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Reimer CK, Grantham H, Butler AC. The effect of retrieval practice on vocabulary learning for DHH children. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2024; 29:377-387. [PMID: 38330211 DOI: 10.1093/deafed/enae005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/21/2023] [Revised: 12/21/2023] [Accepted: 01/04/2024] [Indexed: 02/10/2024]
Abstract
On average, deaf and hard-of-hearing (DHH) children have difficulty developing expressive spoken vocabulary comparable to hearing peers. Yet, there are no evidence-based practices to guide classroom instruction for teachers of the deaf. Retrieval practice-a robust learning strategy-has been shown to improve children's retention of vocabulary, but it has not been investigated with DHH children who use listening and spoken language. The present study examined whether DHH children benefit from using retrieval practice to learn new vocabulary. Sixteen DHH children (in the age range of 5.0-8.11 years) were taught a set of new vocabulary words using retrieval practice or repeated exposure. A recall test was administered two days later. Results showed that DHH children were twice as likely to recall a word taught through retrieval practice than exposure (OR = 2.01, p = .02). Presence of an additional diagnosis and number of practice trials were also significant predicting factors of vocabulary learning.
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Affiliation(s)
- Casey K Reimer
- Department of Otolaryngology, Washington University in St. Louis, St. Louis, MO, United States
| | - Heather Grantham
- Department of Otolaryngology, Washington University in St. Louis, St. Louis, MO, United States
- CID - Central Institute for the Deaf, St. Louis, MO, United States
| | - Andrew C Butler
- Department of Education and Department of Psychology, Washington Universityin St. Louis, St. Louis, MO, United States
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2
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Miller C, Boone KM, Pattisapu P, Malhotra P. Study protocol for Hear Me Read (HMR): A prospective clinical trial assessing a digital storybook intervention for young children who are deaf or hard of hearing. PLoS One 2024; 19:e0302734. [PMID: 38820413 PMCID: PMC11142545 DOI: 10.1371/journal.pone.0302734] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/19/2023] [Accepted: 04/03/2024] [Indexed: 06/02/2024] Open
Abstract
Since the early 2000's, digital reading applications have enhanced the language and literacy skills of typically hearing young children; however, no digital storybook intervention currently exists to scaffold the early language and literacy skills of their peers who are deaf or hard of hearing. To address this gap, our research team developed a novel digital storybook intervention called Hear Me Read with the aim of enhancing the therapeutic, language, and literacy benefits of speech-language therapy. This prospective clinical trial (registered at clinicaltrials.gov, NCT#: 05245799) aims to determine the efficacy of adding Hear Me Read to in-person speech-language therapy for children aged three to five years who are deaf or hard of hearing. Fifty caregivers, their child, and their child's treating speech-language pathologist participate in the trial for 12 months. In the first six months, children attend standard-of-care speech-language therapy sessions. In the second six months, children continue to attend standard-of-care speech-language therapy sessions and use the Hear Me Read application, via a study supplied iPad. The primary outcome of this trial is that, compared to in-person speech-language therapy alone, in-person speech-language therapy with Hear Me Read will improve vocabulary, speech, and language outcomes in children aged three to five years who are deaf or hard of hearing. The secondary outcome is that, compared to in-person speech-language therapy alone, in-person speech-language therapy with Hear Me Read will improve literacy outcomes in children aged three to five years who are deaf or hard of hearing. The goal of this intervention is to help children who are deaf or hard of hearing achieve their vocabulary, speech, language, and literacy goals through interactive digital storybook reading.
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Affiliation(s)
- Chenelle Miller
- Center for Biobehavioral Health, Abigail Wexner Research Institute at Nationwide Children’s Hospital, Columbus, Ohio, United States of America
| | - Kelly M. Boone
- Center for Biobehavioral Health, Abigail Wexner Research Institute at Nationwide Children’s Hospital, Columbus, Ohio, United States of America
| | - Prasanth Pattisapu
- Center for Child Health Equity and Outcomes Research, Abigail Wexner Research Institute at Nationwide Children’s Hospital, Columbus, Ohio, United States of America
- The Ohio State University College of Medicine, Columbus, Ohio, United States of America
- Nationwide Children’s Hospital, Columbus, Ohio, United States of America
| | - Prashant Malhotra
- The Ohio State University College of Medicine, Columbus, Ohio, United States of America
- Nationwide Children’s Hospital, Columbus, Ohio, United States of America
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Gutierrez KL, Koyamatsu R, Lahiff M, Jutte DP, Chan DK. Disparities in Newborn Hearing Screening Outcomes in the United States From 2007 to 2017. Otolaryngol Head Neck Surg 2024; 170:535-543. [PMID: 37712299 DOI: 10.1002/ohn.517] [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: 05/18/2023] [Revised: 08/13/2023] [Accepted: 08/18/2023] [Indexed: 09/16/2023]
Abstract
OBJECTIVE Establishing timely language intervention for children who are deaf or hard of hearing is crucial for their cognitive and language development. Newborn hearing screening (NBHS) programs are now commonplace, but disparities in receipt of support may exist. This study seeks to investigate if states with more diverse populations, less educated mothers, fewer resources, and no legislative mandate of screening have lower rates of milestone completion. STUDY DESIGN This is a cross-sectional study. SETTING Data describing screening, identification, and intervention rates from individual state NBHS programs were aggregated by the Centers for Disease Control and Prevention from 2007 to 2017. METHODS Regression models were fitted to assess associations between these outcomes and state demographic and policy variables. Forest plots from meta-analyses were used to obtain nationwide pooled estimates of the relative risk (RR) of maternal predictors from individual state data. RESULTS State averages of maternal education level, age, and race/ethnicity were found to be significantly associated with various outcomes. The presence of program funding and legislative state mandate were associated with multiple improved outcomes. Meta-analyses identified increased RRs for most outcomes based on maternal education less than high school, age 19 and below, and non-White race/ethnicity. CONCLUSION There is evidence of disparities in access to and timing of screening, identification testing, and intervention by various demographic and policy factors at the state level. More research is needed to further explore these relationships and determine how to address existing disparities in order to provide more equitable care.
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Affiliation(s)
- Katie L Gutierrez
- UC Berkeley - UCSF Joint Medical Program, School of Public Health, University of California, Berkeley, California, USA
- Bridges Curriculum, School of Medicine, University of California, San Francisco, San Francisco, California, USA
| | - Ryan Koyamatsu
- Undergraduate Division, School of Public Health, University of California, Berkeley, California, USA
| | - Maureen Lahiff
- Undergraduate Division, School of Public Health, University of California, Berkeley, California, USA
- Graduate Division, School of Public Health, University of California, Berkeley, Berkeley, California, USA
| | - Douglas P Jutte
- UC Berkeley - UCSF Joint Medical Program, School of Public Health, University of California, Berkeley, California, USA
- Graduate Division, School of Public Health, University of California, Berkeley, Berkeley, California, USA
- Public Health Institute, Oakland, California, USA
| | - Dylan K Chan
- Department of Otolaryngology-Head and Neck Surgery, Public Health Institute, San Francisco, California, USA
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Muñoz LE, Kartushina N, Mayor J. Sustained pacifier use is associated with smaller vocabulary sizes at 1 and 2 years of age: A cross-sectional study. Dev Sci 2024:e13477. [PMID: 38270235 DOI: 10.1111/desc.13477] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2023] [Revised: 12/07/2023] [Accepted: 01/04/2024] [Indexed: 01/26/2024]
Abstract
Pacifier use during childhood has been hypothesized to interfere with language processing, but, to date, there is limited evidence revealing detrimental effects of prolonged pacifier use on infant vocabulary learning. In the present study, parents of 12- and 24-month-old infants were recruited in Oslo (Norway). The sample included 1187 monolingual full-term born (without visual, auditory, or cognitive impairments) infants: 452 (230 girls; 222 boys) 12-month-olds and 735 (345 girls; 390 boys) 24-month-olds. Parents filled out an online Norwegian Communicative Development Inventory (CDI), which assesses the vocabulary in comprehension and production for 12-month-old infants and in production only for 24-month-old infants. CDI scores were transformed into age- and sex-adjusted percentiles using Norwegian norms. Additionally, parents retrospectively reported their child's daytime pacifier use, in hours, at 2-month intervals, from birth to the assessment date. Maternal education was used to control, in the analyses, for the socio-economic status. We found that greater pacifier use in an infant's lifespan was associated with lower vocabulary size. Pacifier use later in life was more negatively associated with vocabulary size than precocious use, and increased the odds of being a low language scorer. In sum, our study moves beyond the findings of momentary effects of experimentally induced "impairment" in articulators' movement on speech perception and suggests that, from 12 months of age, constraints on the infant's speech articulators (pacifier use) may be negatively associated with word comprehension and production. RESEARCH HIGHLIGHT: 1.We examined the relationship between pacifier use and vocabulary sizes in production at 24 months of age and comprehension and production at 12 months of age. 2.Lifespan Pacifier Use (LPU) was negatively correlated with vocabulary sizes in comprehension and production among 12-month-old infants and negatively correlated with production for 24-month-olds. 3.Later pacifier use was found to be more negatively correlated with vocabulary size in infants, as compared to more precocious use. 4.The amount of pacifier use in the 2 months prior to a child's second birthday was predictive of a higher prevalence of low vocabulary scores in 24-month-olds.
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Affiliation(s)
- Luis E Muñoz
- Department of Psychology, University of Oslo, Oslo, Norway
| | - Natalia Kartushina
- Centre for Multilingualism in Society across the Lifespan, University of Oslo, Oslo, Norway
| | - Julien Mayor
- Department of Psychology, University of Oslo, Oslo, Norway
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Ingvalson EM, Perry LK, VanDam M, Grieco-Calub TM. Comparing Scores on the Peabody Picture Vocabulary Test and Receptive One-Word Picture Vocabulary Test in Preschoolers With and Without Hearing Loss. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2023; 32:1610-1619. [PMID: 37276459 PMCID: PMC10473386 DOI: 10.1044/2023_ajslp-22-00352] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/03/2022] [Revised: 02/05/2023] [Accepted: 03/31/2023] [Indexed: 06/07/2023]
Abstract
PURPOSE We sought to compare raw scores, standard scores, and age equivalences on two commonly used vocabulary tests, the Peabody Picture Vocabulary Test (PPVT) and the Receptive One-Word Picture Vocabulary Test (ROWPVT). METHOD Sixty-two children, 31 with hearing loss (HL) and 31 with normal hearing (NH), were given both the PPVT and ROWPVT as part of an ongoing longitudinal study of emergent literacy development in preschoolers with and without HL. All children were between 3 and 4 years old at administration, and the two tests were administered within 3 weeks of each other. Both tests were given again 6 months later. Standard scores and age equivalencies were calculated for both tests using published guidelines. RESULTS There was no significant effect of test for any of our analyses. However, there was a main effect of time, with both standard scores and age equivalencies being significantly higher at the second test. Children with NH had significantly higher standard scores and age equivalencies than children with NH, but there was no interaction between hearing status and time, suggesting that the two groups were growing at the same rate. CONCLUSIONS Clinicians can be comfortable administering both the PPVT and ROWPVT to estimate children's vocabulary levels, but there may be practice effects when administering the tests twice within a calendar year. These data also indicate that children with HL continue to lag behind their peers with NH on vocabulary development. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.23232848.
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Affiliation(s)
- Erin M. Ingvalson
- Department of Speech and Hearing Sciences, University of Washington, Seattle
| | - Lynn K. Perry
- Department of Psychology, University of Miami, Coral Gables, FL
| | - Mark VanDam
- Department of Speech and Hearing Sciences, Washington State University, Spokane
| | - Tina M. Grieco-Calub
- Department of Psychiatry and Behavioral Sciences, Rush Medical College, Rush University, Chicago, IL
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Sbeih F, Bouzaher MH, Appachi S, Schwartz S, Cohen MS, Carvalho D, Yoon P, Liu YCC, Anne S. Safety of Cochlear Implantation in Children 12 Months or Younger: Systematic Review and Meta-analysis. Otolaryngol Head Neck Surg 2022; 167:912-922. [PMID: 34982600 DOI: 10.1177/01945998211067741] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
Abstract
OBJECTIVE To systematically review the literature to determine safety of cochlear implantation in pediatric patients 12 months and younger. DATA SOURCE Ovid MEDLINE, EMBASE, CINAHL, and Cochrane Central Register of Controlled Trials (CENTRAL) databases were searched from inception to March 20, 2021. REVIEW METHODS Studies that involved patients 12 months and younger with report of intraoperative or postoperative complication outcomes were included. Studies selected were reviewed for complications, explants, readmissions, and prolonged hospitalizations. Two independent reviewers screened all studies that were selected for the systematic review and meta-analysis. All studies included were assessed for quality and risk of bias. RESULTS The literature search yielded 269 studies, of which 53 studies underwent full-text screening, and 18 studies were selected for the systematic review and meta-analysis. A total of 449 patients and 625 cochlear implants were assessed. Across all included studies, major complications were noted in 3.1% of patients (95% CI, 0.8-7.1) and 2.3% of cochlear implantations (95% CI, 0.6-5.2), whereas minor complications were noted in 2.4% of patients (95% CI, 0.4-6.0) and 1.8% of cochlear implantations (95% CI, 0.4-4.3). There were no anesthetic complications reported across all included studies. CONCLUSION The results of this systematic review and meta-analysis suggest that cochlear implantation in patients 12 months and younger is safe with similar rates of complications to older cohorts.
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Affiliation(s)
- Firas Sbeih
- Head and Neck Institute, Cleveland Clinic Foundation, Cleveland, Ohio, USA
| | - Malek H Bouzaher
- Head and Neck Institute, Cleveland Clinic Foundation, Cleveland, Ohio, USA
| | - Swathi Appachi
- Head and Neck Institute, Cleveland Clinic Foundation, Cleveland, Ohio, USA
| | - Seth Schwartz
- Department of Otolaryngology-Head and Neck Surgery, Virginia Mason Medical Center, Seattle, Washington, USA
| | - Michael S Cohen
- Department of Otolaryngology-Head and Neck Surgery, Harvard Medical School, Massachusetts Eye and Ear Infirmary, Boston, Massachusetts, USA
| | - Daniela Carvalho
- Department of Otolaryngology-Head and Neck Surgery, Rady Children's Hospital, San Diego, California, USA
| | - Patricia Yoon
- Department of Otolaryngology-Head and Neck Surgery, University of Colorado School of Medicine, The Children's Hospital, Denver, Colorado, USA
| | - Yi-Chun Carol Liu
- Texas Children's Hospital, Division of Pediatric Otolaryngology, Houston, Texas, USA
| | - Samantha Anne
- Head and Neck Institute, Cleveland Clinic Foundation, Cleveland, Ohio, USA
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Luo J, Xu L, Wang M, Xie D, Li J, Liu X, He S, Spencer L, Rost G, Guo LY. Characteristics of Early Expressive Vocabulary in Mandarin-Speaking Children With Cochlear Implants. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:4369-4384. [PMID: 36282684 DOI: 10.1044/2022_jslhr-22-00183] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
PURPOSE The aim of this study is to evaluate whether Mandarin-speaking children with cochlear implants (CIs) demonstrated early lexical composition similar to their hearing peers who were at the same vocabulary level and the extent to which children with CIs were sensitive to linguistic and conceptual properties when developing early lexicon. METHOD Participants were 77 Mandarin-speaking children with CIs who received CIs before 30 months of age. Their expressive vocabulary was documented using the Infant Checklist of the Early Vocabulary Inventory for Mandarin Chinese 9 or 12 months after CI activation. Percent social words, common nouns, predicates (verbs, adjectives), and closed-class words in total vocabulary were computed for children at different vocabulary levels. Common nouns and verbs were further coded for their word class (noun, verb), word frequency, word length, and imageability to predict how likely a given noun or verb would be produced by children with CIs. RESULTS Like children with typical hearing, social words were the most dominant category when vocabulary size in children with CIs was smaller than 20 words; common nouns became the most dominant category when the vocabulary size reached 21 words. The difference in percent common nouns and percent predicates (i.e., noun bias) was similar in children with CIs and their hearing peers. In addition, verbs, common words, monosyllabic words, and more imageable words were more likely to be produced by children with CIs than their counterparts. CONCLUSIONS Mandarin children with CIs showed language-specific patterns in early lexical composition like their hearing peers. They were able to use multiple linguistic and conceptual cues when approaching early expressive vocabulary despite perceptual and processing constraints. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.21357723.
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Affiliation(s)
- Jianfen Luo
- Department of Otolaryngology-Head and Neck Surgery, Shandong Provincial ENT Hospital, Shandong University, Jinan, China
- Auditory Implant Center, Shandong Provincial ENT Hospital, Jinan, China
| | - Lei Xu
- Department of Otolaryngology-Head and Neck Surgery, Shandong Provincial ENT Hospital, Shandong University, Jinan, China
- Auditory Implant Center, Shandong Provincial ENT Hospital, Jinan, China
| | - Min Wang
- Department of Otolaryngology-Head and Neck Surgery, Shandong Provincial ENT Hospital, Shandong University, Jinan, China
- Auditory Implant Center, Shandong Provincial ENT Hospital, Jinan, China
| | - Dianzhao Xie
- Department of Otolaryngology-Head and Neck Surgery, Shandong Provincial ENT Hospital, Shandong University, Jinan, China
- Auditory Implant Center, Shandong Provincial ENT Hospital, Jinan, China
| | - Jinming Li
- Department of Otolaryngology-Head and Neck Surgery, Shandong Provincial ENT Hospital, Shandong University, Jinan, China
- Auditory Implant Center, Shandong Provincial ENT Hospital, Jinan, China
| | - Xianqi Liu
- Department of Otolaryngology-Head and Neck Surgery, Shandong Provincial ENT Hospital, Shandong University, Jinan, China
- Auditory Implant Center, Shandong Provincial ENT Hospital, Jinan, China
| | - Shuman He
- Department of Otolaryngology-Head and Neck Surgery, The Ohio State University, Columbus
- Department of Audiology, Nationwide Children's Hospital, Columbus, OH
| | - Linda Spencer
- MSSLP Program, Rocky Mountain University of Health Professions, Provo, UT
| | - Gwyneth Rost
- Department of Communication Disorders, University of Massachusetts at Amherst
| | - Ling-Yu Guo
- Department of Communicative Disorders and Sciences, University at Buffalo, NY
- Department of Audiology and Speech-Language Pathology, Asia University, Taichung, Taiwan
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Rudge AM, Coto J, Oster MM, Brooks BM, Soman U, Rufsvold R, Cejas I. Vocabulary Outcomes for 5-Year-Old Children Who Are Deaf or Hard of Hearing: Impact of Age at Enrollment in Specialized Early Intervention. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2022; 27:262-268. [PMID: 35552664 DOI: 10.1093/deafed/enac009] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/01/2021] [Revised: 03/22/2022] [Accepted: 03/25/2022] [Indexed: 06/15/2023]
Abstract
The aims of this study were to examine vocabulary scores of 5-year-old children who are deaf or hard of hearing (DHH), as well as the impact of early enrollment in specialized intervention on vocabulary outcomes. Receptive and expressive vocabulary scores were analyzed for 342 five-year-old children who are DHH enrolled in specialized listening and spoken language intervention programs. Regression analyses were utilized to examine the effects of age at enrollment on vocabulary outcomes. Overall, participants achieved scores within normal test limits on receptive and expressive measures of vocabulary. Children who enrolled in intervention prior to 28 months of age had better vocabulary skills at 5 years old. The findings support that children who are DHH can understand and produce vocabulary at skill levels commensurate with their typically hearing peers, regardless of severity of hearing loss. Results highlight the crucial impact of specialized programs on children's lexical readiness to participate in general education settings by kindergarten.
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Affiliation(s)
| | - Jennifer Coto
- University of Miami, Miller School of Medicine, Miami, USA
| | | | | | - Uma Soman
- Carle Auditory Oral School, Carle Foundation Hospital, Urbana, USA
| | | | - Ivette Cejas
- University of Miami, Miller School of Medicine, Miami, USA
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9
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Rudge AM, Brooks BM, Grantham H. Effects of Early Intervention Frequency on Expressive Vocabulary Growth Rates of Very Young Children Who Are Deaf or Hard of Hearing: How Much Is Enough? JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:1978-1987. [PMID: 35344389 DOI: 10.1044/2022_jslhr-21-00322] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
PURPOSE The aims of this study were to explore expressive vocabulary growth rates of children who are deaf or hard of hearing (DHH) during critical periods of brain development (birth to 3 years) as well as the factors that influence the trajectories of vocabulary growth in these early years of development. Of primary interest was the effect of intervention frequency on expressive vocabulary growth. METHOD Hierarchical linear modeling was used to investigate trajectories of expressive vocabulary growth using multiple measures of longitudinal vocabulary scores. A total of 417 assessments across 105 participants were analyzed to determine the average rate of lexical growth in a young population of children who are DHH receiving early intervention before age 3 years. Expected growth trajectories were constructed based on varying frequencies of intervention during critical periods of brain development. RESULTS Results indicated average growth rates of 5.21 new words expressed per week. Increased intervention hours prior to age 3 years was significantly associated with higher degrees of expressive vocabulary growth. CONCLUSION The findings of this study suggest that greater intervention hours received before age 3 years are associated with higher degrees of expressive vocabulary growth for children who are DHH.
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Affiliation(s)
| | | | - Heather Grantham
- Washington University School of Medicine, St. Louis, MO
- Central Institute for the Deaf, St. Louis, MO
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10
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Xu L, Luo J, Wang M, Xie D, Chao X, Li J, Liu X, He S, Spencer L, Guo LY. Vocabulary Growth in Mandarin-Speaking Children With Bilateral Cochlear Implants, Bimodal Stimulation, or Unilateral Cochlear Implants During the First Year After Activation. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:1630-1645. [PMID: 35302899 DOI: 10.1044/2021_jslhr-21-00454] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
PURPOSE The purpose of this study was to evaluate vocabulary development in Mandarin-speaking children with bilateral cochlear implants (CIs), bimodal stimulation (CI plus hearing aids [HAs]), or unilateral CIs during the first year after CI activation. METHOD Participants included 23 children with simultaneous bilateral CIs, 23 children with bimodal stimulation, and 15 children with unilateral CIs. They all received CIs before 30 months of age. Parents were asked to endorse words that their child could understand only or understand and say using the Early Vocabulary Inventory for Mandarin Chinese at the day of CI activation and 1, 3, 6, 9, and 12 months after CI activation. Receptive and expressive vocabulary sizes were computed. RESULTS Growth curve analysis revealed that children with simultaneous bilateral CIs demonstrated faster growth of receptive vocabulary than those with bimodal stimulation, followed by those with unilateral CIs. Moreover, children with simultaneous bilateral CIs reached the 100-word mark for receptive vocabulary earlier than children with bimodal stimulation, followed by those with unilateral CIs. There were no significant differences among the three groups in expressive vocabulary. CONCLUSIONS Bilateral CIs have an advantage over bimodal stimulation in early receptive vocabulary development in Mandarin, a tone language. HA usage is still recommended for those who receive one CI.
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Affiliation(s)
- Lei Xu
- Department of Otolaryngology-Head and Neck Surgery, Shandong Provincial ENT Hospital, Cheeloo College of Medicine, Shandong University, Jinan, China
- Department of Auditory Implantation, Shandong Provincial ENT Hospital, Jinan, China
| | - Jianfen Luo
- Department of Otolaryngology-Head and Neck Surgery, Shandong Provincial ENT Hospital, Cheeloo College of Medicine, Shandong University, Jinan, China
- Department of Auditory Implantation, Shandong Provincial ENT Hospital, Jinan, China
| | - Min Wang
- Department of Otolaryngology-Head and Neck Surgery, Shandong Provincial ENT Hospital, Cheeloo College of Medicine, Shandong University, Jinan, China
- Department of Auditory Implantation, Shandong Provincial ENT Hospital, Jinan, China
| | - Dianzhao Xie
- Department of Otolaryngology-Head and Neck Surgery, Shandong Provincial ENT Hospital, Cheeloo College of Medicine, Shandong University, Jinan, China
- Department of Auditory Implantation, Shandong Provincial ENT Hospital, Jinan, China
| | - Xiuhua Chao
- Department of Otolaryngology-Head and Neck Surgery, Shandong Provincial ENT Hospital, Cheeloo College of Medicine, Shandong University, Jinan, China
- Department of Auditory Implantation, Shandong Provincial ENT Hospital, Jinan, China
| | - Jinming Li
- Department of Otolaryngology-Head and Neck Surgery, Shandong Provincial ENT Hospital, Cheeloo College of Medicine, Shandong University, Jinan, China
- Department of Auditory Implantation, Shandong Provincial ENT Hospital, Jinan, China
| | - Xianqi Liu
- Department of Otolaryngology-Head and Neck Surgery, Shandong Provincial ENT Hospital, Cheeloo College of Medicine, Shandong University, Jinan, China
- Department of Auditory Implantation, Shandong Provincial ENT Hospital, Jinan, China
| | - Shuman He
- Department of Otolaryngology-Head and Neck Surgery, The Ohio State University, Columbus
- Department of Audiology, Nationwide Children's Hospital, Columbus, OH
| | - Linda Spencer
- MSSLP Program, Rocky Mountain University of Health Professions, Provo, UT
| | - Ling-Yu Guo
- Department of Communicative Disorders and Sciences, University at Buffalo, NY
- Department of Audiology and Speech-Language Pathology, Asia University, Taichung, Taiwan
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11
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Werfel KL, Reynolds G, Fitton L. Oral Language Acquisition in Preschool Children Who are Deaf and Hard-of-Hearing. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2022; 27:166-178. [PMID: 35072730 PMCID: PMC8929676 DOI: 10.1093/deafed/enab043] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/05/2021] [Revised: 11/23/2021] [Accepted: 12/02/2021] [Indexed: 05/26/2023]
Abstract
The purpose of this study was to compare developmental trajectories of oral language acquisition of children who are deaf and hard of hearing (DHH) and children with typical hearing across the preschool years. Thirty children who are DHH who use amplification and spoken language and 31 children with typical hearing completed an early language and literacy assessment battery every six months from age 4 to age 6. The developmental trajectories of each group's language skills were examined via growth curve analysis. Oral language skills were lower for children who are DHH than for children with typical hearing at study entry. For vocabulary, children who are DHH demonstrated growth over the two years but did not close the gap in performance over time. For morphosyntax, specifically verb tense marking, children who are DHH demonstrated growth over preschool, becoming more adult-like in their productions.
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Affiliation(s)
- Krystal L Werfel
- Center for Deafness, Language, and Learning, Boys Town National Research Hospital, Omaha, Nebraska, USA
| | - Gabriella Reynolds
- Department of Communication Sciences & Disorders, Long Island University – Post, Brookville, New York, USA
| | - Lisa Fitton
- Department of Communication Sciences and Disorders, University of South Carolina, Columbia, South Carolina, USA
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12
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Cambra C, Losilla JM, Mena N, Pérez E. Differences in picture naming between children with cochlear implants and children with typical hearing. Heliyon 2021; 7:e08507. [PMID: 34917803 PMCID: PMC8646167 DOI: 10.1016/j.heliyon.2021.e08507] [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: 07/05/2021] [Revised: 10/07/2021] [Accepted: 11/26/2021] [Indexed: 11/24/2022] Open
Abstract
Increase in the auditory abilities of children with cochlear implants (CIs) has led to an improvement in naming tasks, although divergent results are still being reported; this strongly suggests that further studies are needed. The study aims to compare the responses in a picture-naming activity between the complete population of children aged 5 to 7 with cochlear implants in Catalonia -Spain- (N = 31), without developmental problems, and a matched sample of 31 children with typical hearing. A picture-naming task was used to assess their lexical naming abilities. The results show that children with CIs provide more non-responses, they produce fewer words correctly, they require a longer reaction time and they commit more picture-naming errors than children with typical hearing. The auditory age does significantly affect the results, but not the type of implant. In spite of the hearing gain achieved with the cochlear implant and the listening experience progressively achieved in distinct contexts, further explicit work on lexical naming in speech-therapy intervention is clearly required.
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Affiliation(s)
- C Cambra
- Department of Basic, Developmental and Educational Psychology, Faculty of Psychology. Universitat Autònoma de Barcelona, 08193 Bellaterra, Cerdanyola del Vallès, Spain
| | - J M Losilla
- Department of Psychobiology and Health Sciences Methodology, Faculty of Psychology, Universitat Autònoma de Barcelona, 08193 Bellaterra, Cerdanyola del Vallès, Spain
| | - N Mena
- Department of Basic, Developmental and Educational Psychology, Faculty of Psychology. Universitat Autònoma de Barcelona, 08193 Bellaterra, Cerdanyola del Vallès, Spain
| | - E Pérez
- Department of Basic, Developmental and Educational Psychology, Faculty of Psychology. Universitat Autònoma de Barcelona, 08193 Bellaterra, Cerdanyola del Vallès, Spain
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Frequency of Early Intervention Sessions and Vocabulary Skills in Children with Hearing Loss. J Clin Med 2021; 10:jcm10215025. [PMID: 34768545 PMCID: PMC8584309 DOI: 10.3390/jcm10215025] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2021] [Revised: 10/21/2021] [Accepted: 10/22/2021] [Indexed: 11/17/2022] Open
Abstract
BACKGROUND A primary goal of early intervention is to assist children in achieving age-appropriate language skills. The amount of intervention a child receives is ideally based on his or her individual needs, yet it is unclear if language ability impacts amount of intervention and/or if an increased frequency of intervention sessions results in better outcomes. The purpose of this study was to determine the relationship between the frequency of early intervention sessions and vocabulary outcomes in young children with hearing loss. METHODS This was a longitudinal study of 210 children 9 to 36 months of age with bilateral hearing loss living in 12 different states. Expressive vocabulary skills were evaluated using the MacArthur-Bates Communicative Development Inventories. RESULTS A higher number of intervention sessions reported at the first assessment predicted better vocabulary scores at the second assessment, and more sessions reported at the second assessment predicted better scores at the third assessment. For each increase in the number of sessions reported, there was a corresponding, positive increase in vocabulary quotient. In contrast, children's vocabulary ability at an earlier time point did not predict intervention session frequency at a later point in time. CONCLUSIONS A significant prospective effect was apparent with more therapy sessions resulting in improved vocabulary scores 9 months later. These findings underscore the importance of early intervention. Pediatricians and other health care professionals can help apply these findings by counseling parents regarding the value of frequent and consistent participation in early intervention.
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14
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Perry LK, Meltzer AL, Kucker SC. Vocabulary Development and the Shape Bias in Children With Hearing Loss. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2021; 64:3520-3532. [PMID: 34319757 DOI: 10.1044/2021_jslhr-21-00003] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Purpose Although children with hearing loss (HL) can benefit from cochlear implants (CIs) and hearing aids (HAs), they often show language delays. Moreover, little is known about the mechanisms by which children with HL learn words. One mechanism by which typically hearing (TH) children learn words is by acquiring word learning biases such as the "shape bias," that is, generalizing the names of novel solid objects by similarity in shape. In TH children, the shape bias emerges out of regularities in the early vocabulary and, once acquired, has consequences for subsequent vocabulary development. Method Here, we ask whether children with HL exhibit similar word learning biases as TH children. In the current study, nineteen 2- to 3.5-year-old children with HL generalized the names of novel objects by similarity in shape or material. We compared their performance to that of 20 TH children matched on age and 20 TH children matched on vocabulary size. Results Children with HL were significantly less likely than age-matched TH children and vocabulary-matched TH children to generalize novel names to objects of the same shape. However, there was also an interaction such that vocabulary has a stronger effect on novel noun generalization for those with HL than for those who are TH. Exploratory analyses of children with HL reveal similar novel noun generalization and vocabulary sizes in children who use CIs and those who use HAs, regardless of hearing age or degree of HL. Conclusion Together, the results suggest that, although vocabulary knowledge drives development of the shape bias in general for all children, it may be especially important for children with HL, who are at risk for language delays.
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Affiliation(s)
- Lynn K Perry
- Department of Psychology, University of Miami, Coral Gables, FL
| | - Amy L Meltzer
- Department of Speech, Language, and Hearing Sciences, University of Florida, Gainesville
| | - Sarah C Kucker
- Department of Psychology, Oklahoma State University, Stillwater
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15
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Majorano M, Brondino M, Guerzoni L, Murri A, Ferrari R, Lavelli M, Cuda D, Yoshinaga-Itano C, Morelli M, Persici V. Do Acoustic Environment Characteristics Affect the Lexical Development of Children With Cochlear Implants? A Longitudinal Study Before and After Cochlear Implant Activation. Am J Audiol 2021; 30:602-615. [PMID: 34139130 DOI: 10.1044/2021_aja-20-00104] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
Purpose This study investigates the acoustic environment of children with cochlear implants (CIs) and the relationship between exposure to speech, in noise and in quiet, and the children's lexical production up to 1 year after CI activation, while controlling for the effect of early individual differences in receptive vocabulary growth. Method Eighteen children with CIs were observed at 3, 6, and 12 months after CI activation. Children's spontaneous word production during interaction with their mothers (types and tokens) and their expressive and receptive vocabulary size were considered. The characteristics of the acoustic environments in terms of acoustic scenes (speech in noise or in quiet, quiet, noise, music, and other) and of loudness ranges were assessed using data logging of the children's devices. Results Data analysis showed that both the number of tokens and the number of types produced 1 year after CI activation were affected by the children's exposure to speech in quiet with a loudness range between 40 and 69 dB. Expressive vocabulary size and types were affected by the receptive vocabulary knowledge that the children achieved over the first 3 months after CI activation. Conclusions Our data support the role of speech environment and individual differences in early comprehension on lexical production. The importance of exposure to speech with particular characteristics for the lexical development of children with CIs and the implications for clinical practice are discussed.
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Affiliation(s)
| | | | - Letizia Guerzoni
- Otorhinolaryngology Unit, “Guglielmo da Saliceto” Hospital, Piacenza, Italy
| | - Alessandra Murri
- Otorhinolaryngology Unit, “Guglielmo da Saliceto” Hospital, Piacenza, Italy
| | | | | | - Domenico Cuda
- Otorhinolaryngology Unit, “Guglielmo da Saliceto” Hospital, Piacenza, Italy
| | | | - Marika Morelli
- Department of Human Sciences, University of Verona, Italy
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16
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Barcroft J, Grantham H, Mauzé E, Spehar B, Sommers MS, Spehar C, Tye-Murray N. Vocabulary Acquisition as a By-Product of Meaning-Oriented Auditory Training for Children Who Are Deaf or Hard of Hearing. Lang Speech Hear Serv Sch 2021; 52:1049-1060. [PMID: 34403290 DOI: 10.1044/2021_lshss-21-00040] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
Purpose A meaning-oriented auditory training program for children who are deaf or hard of hearing (d/hh) was assessed with regard to its efficacy in promoting novel word learning. Method While administering the auditory training program, one of the authors (Elizabeth Mauzé) observed that children were learning words they previously did not know. Therefore, we systematically assessed vocabulary gains among 16 children. Most completed pretest, posttest, and retention versions of a picture-naming task in which they attempted to verbally identify 199 color pictures of words that would appear during training. Posttest and retention versions included both pictures used and not used during training in order to test generalization of associations between words and their referents. Importantly, each training session involved meaning-oriented, albeit simple, activities/games on a computer. Results At posttest, the percentage of word gain was 27.3% (SD = 12.5; confidence interval [CI] of the mean: 24.2-30.4) using trained pictures as cues and 25.9% (CI of the mean: 22.9-29.0) using untrained pictures as cues. An analysis of retention scores (for 13 of the participants who completed it weeks later) indicated strikingly high levels of retention for the words that had been learned. Conclusions These findings favor auditory training that is meaning oriented when it comes to the acquisition of different linguistic subsystems, lexis in this case. We also expand the discussion to include other evidence-based recommendations regarding how vocabulary is presented (input-based effects) and what learners are asked to do (task-based effects) as part of an overall effort to help children who are d/hh increase their vocabulary knowledge.
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Affiliation(s)
- Joe Barcroft
- Department of Romance Languages and Literatures, Washington University in St. Louis, MO
| | - Heather Grantham
- Department of Otolaryngology-Head & Neck Surgery, Washington University School of Medicine in St. Louis, MO
| | - Elizabeth Mauzé
- Department of Otolaryngology-Head & Neck Surgery, Washington University School of Medicine in St. Louis, MO
| | - Brent Spehar
- Department of Otolaryngology-Head & Neck Surgery, Washington University School of Medicine in St. Louis, MO
| | - Mitchell S Sommers
- Department of Psychological & Brain Sciences, Washington University in St. Louis, MO
| | - Colleen Spehar
- Department of Otolaryngology-Head & Neck Surgery, Washington University School of Medicine in St. Louis, MO
| | - Nancy Tye-Murray
- Department of Otolaryngology-Head & Neck Surgery, Washington University School of Medicine in St. Louis, MO
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17
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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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18
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Wang Y, Sibaii F, Lee K, Gill MJ, Hatch JL. Meta-Analytic Findings on Reading in Children With Cochlear Implants. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2021; 26:336-350. [PMID: 33993237 PMCID: PMC8208105 DOI: 10.1093/deafed/enab010] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/12/2021] [Revised: 03/22/2021] [Accepted: 03/27/2021] [Indexed: 06/12/2023]
Abstract
This meta-analysis study aims to quantify the group differences in reading skills between children with cochlear implants and their hearing peers and between children with cochlear implants and children with hearing aids (aged between 3 and 18 years old). Of the 5,642 articles screened, 47 articles met predetermined inclusion criteria (published between 2002 and 2019). The robust variance estimation based meta-analysis models were used to synthesize all the effect sizes. Children with cochlear implants scored significantly lower than their hearing peers in phonological awareness (g = -1.62, p < 0.001), vocabulary (g = -1.50, p < 0.001), decoding (g = -1.24, p < 0.001), and reading comprehension (g = -1.39, p < 0.001), but not for fluency (g = -0.67, p = 0.054). Compared to children with hearing aids, children with cochlear implants scored significantly lower in phonological awareness (g = -0.30, p = 0.028). The percentage of unilateral cochlear implant negatively impacts the group difference between children with cochlear implants and their hearing peers. Findings from this study confirm a positive shift in reading outcomes for profoundly deaf children due to cochlear implantation. Some children with cochlear implants may need additional supports in educational settings.
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Affiliation(s)
- Yingying Wang
- Neuroimaging for Language, Literacy and Learning Lab, Department of Special Education and Communication Disorders, University of Nebraska, Lincoln, NE 68583, USA
- Center for Brain, Biology and Behavior, University of Nebraska, Lincoln, NE 68588, USA
- Nebraska Center for Research on Children, Youth, Families and Schools, University of Nebraska, Lincoln, NE 68583, USA
| | - Fatima Sibaii
- Neuroimaging for Language, Literacy and Learning Lab, Department of Special Education and Communication Disorders, University of Nebraska, Lincoln, NE 68583, USA
- Center for Brain, Biology and Behavior, University of Nebraska, Lincoln, NE 68588, USA
| | - Kejin Lee
- Nebraska Center for Research on Children, Youth, Families and Schools, University of Nebraska, Lincoln, NE 68583, USA
| | - Makayla J Gill
- Neuroimaging for Language, Literacy and Learning Lab, Department of Special Education and Communication Disorders, University of Nebraska, Lincoln, NE 68583, USA
- Center for Brain, Biology and Behavior, University of Nebraska, Lincoln, NE 68588, USA
| | - Jonathan L Hatch
- Department of Otolaryngology-Head & Neck Surgery, University of Nebraska Medical Center, Omaha, NE 68198, USA
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19
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Smolen ER, Wang Y, Hartman MC, Lee YS. Effects of Parents' Mealtime Conversation Techniques for Preschool Children With Hearing Loss Who Use Listening and Spoken Language. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2021; 64:979-992. [PMID: 33621122 DOI: 10.1044/2020_jslhr-20-00420] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Purpose This mixed-methods study aimed to examine the conversation techniques used by parents of young children with hearing loss (HL) during dinnertime at home. Parents' usage rates of open- and closed-ended language elicitation, reformulation, imitation, directives, and explicit vocabulary instruction were examined in relation to children's receptive vocabulary and basic-concepts skills. Method Twenty-minute dinnertime segments were extracted from naturalistic, daylong recordings of 37 preschoolers with HL who used listening and spoken language. The segments were hand-coded for parents' use of conversation techniques. Children's receptive vocabulary and basic concepts were assessed using standardized measures. Results Parents' use of conversation techniques varied widely, with closed-ended elicitation and directives used most frequently during dinner. Explicit vocabulary instruction was correlated with general receptive vocabulary and basic-concepts skills. Thematic analysis of the conversations revealed common themes, including concrete topics and sibling speakers. In addition, parents who used many techniques often introduced abstract conversation topics; electronic media was present in all conversations with few techniques. Conclusions Parents of preschoolers with HL may benefit from specific coaching to elicit language and introduce new vocabulary during home routines. These techniques may help develop their children's receptive language.
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Affiliation(s)
- Elaine R Smolen
- Department of Health and Behavior Studies, Teachers College, Columbia University, New York, NY
| | - Ye Wang
- Department of Health and Behavior Studies, Teachers College, Columbia University, New York, NY
| | - Maria C Hartman
- Department of Health and Behavior Studies, Teachers College, Columbia University, New York, NY
| | - Young-Sun Lee
- Department of Human Development, Teachers College, Columbia University, New York, NY
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20
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Chen PH, Lim TZ, Chang ST, Cho MY. Developing new scales for assessing parents' aural and oral rehabilitation skills to interact with children with hearing loss. Int J Audiol 2021; 60:797-807. [PMID: 33401986 DOI: 10.1080/14992027.2020.1861345] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
OBJECTIVE Scales for evaluating the teaching and behavioural skills of parents enrolled in aural and oral rehabilitation programs for children with hearing loss are lacking. This study developed and validated scales for assessing parental teaching and behavioural skills of those parents for use in guiding their child to develop language and communication skills. DESIGN Scales were constructed and evaluated using exploratory and confirmatory factor analysis. The performance of parents in teaching and behavioural skills was also explored. STUDY SAMPLE The teaching and behavioural skills of 344 parents (179 for scale development and 165 for validation) were rated by their intervention therapists using parental teaching skill (PTS) and parental behavioural skill (PBS) scales. RESULTS Good reliability and model fit (validity) were observed for both scales, which ultimately included 13 and 10 items, respectively. Maternal educational level was a significant indicator of their performance ratings. CONCLUSIONS The PTS and PBS scales were validated and can be used by early intervention professionals to evaluate the relative interaction and behavioural skills of parents of children with hearing loss, and enrolled in listening and spoken language intervention programs.
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Affiliation(s)
- Pei-Hua Chen
- Speech and Hearing Science Research Institute, Children's Hearing Foundation, Taipei, Taiwan
| | - Tang-Zhi Lim
- Speech and Hearing Science Research Institute, Children's Hearing Foundation, Taipei, Taiwan
| | - Shu-Ting Chang
- Speech and Hearing Science Research Institute, Children's Hearing Foundation, Taipei, Taiwan
| | - Ming-Yi Cho
- Speech and Hearing Science Research Institute, Children's Hearing Foundation, Taipei, Taiwan
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21
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Majorano M, Brondino M, Morelli M, Ferrari R, Lavelli M, Guerzoni L, Cuda D, Persici V. Preverbal Production and Early Lexical Development in Children With Cochlear Implants: A Longitudinal Study Following Pre-implanted Children Until 12 Months After Cochlear Implant Activation. Front Psychol 2020; 11:591584. [PMID: 33329253 PMCID: PMC7713996 DOI: 10.3389/fpsyg.2020.591584] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2020] [Accepted: 10/23/2020] [Indexed: 11/13/2022] Open
Abstract
Studies have shown that children vary in the trajectories of their language development after cochlear implant (CI) activation. The aim of the present study is to assess the preverbal and lexical development of a group of 20 Italian-speaking children observed longitudinally before CI activation and at three, 6 and 12 months after CI surgery (mean age at the first session: 17.5 months; SD: 8.3; and range: 10–35). The group of children with CIs (G-CI) was compared with two groups of normally-hearing (NH) children, one age-matched (G-NHA; mean age at the first session: 17.4 months; SD: 8.0; and range: 10–34) and one language-matched (G-NHL; n = 20; mean age at the first session: 11.2 months; SD: 0.4; and range: 11–12). The spontaneous interactions between children and their mothers during free-play were transcribed. Preverbal babbling production and first words were considered for each child. Data analysis showed significant differences in babbling and word production between groups, with a lower production of words in children with CIs compared to the G-NHA group and a higher production of babbling compared to the G-NHL children. Word production 1 year after activation was significantly lower for the children with CIs than for language-matched children only when maternal education was controlled for. Furthermore, latent class growth analysis showed that children with CIs belonged mainly to classes that exhibited a low level of initial production but also progressive increases over time. Babbling production had a statistically significant effect on lexical growth but not on class membership, and only for groups showing slower and constant increases. Results highlight the importance of preverbal vocal patterns for later lexical development and may support families and speech therapists in the early identification of risk and protective factors for language delay in children with CIs.
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Affiliation(s)
| | | | - Marika Morelli
- Department of Human Sciences, University of Verona, Verona, Italy
| | - Rachele Ferrari
- Department of Human Sciences, University of Verona, Verona, Italy
| | - Manuela Lavelli
- Department of Human Sciences, University of Verona, Verona, Italy
| | - Letizia Guerzoni
- U.O. Otorhinolaryngology, Guglielmo da Saliceto Hospital, Piacenza, Italy
| | - Domenico Cuda
- U.O. Otorhinolaryngology, Guglielmo da Saliceto Hospital, Piacenza, Italy
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22
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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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Shirane M, Ganaha A, Nakashima T, Shimoara S, Yasunaga T, Ichihara S, Kageyama S, Matsuda Y, Tono T. Comprehensive hearing care network for early identification and intervention in children with congenital and late-onset/acquired hearing loss: 8 years' experience in Miyazaki. Int J Pediatr Otorhinolaryngol 2020; 131:109881. [PMID: 31978747 DOI: 10.1016/j.ijporl.2020.109881] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/19/2019] [Revised: 01/11/2020] [Accepted: 01/13/2020] [Indexed: 10/25/2022]
Abstract
OBJECTIVE In 2010, we established the Miyazaki Comprehensive Hearing Care Network (MCHCN) for early identification and intervention in children with congenital and late-onset/acquired hearing loss with the cooperation of related administrative bodies in Miyazaki prefecture. The central roles of the MCHCN program are played by the Hearing Care Center (HCC) at the University of Miyazaki Hospital established in 2010 to facilitate audiological diagnoses, hearing aid interventions, and educational efforts, as well as linkage with the Department of Otolaryngology for surgical interventions. Herein, we aimed to present the main outcomes of the MCHCN program organized by the HCC at the University of Miyazaki Hospital. METHODS The MCHCN consists of two different networks, the Newborn Hearing Screening Network (NHSN) and the Pediatric Hearing Care Network (PHCN). All children suspected of having hearing loss by Newborn Hearing Screening (NHS) are referred to the HCC via the NHSN. In addition, children suspected of late-onset/acquired hearing loss by municipality-led health checkups, pediatricians, public health nurses, and childcare workers are referred to the HCC via the PHCN. Children who were born in Miyazaki prefecture between January 2010 and December 2017 and referred to the HCC for detailed hearing examination were included in this study. RESULTS Within the study period, 89,390 infants were born in Miyazaki prefecture, and 84,737 (94.9%) of them underwent NHS. A total of 698 infants and 182 children with suspected hearing loss were referred to the HCC via the NHSN and PHCN, respectively. Of the 880 referrals, 169 were diagnosed with hearing loss, which included 80 children with bilateral hearing loss and 89 children with unilateral hearing loss. Of the 80 children with bilateral hearing loss, 76 began wearing hearing aids and 15 had cochlear implants in the follow-up period. In children with bilateral conductive hearing loss, 4 children with bilateral middle ear anomalies underwent ossiculoplasty, following which two of these children no longer required hearing aids. Imaging assessments performed on 71 of the 89 children with unilateral hearing loss revealed that 20 of the 30 (66%) children who underwent CT exhibited ossicular anomalies and 28 out of the 48 (58%) children who underwent MRI were found to have ipsilateral cochlear nerve hypoplasia. Among the 169 children with hearing loss, no follow-up loss was observed during the period of this study. CONCLUSION The MCHCN that was organized at the initiative of the HCC at the University of Miyazaki Hospital has enabled the provision of comprehensive and continuous support, ranging from diagnosis to intervention, not only for children with suspected hearing loss referred based on their NHS results but also for those who pass the screening. Via this system, children with late-onset/acquired hearing loss can be identified early and can receive medical interventions tailored to the cause of their hearing loss while simultaneously avoiding a loss to follow-up.
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Affiliation(s)
- Miho Shirane
- Miyazaki University Hospital Hearing Care Center, Miyazaki, Japan; Department of Otorhinolaryngology-Head and Neck Surgery, University of Miyazaki, 5200 Kihara, Kiyotake, Miyazaki, 889-1692, Japan.
| | - Akira Ganaha
- Miyazaki University Hospital Hearing Care Center, Miyazaki, Japan; Department of Otorhinolaryngology-Head and Neck Surgery, University of Miyazaki, 5200 Kihara, Kiyotake, Miyazaki, 889-1692, Japan.
| | - Takahiro Nakashima
- Miyazaki University Hospital Hearing Care Center, Miyazaki, Japan; Department of Otorhinolaryngology-Head and Neck Surgery, University of Miyazaki, 5200 Kihara, Kiyotake, Miyazaki, 889-1692, Japan.
| | - Shoken Shimoara
- Miyazaki University Hospital Hearing Care Center, Miyazaki, Japan; Department of Otorhinolaryngology-Head and Neck Surgery, University of Miyazaki, 5200 Kihara, Kiyotake, Miyazaki, 889-1692, Japan.
| | - Taro Yasunaga
- Miyazaki University Hospital Hearing Care Center, Miyazaki, Japan; Department of Otorhinolaryngology-Head and Neck Surgery, University of Miyazaki, 5200 Kihara, Kiyotake, Miyazaki, 889-1692, Japan.
| | - Sakura Ichihara
- Miyazaki University Hospital Hearing Care Center, Miyazaki, Japan; Department of Otorhinolaryngology-Head and Neck Surgery, University of Miyazaki, 5200 Kihara, Kiyotake, Miyazaki, 889-1692, Japan.
| | - Saki Kageyama
- National Hospital Organization Miyakonojo Medical Center, 5033-1 Iwayoshi, Miyakonojo, 885-0014, Japan.
| | - Yusuke Matsuda
- Kagoshima City Hospital, 37-1 Uearata, Kagoshima, 890-8760, Japan.
| | - Tetsuya Tono
- Miyazaki University Hospital Hearing Care Center, Miyazaki, Japan; Department of Otorhinolaryngology-Head and Neck Surgery, University of Miyazaki, 5200 Kihara, Kiyotake, Miyazaki, 889-1692, Japan.
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Davies B, Xu Rattanasone N, Davis A, Demuth K. The Acquisition of Productive Plural Morphology by Children With Hearing Loss. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2020; 63:552-568. [PMID: 32004109 DOI: 10.1044/2019_jslhr-19-00208] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Purpose Normal-hearing (NH) children acquire plural morphemes at different rates, with the segmental allomorphs /-s, -z/ (e.g., cat-s) being acquired before the syllabic allomorph /-əz/ (e.g., bus-es). Children with hearing loss (HL) have been reported to show delays in the production of plural morphology, raising the possibility that this might be due to challenges acquiring different types of lexical/morphological representations. This study therefore examined the comprehension of plural morphology by 3- to 7-year-olds with HL and compared this with performance by their NH peers. We also investigated comprehension as a function of wearing hearing aids (HAs) versus cochlear implants (CIs). Method Participants included 129 NH children aged 3-5 years and 25 children with HL aged 3-7 years (13 with HAs, 12 with CIs). All participated in a novel word two-alternative forced-choice task presented on an iPad. The task tested comprehension of the segmental (e.g., teps, mubz) and syllabic (e.g., kosses) plural, as well as their singular counterparts (e.g., tep, mub, koss). Results While the children with NH were above chance for all conditions, those with HL performed at chance. As a group, the performance of the children with HL did not improve with age. However, results suggest possible differences between children with HAs and those with CIs, where those with HAs appeared to be in the process of developing representations of consonant-vowel-consonant singulars. Conclusions Results suggest that preschoolers with HL do not yet have a robust representation of plural morphology for words they have not heard before. However, those with HAs are beginning to access the singular/plural system as they get older.
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Affiliation(s)
- Benjamin Davies
- Department of Linguistics, Macquarie University, Sydney, New South Wales, Australia
- ARC Centre of Excellence in Cognition and Its Disorders, Macquarie University, Sydney, New South Wales, Australia
- The HEARing Cooperative Research Centre, Melbourne, Victoria, Australia
| | - Nan Xu Rattanasone
- Department of Linguistics, Macquarie University, Sydney, New South Wales, Australia
- ARC Centre of Excellence in Cognition and Its Disorders, Macquarie University, Sydney, New South Wales, Australia
- The HEARing Cooperative Research Centre, Melbourne, Victoria, Australia
| | - Aleisha Davis
- The HEARing Cooperative Research Centre, Melbourne, Victoria, Australia
- The Shepherd Centre, Sydney, New South Wales, Australia
| | - Katherine Demuth
- Department of Linguistics, Macquarie University, Sydney, New South Wales, Australia
- ARC Centre of Excellence in Cognition and Its Disorders, Macquarie University, Sydney, New South Wales, Australia
- The HEARing Cooperative Research Centre, Melbourne, Victoria, Australia
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Ingvalson EM, Grieco-Calub TM, Perry LK, VanDam M. Rethinking Emergent Literacy in Children With Hearing Loss. Front Psychol 2020; 11:39. [PMID: 32082217 PMCID: PMC7006043 DOI: 10.3389/fpsyg.2020.00039] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/06/2019] [Accepted: 01/08/2020] [Indexed: 12/01/2022] Open
Abstract
Long-term literacy outcomes for children with hearing loss, particularly those with severe-to-profound deafness who are fitted with cochlear implants (CIs) lag behind those of children with normal hearing (NH). The causes for these long-term deficits are not fully clear, though differences in auditory access between children who use CIs and those with NH may be a partial cause. This paper briefly reviews the emergent literacy model as proposed by Whitehurst and Lonigan (1998). We then examine the development of each of Whitehurst and Lonigan’s identified factors in children who use CIs and how the extant knowledge of language and literacy development in children who use CIs may bear on the emergent literacy model. We then propose to modify the model for children who use CIs based on their unique developmental trajectories, influenced at least in part by their unique auditory access. We conclude with future directions for further development of an evidence-based emergent literacy model for children who use CIs and how this model could be used to inform intervention.
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Affiliation(s)
- Erin M Ingvalson
- School of Communication Science and Disorders, Florida State University, Tallahassee, FL, United States
| | - Tina M Grieco-Calub
- Roxelyn and Richard Pepper Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL, United States
| | - Lynn K Perry
- Department of Psychology, University of Miami, Coral Gables, FL, United States
| | - Mark VanDam
- Department of Speech and Hearing Sciences, Washington State University, Spokane, WA, United States
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Reynolds G, Werfel KL. Home Literacy Environment and Emergent Skills in Preschool Children With Hearing Loss. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2020; 25:68-79. [PMID: 31424544 PMCID: PMC6951031 DOI: 10.1093/deafed/enz025] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/20/2018] [Revised: 05/23/2019] [Accepted: 05/27/2019] [Indexed: 06/10/2023]
Abstract
Home literacy practices reported by parents of preschool children with hearing loss were compared to those reported by parents of their peers with typical hearing. Parents completed a questionnaire from Boudreau, D. (2005. Use of a parent questionnaire in emergent and early literacy assessment of preschool children. Language, Speech, and Hearing Services in Schools, 36, 33-47. doi:10.1044/0161-1461(2005/004)) assessing home literacy practices across areas such as parent facilitation of literacy and time spent reading per week. As part of a larger study, children completed language and emergent literacy assessments. Parents of both groups reported similar amounts of time spent reading to their children and scored similarly on report of parent facilitation of literacy, even though children with hearing loss scored lower on measures of emergent literacy. However, parents of children with typical hearing reported that their children had higher engagement and interest in books than children with hearing loss. Additionally, only child engagement with books was correlated with emergent literacy skills and only for children with hearing loss. The results suggest that parent facilitation of literacy alone is not correlated with emergent literacy scores; children must take an active role in their reading development. Children with hearing loss must be active participants during shared book reading. It is therefore essential to develop ways to actively engage children with hearing loss during reading activities.
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Su PL, Roberts MY. Quantity and Quality of Parental Utterances and Responses to Children With Hearing Loss Prior to Cochlear Implant. JOURNAL OF EARLY INTERVENTION 2019; 41:366-387. [PMID: 33311963 PMCID: PMC7731922 DOI: 10.1177/1053815119867286] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/22/2023]
Abstract
This study investigated the extent to which parental language input to children with hearing loss (HL) prior to cochlear implant (CI) differs from input to children with typical hearing (TH). A 20-min parent-child interaction sample was collected for 13 parent-child dyads in the HL group and 17 dyads in the TH group during free play. Ten minutes were transcribed and were coded for four variables: (a) overall utterances, (b) high-quality utterances, (c) utterances in response to child communicative acts (i.e., overall responses), and (d) high-quality utterances in response to child communicative acts (i.e., high-quality responses). Differences were detected for both quantity and quality of parental language input across the two groups. Early language skills correlated with three out of the four parental variables in both groups. Post hoc analyses suggested that the lower rate of high-quality responses in parents of children with HL could be attributed to lower intelligibility of child communication.
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Abstract
Radical advancements in hearing technology in the last 30 years have offered some deaf and hard-of-hearing (DHH) children the adequate auditory access necessary to acquire spoken language with high-quality early intervention. However, meaningful achievement gaps in reading and spoken language persist despite the engineering marvel of modern hearing aids and cochlear implants. Moreover, there is enormous unexplained variability in spoken language and literacy outcomes. Aspects of signal processing in both hearing aids and cochlear implants are discussed as they relate to spoken language outcomes in preschool and school-age children. In suggesting areas for future research, a case is made for not only expanding the search for mechanisms of influence on outcomes outside of traditional device- and child-related factors, but also for framing the search within Biopsychosocial systems theories. This theoretical approach incorporates systems of risk factors across many levels, as well as the bidirectional and complex ways in which factors influence each other. The combination of sophisticated hearing technology and a fuller understanding of the complex environmental and biological factors that shape development will help maximize spoken language outcomes in DHH children and contribute to laying the groundwork for successful literacy and academic development.
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Hatano M, Kelly JB, Zhang H. Area-dependent change of response in the rat's inferior colliculus to intracochlear electrical stimulation following neonatal cochlear damage. Sci Rep 2019; 9:5643. [PMID: 30948747 PMCID: PMC6449351 DOI: 10.1038/s41598-019-41955-y] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2018] [Accepted: 03/19/2019] [Indexed: 12/04/2022] Open
Abstract
To understand brain changes caused by auditory sensory deprivation, we recorded local-field potentials in the inferior colliculus of young adult rats with neonatal cochlear damage produced by systemic injections of amikacin. The responses were elicited by electrical stimulation of the entire cochlea and recorded at various locations along a dorsolateral-ventromedial axis of the inferior colliculus. We found that hair cells were completely destroyed and spiral ganglion neurons were severely damaged in the basal cochleae of amikacin-treated animals. Hair cells as well as spiral ganglion neurons were damaged also in the middle and apical areas of the cochlea, with the damage being greater in the middle than the apical area. Amplitudes of local-field potentials were reduced in the ventromedial inferior colliculus, but enhanced in the dorsolateral inferior colliculus. Latencies of responses were increased over the entire structure. The enhancement of responses in the dorsolateral inferior colliculus was in contrast with the damage of hair cells and spiral ganglion cells in the apical part of the cochlea. This contrast along with the overall increase of latencies suggests that early cochlear damage can alter neural mechanisms within the inferior colliculus and/or the inputs to this midbrain structure.
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Affiliation(s)
- Miyako Hatano
- Department of Otolaryngology-Head and Neck Surgery, Kanazawa University, Kanazawa, 920-8640, Ishikawa, Japan.
| | - Jack B Kelly
- Department of Neuroscience, Carleton University, Ottawa, Ontario, K1S 5B6, Canada
| | - Huiming Zhang
- Department of Biological Sciences, University of Windsor, Windsor, Ontario, N9B 3P4, Canada
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McDaniel J, Benítez-Barrera CR, Soares AC, Vargas A, Camarata S. Bilingual Versus Monolingual Vocabulary Instruction for Bilingual Children with Hearing Loss. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2019; 24:142-160. [PMID: 30597033 PMCID: PMC6422237 DOI: 10.1093/deafed/eny042] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/08/2018] [Revised: 11/12/2018] [Accepted: 11/22/2018] [Indexed: 05/30/2023]
Abstract
Effective vocabulary interventions for children with hearing loss, including children who are bilingual, are needed because of persistent vocabulary deficits in this population. Current instructional practices for children with hearing loss who are bilingual vary in the degree to which they incorporate the language the child uses at home. Unfortunately, there is little direct evidence as to whether bilingual or monolingual instructional practices yield greater benefits for these children. Three Spanish-English-speaking children participated in this single case adapted alternating treatments design study that evaluated the effectiveness and efficiency of bilingual and monolingual teaching procedures for an expressive vocabulary intervention. Contrary to predictions from a monolingual instruction perspective, no evidence of an inhibitory effect of bilingual instruction on English performance was identified. Participants exhibited gains in Spanish for words in the bilingual condition only. Findings suggest more efficient word learning in the bilingual condition as measured by conceptual vocabulary.
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Roberts MY. Parent-Implemented Communication Treatment for Infants and Toddlers With Hearing Loss: A Randomized Pilot Trial. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2019; 62:143-152. [PMID: 30535174 PMCID: PMC6437700 DOI: 10.1044/2018_jslhr-l-18-0079] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/07/2018] [Revised: 05/01/2018] [Accepted: 07/09/2018] [Indexed: 05/19/2023]
Abstract
Purpose Despite advances in cochlear implant and hearing aid technology, many children with hearing loss continue to exhibit poorer language skills than their hearing peers. This randomized pilot trial tested the effects of a parent-implemented communication treatment targeting prelinguistic communication skills in infants and toddlers with hearing loss. Method Participants included 19 children between 6 and 24 months of age with moderate to profound, bilateral hearing loss. Children were randomly assigned to the parent-implemented communication treatment group or a "usual care" control group. Parents and children participated in 26, hour-long home sessions in which parents were taught to use communication support strategies. The primary outcome measures were the Communication and Symbolic Behavior Scales (Wetherby & Prizant, 2003), a measure of child prelinguistic skills, and parental use of communication support strategies during a naturalistic play session. Results Parents in the treatment group increased their use of communication support strategies by 17%. Children in the treatment group made statistically significant more gains in speech prelinguistic skills ( d = 1.09, p = .03) as compared with the control group. There were no statistically significant differences in social and symbolic prelinguistic skills; however, the effect sizes were large ( d = 0.78, p = .08; d = 0.91, p = .10). Conclusions This study provides modest preliminary support for the short-term effects of a parent-implemented communication treatment for children with hearing loss. Parents learned communication support strategies that subsequently impacted child prelinguistic skills. Although these results appear promising, the sample size is very small. Future research should include a larger clinical trial and child-level predictors of response to treatment.
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Affiliation(s)
- Megan Y. Roberts
- Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL
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An Analysis of Safety and Adverse Events Following Cochlear Implantation in Children Under 12 Months of Age. Otol Neurotol 2018; 38:1426-1432. [PMID: 28953606 DOI: 10.1097/mao.0000000000001585] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
OBJECTIVE To determine perioperative morbidity of children ≤12 months undergoing cochlear implantation (CI). STUDY DESIGN Retrospective analysis using the American College of Surgeons National Surgical Quality Improvement Program Pediatric Database (ACS-NSQIP-P). SETTING General acute care children's hospitals, children's hospitals within larger hospitals, specialty children's hospitals, and general acute care hospitals with a pediatric wing. PATIENTS Children who underwent CI were queried using the ACS-NSQIP-P from 2012 to 2015. INTERVENTION Cochlear implantation. MAIN OUTCOME MEASURES Risk factors analyzed include age, prematurity, and presence of congenital disorders. Outcomes analyzed include operative time, length of stay, general surgical complications, readmissions, and related reoperations. RESULTS Over the database accrual period, the percentage of children ≤12 months at the time of surgery increased from 2012 to 2015 (6.08-7.78%, p = 0.0752). Total operative time, length of stay (≥1 d), and readmissions for those ≤12 months were significantly greater compared with those >12 months at the time of surgery (p < 0.001, p = 0.0037, and p < 0.0001, respectively). There were no statistically significant differences in general surgical complications (i.e., superficial incisional surgical site infections, organ/space surgical site infections, and/or unplanned reoperations) in cases ≤12 months. Complications specific to CI such as facial nerve paralysis, cerebrospinal fluid leak, and mastoiditis were not recorded in the ACS-NSQIP-P. CONCLUSION Infants had no more general surgical complications in the immediate postoperative period compared with older children, although total operative time, length of stay, and readmissions were found to be significantly greater in frequency.
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Roberts MY, Hampton LH. Exploring Cascading Effects of Multimodal Communication Skills in Infants With Hearing Loss. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2018; 23:95-105. [PMID: 29040615 PMCID: PMC5881374 DOI: 10.1093/deafed/enx041] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/20/2016] [Accepted: 09/07/2017] [Indexed: 05/08/2023]
Abstract
Infants and toddlers with hearing loss (HL) are at risk for developing communicative delays that can have a substantial lasting effect. Understanding child characteristics that may be targeted in early intervention is essential to maximizing communicative outcomes in children with HL. Among the most malleable predictors of communication skills include maternal responsivity, gestures, and vocalizations. The purpose of this study was to examine the relationship among maternal responsivity, prelinguistic communication skills and expressive vocabulary in children with HL. Based upon the results we propose a theoretical cascading model of communicative outcomes for children with HL such that gesture use may be associated with future vocalizations which may in turn be related to long-term spoken language outcomes. This exploratory model may be supported by the underlying transactional model of bidirectional language development that occurs through maternal sensitivity in the first two years of life. Additionally, parents of children with HL may be less likely to respond to a single mode of communication than to a combination of modes. This exploratory study provides a theoretical framework by which multimodal communication development in infants and toddlers with HL may be better understood, and suggests hypotheses for future research and implications for intervention practice.
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Affiliation(s)
- Megan Y Roberts
- Northwestern University
- Correspondence should be sent to Megan Y. Roberts, Department of Communication Sciences and Disorders, Northwestern University, Frances Searle Building, 3-346 2240 Campus Drive, Evanston, IL 60208 (e-mail: )
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Yoshinaga-Itano C, Sedey AL, Wiggin M, Chung W. Early Hearing Detection and Vocabulary of Children With Hearing Loss. Pediatrics 2017; 140:e20162964. [PMID: 28689189 PMCID: PMC5595069 DOI: 10.1542/peds.2016-2964] [Citation(s) in RCA: 125] [Impact Index Per Article: 17.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 05/02/2017] [Indexed: 11/24/2022] Open
Abstract
BACKGROUND AND OBJECTIVES To date, no studies have examined vocabulary outcomes of children meeting all 3 components of the Early Hearing Detection and Intervention (EHDI) guidelines (hearing screening by 1 month, diagnosis of hearing loss by 3 months, and intervention by 6 months of age). The primary purpose of the current study was to examine the impact of the current EHDI 1-3-6 policy on vocabulary outcomes across a wide geographic area. A secondary goal was to confirm the impact of other demographic variables previously reported to be related to language outcomes. METHODS This was a cross-sectional study of 448 children with bilateral hearing loss between 8 and 39 months of age (mean = 25.3 months, SD = 7.5 months). The children lived in 12 different states and were participating in the National Early Childhood Assessment Project. RESULTS The combination of 6 factors in a regression analysis accounted for 41% of the variance in vocabulary outcomes. Vocabulary quotients were significantly higher for children who met the EHDI guidelines, were younger, had no additional disabilities, had mild to moderate hearing loss, had parents who were deaf or hard of hearing, and had mothers with higher levels of education. CONCLUSIONS Vocabulary learning may be enhanced with system improvements that increase the number of children meeting the current early identification and intervention guidelines. In addition, intervention efforts need to focus on preventing widening delays with chronological age, assisting mothers with lower levels of education, and incorporating adults who are deaf/hard-of-hearing in the intervention process.
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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; and
| | - Mallene Wiggin
- Institute of Cognitive Science, University of Colorado Boulder, Boulder, Colorado
| | - Winnie Chung
- National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention, Atlanta, Georgia
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Murphy K, James LS, Sakata JT, Prather JF. Advantages of comparative studies in songbirds to understand the neural basis of sensorimotor integration. J Neurophysiol 2017; 118:800-816. [PMID: 28331007 DOI: 10.1152/jn.00623.2016] [Citation(s) in RCA: 26] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/05/2016] [Revised: 03/14/2017] [Accepted: 03/15/2017] [Indexed: 11/22/2022] Open
Abstract
Sensorimotor integration is the process through which the nervous system creates a link between motor commands and associated sensory feedback. This process allows for the acquisition and refinement of many behaviors, including learned communication behaviors such as speech and birdsong. Consequently, it is important to understand fundamental mechanisms of sensorimotor integration, and comparative analyses of this process can provide vital insight. Songbirds offer a powerful comparative model system to study how the nervous system links motor and sensory information for learning and control. This is because the acquisition, maintenance, and control of birdsong critically depend on sensory feedback. Furthermore, there is an incredible diversity of song organizations across songbird species, ranging from songs with simple, stereotyped sequences to songs with complex sequencing of vocal gestures, as well as a wide diversity of song repertoire sizes. Despite this diversity, the neural circuitry for song learning, control, and maintenance remains highly similar across species. Here, we highlight the utility of songbirds for the analysis of sensorimotor integration and the insights about mechanisms of sensorimotor integration gained by comparing different songbird species. Key conclusions from this comparative analysis are that variation in song sequence complexity seems to covary with the strength of feedback signals in sensorimotor circuits and that sensorimotor circuits contain distinct representations of elements in the vocal repertoire, possibly enabling evolutionary variation in repertoire sizes. We conclude our review by highlighting important areas of research that could benefit from increased comparative focus, with particular emphasis on the integration of new technologies.
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Affiliation(s)
- Karagh Murphy
- Program in Neuroscience, Department of Zoology and Physiology, University of Wyoming, Laramie, Wyoming; and
| | - Logan S James
- Department of Biology, McGill University, Montreal, Quebec, Canada
| | - Jon T Sakata
- Department of Biology, McGill University, Montreal, Quebec, Canada
| | - Jonathan F Prather
- Program in Neuroscience, Department of Zoology and Physiology, University of Wyoming, Laramie, Wyoming; and
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Driver S, Jiang D. Paediatric cochlear implantation factors that affect outcomes. Eur J Paediatr Neurol 2017; 21:104-108. [PMID: 27530431 DOI: 10.1016/j.ejpn.2016.07.012] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/13/2016] [Revised: 06/20/2016] [Accepted: 07/11/2016] [Indexed: 11/18/2022]
Abstract
Cochlear implantation is an established surgical intervention for individuals with bilateral severe to profound sensorineural hearing loss. The aim of the interevention is to provide the individual with a sensation of sound which they can learn to interpret with meaning. Outcomes vary considerably and the factors that impact on outcomes will be discussed.
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Affiliation(s)
- Sandra Driver
- Hearing Implant Centre, St Thomas' Hospital, London, United Kingdom.
| | - Dan Jiang
- Hearing Implant Centre, St Thomas' Hospital, London, United Kingdom
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Lund E. Vocabulary Knowledge of Children With Cochlear Implants: A Meta-Analysis. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2016; 21:107-21. [PMID: 26712811 PMCID: PMC4886318 DOI: 10.1093/deafed/env060] [Citation(s) in RCA: 108] [Impact Index Per Article: 13.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/12/2015] [Accepted: 11/24/2015] [Indexed: 05/08/2023]
Abstract
This article employs meta-analysis procedures to evaluate whether children with cochlear implants demonstrate lower spoken-language vocabulary knowledge than peers with normal hearing. Of the 754 articles screened and 52 articles coded, 12 articles met predetermined inclusion criteria (with an additional 5 included for one analysis). Effect sizes were calculated for relevant studies and forest plots were used to compare differences between groups of children with normal hearing and children with cochlear implants. Weighted effect size averages for expressive vocabulary measures (g = -11.99; p < .001) and for receptive vocabulary measures (g = -20.33; p < .001) indicated that children with cochlear implants demonstrate lower vocabulary knowledge than children with normal hearing. Additional analyses confirmed the value of comparing vocabulary knowledge of children with hearing loss to a tightly matched (e.g., socioeconomic status-matched) sample. Age of implantation, duration of implantation, and chronological age at testing were not significantly related to magnitude of weighted effect size. Findings from this analysis represent a first step toward resolving discrepancies in the vocabulary knowledge literature.
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Lund E, Schuele CM. Effects of a word-learning training on children with cochlear implants. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2014; 19:68-84. [PMID: 23981321 PMCID: PMC3867802 DOI: 10.1093/deafed/ent036] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/04/2023]
Abstract
Preschool children with hearing loss who use cochlear implants demonstrate vocabulary delays when compared to their peers without hearing loss. These delays may be a result of deficient word-learning abilities; children with cochlear implants perform more poorly on rapid word-learning tasks than children with normal hearing. This study explored the malleability of rapid word learning of preschoolers with cochlear implants by evaluating the effects of a word-learning training on rapid word learning. A single-subject, multiple probe design across participants measured the impact of the training on children's rapid word-learning performance. Participants included 5 preschool children with cochlear implants who had an expressive lexicon of less than 150 words. An investigator guided children to identify, repeat, and learn about unknown sets of words in 2-weekly sessions across 10 weeks. The probe measure, a rapid word-learning task with a different set of words than those taught during training, was collected in the baseline, training, and maintenance conditions. All participants improved their receptive rapid word-learning performance in the training condition. The functional relation indicates that the receptive rapid word-learning performance of children with cochlear implants is malleable.
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Affiliation(s)
- Emily Lund
- Department of Hearing and Speech Sciences, Vanderbilt University Medical Center, 1215 21st Avenue South, Room 8310, Medical Center East, South Tower, Nashville, TN 37232-8242.
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Houston DM, Bergeson TR. Hearing versus Listening: Attention to Speech and Its Role in Language Acquisition in Deaf Infants with Cochlear Implants. LINGUA. INTERNATIONAL REVIEW OF GENERAL LINGUISTICS. REVUE INTERNATIONALE DE LINGUISTIQUE GENERALE 2014; 139:10-25. [PMID: 24729634 PMCID: PMC3979557 DOI: 10.1016/j.lingua.2013.08.001] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
Abstract
The advent of cochlear implantation has provided thousands of deaf infants and children access to speech and the opportunity to learn spoken language. Whether or not deaf infants successfully learn spoken language after implantation may depend in part on the extent to which they listen to speech rather than just hear it. We explore this question by examining the role that attention to speech plays in early language development according to a prominent model of infant speech perception - Jusczyk's WRAPSA model - and by reviewing the kinds of speech input that maintains normal-hearing infants' attention. We then review recent findings suggesting that cochlear-implanted infants' attention to speech is reduced compared to normal-hearing infants and that speech input to these infants differs from input to infants with normal hearing. Finally, we discuss possible roles attention to speech may play on deaf children's language acquisition after cochlear implantation in light of these findings and predictions from Jusczyk's WRAPSA model.
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Affiliation(s)
- Derek M Houston
- Department of Otolaryngology - Head & Neck Surgery, Indiana University School of Medicine
| | - Tonya R Bergeson
- Department of Otolaryngology - Head & Neck Surgery, Indiana University School of Medicine
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Koşaner J, Uruk D, Kilinc A, Ispir G, Amann E. An investigation of the first lexicon of Turkish hearing children and children with a cochlear implant. Int J Pediatr Otorhinolaryngol 2013; 77:1947-54. [PMID: 24182868 DOI: 10.1016/j.ijporl.2013.09.008] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/21/2013] [Revised: 09/05/2013] [Accepted: 09/06/2013] [Indexed: 11/26/2022]
Abstract
INTRODUCTION Research on early cochlear implantation and first language milestones is limited. To compare language performance in cochlear implant (CI) users and hearing children, the establishment of normative data for both groups would be of benefit. To aid the data collection for Turkish hearing children and children with a CI diaries can be used. AIMS This study aimed to document the first 100-word lexicon acquired by Turkish hearing children and children with a CI during the first 2 years of hearing experience, to determine the distribution of the first 100-word lexicon per word category, the rate of acquisition of words and the effects of age at implantation on language performance. METHODS First word data was collected from 63 Turkish hearing children and 71 CI users implanted under 36 months of chronological age using a diary. The mean number of words recorded at each time interval was calculated. The time taken to achieve the first 100-word lexicon and the categories of the first words were documented. Performance under 18 months and over 24 months of age at first fitting was compared. RESULTS By 19-21 months of hearing age both hearing and CI user's vocabularies were of similar size. CI users developed a lexicon earlier than hearing children, but once hearing children started to acquire words their acquisition rate was faster. The distribution of words acquired per category were similar. 83% of first words were shared by both groups. No significant difference in performance was found between: hearing versus: implanted children; or earlier (<18 months) versus later (≥24 months) implanted children. CONCLUSIONS The vocabulary of hearing children compared to CI users are similar in size and the category. Early access to auditory stimuli facilitates children with a hearing loss to develop vocabularies similar to hearing children in the short term.
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Shehata-Dieler W, Ehrmann-Mueller D, Wermke P, Voit V, Cebulla M, Wermke K. Pre-speech diagnosis in hearing-impaired infants: How auditory experience affects early vocal development. SPEECH LANGUAGE AND HEARING 2013. [DOI: 10.1179/2050571x13z.00000000011] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
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Boons T, De Raeve L, Langereis M, Peeraer L, Wouters J, van Wieringen A. Expressive vocabulary, morphology, syntax and narrative skills in profoundly deaf children after early cochlear implantation. RESEARCH IN DEVELOPMENTAL DISABILITIES 2013; 34:2008-2022. [PMID: 23584181 DOI: 10.1016/j.ridd.2013.03.003] [Citation(s) in RCA: 89] [Impact Index Per Article: 8.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/17/2013] [Revised: 03/01/2013] [Accepted: 03/04/2013] [Indexed: 06/02/2023]
Abstract
Practical experience and research reveal generic spoken language benefits after cochlear implantation. However, systematic research on specific language domains and error analyses are required to probe sub-skills. Moreover, the effect of predictive factors on distinct language domains is unknown. In this study, outcomes of 70 school-aged children with cochlear implants were compared with hearing peers. Approximately half of the children with cochlear implants achieved age-adequate language levels. Results did not reveal systematic strong or weak language domains. Error analyses showed difficulties with morphological and syntactic rules and inefficient narrative skills. Children without additional disabilities who received early intervention were raised with one spoken language, and used a second cochlear implant or contralateral hearing aid were more likely to present good language skills.
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Affiliation(s)
- Tinne Boons
- ExpORL, Department Neurosciences, KU Leuven, Leuven, Belgium.
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Houston DM, Stewart J, Moberly A, Hollich G, Miyamoto RT. Word learning in deaf children with cochlear implants: effects of early auditory experience. Dev Sci 2012; 15:448-61. [PMID: 22490184 PMCID: PMC3573691 DOI: 10.1111/j.1467-7687.2012.01140.x] [Citation(s) in RCA: 70] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
Word-learning skills were tested in normal-hearing 12- to 40-month-olds and in deaf 22- to 40-month-olds 12 to 18 months after cochlear implantation. Using the Intermodal Preferential Looking Paradigm (IPLP), children were tested for their ability to learn two novel-word/novel-object pairings. Normal-hearing children demonstrated learning on this task at approximately 18 months of age and older. For deaf children, performance on this task was significantly correlated with early auditory experience: Children whose cochlear implants were switched on by 14 months of age or who had relatively more hearing before implantation demonstrated learning in this task, but later implanted profoundly deaf children did not. Performance on this task also correlated with later measures of vocabulary size. Taken together, these findings suggest that early auditory experience facilitates word learning and that the IPLP may be useful for identifying children who may be at high risk for poor vocabulary development.
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Affiliation(s)
- Derek M Houston
- Department of Otolaryngology – Head & Neck Surgery, Indiana University School of Medicine, Indianapolis, IN 46202, USA.
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Cosetti MK, Waltzman SB. Outcomes in cochlear implantation: variables affecting performance in adults and children. Otolaryngol Clin North Am 2012; 45:155-71. [PMID: 22115688 DOI: 10.1016/j.otc.2011.08.023] [Citation(s) in RCA: 48] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
This article highlights variables that affect cochlear implant performance, emerging factors warranting consideration, and variables shown not to affect performance. Research on the outcomes following cochlear implantation has identified a wide spectrum of variables known to affect pos0timplantation performance. These variables relate to the device itself as well as individual patient characteristics. Factors believed to affect spiral ganglion cell survival and function have been shown to influence postoperative performance. Binaural hearing affects performance. Social and educational factors also affect postoperative performance. Novel variables capable of affecting performance continue to emerge with increased understanding of auditory pathway development and neural plasticity.
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Affiliation(s)
- Maura K Cosetti
- Department of Otolaryngology, New York University School of Medicine, 550 First Avenue, Suite 7Q, New York, NY 10016, USA
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Abstract
OBJECTIVE To evaluate speech perception after cochlear implantation in children with cochlear nerve absence or deficiency. METHODS A retrospective case review was performed to identify children who underwent cochlear implantation with cochlear nerve absence or deficiency. The cochlear nerve was evaluated by high-resolution three-dimensional T2-weighted fast spin echo MR in the oblique sagittal and axial planes. A deficient cochlear nerve was defined as a cochlear nerve that is smaller in diameter when compared with the adjacent facial nerve in the midportion of the internal auditory canal. The cochlear nerve was considered absent if there was no imaging evidence of a cochlear nerve. Speech awareness threshold and the speech perception category score were used to measure speech perception after cochlear implantation. RESULTS Seven children who underwent cochlear implantation in an ear without imaging evidence of a cochlear nerve were identified. One child developed early closed-set speech recognition. The other 6 children developed only speech detection or pattern perception. Two children underwent cochlear implantation with a deficient cochlear nerve. One developed consistent closed-set word recognition and the other developed early closed-set word recognition. The mean follow-up time for all patients was 3.8 years (range, 1.1-7.1 yr). CONCLUSION Cochlear nerve deficiency is not an uncommon cause for profound sensorineural hearing loss and presents a challenge in the decision-making process regarding whether to proceed with a cochlear implant. Children with a deficient but visible cochlear nerve on magnetic resonance image can expect to show some speech understanding after cochlear implantation; however, these children do not develop speech understanding to the level of implanted children with normal cochlear nerves. Children with an absent cochlear nerve determined by magnetic resonance imaging can be expected to have limited postimplantation sound and speech awareness.
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Abstract
Talkers hyperarticulate vowels when communicating with listeners that require increased speech intelligibility. Vowel hyperarticulation is said to be motivated by knowledge of the listener's linguistic needs because it typically occurs in speech to infants, foreigners and hearing-impaired listeners, but not to non-verbal pets. However, the degree to which vowel hyperarticulation is determined by feedback from the listener is surprisingly less well understood. This study examines whether mothers' speech input is driven by knowledge of the infant's linguistic competence, or by the infant's feedback cues. Specifically, we manipulated (i) mothers' knowledge of whether they believed their infants could hear them or not, and (ii) the audibility of the speech signal available to the infant (full or partial audibility, or inaudible). Remarkably, vowel hyperarticulation was completely unaffected by mothers' knowledge; instead, there was a reduction in the degree of hyperarticulation such that vowels were hyperarticulated to the greatest extent in the full audibility condition, there was reduced hyperarticulation in the partially audible condition, and no hyperarticulation in the inaudible condition. Thus, while it might be considered adaptive to hyperarticulate speech to the hearing-impaired adult or infant, when these two factors (infant and hearing difficulty) are coupled, vowel hyperarticulation is sacrificed. Our results imply that infant feedback drives talker behavior and raise implications for intervention strategies used with carers of hearing-impaired infants.
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Affiliation(s)
- Christa Lam
- MARCS Auditory Laboratories, University of Western Sydney, Australia.
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Cosetti MK, Waltzman SB. Cochlear implants: current status and future potential. Expert Rev Med Devices 2011; 8:389-401. [PMID: 21542710 DOI: 10.1586/erd.11.12] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
Abstract
This article reviews the current status of cochlear implantation in both adults and children, including expanding candidacy groups, bilateral implantation, advances in speech processing software, internal and external device hardware, surgical techniques and outcomes. Promising advances, novel therapies and evolving concepts are also highlighted in terms of their future impact on clinical outcomes.
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Affiliation(s)
- Maura K Cosetti
- NYU School of Medicine, Department of Otolaryngology, NYU Cochlear Implant Center, 660 First Ave., New York, NY 10016, USA
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van Besouw RM, Grasmeder ML, Hamilton ME, Baumann SE. Music activities and responses of young cochlear implant recipients. Int J Audiol 2011; 50:340-8. [DOI: 10.3109/14992027.2010.550066] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
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Moreno-Torres I, Torres S, Santana R. Lexical and grammatical development in a child with cochlear implant and attention deficit: A case study. CLINICAL LINGUISTICS & PHONETICS 2010; 24:706-721. [PMID: 20645855 DOI: 10.3109/02699206.2010.488782] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/29/2023]
Abstract
This is the first study to explore lexical and grammatical development in a deaf child diagnosed with Attention Deficit Hyperactivity Disorder, Inattentive sub-type (ADHD/I). The child, whose family language was Spanish, was fitted with a cochlear implant (CI) when she was 18 months old. ADHD/I, for which she was prescribed medication, was diagnosed 3;6 years later. Speech samples were videotaped over the first 4 years of CI use and during a follow-up session 1 year later. Samples were transcribed according to CHAT conventions and several measures of expressive language were obtained. Receptive language was evaluated with standardized tests. Results show that while some aspects of her development seemed relatively positive (e.g., acquisition of verbal morphemes at the same auditory age as typical children), other characteristics were atypical for a CI user: (1) preference for paralexical expressions in early lexicon; (2) lexical errors in colours and other abstract words; and (3) low MLU and varied grammatical errors including disorganized discourse. Medication had a positive effect on all these characteristics, providing evidence of a link with ADHD/I. This study concludes that ADHD/I had a direct impact on the lexical and grammatical development in this child, as well as an indirect influence over her communicative style. More studies are needed to explore language characteristics of children with CI and ADHD.
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Cosetti M, Roland JT. Cochlear implantation in the very young child: issues unique to the under-1 population. Trends Amplif 2010; 14:46-57. [PMID: 20483813 DOI: 10.1177/1084713810370039] [Citation(s) in RCA: 44] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Since the advent of cochlear implantation, candidacy criteria have slowly broadened to include increasingly younger patients. Spurred by evidence demonstrating both perioperative safety and significantly increased speech and language benefit with early auditory intervention, children younger than 12 months of age are now being successfully implanted at many centers. This review highlights the unique challenges involved in cochlear implantation in the very young child, specifically diagnosis and certainty of testing, anesthetic risk, surgical technique, intraoperative testing and postoperative programming, long-term safety, development of receptive and expressive language, and outcomes of speech perception. Overall, the current body of literature indicates that cochlear implantation prior to 1 year of age is both safe and efficacious.
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