]
Abstract
Purpose The aim of this study was to investigate the role of parental sensitivity in language and neurocognitive outcomes in children who are deaf and/or hard of hearing (DHH). Method Sixty-two parent-child dyads of children with normal hearing (NH) and 64 of children who are DHH (3-8 years) completed parent and child measures of inhibitory control/executive functioning and child measures of sentence comprehension and vocabulary. The dyads also participated in a video-recorded, free-play interaction that was coded for parental sensitivity. Results There was no evidence of associations between parental sensitivity and inhibitory control or receptive language in children with NH. In contrast, parental sensitivity was related to children's inhibitory control and all language measures in children who are DHH. Moreover, inhibitory control significantly mediated the association between parental sensitivity and child language on the Clinical Evaluation of Language Fundamentals-Fifth Edition Following Directions subscale (6-8 years)/Clinical Evaluation of Language Fundamentals Preschool-Second Edition Concepts and Following Directions subscale (3-5 years). Follow-up analyses comparing subgroups of children who used hearing aids (n = 29) or cochlear implants (CIs; n = 35) revealed similar correlational trends, with the exception that parental sensitivity showed little relation to inhibitory control in the group of CI users. Conclusions Parental sensitivity is associated with at-risk language outcomes and disturbances in inhibitory control in young children who are DHH. Compared to children with NH, children who are DHH may be more sensitive to parental behaviors and their effects on emerging inhibitory control and spoken language. Specifically, inhibitory control, when scaffolded by positive parental behaviors, may be critically important for robust language development in children who are DHH.
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Affiliation(s)
- Izabela A. Jamsek
- Department of Speech and Hearing Science, The Ohio State University, Columbus
| | - Rachael Frush Holt
- Department of Speech and Hearing Science, The Ohio State University, Columbus
| | - William G. Kronenberger
- Department of Psychiatry, Indiana University School of Medicine, Indianapolis
- DeVault Otologic Research Laboratory, Department of Otolaryngology–Head and Neck Surgery, Indiana University School of Medicine, Indianapolis
| | - David B. Pisoni
- DeVault Otologic Research Laboratory, Department of Otolaryngology–Head and Neck Surgery, Indiana University School of Medicine, Indianapolis
- Department of Psychological and Brain Sciences, Indiana University Bloomington
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Bharadwaj SV, Matzke PL, Maricle D. Effects of longstanding degraded auditory signal on visuospatial, visuomotor, and visual attention skills in adults with hearing loss. Cochlear Implants Int 2020; 22:17-28. [PMID: 32744185 DOI: 10.1080/14670100.2020.1799151] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
OBJECTIVE This study examined the consequences of long-term auditory deprivation on visuospatial functions, visuomotor functions, and visual attention skills in adults with early-onset hearing loss. METHODS Fifteen adults with bilateral, early-onset (before age 3), severe-to-profound hearing loss who used spoken language participated in this study. Visuospatial (figure ground, form constancy, visual perception) and visuomotor functions (visuomotor integration, visual search) were examined using norm-referenced tests. Visual attention scales were examined using a computerized program, IVA plus continuous performance test. RESULTS As a group, participants performed in the average range on visuospatial and visuomotor functions when compared to normative data presented in the test instruments. However, participants demonstrated below average performance on sustained visual attention. Duration of cochlear implant use positively correlated with one of the visual attention scales, namely visual speed. CONCLUSIONS The findings of the current study suggest that adults with early-onset hearing loss may demonstrate difficulties in sustaining attention to visual information. Data also suggest that increased experience with cochlear implant may ameliorate deficits associated with visual attention. Future studies should explore challenges experienced by adults with early-onset hearing loss in their daily activities that may result from this deficit and intervention programs that may enhance visual attention skills.
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Affiliation(s)
- Sneha V Bharadwaj
- Department of Communication Sciences and Disorders, Texas Woman's University, P.O. Box 425737, Denton, TX 76204, USA
| | | | - Denise Maricle
- Department of Psychology & Philosophy, Texas Woman's University, Denton, TX, USA
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Petersen IT, Bates JE, Staples AD. The role of language ability and self-regulation in the development of inattentive-hyperactive behavior problems. Dev Psychopathol 2015; 27:221-37. [PMID: 25025234 PMCID: PMC4294999 DOI: 10.1017/s0954579414000698] [Citation(s) in RCA: 50] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
Previous research has found associations but not established mechanisms of developmental linkage between language ability and inattentive-hyperactive (I-H) behavior problems. The present study examined whether self-regulation mediates the effect of language ability on later I-H behavior problems among young children (N = 120) assessed at 30, 36, and 42 months of age. Cross-lagged panel models tested the direction of effect between language ability and self-regulation and longitudinal effects of language ability on later I-H problems mediated by self-regulation. Language ability was measured by children's scores on the receptive and expressive language subtests of the Differential Ability Scales. Self-regulation was measured by three behavioral tasks requiring inhibitory control. I-H problems were reported by parents and secondary caregivers. Language ability predicted later self-regulation as measured by all three tasks. There was no association, however, between self-regulation and later language ability, suggesting that the direction of effect was stronger from language ability to later self-regulation. Moreover, the effect of language ability on later I-H behavior problems was mediated by children's self-regulation in one of the tasks (for secondary caregivers' but not parents' ratings). Findings suggest that language deficits may explain later I-H behavior problems via their prediction of poorer self-regulatory skills.
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Percy-Smith L. Associations between Auditory Capacity, Speech and Language, Level of Communication and Parental Assessment of Children with Cochlear Implant. Cochlear Implants Int 2013; 11:50-62. [DOI: 10.1002/cii.424] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
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Percy-Smith L, Jensen JH, Cayé-Thomasen P, Thomsen J, Gudman M, Lopez AG. Factors that affect the social well-being of children with cochlear implants. Cochlear Implants Int 2013; 9:199-214. [PMID: 18937269 DOI: 10.1179/cim.2008.9.4.199] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
Affiliation(s)
- Lone Percy-Smith
- East Danish Cochlear Implant Center, Department of Audiology, Gentofte University Hospital, Copenhagen, Denmark.
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Petersen IT, Bates JE, D'Onofrio BM, Coyne CA, Lansford JE, Dodge KA, Pettit GS, Van Hulle CA. Language ability predicts the development of behavior problems in children. JOURNAL OF ABNORMAL PSYCHOLOGY 2013; 122:542-57. [PMID: 23713507 PMCID: PMC3760166 DOI: 10.1037/a0031963] [Citation(s) in RCA: 114] [Impact Index Per Article: 10.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Prior studies have suggested, but not fully established, that language ability is important for regulating attention and behavior. Language ability may have implications for understanding attention-deficit hyperactivity disorder (ADHD) and conduct disorders, as well as subclinical problems. This article reports findings from two longitudinal studies to test (a) whether language ability has an independent effect on behavior problems, and (b) the direction of effect between language ability and behavior problems. In Study 1 (N = 585), language ability was measured annually from ages 7 to 13 years by language subtests of standardized academic achievement tests administered at the children's schools. Inattentive-hyperactive (I-H) and externalizing (EXT) problems were reported annually by teachers and mothers. In Study 2 (N = 11,506), language ability (receptive vocabulary) and mother-rated I-H and EXT problems were measured biannually from ages 4 to 12 years. Analyses in both studies showed that language ability predicted within-individual variability in the development of I-H and EXT problems over and above the effects of sex, ethnicity, socioeconomic status (SES), and performance in other academic and intellectual domains (e.g., math, reading comprehension, reading recognition, and short-term memory [STM]). Even after controls for prior levels of behavior problems, language ability predicted later behavior problems more strongly than behavior problems predicted later language ability, suggesting that the direction of effect may be from language ability to behavior problems. The findings suggest that language ability may be a useful target for the prevention or even treatment of attention deficits and EXT problems in children.
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Affiliation(s)
- Isaac T Petersen
- Department of Psychological and Brain Sciences, Indiana University, Bloomington, IN 47405, USA.
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Kushalnagar P, Mathur G, Moreland CJ, Napoli DJ, Osterling W, Padden C, Rathmann C. Infants and Children with Hearing Loss Need Early Language Access. THE JOURNAL OF CLINICAL ETHICS 2010. [DOI: 10.1086/jce201021208] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
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Kushalnagar P, Mathur G, Moreland CJ, Napoli DJ, Osterling W, Padden C, Rathmann C. Infants and children with hearing loss need early language access. THE JOURNAL OF CLINICAL ETHICS 2010; 21:143-54. [PMID: 20866021 PMCID: PMC3072291] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Subscribe] [Scholar Register] [Indexed: 05/29/2023]
Abstract
Around 96 percent of children with hearing loss are born to parents with intact hearing, who may initially know little about deafness or sign language. Therefore, such parents will need information and support in making decisions about the medical, linguistic, and educational management of their child. Some of these decisions are time-sensitive and irreversible and come at a moment of emotional turmoil and vulnerability (when some parents grieve the loss of a normally hearing child). Clinical research indicates that a deaf child's poor communication skills can be made worse by increased level of parental depression. Given this, the importance of reliable and up-to-date support for parents' decisions is critical to the overall well-being of their child. In raising and educating a child, parents are often offered an exclusive choice between an oral environment (including assistive technology, speech reading, and voicing) and a signing environment. A heated controversy surrounds this choice, and has since at least the late 19th century, beginning with the International Congress on the Education of the Deaf in Milan, held in 1880. While families seek advice from many sources, including, increasingly, the internet, the primary care physician (PCP) is the professional medical figure the family interacts with repeatedly. The present article aims to help family advisors, particularly the PCP and other medical advisors in this regard. We argue that deaf children need to be exposed regularly and frequently to good language models in both visual and auditory modalities from the time hearing loss is detected and continued throughout their education to ensure proper cognitive, psychological, and educational development. Since there is, unfortunately, a dearth of empirical studies on many of the issues families must confront, professional opinions, backed by what studies do exist, are the only option. We here give our strongly held professional opinions and stress the need for improved research studies in these areas.
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Affiliation(s)
- Poorna Kushalnagar
- Department of Health Services at the University of Washington in Seattle
| | - Gaurav Mathur
- Department of Linguistics at Gallaudet University in Washington, D.C
| | | | - Donna Jo Napoli
- Department of Linguistics at Swarthmore College, Swarthmore, Pennsylvania; and is an Associate at the Center for Bioethics at the University of Pennsylvania in Philadelphia
| | - Wendy Osterling
- Pediatric Neurology Resident at the Primary Children’s Medical Center, University of Utah, in Salt Lake City
| | - Carol Padden
- Department of Communication and Center for Research in Language at the University of California—San Diego
| | - Christian Rathmann
- Institute of German Sign Language and Communication of the Deaf at Universität Hamburg
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Abstract
Hearing loss has obvious implications for communication and auditory functioning. A less obvious implication of hearing loss is its effect on the remaining sensory systems, particularly vision. This paper will review research demonstrating that deafness affects the development of specific visual functions and their neural substrates, including motion processing, face processing, and attention to peripheral space. Implications of this cross-modal plasticity are discussed in a review of studies with cochlear implant recipients. This latter work suggests that visual speech perception skills that develop during periods of deafness have positive implications for later perception of auditory speech. These effects are discussed in light of multimodal processing and perceptual learning.
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Affiliation(s)
- Teresa V Mitchell
- Eunice Kennedy Shriver Center, University of Massachusetts Medical School, Waltham, MA 02452-6319, USA.
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Horn DL, Fagan MK, Dillon CM, Pisoni DB, Miyamoto RT. Visual-motor integration skills of prelingually deaf children: implications for pediatric cochlear implantation. Laryngoscope 2008; 117:2017-25. [PMID: 17828054 PMCID: PMC2586920 DOI: 10.1097/mlg.0b013e3181271401] [Citation(s) in RCA: 24] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
OBJECTIVE To investigate visual-motor integration (VI) skills of prelingually deaf (PLD) children before and after cochlear implantation (CI) and investigate correlations with spoken-language and related processing measures. DESIGN Study 1 was a longitudinal study in which VI was tested preimplant. Study 2 was a cross sectional study of school-age children who used a CI for >2 years. METHOD In study 1, a standardized design-copying task was administered preimplant, and spoken-language data were obtained at intervals up to 4 years postimplantation. Analyses were conducted to determine if preimplant VI scores were predictive of various spoken-language measures. In study 2, standardized design copying and speeded maze tracing tasks were administered along with speech perception, vocabulary, and related processing measures. RESULTS Whereas preimplant VI scores for children in study 1 fell within the typical range based on age-equivalent norms, postimplant VI standard scores in study 2 were low compared to the normative sample. Postimplant VI scores were inversely related to age at implantation. Preimplant VI scores were robustly predictive of most, but not all, spoken-language outcome scores. Postimplant design copying scores were also correlated with spoken-language and related processing measures whereas maze-tracing scores were less robustly related to these measures. CONCLUSIONS Early auditory and linguistic experience may impact the development of VI skills. VI is a preimplant predictor of later spoken language outcomes. Design copying and speeded maze tracing tasks appear to tap different sets of cognitive resources in PLD children with CIs.
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Affiliation(s)
- David L Horn
- DeVault Otologic Research Laboratory, Department of Otolaryngology/Head and Neck Surgery, Indiana University School of Medicine, Indianapolis, IN 46202, USA.
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Horn DL, Pisoni DB, Sanders M, Miyamoto RT. Behavioral assessment of prelingually deaf children before cochlear implantation. Laryngoscope 2005; 115:1603-11. [PMID: 16148703 PMCID: PMC3085009 DOI: 10.1097/01.mlg.0000171018.97692.c0] [Citation(s) in RCA: 25] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
OBJECTIVES/HYPOTHESIS To determine whether scores from a behavioral assessment of prelingually deafened children who present for cochlear implant surgery are predictive of audiological outcomes. STUDY DESIGN Retrospective review of longitudinal data collected from 42 children with prelingual hearing loss who presented for a cochlear implant before age 5 years. METHODS The Vineland Adaptive Behavioral Scales (VABS) was administered during the preimplant workup. Standardized scores reflect daily living skills, socialization, and motor development compared with a normative sample. Regression analyses were conducted to determine whether any subject variables were related to VABS scores. Mixed-model analyses were computed to determine whether preimplant VABS scores were predictive of longitudinal spoken-language data obtained after cochlear implant surgery. RESULTS Motor scores tended to be higher than nonmotor scores. Nonmotor scores were significantly lower than the normative mean and decreased with testing age. Children with acquired deafness demonstrated lower motor scores than children with congenital causes. Children with higher motor scores demonstrated significantly higher performance on language, vocabulary, and word recognition tests than children with lower motor scores. Nonmotor domains were not as robustly related to spoken-language measures, although similar trends were observed. CONCLUSION Profound deafness and language delay may confound the assessment of daily living skills and socialization in the population studied. Motor development appears to proceed normally in prelingually deafened children and is a preimplant predictor of spoken-language outcome in young infants and children with cochlear implants, a finding consistent with the large body of work establishing links between perceptual-motor and language development.
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Affiliation(s)
- David L Horn
- DeVault Otologic Research Laboratory, Department of Otolaryngology-Head and Neck Surgery, Indiana University School of Medicine, 699 Riley Research Wing 044, Indianapolis, IN 46202, USA.
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