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Kartheiser G, Cormier K, Bell-Souder D, Dye M, Sharma A. Neurocognitive outcomes in young adults with cochlear implants: The role of early language access and crossmodal plasticity. Hear Res 2024; 451:109074. [PMID: 39018768 DOI: 10.1016/j.heares.2024.109074] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/31/2024] [Revised: 06/03/2024] [Accepted: 07/02/2024] [Indexed: 07/19/2024]
Abstract
Many children with profound hearing loss have received cochlear implants (CI) to help restore some sense of hearing. There is, however, limited research on long-term neurocognitive outcomes in young adults who have grown up hearing through a CI. This study compared the cognitive outcomes of early-implanted (n = 20) and late-implanted (n = 21) young adult CI users, and typically hearing (TH) controls (n=56), all of whom were enrolled in college. Cognitive fluidity, nonverbal intelligence, and American Sign Language (ASL) comprehension were assessed, revealing no significant differences in cognition and nonverbal intelligence between the early and late-implanted groups. However, there was a difference in ASL comprehension, with the late-implanted group having significantly higher ASL comprehension. Although young adult CI users showed significantly lower scores in a working memory and processing speed task than TH age-matched controls, there were no significant differences in tasks involving executive function shifting, inhibitory control, and episodic memory between young adult CI and young adult TH participants. In an exploratory analysis of a subset of CI participants (n = 17) in whom we were able to examine crossmodal plasticity, we saw greater evidence of crossmodal recruitment from the visual system in late-implanted compared with early-implanted CI young adults. However, cortical visual evoked potential latency biomarkers of crossmodal plasticity were not correlated with cognitive measures or ASL comprehension. The results suggest that in the late-implanted CI users, early access to sign language may have served as a scaffold for appropriate cognitive development, while in the early-implanted group early access to oral language benefited cognitive development. Furthermore, our results suggest that the persistence of crossmodal neuroplasticity into adulthood does not necessarily impact cognitive development. In conclusion, early access to language - spoken or signed - may be important for cognitive development, with no observable effect of crossmodal plasticity on cognitive outcomes.
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Affiliation(s)
- Geo Kartheiser
- Rochester Institute of Technology, Rochester, NY, United States of America
| | - Kayla Cormier
- Department of Speech Language and Hearing Sciences, University of Colorado Boulder, Boulder, CO, United States of America
| | - Don Bell-Souder
- Department of Speech Language and Hearing Sciences, University of Colorado Boulder, Boulder, CO, United States of America
| | - Matthew Dye
- Rochester Institute of Technology, Rochester, NY, United States of America
| | - Anu Sharma
- Department of Speech Language and Hearing Sciences, University of Colorado Boulder, Boulder, CO, United States of America.
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Inguscio BMS, Cartocci G, Sciaraffa N, Nicastri M, Giallini I, Aricò P, Greco A, Babiloni F, Mancini P. Two are better than one: Differences in cortical EEG patterns during auditory and visual verbal working memory processing between Unilateral and Bilateral Cochlear Implanted children. Hear Res 2024; 446:109007. [PMID: 38608331 DOI: 10.1016/j.heares.2024.109007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/26/2023] [Revised: 03/28/2024] [Accepted: 04/04/2024] [Indexed: 04/14/2024]
Abstract
Despite the proven effectiveness of cochlear implant (CI) in the hearing restoration of deaf or hard-of-hearing (DHH) children, to date, extreme variability in verbal working memory (VWM) abilities is observed in both unilateral and bilateral CI user children (CIs). Although clinical experience has long observed deficits in this fundamental executive function in CIs, the cause to date is still unknown. Here, we have set out to investigate differences in brain functioning regarding the impact of monaural and binaural listening in CIs compared with normal hearing (NH) peers during a three-level difficulty n-back task undertaken in two sensory modalities (auditory and visual). The objective of this pioneering study was to identify electroencephalographic (EEG) marker pattern differences in visual and auditory VWM performances in CIs compared to NH peers and possible differences between unilateral cochlear implant (UCI) and bilateral cochlear implant (BCI) users. The main results revealed differences in theta and gamma EEG bands. Compared with hearing controls and BCIs, UCIs showed hypoactivation of theta in the frontal area during the most complex condition of the auditory task and a correlation of the same activation with VWM performance. Hypoactivation in theta was also observed, again for UCIs, in the left hemisphere when compared to BCIs and in the gamma band in UCIs compared to both BCIs and NHs. For the latter two, a correlation was found between left hemispheric gamma oscillation and performance in the audio task. These findings, discussed in the light of recent research, suggest that unilateral CI is deficient in supporting auditory VWM in DHH. At the same time, bilateral CI would allow the DHH child to approach the VWM benchmark for NH children. The present study suggests the possible effectiveness of EEG in supporting, through a targeted approach, the diagnosis and rehabilitation of VWM in DHH children.
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Affiliation(s)
- Bianca Maria Serena Inguscio
- Department of Molecular Medicine, Sapienza University of Rome, Viale Regina Elena 291, Rome 00161, Italy; BrainSigns Srl, Via Tirso, 14, Rome 00198, Italy.
| | - Giulia Cartocci
- Department of Molecular Medicine, Sapienza University of Rome, Viale Regina Elena 291, Rome 00161, Italy; BrainSigns Srl, Via Tirso, 14, Rome 00198, Italy
| | | | - Maria Nicastri
- Department of Sense Organs, Sapienza University of Rome, Viale dell'Università 31, Rome 00161, Italy
| | - Ilaria Giallini
- Department of Sense Organs, Sapienza University of Rome, Viale dell'Università 31, Rome 00161, Italy
| | - Pietro Aricò
- Department of Molecular Medicine, Sapienza University of Rome, Viale Regina Elena 291, Rome 00161, Italy; BrainSigns Srl, Via Tirso, 14, Rome 00198, Italy; Department of Computer, Control, and Management Engineering "Antonio Ruberti", Sapienza University of Rome, Via Ariosto 125, Rome 00185, Italy
| | - Antonio Greco
- Department of Sense Organs, Sapienza University of Rome, Viale dell'Università 31, Rome 00161, Italy
| | - Fabio Babiloni
- Department of Molecular Medicine, Sapienza University of Rome, Viale Regina Elena 291, Rome 00161, Italy; BrainSigns Srl, Via Tirso, 14, Rome 00198, Italy; Department of Computer Science, Hangzhou Dianzi University, Xiasha Higher Education Zone, Hangzhou 310018, China
| | - Patrizia Mancini
- Department of Sense Organs, Sapienza University of Rome, Viale dell'Università 31, Rome 00161, Italy
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Qu H, Tang H, Wang L, Wang W, Zhao Y, Chen A, Hu C. Effects on brain structural and functional in deaf children after aerobic exercise training: a pilot cluster randomized controlled study. Int J Neurosci 2024:1-10. [PMID: 38618672 DOI: 10.1080/00207454.2024.2341910] [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: 08/07/2022] [Accepted: 04/07/2024] [Indexed: 04/16/2024]
Abstract
Purpose: To examine effects of aerobic exercise interventions on brain via the structural Magnetic Resonance Imaging (MRI), as well as functional change during working memory (WM) task using fMRI in deaf children.Method: The study applied a cluster randomized controlled design. Twelve deaf children in the intervention group were required to complete an eleven-week aerobic exercise intervention, while other twelve age and gender matched deaf children in the control group were required to keep their normal daily life. Task fMRI images of each participant were acquired in the baseline and post intervention period. The surface-based morphometry (SBM) analysis and functional activation analysis were employed to probe the effects of 11-week aerobic exercise on cerebral structural and functional in deaf children, respectively.Results: The 11-week aerobic exercise intervention did not change brain structure in deaf children. However, behavior performance (reaction time and mean accuracy rate) presented significant improvements after the 11-week aerobic exercise intervention. Compared to the control group, the intervention group showed decreased reaction time in the 2-back (p < 0.001) and 2-0 back (p < 0.001), and increased mean accuracy rate during 2-back (p = 0.034). Furthermore, enhanced brain activations in the left supplementary motor cortex (p < 0.05, FDR-corrected) and left paracentral lobule (p < 0.05, FDR-corrected) were observed in the intervention group.Conclusion: 11-week aerobic exercise intervention may not be able to modulate brain structure in deaf children, but may have significantly positive effects on behavior performance and brain functional activation during WM task.
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Affiliation(s)
- Hang Qu
- Department of Radiology, Affiliated Hospital of Yangzhou University, Yangzhou University, Yangzhou, China
- Department of Radiology, The First Affiliated Hospital of Soochow University, Suzhou Jiangsu, China
| | - Hui Tang
- Deparment of Health Sciences & Kinesiology, GA Southern University, Statesboro, GA, USA
| | - Liping Wang
- Department of Biobank, Clinical Medical College, Yangzhou University. Yangzhou Jiangsu, China
- Institute of Epigenetics and Epigenomics, College of Animal Science and Technology, Yangzhou University. Yangzhou Jiangsu, China
| | - Wei Wang
- Department of Radiology, Affiliated Hospital of Yangzhou University, Yangzhou University, Yangzhou, China
| | - Yi Zhao
- Department of Radiology, Affiliated Hospital of Yangzhou University, Yangzhou University, Yangzhou, China
- Department of Radiology, The First Affiliated Hospital of Soochow University, Suzhou Jiangsu, China
| | - Aiguo Chen
- College of Physical Education, Yangzhou University, Yangzhou, Jiangsu, China
| | - Chunhong Hu
- Department of Radiology, The First Affiliated Hospital of Soochow University, Suzhou Jiangsu, China
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Lukovenko T, Sikinbayev B, Shterts O, Mironova E. Parental Competence as a Teacher in the Auditory Development of Children with Cochlear Implants. JOURNAL OF PSYCHOLINGUISTIC RESEARCH 2023; 52:2119-2133. [PMID: 37480449 DOI: 10.1007/s10936-023-09995-8] [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] [Accepted: 07/07/2023] [Indexed: 07/24/2023]
Abstract
The number of children with partial or total hearing loss is increasing every day, and most of them are undergoing cochlear implant surgery. The paper aims to assess the teaching competence of parents of children with cochlear implants. The study took one year (2022) in 1 [Almaty, Kazakhstan] kindergarten and 1 specialized school. Twenty-four parents of children (mean age 3.5 ± 0.5 years) and 20 parents of children of primary school age (10.0 ± 0.5 years) who underwent surgery at the age of 1-2 and 6-9 years were included in the study. A minimal number of parents had a high level of competence; sufficient competence was noticed among the two times larger number of parents; however, most of the parents had insufficient competence. The indicators of children were as follows: 3 children had a high level of listening perception; twice as many of them had a sufficient level; the same number had an insufficient level. There were more children with a low level, 3 times more than with a high level. A high level of pedagogical competence of parents correlated with a high level of children's auditory verbal abilities (on the scale of auditory ability integration). There was also a direct relationship with the level of speech development (on the scale of speech use) for children who had the surgery a year earlier. The obtained data can apply to the educational process for children with cochlear implants to improve their auditory and speech skills as quickly as possible. The involvement of parents in the education and rehabilitation of children with cochlear implants is crucial for the successful adaptation and development of the child. Parents can become irreplaceable partners of specialists and educational institutions, providing their children with optimal support and assistance on their way to the development of auditory and communication skills. To enhance parental competence in the area of auditory development of children with cochlear implants, it is recommended to participate in specialized educational programs designed for parents, offered by professionals and organizations. Additionally, actively engaging with educational resources, online materials, and informational communities is beneficial for acquiring up-to-date knowledge and receiving support from other parents, specialists, and experts.
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Affiliation(s)
- Tatiana Lukovenko
- Department of Theory and Methodology of Pedagogical and Defectological Education, Pacific State University, Khabarovsk, Russia
| | - Bauyrzhan Sikinbayev
- Department of Special Pedagogy, Kazakh National Womens Teacher Training University, Almaty, Kazakhstan.
| | - Olga Shterts
- Department of Psychology, Kazan Federal University, Elabuga, Russia
| | - Ekaterina Mironova
- Department of Polyclinic Therapy, Institute of Clinical Medicine named after N.V. Sklifosovsky, I.M. Sechenov First Moscow State Medical University (Sechenov University), Moscow, Russia
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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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Cejas I, Barker DH, Petruzzello E, Sarangoulis CM, Quittner AL. Cochlear Implantation and Educational and Quality-of-Life Outcomes in Adolescence. JAMA Otolaryngol Head Neck Surg 2023; 149:708-715. [PMID: 37382935 PMCID: PMC10311426 DOI: 10.1001/jamaoto.2023.1327] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2023] [Accepted: 04/25/2023] [Indexed: 06/30/2023]
Abstract
Importance Cochlear implants (CIs) have been shown to be effective in improving auditory skills and speech and language development. However, less is known about the long-term outcomes of CIs on educational functioning or quality of life. Objective To evaluate long-term educational outcomes and quality of life in adolescents over 13 years postimplantation. Design, Setting, and Participants This longitudinal cohort study included 188 children with bilateral severe to profound hearing loss with CIs from the Childhood Development After Cochlear Implantation (CDaCI) study from hospital-based CI programs; a cohort of 340 children with severe to profound hearing loss without CIs from a nationally representative survey (National Longitudinal Transition Study-2; NLTS-2), and results from the literature of comparable children without CIs. Exposure(s) Cochlear implantation (early and late). Main Outcomes and Measures Adolescent performance on measures of academic achievement (Woodcock Johnson), language (Comprehensive Assessment of Spoken Language), and quality of life (Pediatric Quality of Life Inventory, Youth Quality of Life Instrument-Deaf and Hard of Hearing). Results The CDaCI cohort included 188 children, 136 of whom completed the wave 3 postimplantation follow-up visits (77 [55%] female) with CIs; mean [SD] age was 11.47 [1.27] years. The NLTS-2 cohort included 340 children (50% female) with severe to profound hearing loss without CIs. Children with CIs had better academic performance compared with children without CIs with similar levels of hearing loss. The largest benefits were seen for children who received implants early (prior to age 18 months), who performed at or above age and gender norms for language and academic achievement. Similarly, adolescents with CIs reported better quality of life on the Pediatric Quality of Life Inventory compared with children without CIs. On a condition-specific measure (Youth Quality of Life Instrument-Deaf and Hard of Hearing), children who received implants early scored higher across all 3 domains than comparisons without CIs. Conclusions and Relevance To our knowledge, this is the first study to evaluate long-term educational outcomes and quality of life in adolescents using CIs. This longitudinal cohort study showed better outcomes of CIs in terms of language, academic performance, and quality of life. While the greatest benefits were observed for children who received implants before age 18 months, benefits were also noted for children who received implants later, providing evidence that children with severe to profound hearing loss with CIs can achieve at or above expected levels compared with hearing peers.
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Affiliation(s)
- Ivette Cejas
- Department of Otolaryngology, University of Miami, Miami, Florida
| | - David H. Barker
- Department of Psychiatry, Rhode Island Hospital, Providence
- Department of Psychiatry and Human Behavior, Alpert Medical School of Brown University, Providence, Rhode Island
| | - Esteban Petruzzello
- Department of Economics, Miami Herbert Business School, Coral Gables, Florida
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Ibraheem OA, Abdelghani M, Hassan EM, El-Nebtity N, Gad NH. Multidisciplinary Cognitive Function Assessment of Good versus Poor Performance in Children with Cochlear Implants: An Observational Cross-Sectional Study. Int Arch Otorhinolaryngol 2023; 27:e445-e454. [PMID: 37564474 PMCID: PMC10411165 DOI: 10.1055/s-0042-1750201] [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: 12/02/2021] [Accepted: 04/17/2022] [Indexed: 08/12/2023] Open
Abstract
Introduction Despite the developing technology of cochlear implants (CIs), implanted prelingual hearing-impaired children exhibit variable speech processing outcomes. When these children match in personal and implant-related criteria, the CI outcome variability could be related to higher-order cognitive impairment. Objectives To evaluate different domains of cognitive function in good versus poor CI performers using a multidisciplinary approach and to find the relationship between these functions and different levels of speech processing. Methods This observational, cross-sectional study used the word recognition score (WRS) test to categorize 40 children with CIs into 20 good (WRS/65%) and 20 poor performers (WRS < 65%). All participants were examined for speech processing at different levels (auditory processing and spoken language) and cognitive functioning using (1) verbal tests (verbal component of Stanford-Binet intelligence [SBIS], auditory memory, auditory vigilance, and P300); and (2) performance tasks (performance components of SBIS, and trail making test). Results The outcomes of speech processing at different functional levels and both domains of cognitive function were analyzed and correlated. Speech processing was impaired significantly in poor CI performers. This group also showed a significant cognitive function deficit, in which the verbal abilities were more affected (in 93.5%) than in the good performers (in 69.5%). Moreover, cognitive function revealed a significant correlation and predictive effect on the CI speech outcomes. Conclusion Cognitive function impairment represented an important factor that underlies the variable speech proficiency in cochlear-implanted children. A multidisciplinary evaluation of cognitive function would provide a comprehensive overview to improve training strategies.
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Affiliation(s)
- Ola A Ibraheem
- Audio-Vestibular Medicine Unit, Department of Otolaryngology-Head and Neck Surgery, Faculty of Medicine, Zagazig University, Egypt
| | - Mohamed Abdelghani
- Department of Neuropsychiatry, Faculty of Medicine, Zagazig University, Egypt
| | - Elham M Hassan
- Phoniatrics Unit, Department of Otolaryngology-Head and Neck Surgery, Faculty of Medicine, Zagazig University, Egypt
| | - Nadia El-Nebtity
- Audio-Vestibular Medicine Unit, Department of Otolaryngology-Head and Neck Surgery, Faculty of Medicine, Zagazig University, Egypt
| | - Nahlah H Gad
- Audio-Vestibular Medicine Unit, Department of Otolaryngology-Head and Neck Surgery, Faculty of Medicine, Zagazig University, Egypt
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Kral A. Hearing and Cognition in Childhood. Laryngorhinootologie 2023; 102:S3-S11. [PMID: 37130527 PMCID: PMC10184669 DOI: 10.1055/a-1973-5087] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/04/2023]
Abstract
The human brain shows extensive development of the cerebral cortex after birth. This is extensively altered by the absence of auditory input: the development of cortical synapses in the auditory system is delayed and their degradation is increased. Recent work shows that the synapses responsible for corticocortical processing of stimuli and their embedding into multisensory interactions and cognition are particularly affected. Since the brain is heavily reciprocally interconnected, inborn deafness manifests not only in deficits in auditory processing, but also in cognitive (non-auditory) functions that are affected differently between individuals. It requires individualized approaches in therapy of deafness in childhood.
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Affiliation(s)
- Andrej Kral
- Institut für AudioNeuroTechnologie (VIANNA) & Abt. für experimentelle Otologie, Exzellenzcluster Hearing4All, Medizinische Hochschule Hannover (Abteilungsleiter und Institutsleiter: Prof. Dr. A. Kral) & Australian Hearing Hub, School of Medicine and Health Sciences, Macquarie University, Sydney, Australia
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Mancini P, Nicastri M, Giallini I, Odabaşi Y, Greco A, Dincer D'Alessandro H, Portanova G, Mariani L. Long-term speech perception and morphosyntactic outcomes in adolescents and young adults implanted in childhood. Int J Pediatr Otorhinolaryngol 2023; 167:111514. [PMID: 36947998 DOI: 10.1016/j.ijporl.2023.111514] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/05/2023] [Revised: 03/10/2023] [Accepted: 03/12/2023] [Indexed: 03/24/2023]
Abstract
BACKGROUND Long-term assessments of children with cochlear implants (CI) are important inputs to help guide families and professionals in therapeutic and counselling processes. Based on these premises, the primary aim of the present study was to assess the long-term speech and language outcomes in a sample of prelingually deaf or hard of hearing (DHH) adolescents and young adults with unilateral or bilateral implantation in childhood. The secondary aim was to investigate the correlations of age at implantation with long-term speech and language outcomes. MATERIALS AND METHODS Retrospective observational study on 54 long-term CI users, 33 unilateral and 21 bilateral (mean age at CI surgery 38.1 ± 24.6 months; mean age at last follow-up assessment 19.1 ± 4.3 years of age and mean follow-up time 16 ± 3.7 years). Means and standards were used to describe speech perception (in quiet, in fixed noise and in adaptive noise using It-Matrix) and morphosyntactic comprehension (TROG-2) outcomes. A univariate analysis was used to evaluate outcome differences between unilateral and bilateral patients. Bivariate analysis was performed to investigate the relationships between age at CI, audiological variables, and language outcomes. Finally, multivariate analysis was performed to quantify the relationship between It-Matrix, sentence recognition in quiet and at SNR+10 and TROG-2. RESULTS The participants showed good speech recognition performance in quiet (94% for words and 89% for sentences) whilst their speech-in-noise scores decreased significantly. For the It-Matrix, only 9.2% of the participants showed scores within the normative range. This value was 60% for TROG-2 performance. For both auditory and language skills, group differences for unilateral versus bilateral CI users were not statistically significant (p > 0.05). Bivariate analysis showed that age at CI correlated significantly with overall results at TROG-2 (r = -0.6; p < 0.001) and with It-Matrix (r = 0.5; p < 0.001). TROG-2 was negatively correlated with results for It-Matrix (r = -0.5; p < 0.001). In the multivariate analysis with It-Matrix as a dependent variable, the model explained 63% of the variance, of which 60% was related to sentence recognition and 3% to morphosyntax. CONCLUSIONS These data contribute to the definition of average long-term outcomes expected in subjects implanted during childhood whilst increasing our knowledge of the effects of variables such as age at CI and morphosyntactic comprehension on speech perception. Although the majority of this prelingually DHH cohort did not achieve scores within a normative range, remarkably better It-Matrix scores were observed when compared to those from postlingually deafened adult CI users.
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Affiliation(s)
| | - Maria Nicastri
- Department of Sense Organs, Sapienza University, Rome, Italy
| | - Ilaria Giallini
- Department of Sense Organs, Sapienza University, Rome, Italy
| | - Yilmaz Odabaşi
- Faculty of Health Sciences, Hacettepe University, Ankara, Turkey
| | - Antonio Greco
- Department of Sense Organs, Sapienza University, Rome, Italy
| | | | - Ginevra Portanova
- Department of Sense Organs, Sapienza University, Rome, Italy; Clinical and Experimental Neuroscience and Psychiatry PhD Program, Italy
| | - Laura Mariani
- Department of Sense Organs, Sapienza University, Rome, Italy; Clinical and Experimental Neuroscience and Psychiatry PhD Program, Italy.
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Fei P, Shehata-Dieler W, Huestegge L, Hagen R, Kühn H. Longitudinal Development of Verbal and Nonverbal Intelligence After Cochlear Implantation According to Wechsler Tests in German-speaking Children: A Preliminary Study. Ear Hear 2023; 44:264-275. [PMID: 36163636 DOI: 10.1097/aud.0000000000001278] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
Abstract
OBJECTIVES Intelligence as a construct of cognitive abilities is the basis of knowledge and skill acquisition and the main predictor of academic achievement. As a broad construct, it is usually divided into subdomains, such as nonverbal and verbal intelligence. Verbal intelligence is one domain of intelligence but is not synonymous with specific linguistic abilities like grammar proficiency. We aim to address the general expectation that early cochlear implantation enables children who are hard of hearing to develop comprehensively, including with respect to verbal intelligence. The primary purpose of this study is to trace the longitudinal development of verbal and nonverbal intelligence in children with cochlear implants (CIs). DESIGN Sixteen children with congenital hearing loss who received unilateral or bilateral implants and completed at least two intelligence assessments around the age of school entrance were included in the study. The first assessment was performed around 3 years after CI fitting (chronological age range: 3.93 to 7.03 years). The second assessment was performed approximately 2 years after the first assessment. To analyze verbal and nonverbal IQ in conjunction and across children at different ages, we used corresponding standardized and normalized tests from the same test family (Wechsler Preschool and Primary Scale of Intelligence and/or Wechsler Intelligence Scale for Children). RESULTS Regarding longitudinal development, both verbal and nonverbal IQ increased, but verbal IQ increased more substantially over time. At the time of the second measurement, verbal and nonverbal IQ were on a comparable level. Nevertheless, we also observed strong inter-individual differences. The duration between both assessments was significantly associated with verbal IQ at the second measurement time point and thus with verbal IQ gain over time. Education mode (regular vs. special kindergarten/school) was significantly correlated with nonverbal IQ at the second assessment time point. CONCLUSIONS The results, despite the small sample size, clearly suggest that children with CIs can achieve intellectual abilities comparable to those of their normal-hearing peers by around the third year after initial CI fitting, and they continue to improve over the following 2 years. We recommend further research focusing on verbal IQ assessed around the age of school entrance to be used as a predictor for further development and for the establishment of an individual educational program.
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Affiliation(s)
- Peipei Fei
- Department of Otorhinolaryngology, Plastic, Aesthetic and Reconstructive Head and Neck Surgery, University of Wuerzburg, Wuerzburg, Germany
| | - Wafaa Shehata-Dieler
- Department of Otorhinolaryngology, Plastic, Aesthetic and Reconstructive Head and Neck Surgery, University of Wuerzburg, Wuerzburg, Germany
| | - Lynn Huestegge
- Department of Psychology, University of Wuerzburg, Wuerzburg, Germany
| | - Rudolf Hagen
- Department of Otorhinolaryngology, Plastic, Aesthetic and Reconstructive Head and Neck Surgery, University of Wuerzburg, Wuerzburg, Germany
| | - Heike Kühn
- Department of Otorhinolaryngology, Plastic, Aesthetic and Reconstructive Head and Neck Surgery, University of Wuerzburg, Wuerzburg, Germany
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Almusawi H. Factors Affecting the Writing Performance in Hearing and Deaf Children: An Insight into Regularities and Irregularities of the Arabic Orthographic System. LANGUAGE AND SPEECH 2023; 66:246-264. [PMID: 35652441 DOI: 10.1177/00238309221097714] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
This study aims to account for the underlying causes of spelling errors in hearing and deaf children who speak a dialectal form of Arabic that substantially differs from the standard written one. It presents a general overview of the spoken Arabic language and its written system, drawing attention to some of the phonological and orthographic regularities and irregularities used in constructing and decoding Arabic words and sentences. It also accounts for the diglossic factors that interfere with the process of phoneme-to-grapheme mapping. The spelling outcomes of a group of hearing children are compared with another group of orally educated deaf children, who in addition to the complexity and diglossity of Arabic, have limited hearing abilities. Both groups performed two written tasks, one representing the standard form and the other representing the dialect. These tasks identified the types of spelling and segmentation errors and the effects of the committed errors on children's awareness of the concept of word and word boundaries. Analysis of the results reveals their spelling errors' nature and frequencies, and progressively categorizes the most prominent errors in practicing each language form. The deaf group (n = 30) produced significantly more errors than the hearing group (n = 36) in the dysphonetic errors and the word omission categories. The findings indicate that the sociolinguistic context of the Arabic language and the orthographic nature of the Arabic script are both important factors affecting hearing and deaf children's awareness of the concept of word as well as their spelling performance. These results may enable educators to understand the underlying factors of Arabic spelling and produce targeted error correction strategies to maximize children's learning outcomes.
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Affiliation(s)
- Hashemiah Almusawi
- Department of Special Education, College of Basic Education, The Public Authority for Applied Education and Training, Kuwait
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12
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Dang J, Bian PP, Chen C, Bai SJ, Guo Y, Xu BC. The value of nonverbal intelligence in cochlear implant. Acta Otolaryngol 2023; 143:24-27. [PMID: 36602408 DOI: 10.1080/00016489.2022.2161624] [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: 01/06/2023]
Abstract
BACKGROUND Congenital sensorineural hearing loss is a common congenital condition. OBJECTIVES The purpose of this study was to assess the correlation between nonverbal mental development and the effect of post-cochlear implant in children. MATERIAL AND METHODS The study is a retrospective analysis of the CI program implemented at the ENT in the Lanzhou University Second Hospital (China). We reviewed data of 225 children who received CI between 2015 and 2018. Finally, 115 children met the inclusion criteria. Our hospital used The Griffith mental development scales to evaluate the preoperative non-verbal intelligence. The outcome of CI was evaluated using the categories of IT-MAIS, MUSS, CAP and SIR at 2 years after surgery. The associations between the preoperative non-verbal development quotient (DQ) and the postoperative outcomes were analyzed. RESULTS Preoperative non-verbal DQ correlates with the long-term postoperative result, especially the Eye-hand co-ordination and Performance DQ. CONCLUSIONS AND SIGNIFICANCE Preoperative non-verbal intelligence would predict postoperative effect. The single postoperative scale does not fully reflect the postoperative result.
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Affiliation(s)
- Jiong Dang
- Department of Otolaryngology-Head and Neck Surgery, Lanzhou University Second Hospital, Lanzhou, PR China
| | - Pan-Pan Bian
- Department of Otolaryngology-Head and Neck Surgery, Lanzhou University Second Hospital, Lanzhou, PR China
| | - Chi Chen
- Department of Otolaryngology-Head and Neck Surgery, Lanzhou University Second Hospital, Lanzhou, PR China
| | - Sheng-Jin Bai
- Department of Otolaryngology-Head and Neck Surgery, Lanzhou University Second Hospital, Lanzhou, PR China
| | - Yufen Guo
- Department of Otolaryngology-Head and Neck Surgery, Lanzhou University Second Hospital, Lanzhou, PR China.,Health Commission of Gansu Province, Lanzhou, PR China
| | - Bai-Cheng Xu
- Department of Otolaryngology-Head and Neck Surgery, Lanzhou University Second Hospital, Lanzhou, PR China
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13
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Torppa R, Kuuluvainen S, Lipsanen J. The development of cortical processing of speech differs between children with cochlear implants and normal hearing and changes with parental singing. Front Neurosci 2022; 16:976767. [PMID: 36507354 PMCID: PMC9731313 DOI: 10.3389/fnins.2022.976767] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2022] [Accepted: 11/04/2022] [Indexed: 11/21/2022] Open
Abstract
Objective The aim of the present study was to investigate speech processing development in children with normal hearing (NH) and cochlear implants (CI) groups using a multifeature event-related potential (ERP) paradigm. Singing is associated to enhanced attention and speech perception. Therefore, its connection to ERPs was investigated in the CI group. Methods The paradigm included five change types in a pseudoword: two easy- (duration, gap) and three difficult-to-detect (vowel, pitch, intensity) with CIs. The positive mismatch responses (pMMR), mismatch negativity (MMN), P3a and late differentiating negativity (LDN) responses of preschoolers (below 6 years 9 months) and schoolchildren (above 6 years 9 months) with NH or CIs at two time points (T1, T2) were investigated with Linear Mixed Modeling (LMM). For the CI group, the association of singing at home and ERP development was modeled with LMM. Results Overall, responses elicited by the easy- and difficult to detect changes differed between the CI and NH groups. Compared to the NH group, the CI group had smaller MMNs to vowel duration changes and gaps, larger P3a responses to gaps, and larger pMMRs and smaller LDNs to vowel identity changes. Preschoolers had smaller P3a responses and larger LDNs to gaps, and larger pMMRs to vowel identity changes than schoolchildren. In addition, the pMMRs to gaps increased from T1 to T2 in preschoolers. More parental singing in the CI group was associated with increasing pMMR and less parental singing with decreasing P3a amplitudes from T1 to T2. Conclusion The multifeature paradigm is suitable for assessing cortical speech processing development in children. In children with CIs, cortical discrimination is often reflected in pMMR and P3a responses, and in MMN and LDN responses in children with NH. Moreover, the cortical speech discrimination of children with CIs develops late, and over time and age, their speech sound change processing changes as does the processing of children with NH. Importantly, multisensory activities such as parental singing can lead to improvement in the discrimination and attention shifting toward speech changes in children with CIs. These novel results should be taken into account in future research and rehabilitation.
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Affiliation(s)
- Ritva Torppa
- Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland,Cognitive Brain Research Unit, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland,Centre of Excellence in Music, Mind, Body and Brain, Faculty of Medicine, University of Helsinki, Helsinki, Finland
| | - Soila Kuuluvainen
- Cognitive Brain Research Unit, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland,Department of Digital Humanities, Faculty of Arts, University of Helsinki, Helsinki, Finland
| | - Jari Lipsanen
- Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland
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14
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Hardman G, Kyle F, Herman R, Morgan G. Pre-linguistic social communication skills and post implant language outcomes in deaf children with cochlear implants. JOURNAL OF COMMUNICATION DISORDERS 2022; 100:106275. [PMID: 36327573 DOI: 10.1016/j.jcomdis.2022.106275] [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: 07/16/2021] [Revised: 10/12/2022] [Accepted: 10/25/2022] [Indexed: 06/16/2023]
Abstract
PURPOSE This study investigates the relationship between pre-linguistic social communication skills and age of cochlear implant for future language outcomes in a large sample of deaf children. METHOD A retrospective cohort study of records from 75 children. Pre-implant data included Age at Implant, pre-linguistic communication (social, symbolic and speech) skills, and non-verbal ability. Receptive and expressive language development data at 1 year, 2 years and 4 years post implant were analysed to investigate the relationships between pre-implant factors and language outcomes, in particular pre-linguistic social communication skills in early and late implanted children. RESULTS Age at Implant was the strongest correlate of post implant expressive and receptive language outcomes. The sample was divided into early implanted (<18 month) and late implanted (>18 months) children. In the early implanted group, pre-linguistic social communication skills were the strongest pre-implant correlate of language outcomes four years post-implant. In the late implanted group, there were no significant pre-implant correlates of language outcomes. CONCLUSIONS Long term language outcomes after cochlear implantation are the product of a set of communicative, cognitive and environmental factors. Early pre-implant social communication skills are an important consideration for clinicians who guide parents as to likely long-term outcomes post cochlear implantation. Social communication skills are particularly important for children who receive implants before the age of 18 months.
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Affiliation(s)
| | | | | | - Gary Morgan
- City, University of London, UK; Universitat Oberta de Catalunya.
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15
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Chebib E, Maudoux A, Benoit C, Bernard S, Belarbi N, Parodi M, Picone O, Van Den Abbeele T, Wiener Vacher SR, Teissier N. Predictors of cochleovestibular dysfunction in children with congenital cytomegalovirus infection. Eur J Pediatr 2022; 181:2909-2918. [PMID: 35551461 DOI: 10.1007/s00431-022-04495-8] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/24/2022] [Revised: 04/28/2022] [Accepted: 04/30/2022] [Indexed: 11/30/2022]
Abstract
UNLABELLED The purpose of this study is to assess the predictive factors of both hearing and vestibular impairment in congenitally cytomegalovirus-infected children (cCMV) through a multivariate analysis of clinical and imaging characteristics collected during pregnancy and at birth. This retrospective study was conducted between March 2014 and March 2020, including confirmed congenitally CMV-infected children with a complete vestibular and hearing assessment. Data concerning pregnancy, date of infection, clinical characteristics, and symptomatology at birth were collected. In total, 130 children were included, with a median age of 21 months. Eighty-three children (64%) presented with an inner ear impairment (both cochlear and vestibular impairment). Sex, modality of maternal infection (seroconversion or reactivation), pregnancy term, weight and head circumference at birth, neonatal clinical signs of infection, and treatment were not significantly correlated with inner ear impairment. However, multivariate analysis confirmed that there are two independent predictive factors of inner ear impairment: antenatal imaging lesions (ORa = 8.02 [1.74; 60.27], p-value = 0.01) and infection during the first trimester (ORa = 4.47 [1.21; 19.22], p-value = 0.03). Conversely, infections occurring during the second trimester were rarely associated with inner ear impairment: 4/13 (31%) in our series, with vestibular impairment alone (4/4) and no hearing loss. None of the children infected during the third trimester developed inner ear dysfunction. CONCLUSION Besides the symptomatic status of the CMV infection at birth, we found that antenatal imaging brain damage and early infection (mainly during the first trimester) constitute the two best independent predictive factors of inner ear involvement in congenitally CMV-infected children. WHAT IS KNOWN • Congenital cytomegalovirus infection is the leading infectious cause of neurological disabilities and sensorineural hearing loss in children and responsible of vestibular disorders, which are probably underestimated. • No articles have yet defined the predictive factors of the entire inner ear impairment (vestibule and cochlea). WHAT IS NEW • The timing of the infection during pregnancy (first and second trimester, ORa=4.47) and antenatal imaging lesions (ORa=8.02) are independently predictive (in a multivariate analysis) of inner ear involvement. • The symptomatic status at birth is a poor predictor of inner ear impairment.
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Affiliation(s)
- Emilien Chebib
- Department of Otolaryngology, Robert Debre Hospital, Assistance Publique Hôpitaux de Paris (APHP), Paris University, 48 boulevard Sérurier, 75019, Paris, France.
| | - Audrey Maudoux
- Department of Otolaryngology, Robert Debre Hospital, Assistance Publique Hôpitaux de Paris (APHP), Paris University, 48 boulevard Sérurier, 75019, Paris, France.,Center for Balance Evaluation in Children (EFEE), Department of Otolaryngology, Robert Debre Hospital, Assistance Publique Hôpitaux de Paris (APHP), Paris University, Paris, France
| | - Charlotte Benoit
- Department of Otolaryngology, Robert Debre Hospital, Assistance Publique Hôpitaux de Paris (APHP), Paris University, 48 boulevard Sérurier, 75019, Paris, France.,Université de Paris, INSERM U1141 NeuroDiderot, Inserm, 75019, Paris, France
| | - Sophie Bernard
- Department of Otolaryngology, Robert Debre Hospital, Assistance Publique Hôpitaux de Paris (APHP), Paris University, 48 boulevard Sérurier, 75019, Paris, France
| | - Nadia Belarbi
- Department of Pediatric Imaging, Hospital Robert Debré, Paris VII University, 48 Bd Serurier, 75019, Paris, France
| | - Marine Parodi
- Department of Otolaryngology, Necker-Enfants Malades Hospital, Assistance Publique Hôpitaux de Paris (APHP), Paris University, Paris, France
| | - Olivier Picone
- Department of Gynecology-Obstetrics, Louis Mourier Hospital, Assistance Publique-Hôpitaux de Paris (APHP), Paris University, Colombes, France.,Université de Paris, INSERM U1137, Inserm, 75018, Paris, France
| | - Thierry Van Den Abbeele
- Department of Otolaryngology, Robert Debre Hospital, Assistance Publique Hôpitaux de Paris (APHP), Paris University, 48 boulevard Sérurier, 75019, Paris, France.,Université de Paris, INSERM U1141 NeuroDiderot, Inserm, 75019, Paris, France
| | - Sylvette R Wiener Vacher
- Department of Otolaryngology, Robert Debre Hospital, Assistance Publique Hôpitaux de Paris (APHP), Paris University, 48 boulevard Sérurier, 75019, Paris, France.,Center for Balance Evaluation in Children (EFEE), Department of Otolaryngology, Robert Debre Hospital, Assistance Publique Hôpitaux de Paris (APHP), Paris University, Paris, France.,Université de Paris, INSERM U1141 NeuroDiderot, Inserm, 75019, Paris, France
| | - Natacha Teissier
- Department of Otolaryngology, Robert Debre Hospital, Assistance Publique Hôpitaux de Paris (APHP), Paris University, 48 boulevard Sérurier, 75019, Paris, France.,Université de Paris, INSERM U1141 NeuroDiderot, Inserm, 75019, Paris, France
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16
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The relationships between language, working memory and rapid naming in children with mild to moderate hearing loss. Int J Pediatr Otorhinolaryngol 2022; 158:111156. [PMID: 35490609 DOI: 10.1016/j.ijporl.2022.111156] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/21/2022] [Revised: 03/30/2022] [Accepted: 04/20/2022] [Indexed: 11/21/2022]
Abstract
OBJECTIVE Hearing loss is associated with reduced quality and quantity of auditory input, and difficulty in cognitive and language skills. This study aimed to investigate the relationship between language, working memory, and rapid naming skills in children with mild to moderate sensorineural hearing loss (MMHL). METHODS Twenty children with MMHL with the same auditory experience and demographical conditions using bilateral hearing aids were included. Verbal memory subscale of the Working Memory Scale (WMS), consisting of verbal short-term memory (V-STM) and verbal working memory (V-WM) subtests, was administered to all participants. They also completed rapid automatized naming tasks and standardized language measures. RESULTS The language score showed a moderate and significant correlation with verbal memory (VM) score (p = 0.03, r = 0.48) and a moderate and negative correlation with rapid automatized naming (RAN) duration (p = 0.06, r = -0.61). The VM score showed a moderate and significant negative correlation with RAN duration (p = 0.01, r = -0.67). The language level has a strong and significant positive correlation with V-STM (p = 0.007, r = 0.60), V-WM (p = 0.009, r = 0.58), and VM level (p = 0.003, r = 0.65). VM subtests levels have a strong and significant positive correlation with each other (p = 0.017, r = 0.53). RAN level has a strong and significant negative correlation with VM (p = 0.001, r = -0.70), V-WM (p = 0.001, r = -0.76), V-STM (p = 0.001, r = -0.69), and language level (p = 0.001, r = -0.77). CONCLUSION The results suggest that the language, verbal working memory, and rapid naming skills of children with MMHL are closely related. It is recommended that the relationship between verbal short-term memory, verbal working memory, rapid naming skills, and language skills should be considered in therapeutic and educational settings. To the best of our knowledge, this is the first study to examine the relationships between verbal-short-term -working memory, duration of rapid automatized naming, and language skills in children with MMHL.
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17
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Oghalai JS, Bortfeld H, Feldman HM, Chimalakonda N, Emery C, Choi JS, Zhou S. Cochlear Implants for Deaf Children With Early Developmental Impairment. Pediatrics 2022; 149:188094. [PMID: 35607935 PMCID: PMC9648123 DOI: 10.1542/peds.2021-055459] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 03/10/2022] [Indexed: 11/24/2022] Open
Abstract
BACKGROUND AND OBJECTIVES Infants with profound hearing loss are typically considered for cochlear implantation. Many insurance providers deny implantation to children with developmental impairments because they have limited potential to acquire verbal communication. We took advantage of differing insurance coverage restrictions to compare outcomes after cochlear implantation or continued hearing aid use. METHODS Young children with deafness were identified prospectively from 2 different states, Texas and California, and followed longitudinally for an average of 2 years. Children in cohort 1 (n = 138) had normal cognition and adaptive behavior and underwent cochlear implantation. Children in cohorts 2 (n = 37) and 3 (n = 29) had low cognition and low adaptive behavior. Those in cohort 2 underwent cochlear implantation, whereas those in cohort 3 were treated with hearing aids. RESULTS Cohorts did not substantially differ in demographic characteristics. Using cohort 2 as the reference, children in cohort 1 showed more rapid gains in cognitive, adaptive function, language, and auditory skills (estimated coefficients, 0.166 to 0.403; P ≤ .001), whereas children in cohort 3 showed slower gains (-0.119 to -0.243; P ≤ .04). Children in cohort 3 also had greater increases in stress within the parent-child system (1.328; P = .02), whereas cohorts 1 and 2 were not different. CONCLUSIONS Cochlear implantation benefits children with deafness and developmental delays. This finding has health policy implications not only for private insurers but also for large, statewide, publicly administered programs. Cognitive and adaptive skills should not be used as a "litmus test" for pediatric cochlear implantation.
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Affiliation(s)
- John S. Oghalai
- Caruso Department of Otolaryngology–Head and Neck
Surgery, University of Southern California, Los Angeles, California,Address correspondence to John S. Oghalai, MD, Caruso Department
of Otolaryngology–Head and Neck Surgery, University of Southern
California, Healthcare Center 4, 1450 San Pablo St, Ste 5800, Los Angeles, CA
90033. E-mail:
| | - Heather Bortfeld
- Department of Psychological Sciences, University of
California, Merced, Merced, California
| | - Heidi M. Feldman
- Department of Pediatrics, Stanford University, Stanford,
California
| | | | | | - Janet S. Choi
- Caruso Department of Otolaryngology–Head and Neck
Surgery, University of Southern California, Los Angeles, California
| | - Shane Zhou
- Caruso Department of Otolaryngology–Head and Neck
Surgery, University of Southern California, Los Angeles, California
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18
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Busch T, Brinchmann EI, Braeken J, Wie OB. Receptive Vocabulary of Children With Bilateral Cochlear Implants From 3 to 16 Years of Age. Ear Hear 2022; 43:1866-1880. [PMID: 35426854 PMCID: PMC9592181 DOI: 10.1097/aud.0000000000001220] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
Abstract
OBJECTIVES The vocabulary of children with cochlear implants is often smaller than that of their peers with typical hearing, but there is uncertainty regarding the extent of the differences and potential risks and protective factors. Some studies indicate that their receptive vocabulary develops well at first, but that they fail to keep up with their typical hearing peers, causing many CI users to enter school with a receptive vocabulary that is not age-appropriate. To better understand the receptive vocabulary abilities of children with cochlear implants this study explored age-related differences to matched children with typical hearing and associations between vocabulary skills and child-level characteristics. DESIGN A retrospective cross-sectional study with matched controls was conducted at the Norwegian national cochlear implant center at Oslo University Hospital. Eighty-eight children (mean age 8.7 years; range 3.2 to 15.9; 43 girls, 45 boys) who had received bilateral cochlear implants before 3 years of age were compared with two groups of children with typical hearing. One group was matched for maternal education, sex, and chronological age, the other group was matched for maternal education, sex, and hearing age. Receptive vocabulary performance was measured with the British Picture Vocabulary Scale. RESULTS Cochlear implant users' receptive vocabulary was poorer than that of age-matched children with typical hearing ( M = 84.6 standard points, SD = 21.1; children with typical hearing: M = 102.1 standard points, SD = 15.8; mean difference -17.5 standard points, 95% CI [-23.0 to -12.0], p < 0.001; Hedges's g = -0.94, 95% CI [-1.24 to -0.62]), and children with cochlear implants were significantly more likely to perform below the normative range (risk ratio = 2.2, 95% CI [1.42 to 3.83]). However, there was a significant nonlinear U-shaped effect of age on the scores of cochlear implant users, with the difference to the matched typical hearing children being largest (23.9 standard points, on average) around 8.7 years of age and smaller toward the beginning and end of the age range. There was no significant difference compared with children with typical hearing when differences in auditory experience were accounted for. Variability was not significantly different between the groups. Further analysis with a random forest revealed that, in addition to chronological age and hearing age, simultaneous versus sequential implantation, communication mode at school, and social integration were predictors of cochlear implant users' receptive vocabulary. CONCLUSIONS On average, the receptive vocabulary of children with cochlear implants was smaller than that of their typical hearing peers. The magnitude of the difference was changing with age and was the largest for children in early primary school. The nonlinear effect of age might explain some of the ambiguity in previous research findings and could indicate that better intervention is required around school entry. The results emphasize that continuous monitoring and support are crucial to avoid far-reaching negative effects on the children's development and well-being.
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Affiliation(s)
- Tobias Busch
- Department of Special Needs Education, University of Oslo, Oslo, Norway
| | | | - Johan Braeken
- Centre for Educational Measurement, University of Oslo, Oslo, Norway
| | - Ona Bø Wie
- Department of Special Needs Education, University of Oslo, Oslo, Norway,Department of Otolaryngology, Oslo University Hospital, Oslo, Norway
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19
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Saksida A, Ghiselli S, Picinali L, Pintonello S, Battelino S, Orzan E. Attention to Speech and Music in Young Children with Bilateral Cochlear Implants: A Pupillometry Study. J Clin Med 2022; 11:1745. [PMID: 35330071 PMCID: PMC8956090 DOI: 10.3390/jcm11061745] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/21/2022] [Revised: 03/05/2022] [Accepted: 03/16/2022] [Indexed: 12/10/2022] Open
Abstract
Early bilateral cochlear implants (CIs) may enhance attention to speech, and reduce cognitive load in noisy environments. However, it is sometimes difficult to measure speech perception and listening effort, especially in very young children. Behavioral measures cannot always be obtained in young/uncooperative children, whereas objective measures are either difficult to assess or do not reliably correlate with behavioral measures. Recent studies have thus explored pupillometry as a possible objective measure. Here, pupillometry is introduced to assess attention to speech and music in noise in very young children with bilateral CIs (N = 14, age: 17-47 months), and in the age-matched group of normally-hearing (NH) children (N = 14, age: 22-48 months). The results show that the response to speech was affected by the presence of background noise only in children with CIs, but not NH children. Conversely, the presence of background noise altered pupil response to music only in in NH children. We conclude that whereas speech and music may receive comparable attention in comparable listening conditions, in young children with CIs, controlling for background noise affects attention to speech and speech processing more than in NH children. Potential implementations of the results for rehabilitation procedures are discussed.
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Affiliation(s)
- Amanda Saksida
- Institute for Maternal and Child Health—IRCCS “Burlo Garofolo”—Trieste, 34137 Trieste, Italy; (S.P.); (E.O.)
| | - Sara Ghiselli
- Ospedale Guglielmo da Saliceto, 29121 Piacenza, Italy;
| | - Lorenzo Picinali
- Dyson School of Design Engineering, Imperial College London, London SW7 2DB, UK;
| | - Sara Pintonello
- Institute for Maternal and Child Health—IRCCS “Burlo Garofolo”—Trieste, 34137 Trieste, Italy; (S.P.); (E.O.)
| | - Saba Battelino
- Faculty of Medicine, University of Ljubljana, University Medical Centre Ljubljana, SI-1000 Ljubljana, Slovenia;
| | - Eva Orzan
- Institute for Maternal and Child Health—IRCCS “Burlo Garofolo”—Trieste, 34137 Trieste, Italy; (S.P.); (E.O.)
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20
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Panzeri F, Cavicchiolo S, Giustolisi B, Di Berardino F, Ajmone PF, Vizziello P, Donnini V, Zanetti D. Irony Comprehension in Children With Cochlear Implants: The Role of Language Competence, Theory of Mind, and Prosody Recognition. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2021; 64:3212-3229. [PMID: 34284611 DOI: 10.1044/2021_jslhr-20-00671] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Purpose Aims of this research were (a) to investigate higher order linguistic and cognitive skills of Italian children with cochlear implants (CIs); (b) to correlate them with the comprehension of irony, which has never been systematically studied in this population; and (c) to identify the factors that facilitate the development of this competence. Method We tested 28 Italian children with CI (mean chronological age = 101 [SD = 25.60] months, age range: 60-144 months), and two control groups of normal-hearing (NH) peers matched for chronological age and for hearing age, on a series of tests assessing their cognitive abilities (nonverbal intelligence and theory of mind), linguistic skills (morphosyntax and prosody recognition), and irony comprehension. Results Despite having grammatical abilities in line with the group of NH children matched for hearing age, children with CI lag behind both groups of NH peers on the recognition of emotions through prosody and on the comprehension of ironic stories, even if these two abilities were not related. Conclusions This is the first study that targeted irony comprehension in children with CI, and we found that this competence, which is crucial for maintaining good social relationships with peers, is impaired in this population. In line with other studies, we found a correlation between this ability and advanced theory of mind skills, but at the same time, a deeper investigation is needed, to account for the high variability of performance in children with CI.
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Affiliation(s)
| | - Sara Cavicchiolo
- Audiology Unit, Department of Specialist Surgical Sciences, Fondazione IRCCS Ca' Granda, Ospedale Maggiore Policlinico, Milan, Italy
- Department of Clinical Sciences and Community Health, University of Milan, Italy
| | | | - Federica Di Berardino
- Audiology Unit, Department of Specialist Surgical Sciences, Fondazione IRCCS Ca' Granda, Ospedale Maggiore Policlinico, Milan, Italy
- Department of Clinical Sciences and Community Health, University of Milan, Italy
| | - Paola Francesca Ajmone
- Child and Adolescent Neuropsychiatric Service (UONPIA), Fondazione IRCCS Ca' Granda, Ospedale Maggiore Policlinico, Milan, Italy
| | - Paola Vizziello
- Child and Adolescent Neuropsychiatric Service (UONPIA), Fondazione IRCCS Ca' Granda, Ospedale Maggiore Policlinico, Milan, Italy
| | - Veronica Donnini
- Child and Adolescent Neuropsychiatric Service (UONPIA), Fondazione IRCCS Ca' Granda, Ospedale Maggiore Policlinico, Milan, Italy
| | - Diego Zanetti
- Audiology Unit, Department of Specialist Surgical Sciences, Fondazione IRCCS Ca' Granda, Ospedale Maggiore Policlinico, Milan, Italy
- Department of Clinical Sciences and Community Health, University of Milan, Italy
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21
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Werfel KL, Bassard SD, Squires C. Nonverbal Intelligence Predicts Performance of Preschool Children With Hearing Loss on Norm-Referenced Language Measures But Not Language Sample Analysis. Ear Hear 2021; 41:1764-1771. [PMID: 33136649 PMCID: PMC8611815 DOI: 10.1097/aud.0000000000000897] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
OBJECTIVES The purpose of this study was to explore the effects of nonverbal intelligence on spoken language performance in children with hearing loss who use amplification and spoken language. Specifically, we compared language performance measured by norm-referenced measures compared with spontaneous language sample measures. DESIGN Nonverbal intelligence and spoken language skills were analyzed using norm-referenced nonverbal intelligence and language assessments and language sample analyses in 92 children ages 3 to 6 who varied by hearing and nonverbal intelligence status. All children had nonverbal intelligence within the average or above-average range. RESULTS Regression analyses revealed that, after controlling for maternal education and hearing status, nonverbal intelligence contributed unique variance to norm-referenced language measures but not spontaneous language measures. CONCLUSIONS Performance on norm-referenced language measures is influenced by nonverbal intelligence, whereas functional language use measured by spontaneous language samples is not. These findings suggest that spontaneous language measures may contribute additional value to language assessment batteries that are independent of nonverbal intelligence.
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Affiliation(s)
- Krystal L Werfel
- Department of Communication Sciences and Disorders, University of South Carolina, Columbia, South Carolina, USA
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22
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Micheletti S, Accorsi P, Giordano L, Calza S, Nassif N, Barezzani MG, Fazzi E, Redaelli de Zinis LO. Cognitive improvement after cochlear implantation in deaf children with associated disabilities. Dev Med Child Neurol 2020; 62:1429-1436. [PMID: 32914885 DOI: 10.1111/dmcn.14671] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 07/30/2020] [Indexed: 11/27/2022]
Abstract
AIM To monitor functional auditory and non-verbal cognitive skills in children with cochlear implants who had associated disabilities over a 24-month period and define how cochlear implantation may impact on non-verbal cognition by restoring functional auditory skills. METHOD Sixty-four children with cochlear implants (36 females, 28 males; mean age 4y 3mo, SD 3y 5mo, 9mo-14y 5mo) were recruited and divided into three groups: children with typical development group (TDG); children with associated disabilities not linked to non-verbal cognitive disorders group (ADG1); and children with associated disabilities linked to non-verbal cognitive disorders group (ADG2). Tests of functional auditory, communicative, and non-verbal cognitive skills were performed before cochlear implantation and at 12 and 24 months after cochlear implantation. RESULTS Functional auditory and communicative skills improved similarly in the three groups at 12 and 24 months after implantation. An increase in non-verbal cognitive scores was present in children in the ADG2 from baseline to 12 and 24 months (p<0.01), whereas scores remained stable in children in the TDG and ADG1. The increased functional auditory skills scores after cochlear implantation corresponded to an increase in non-verbal cognitive scores (p=0.032) in children in the ADG2. INTERPRETATION Children with associated disabilities, especially if linked to non-verbal cognitive disorders, benefitted from cochlear implantation. They improved their comprehension of acoustic information inferred from the environment, improving not only functional auditory skills but also non-verbal cognition.
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Affiliation(s)
- Serena Micheletti
- Unit of Child Neurology and Psychiatry, ASST Spedali Civili of Brescia, Brescia, Italy
| | - Patrizia Accorsi
- Unit of Child Neurology and Psychiatry, ASST Spedali Civili of Brescia, Brescia, Italy
| | - Lucio Giordano
- Unit of Child Neurology and Psychiatry, ASST Spedali Civili of Brescia, Brescia, Italy
| | - Stefano Calza
- Unit of Biostatistics and Bioinformatics, Department of Molecular and Translational Medicine, University of Brescia, Brescia, Italy
| | - Nader Nassif
- Paediatric Otolaryngology Head Neck Surgery, ASST Spedali Civili of Brescia, Brescia, Italy
| | - Maria G Barezzani
- Unit of Paediatric Audiology and Phoniatrics, ASST Spedali Civili of Brescia, Brescia, Italy
| | - Elisa Fazzi
- Unit of Child Neurology and Psychiatry, ASST Spedali Civili of Brescia, Brescia, Italy.,Department of Clinical and Experimental Sciences, University of Brescia, Brescia, Italy
| | - Luca O Redaelli de Zinis
- Department of Medical and Surgical Specialties, Radiological Sciences and Public Health, Section of Head and Neck Surgery, University of Brescia, Brescia, Italy
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Abstract
IMPORTANCE Hearing loss in children is common and by age 18 years, affects nearly 1 of every 5 children. Without hearing rehabilitation, hearing loss can cause detrimental effects on speech, language, developmental, educational, and cognitive outcomes in children. OBSERVATIONS Consequences of hearing loss in children include worse outcomes in speech, language, education, social functioning, cognitive abilities, and quality of life. Hearing loss can be congenital, delayed onset, or acquired with possible etiologies including congenital infections, genetic causes including syndromic and nonsyndromic etiologies, and trauma, among others. Evaluation of hearing loss must be based on suspected diagnosis, type, laterality and degree of hearing loss, age of onset, and additional variables such as exposure to cranial irradiation. Hearing rehabilitation for children with hearing loss may include use of hearing aids, cochlear implants, bone anchored devices, or use of assistive devices such as frequency modulating systems. CONCLUSIONS AND RELEVANCE Hearing loss in children is common, and there has been substantial progress in diagnosis and management of these cases. Early identification of hearing loss and understanding its etiology can assist with prognosis and counseling of families. In addition, awareness of treatment strategies including the many hearing device options, cochlear implant, and assistive devices can help direct management of the patient to optimize outcomes.
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Affiliation(s)
- Judith E C Lieu
- Department of Otolaryngology-Head and Neck Surgery, Washington University in St Louis, St Louis, Missouri
| | - Margaret Kenna
- Department of Otolaryngology and Communication Enhancement, Boston Children's Hospital, Boston, Massachusetts
- Department of Otolaryngology, Head and Neck Surgery, Harvard Medical School, Boston, Massachusetts
| | - Samantha Anne
- Head and Neck Institute, Cleveland Clinic, Cleveland, Ohio
| | - Lisa Davidson
- Department of Otolaryngology-Head and Neck Surgery, Washington University in St Louis, St Louis, Missouri
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Socher M, Ingebrand E, Wass M, Lyxell B. The relationship between reasoning and language ability: comparing children with cochlear implants and children with typical hearing. LOGOP PHONIATR VOCO 2020; 47:73-83. [PMID: 33150820 DOI: 10.1080/14015439.2020.1834613] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
PURPOSE Language has been suggested to play a facilitating role for analogical reasoning tasks, especially for those with high complexity. This study aims to evaluate if differences in analogical reasoning ability between children with cochlear implants (CI) and children with typical hearing (TH) might be explained by differences in language ability. METHODS The analogical reasoning ability (verbal; non-verbal; complex non-verbal: high relational integration demand) of children with CI (N = 15, mean age = 6;7) was compared to two groups of children with TH: age and language matched (TH-A+L, N = 23, mean age = 6;5), and age matched (TH-A, N = 23, mean age = 6;5). RESULTS Children with CI were found to perform comparable to Group TH-A+L on non-verbal reasoning tasks but significantly more poorly on a verbal analogical reasoning task. Children with CI were found to perform significantly more poorly on both the non-verbal analogical reasoning task with high relational integration demand and on the verbal analogical reasoning task compared to Group TH-A. For the non-verbal analogical reasoning task with lower relational integration demand only a tendency for a difference between group CI and Group TH-A was found. CONCLUSIONS The results suggest that verbal strategies are influencing the performance on the non-verbal analogical reasoning tasks with a higher relational integration demand. The possible reasons for this are discussed. The verbal analogical reasoning task used in the current study partly measured lexical access. Differences between the children with CI and both groups of children with TH might therefore be explained by differences in expressive vocabulary skills.
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Affiliation(s)
- Michaela Socher
- Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden.,Linnaeus Centre HEAD, Swedish Institute for Disability Research, Linköping University, Linköping, Sweden
| | - Elias Ingebrand
- Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden
| | - Malin Wass
- Department of Business Administration, Technology and Social Sciences, Luleå University of Technology, Luleå, Sweden
| | - Björn Lyxell
- Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden.,Linnaeus Centre HEAD, Swedish Institute for Disability Research, Linköping University, Linköping, Sweden
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Yoshinaga-Itano C, Sedey AL, Mason CA, Wiggin M, Chung W. Early Intervention, Parent Talk, and Pragmatic Language in Children With Hearing Loss. Pediatrics 2020; 146:S270-S277. [PMID: 33139440 PMCID: PMC8237329 DOI: 10.1542/peds.2020-0242f] [Citation(s) in RCA: 21] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 08/31/2020] [Indexed: 11/24/2022] Open
Abstract
BACKGROUND AND OBJECTIVES Pragmatic language skills form the foundation for conversational competence, whereas deficits in this area are associated with behavioral problems and low literacy skills. Children who are deaf or hard of hearing demonstrate significant delays in this critical area of language. Our purpose with this research was to identify variables associated with pragmatic language ability in children who are deaf or hard of hearing. METHODS This was a longitudinal study of 124 children with bilateral hearing loss between 4 and 7 years of age living in Colorado. As part of a comprehensive speech and language assessment, pragmatic language skills were evaluated annually by using the Pragmatics Checklist. RESULTS The children's pragmatic skills increased significantly with age. Higher levels of pragmatic language ability at 7 years of age were predicted by (1) meeting Early Hearing Detection and Intervention 1-3-6 guidelines (hearing screening by 1 month, identification of hearing loss by 3 months, and receiving intervention by 6 months of age), (2) greater quantity of parent talk, (3) higher nonverbal intelligence, (4) lesser degrees of hearing loss, and (5) higher maternal education. CONCLUSIONS With the findings of this study, we underscore the importance of pediatricians and other health care professionals counseling parents about the value of adherence to the Early Hearing Detection and Intervention 1-3-6 guidelines with regard to intervention outcomes. The strong association between amount of child-directed parent talk in the first 4 years of life and pragmatic language outcomes at 7 years of age emphasizes the need for professionals to encourage parents to talk to their children as much as possible.
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Affiliation(s)
| | - Allison L. Sedey
- Institute of Cognitive Science, University of Colorado-Boulder, Boulder, Colorado;,Colorado School for the Deaf and the Blind, Colorado Springs, Colorado
| | - Craig A. Mason
- School of Learning and Teaching, University of Maine, Orono, Maine
| | - Mallene Wiggin
- Institute of Cognitive Science, University of Colorado-Boulder, Boulder, Colorado
| | - Winnie Chung
- Centers for Disease Control and Prevention, Atlanta, Georgia
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26
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Cross-modal plasticity and central deficiencies: the case of deafness and the use of cochlear implants. HANDBOOK OF CLINICAL NEUROLOGY 2020. [PMID: 32977890 DOI: 10.1016/b978-0-444-64148-9.00025-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/18/2024]
Abstract
The primary objective of this chapter is to describe the consequences of central deficiencies on the neurodevelopment of children. We approach this topic from the standpoint of congenital deafness. Thus we first present the current state of knowledge on cortical reorganization following congenital deafness. The allocation of auditory cortices to other sensory systems can enhance sensory processing and therefore the cognitive functions related to them. Second, we explore the linguistic development of deaf children. Given that the English written system is speech-based, its acquisition is complex and atypical for deaf children, usually leading to poorer achievements. Next, we explore the impact of a neural prosthesis named the cochlear implant on the neurocognitive and linguistic development of deaf children. In some cases, it allows the individuals to, at least partially, regain access to the lost sense. We also comment on the specific needs of the deaf population when it comes to neuropsychological assessment. Finally, we touch on the specific context of deaf children born of deaf parents, and therefore naturally exposed to sign language as the only means of communication.
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Socher M, Ellis RJ, Wass M, Lyxell B. Comparison of Expressive Spoken Language Skills in Children With Cochlear Implants and Children With Typical Hearing. Front Psychol 2020; 11:1405. [PMID: 32765338 PMCID: PMC7378954 DOI: 10.3389/fpsyg.2020.01405] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/25/2020] [Accepted: 05/26/2020] [Indexed: 11/20/2022] Open
Abstract
When children start formal education, they are expected to be able to express complex thoughts. However, in order to do so, they need to be able to use both complex grammatical structures and a variety of words. One group that is at risk of having a delay in terms of their expressive language ability is children with cochlear implants (CI). In this study, we evaluated whether children with CI perform comparably to children with typical hearing (TH) on a standard expressive spoken grammar and a standard expressive spoken vocabulary task when the groups were matched on non-verbal intelligence and working memory capacity. It was found that the children with CI in this study performed more poorly on a standard expressive spoken vocabulary task but not on a standard expressive spoken grammar task when compared to the children with TH. Differences in terms of expressive spoken vocabulary do not seem to be explained by differences in cognitive ability. In addition, the variation in terms of expressive spoken language ability was larger in the children with CI compared to the children with TH. This might be explained by additional confounding factors, like the time of language deprivation or by a greater influence of cognitive differences for the acquisition of spoken language for children with CI.
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Affiliation(s)
- Michaela Socher
- Swedish Institute of Disability Research, Linköping University, Linköping, Sweden
| | - Rachel Jane Ellis
- Swedish Institute of Disability Research, Linköping University, Linköping, Sweden
| | - Malin Wass
- Special Needs Education, University of Oslo, Oslo, Norway
| | - Björn Lyxell
- Swedish Institute of Disability Research, Linköping University, Linköping, Sweden
- Special Needs Education, University of Oslo, Oslo, Norway
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Zaltz Y, Bugannim Y, Zechoval D, Kishon-Rabin L, Perez R. Listening in Noise Remains a Significant Challenge for Cochlear Implant Users: Evidence from Early Deafened and Those with Progressive Hearing Loss Compared to Peers with Normal Hearing. J Clin Med 2020; 9:jcm9051381. [PMID: 32397101 PMCID: PMC7290476 DOI: 10.3390/jcm9051381] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2020] [Revised: 04/28/2020] [Accepted: 05/05/2020] [Indexed: 01/17/2023] Open
Abstract
Cochlear implants (CIs) are the state-of-the-art therapy for individuals with severe to profound hearing loss, providing them with good functional hearing. Nevertheless, speech understanding in background noise remains a significant challenge. The purposes of this study were to: (1) conduct a novel within-study comparison of speech-in-noise performance across ages in different populations of CI and normal hearing (NH) listeners using an adaptive sentence-in-noise test, and (2) examine the relative contribution of sensory information and cognitive–linguistic factors to performance. Forty CI users (mean age 20 years) were divided into “early-implanted” <4 years (n = 16) and “late-implanted” >6 years (n = 11), all prelingually deafened, and “progressively deafened” (n = 13). The control group comprised 136 NH subjects (80 children, 56 adults). Testing included the Hebrew Matrix test, word recognition in quiet, and linguistic and cognitive tests. Results show poorer performance in noise for CI users across populations and ages compared to NH peers, and age at implantation and word recognition in quiet were found to be contributing factors. For those recognizing 50% or more of the words in quiet (n = 27), non-verbal intelligence and receptive vocabulary explained 63% of the variance in noise. This information helps delineate the relative contribution of top-down and bottom-up skills for speech recognition in noise and can help set expectations in CI counseling.
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Affiliation(s)
- Yael Zaltz
- The Department of Communication Disorders, Steyer School of Health Professions, Sackler Faculty of Medicine, Tel Aviv University, Tel Aviv-Yafo 6997801, Israel; (Y.B.); (D.Z.); (L.K.-R.)
- Correspondence:
| | - Yossi Bugannim
- The Department of Communication Disorders, Steyer School of Health Professions, Sackler Faculty of Medicine, Tel Aviv University, Tel Aviv-Yafo 6997801, Israel; (Y.B.); (D.Z.); (L.K.-R.)
| | - Doreen Zechoval
- The Department of Communication Disorders, Steyer School of Health Professions, Sackler Faculty of Medicine, Tel Aviv University, Tel Aviv-Yafo 6997801, Israel; (Y.B.); (D.Z.); (L.K.-R.)
| | - Liat Kishon-Rabin
- The Department of Communication Disorders, Steyer School of Health Professions, Sackler Faculty of Medicine, Tel Aviv University, Tel Aviv-Yafo 6997801, Israel; (Y.B.); (D.Z.); (L.K.-R.)
| | - Ronen Perez
- Department of Otolaryngology and Head and Neck Surgery, Shaare Zedek Medical Center Affiliated to The Hebrew University Medical School, Jerusalem 9190501, Israel;
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29
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Auditory cortical processing in cochlear-implanted children with different language outcomes. Eur Arch Otorhinolaryngol 2020; 277:1875-1883. [DOI: 10.1007/s00405-020-05958-0] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2020] [Accepted: 03/31/2020] [Indexed: 10/24/2022]
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30
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Li B, Han K, Yang L, Huang M, Huang Z, Li Y, Wu H. The characteristics of social maturity in infants and children with cochlear implants in China. Int J Pediatr Otorhinolaryngol 2020; 131:109887. [PMID: 31981918 DOI: 10.1016/j.ijporl.2020.109887] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/23/2019] [Revised: 12/12/2019] [Accepted: 01/13/2020] [Indexed: 10/25/2022]
Abstract
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.
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Affiliation(s)
- Bei Li
- Department of Otolaryngology-Head and Neck Surgery, Shanghai Ninth People's Hospital, Shanghai Jiao Tong University School of Medicine, China; Hearing and Speech Center, Shanghai Ninth People's Hospital, Shanghai Jiao Tong University School of Medicine, China; Shanghai Key Laboratory of Translational Medicine on Ear and Nose Diseases, China
| | - Kun Han
- Department of Otolaryngology-Head and Neck Surgery, Shanghai Ninth People's Hospital, Shanghai Jiao Tong University School of Medicine, China; Hearing and Speech Center, Shanghai Ninth People's Hospital, Shanghai Jiao Tong University School of Medicine, China; Shanghai Key Laboratory of Translational Medicine on Ear and Nose Diseases, China.
| | - Lu Yang
- Department of Otolaryngology-Head and Neck Surgery, Shanghai Ninth People's Hospital, Shanghai Jiao Tong University School of Medicine, China; Hearing and Speech Center, Shanghai Ninth People's Hospital, Shanghai Jiao Tong University School of Medicine, China; Shanghai Key Laboratory of Translational Medicine on Ear and Nose Diseases, China
| | - Meiping Huang
- Department of Otolaryngology-Head and Neck Surgery, Shanghai Ninth People's Hospital, Shanghai Jiao Tong University School of Medicine, China; Hearing and Speech Center, Shanghai Ninth People's Hospital, Shanghai Jiao Tong University School of Medicine, China; Shanghai Key Laboratory of Translational Medicine on Ear and Nose Diseases, China
| | - Zhiwu Huang
- Department of Otolaryngology-Head and Neck Surgery, Shanghai Ninth People's Hospital, Shanghai Jiao Tong University School of Medicine, China; Hearing and Speech Center, Shanghai Ninth People's Hospital, Shanghai Jiao Tong University School of Medicine, China; Shanghai Key Laboratory of Translational Medicine on Ear and Nose Diseases, China
| | - Yun Li
- Department of Otolaryngology-Head and Neck Surgery, Shanghai Ninth People's Hospital, Shanghai Jiao Tong University School of Medicine, China; Hearing and Speech Center, Shanghai Ninth People's Hospital, Shanghai Jiao Tong University School of Medicine, China; Shanghai Key Laboratory of Translational Medicine on Ear and Nose Diseases, China.
| | - Hao Wu
- Department of Otolaryngology-Head and Neck Surgery, Shanghai Ninth People's Hospital, Shanghai Jiao Tong University School of Medicine, China; Hearing and Speech Center, Shanghai Ninth People's Hospital, Shanghai Jiao Tong University School of Medicine, China; Shanghai Key Laboratory of Translational Medicine on Ear and Nose Diseases, China.
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