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Stroh AL, Overvliet KE, Zierul B, Rösler F, Röder B. Motor adaptation in deaf and hearing native signers. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2024; 29:335-349. [PMID: 38483319 DOI: 10.1093/deafed/enae010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/22/2023] [Revised: 01/24/2024] [Accepted: 02/12/2024] [Indexed: 06/25/2024]
Abstract
Previous studies have suggested that deafness could lead to deficits in motor skills and other body-related abilities. However, the literature regarding motor skills in deaf adults is scarce and existing studies often included participants with heterogeneous language backgrounds and deafness etiologies, thus making it difficult to delineate the effects of deafness. In this study, we investigated motor learning in deaf native signers and hearing nonsigners. To isolate the effects of deafness and those of acquiring a signed language, we additionally tested a group of hearing native signers. Two well-established paradigms of motor learning were employed, in which participants had to adapt their hand movements to a rotation of the visual feedback (Experiment 1) or to the introduction of a force field (Experiment 2). Proprioceptive estimates were assessed before and after adaptation. Like hearing nonsigners, deaf and hearing signers showed robust adaptation in both motor adaptation paradigms. No significant differences in motor adaptation and memory were observed between deaf signers and hearing nonsigners, as well as between hearing signers and hearing nonsigners. Moreover, no discernible group differences in proprioceptive accuracy were observed. These findings challenge the prevalent notion that deafness leads to deficits in motor skills and other body-related abilities.
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Affiliation(s)
- Anna-Lena Stroh
- Institute of Psychology, Biological Psychology and Neuropsychology, Universität Hamburg, Hamburg, Germany
- Institute of Psychology, Jagiellonian University, Krakow, Poland
| | - Krista E Overvliet
- Institute of Psychology, Biological Psychology and Neuropsychology, Universität Hamburg, Hamburg, Germany
- Experimental Psychology & Helmholtz Institute, Utrecht University, Utrecht, The Netherlands
| | - Björn Zierul
- Institute of Psychology, Biological Psychology and Neuropsychology, Universität Hamburg, Hamburg, Germany
| | - Frank Rösler
- Institute of Psychology, Biological Psychology and Neuropsychology, Universität Hamburg, Hamburg, Germany
| | - Brigitte Röder
- Institute of Psychology, Biological Psychology and Neuropsychology, Universität Hamburg, Hamburg, Germany
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Li H, Kim Y, Zhou Z, Qiu X, Kim S. Effects of Cha-Cha Dance Training on Physical-Fitness-Related Indicators of Hearing-Impaired Students: A Randomized Controlled Trial. Bioengineering (Basel) 2023; 10:1106. [PMID: 37760208 PMCID: PMC10525515 DOI: 10.3390/bioengineering10091106] [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: 07/27/2023] [Revised: 09/20/2023] [Accepted: 09/20/2023] [Indexed: 09/29/2023] Open
Abstract
(1) Background: The physical fitness (PF) of hearing-impaired students has always been an international research hotspot since hearing-impaired students have difficulty in social interactions such as exercise or fitness programs. Sports interventions are proven to improve the fitness levels of hearing-impaired students; however, few studies evaluating the influence of Cha-cha (a type of Dance sport) training on the PF levels of hearing-impaired students have been conducted. (2) Purpose: This study aimed to intervene in hearing-impaired children through 12 weeks of Cha-cha dance training, evaluating its effects on their PF-related indicators, thus providing a scientific experimental basis for hearing-impaired children to participate in dance exercises effectively. (3) Methods: Thirty students with hearing impairment were randomly divided into two groups, and there was no difference in PF indicators between the two groups. The Cha-cha dance training group (CTG, n = 15) regularly participated in 90-min Cha-cha dance classes five times a week and the intervention lasted a total of 12 weeks, while the control group (CONG, n = 15) lived a normal life (including school physical education classes). Related indicators of PF were measured before and after the intervention, and a two-way repeated-measures analysis of variance was performed. (4) Results: After training, the standing long jump (CONG: 1.556 ± 0.256 vs. CTG: 1.784 ± 0.328, p = 0.0136, ES = 0.8081), sit-and-reach (CONG: 21.467 ± 4.539 vs. CTG: 25.416 ± 5.048, p = 0.0328, ES = 0.8528), sit-ups (CONG: 13.867 ± 4.912 vs. CTG: 27.867 ± 6.833, p < 0.0001, ES = 2.4677) and jump rope (CONG: 52.467 ± 29.691 vs. CTG: 68.600 ± 21.320, p = 0.0067, ES = 0.6547) scores showed significant differences. (5) Conclusions: After 12 weeks of Cha-cha dance training for hearing-impaired students, the PF level of hearing-impaired students in lower-body strength, flexibility, core strength, and cardiorespiratory endurance were effectively improved; however, there was no significant change in body shape, upper-body strength, vital capacity, and speed ability.
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Affiliation(s)
- Han Li
- Department of Physical Education, Yichun University, Yichun 336000, China;
- Department of Physical Education, Anhui Normal University, Wuhu 241000, China
| | - Youngsuk Kim
- Department of Physical Education, Jeonbuk National University, Jeonju 54896, Republic of Korea;
| | - Zhenqian Zhou
- School of Artistic Sport, Hunan Agricultural University, Changsha 410000, China;
| | - Xuan Qiu
- Department of Physical Education, Yichun University, Yichun 336000, China;
| | - Sukwon Kim
- Department of Physical Education, Jeonbuk National University, Jeonju 54896, Republic of Korea;
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Pesnot Lerousseau J, Hidalgo C, Roman S, Schön D. Does auditory deprivation impairs statistical learning in the auditory modality? Cognition 2022; 222:105009. [PMID: 34999437 DOI: 10.1016/j.cognition.2021.105009] [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: 05/21/2021] [Revised: 12/01/2021] [Accepted: 12/26/2021] [Indexed: 11/03/2022]
Abstract
Early sensory deprivation allows assessing the extent of reorganisation of cognitive functions, well beyond sensory processing. As such, it is a good model to explore the links between sensory experience and cognitive functions. One of these functions, statistical learning - the ability to extract and use regularities present in the environment - is suspected to be impaired in prelingually deaf children with a cochlear implant. However, empirical evidence supporting this claim is very scarce and studies have reported contradictory results. This might be because previous studies have tested statistical learning only in the visual modality and did not make clear distinctions between multiple types of statistical regularities. To overcome these problems, we designed a modified serial reaction time task where cochlear implanted children and normal hearing children had to react to auditory sequences that embed multiple statistical regularities, namely transition probabilities of 0th, 1st or 2nd order. We compared the reaction times of the children with the output of a simple computational model that learns transition probabilities. First, 6-12 years old children were able to learn 0th and 1st order transition probabilities but not 2nd order ones. Second, there were no differences between cochlear implanted children and their normal hearing peers. These results indicate that auditory statistical learning is preserved in congenitally deaf children with cochlear implants. This suggests in turn that early auditory deprivation might not be crucially detrimental for the normal development of statistical learning.
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Affiliation(s)
| | - Céline Hidalgo
- Aix Marseille Univ, Inserm, INS, Inst Neurosci Syst, Marseille, France; La Timone Children's Hospital, ENT Unit, Marseille, France
| | - Stéphane Roman
- La Timone Children's Hospital, ENT Unit, Marseille, France
| | - Daniele Schön
- Aix Marseille Univ, Inserm, INS, Inst Neurosci Syst, Marseille, France
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Hilviu D, Parola A, Vivaldo S, Di Lisi D, Consolino P, Bosco F. Children with hearing impairment and early cochlear implant: A pragmatic assessment. Heliyon 2021; 7:e07428. [PMID: 34286120 PMCID: PMC8273221 DOI: 10.1016/j.heliyon.2021.e07428] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2021] [Revised: 05/27/2021] [Accepted: 06/24/2021] [Indexed: 11/30/2022] Open
Abstract
Extensive research has demonstrated the benefits of cochlear implants (CI) in contributing to improve the linguistic skills of children with hearing impairment; however, few studies have focused on the development of pragmatic ability and its relationship with age of implantation. Pragmatics is the ability to use language in different contexts and its development has crucial implications, e.g., social inclusion and professional attainments. In this study, we conducted a comprehensive assessment of pragmatic ability using the Language Pragmatic Abilities (APL Medea), a battery composed by five different tasks: Comprehension of Metaphors, Implicit meaning, Comics, Situations and Colors Game (a perspective taking task). Eighteen children with early CI, belonging to 3 different age groups (6; 11-7; 11, 8; 0-8; 11 and 9; 0-9; 11 years-old), and twenty-four children with typical development (Control Group) participated to the study. We also investigated how the precocity of CI, i.e., age of first implantation, may affect the pragmatic development. Globally, children with CI obtained lower scores in the APL Medea battery than typically hearing children. However, focusing on the Medea tasks separately, children with CIs differed from their hearing peers only in Comics and Colors Game tasks. Finally, age of implantation was a moderate but significant predictor of pragmatic performance.
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Affiliation(s)
- D. Hilviu
- University of Turin, Department of Psychology, Group on Inferential Processes in Social Interaction (GIPSI), Turin, Italy
| | - A. Parola
- University of Turin, Department of Psychology, Group on Inferential Processes in Social Interaction (GIPSI), Turin, Italy
- Aarhus University, Department of Linguistics, Semiotics and Cognitive Science, Aarhus, Denmark
| | - S. Vivaldo
- Martini Hospital, ENT Department, Turin, Italy
| | - D. Di Lisi
- Martini Hospital, ENT Department, Turin, Italy
| | | | - F.M. Bosco
- University of Turin, Department of Psychology, Group on Inferential Processes in Social Interaction (GIPSI), Turin, Italy
- University of Turin, Neuroscience Institute of Turin, Turin, Italy
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Psychomotor development of 4-year-old deaf children with cochlear implants: Three case studies. Int J Pediatr Otorhinolaryngol 2021; 141:110570. [PMID: 33348125 DOI: 10.1016/j.ijporl.2020.110570] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/09/2020] [Revised: 11/11/2020] [Accepted: 12/14/2020] [Indexed: 11/22/2022]
Abstract
OBJECTIVES Hearing is one of our most important senses, and hearing ability has an enormous impact on a child's psychomotor development. Children with auditory perception disorders may show abnormal development in terms of speech, language, and communication skills, as well as other disorders involving the cognitive sphere, social-emotional interactions, and motor development. This paper describes different paths of psychomotor development in three 4-year-old children. All were born with bilateral profound sensorineural hearing loss and were implanted early on with a cochlear implant. A longitudinal study of the children's psychomotor development was done for 3 years from the time of cochlear implantation. METHODS We present three children with congenital, profound bilateral sensorineural hearing loss. Psychomotor development was evaluated using the Children Development Scale (CDS) and the Psychomotor Development Evaluation Cards (PDEC). The three children were: Girl A (4 years 2 months 17 days) - a user of one CI, last assessment of psychomotor development (PDEC) was 37 months after CI activation; Boy B (4 years 3 months 21 days) - a user of two CIs, last assessment of psychomotor development (PDEC) was 39 months after activation of first CI; Boy C (4 years 1 month 5 days) - user of two CIs, last assessment of psychomotor development (PDEC) was 36 months after activation of the first CI. RESULTS Analysis of the results from Girl A showed very poor dynamics of development from the age of 12 months, when the first CDS evaluation was performed, up to the PDEC evaluation performed at age 4 years. The CDS score of Boy B showed a very high level of psychomotor development. The PDEC evaluation performed after 39 months of using the first CI showed that the psychomotor development of Boy B was consistent with his chronological age. Boy C presented an average level of psychomotor development (compared to typically developing children) in his CDS scores in the perioperative period and then at 4, 9, and 14 months after cochlear implantation. After 24 months, his CDS scores showed a high level of psychomotor development. After 3 years of CI use, the PDEC evaluation showed that Boy C had an average score in five tested areas, a high score in the area of fine motor skills and lateralization, and a low score in knowledge and learning competencies. CONCLUSIONS Children with bilateral profound hearing loss can present different paths of psychomotor development. Children who receive a CI may show an age-appropriate level of psychomotor development compared to typically developing children. However, a hearing, speech, and language rehabilitation specialist responsible for the child still needs to perform regular checkups to monitor all areas of psychomotor development. Also, the effects of the deaf child's environmental determinants on psychomotor development should be studied in detail. These determinants include the parents' emotional state, the parents' involvement in the child's rehabilitation, the family's quality of life, and the presence of deaf siblings. In particular, the difficulties encountered by the mother (or father) in being the parent of a deaf child may hinder the family from receiving adequate support.
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Micheletti S, Accorsi P, Giordano L, Calza S, Nassif N, Barezzani MG, Fazzi E, Redaelli de Zinis LO. Cognitive improvement after cochlear implantation in deaf children with associated disabilities. Dev Med Child Neurol 2020; 62:1429-1436. [PMID: 32914885 DOI: 10.1111/dmcn.14671] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 07/30/2020] [Indexed: 11/27/2022]
Abstract
AIM To monitor functional auditory and non-verbal cognitive skills in children with cochlear implants who had associated disabilities over a 24-month period and define how cochlear implantation may impact on non-verbal cognition by restoring functional auditory skills. METHOD Sixty-four children with cochlear implants (36 females, 28 males; mean age 4y 3mo, SD 3y 5mo, 9mo-14y 5mo) were recruited and divided into three groups: children with typical development group (TDG); children with associated disabilities not linked to non-verbal cognitive disorders group (ADG1); and children with associated disabilities linked to non-verbal cognitive disorders group (ADG2). Tests of functional auditory, communicative, and non-verbal cognitive skills were performed before cochlear implantation and at 12 and 24 months after cochlear implantation. RESULTS Functional auditory and communicative skills improved similarly in the three groups at 12 and 24 months after implantation. An increase in non-verbal cognitive scores was present in children in the ADG2 from baseline to 12 and 24 months (p<0.01), whereas scores remained stable in children in the TDG and ADG1. The increased functional auditory skills scores after cochlear implantation corresponded to an increase in non-verbal cognitive scores (p=0.032) in children in the ADG2. INTERPRETATION Children with associated disabilities, especially if linked to non-verbal cognitive disorders, benefitted from cochlear implantation. They improved their comprehension of acoustic information inferred from the environment, improving not only functional auditory skills but also non-verbal cognition.
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Affiliation(s)
- Serena Micheletti
- Unit of Child Neurology and Psychiatry, ASST Spedali Civili of Brescia, Brescia, Italy
| | - Patrizia Accorsi
- Unit of Child Neurology and Psychiatry, ASST Spedali Civili of Brescia, Brescia, Italy
| | - Lucio Giordano
- Unit of Child Neurology and Psychiatry, ASST Spedali Civili of Brescia, Brescia, Italy
| | - Stefano Calza
- Unit of Biostatistics and Bioinformatics, Department of Molecular and Translational Medicine, University of Brescia, Brescia, Italy
| | - Nader Nassif
- Paediatric Otolaryngology Head Neck Surgery, ASST Spedali Civili of Brescia, Brescia, Italy
| | - Maria G Barezzani
- Unit of Paediatric Audiology and Phoniatrics, ASST Spedali Civili of Brescia, Brescia, Italy
| | - Elisa Fazzi
- Unit of Child Neurology and Psychiatry, ASST Spedali Civili of Brescia, Brescia, Italy.,Department of Clinical and Experimental Sciences, University of Brescia, Brescia, Italy
| | - Luca O Redaelli de Zinis
- Department of Medical and Surgical Specialties, Radiological Sciences and Public Health, Section of Head and Neck Surgery, University of Brescia, Brescia, Italy
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Soleimani R, Jalali MM, Faghih HA. Comparing the prevalence of attention deficit hyperactivity disorder in hearing-impaired children with normal-hearing peers. Arch Pediatr 2020; 27:432-435. [PMID: 33011031 DOI: 10.1016/j.arcped.2020.08.014] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2019] [Revised: 06/28/2020] [Accepted: 08/13/2020] [Indexed: 10/23/2022]
Abstract
OBJECTIVES The most important aspect of hearing loss is its effect on the communication abilities of individuals. The aim of this study was to compare the prevalence of attention deficit hyperactivity disorder (ADHD) in hearing-impaired (HI) children with normal-hearing (NH) peers. METHODS A total of 130 children (65 children with severe-to-profound hearing loss and 65 NH peers) participated in this cross-sectional study from November 2013 to May 2014. ADHD Rating Scale IV questionnaires were given to children's parents to collect data. Descriptive and analytical analyses were used in order to achieve the objectives of the study. RESULTS The mean age of the HI children and NH peers was 14.1 and 13.3 years, respectively. In the case group, 52 children suffered from congenital hearing loss and 10 children had acquired hearing loss. In total, 19 cases (29.2%) and eight controls (12.3%) were diagnosed with ADHD. This difference was statistically significant (P=0.017). The prevalence of ADHD in children with hereditary or acquired hearing loss was 30.7% and 20.0%, respectively. However, this difference was not significant (P=0.71). CONCLUSION The prevalence of ADHD in school-aged children with hearing loss is higher than that in the general population of the same age. We could not find significant differences between the different subgroups due to the small sample size. Therefore, we recommend a further larger study to determine the interaction between hearing loss and ADHD.
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Affiliation(s)
- R Soleimani
- Kavosh Cognitive Behavior and Addiction Research Center, Department of Psychiatry, School of Medicine, Guilan University of Medical Sciences, Rasht, Iran
| | - M M Jalali
- Otorhinolaryngology Research Center, Department of Otolaryngology and Head and Neck Surgery, School of Medicine, Guilan University of Medical Sciences, Rasht, Iran.
| | - H A Faghih
- Otorhinolaryngology Research Center, Department of Otolaryngology and Head and Neck Surgery, School of Medicine, Guilan University of Medical Sciences, Rasht, Iran
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Alkhamra RA, Abu-Dahab SMN. Sensory processing disorders in children with hearing impairment: Implications for multidisciplinary approach and early intervention. Int J Pediatr Otorhinolaryngol 2020; 136:110154. [PMID: 32521420 DOI: 10.1016/j.ijporl.2020.110154] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/31/2020] [Revised: 04/26/2020] [Accepted: 05/27/2020] [Indexed: 10/24/2022]
Abstract
OBJECTIVE To explore the differences in sensory processing between children with hearing impairments and children with normal hearing and the variables that influence sensory processing disorder (SPD). METHODS The sensory processing abilities of 90 children were compared in three age-matched groups of 30, with cochlear implants (CIs), hearing aids (HAs), and normal hearing (NH). The Arabic Sensory Profile (Arabic_SP) was used. RESULTS Findings were presented in the Arabic_SP section and factor levels. Sections: The NH group performed better (p < .05) than the CI group in 57% of the sections and better than the HA group in 14%. The CI group exhibited more signs of SPD than the HA group with vestibular processing, multisensory processing, and emotional-social responses. FACTORS The NH group differed from the CI group on all the factors that showed significance and from the HA group with inattention/distractibility and poor registration. There were great differences between the CI and the HA groups on all the factors except with poor registration and fine motor/perceptual. Hearing loss variables that most affected results in the Arabic_SP were the age at receiving a hearing device and type of hearing loss onset. CONCLUSION Along with speech and language problems, children with hearing impairment are especially vulnerable to SPD. Children with CIs and HAs are increasingly susceptible to auditory processing disorders. Higher risks of balance, multisensory processing, social-emotional, and fine motor problems are in children with CIs. Increased SPD risks came with a higher age at implantation. Findings indicate the importance of a multidisciplinary approach for early detection and intervention for children with hearing impairment, especially those with CIs.
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Affiliation(s)
- Rana A Alkhamra
- Department of Hearing and Speech Sciences, Faculty of Rehabilitation Sciences, The University of Jordan, Amman, 11942, Jordan.
| | - Sana M N Abu-Dahab
- Department of Occupational Therapy, Faculty of Rehabilitation Sciences, The University of Jordan, Amman, 11942, Jordan
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Bass JK, Liu W, Banerjee P, Brinkman TM, Mulrooney DA, Gajjar A, Pappo AS, Merchant TE, Armstrong GT, Srivastava D, Robison LL, Hudson MM, Krull KR. Association of Hearing Impairment With Neurocognition in Survivors of Childhood Cancer. JAMA Oncol 2020; 6:1363-1371. [PMID: 32729886 PMCID: PMC7393588 DOI: 10.1001/jamaoncol.2020.2822] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/26/2020] [Accepted: 05/19/2020] [Indexed: 11/14/2022]
Abstract
Importance Despite advancements in cancer therapy and supportive care, childhood cancer survivors remain at risk for chronic morbidities associated with disease and treatment, such as hearing impairment (HI) and neurocognitive deficits. This study, to our knowledge, is the first to objectively measure hearing and neurocognitive function in a large cohort of long-term survivors of childhood cancer stratified by treatment exposures. Objective To assess the association of HI with neurocognitive function and the factors in HI that mediate neurocognitive outcomes in survivors of childhood cancer. Design, Setting, and Participants Data analyzed in this cross-sectional study were collected for the period April 25, 2007, to June 30, 2017, from participants in the St. Jude Lifetime Cohort Study (SJLIFE), an ongoing study that quantifies the long-term health outcomes of survivors of childhood cancer. Participants included those treated at St. Jude Children's Research Hospital (Memphis, Tennessee) for childhood cancer who survived 5 or more years after their original diagnosis and who were eligible for audiologic and neurocognitive testing. Hearing outcomes were coded using the Chang Ototoxicity Grading Scale. Data analysis was performed from March 22, 2019, to March 5, 2020. Main Outcomes and Measures Hearing and neurocognitive function. Survivors were grouped by hearing sensitivity (normal hearing [Chang grade 0], mild HI [Chang grades 1a, 1b, and 2a], or severe HI [Chang grade ≥2b]) and stratified by treatment exposure (platinum-only exposure group [treated with cisplatin and/or carboplatin chemotherapy], cochlear radiotherapy [RT] exposure group [treated with cochlear RT with or without platinum-based chemotherapy], or no exposure group [no platinum-based chemotherapy or cochlear RT]). Multivariable log-binomial models were adjusted for age at diagnosis, time since diagnosis, sex, and relevant treatment exposures. Results A total of 1520 survivors of childhood cancer were analyzed, among whom 814 were male survivors (53.6%), the median (interquartile range [IQR]) age was 29.4 (7.4-64.7) years, and the median (IQR) time since diagnosis was 20.4 (6.1-53.8) years. Prevalence and risk of severe HI among survivors were higher in survivors in the platinum-only (n = 107 [34.9%]; relative risk [RR], 1.68 [95% CI, 1.20-2.37]) or cochlear RT (n = 181 [38.3%]; RR, 2.69 [95% CI, 2.02-3.57) exposure group compared with those in the no exposure group (n = 65 [8.8%]). Severe HI was associated with deficits in verbal reasoning skills (no exposure group RR, 1.11 [95% CI, 0.50-2.43]; platinum-only exposure group RR, 1.93 [95% CI, 1.21-3.08]; cochlear RT exposure group RR, 2.00 [95% CI, 1.46-2.75]), verbal fluency (no exposure group RR, 1.86 [95% CI, 1.19-2.91]; platinum-only exposure group RR, 1.83 [95% CI, 1.24-2.71]; cochlear RT exposure group RR, 1.45 [95% CI, 1.09-1.94]), visuomotor speed (no exposure group RR, 1.87 [95% CI, 1.07-3.25]; platinum-only exposure group RR, 3.10 [95% CI, 1.92-4.99]; cochlear RT exposure group RR, 1.40 [95% CI, 1.11-1.78]), and mathematics skills (no exposure group RR, 1.90 [95% CI, 1.18-3.04]; platinum-only exposure group RR, 1.63 [95% CI, 1.05-2.53]; cochlear RT exposure group RR, 1.58 [95% CI, 1.15-2.18]), compared with survivors with normal hearing or with mild HI. Conclusions and Relevance Results of this study suggest that severe HI in childhood cancer survivors is associated with neurocognitive deficits independent of the neurotoxic treatment received. Early screening and intervention for HI may facilitate the development and maintenance of neurocognitive function and identify individuals at risk for impairment.
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Affiliation(s)
- Johnnie K. Bass
- Rehabilitation Services, St. Jude Children’s Research Hospital, Memphis, Tennessee
| | - Wei Liu
- Department of Biostatistics, St. Jude Children’s Research Hospital, Memphis, Tennessee
| | - Pia Banerjee
- Department of Epidemiology and Cancer Control, St. Jude Children’s Research Hospital, Memphis, Tennessee
| | - Tara M. Brinkman
- Department of Epidemiology and Cancer Control, St. Jude Children’s Research Hospital, Memphis, Tennessee
- Department of Psychology, St. Jude Children’s Research Hospital, Memphis, Tennessee
| | - Daniel A. Mulrooney
- Department of Epidemiology and Cancer Control, St. Jude Children’s Research Hospital, Memphis, Tennessee
- Department of Oncology, St. Jude Children’s Research Hospital, Memphis, Tennessee
| | - Amar Gajjar
- Department of Oncology, St. Jude Children’s Research Hospital, Memphis, Tennessee
- Department of Pediatric Medicine, St. Jude Children’s Research Hospital, Memphis, Tennessee
| | - Alberto S. Pappo
- Department of Oncology, St. Jude Children’s Research Hospital, Memphis, Tennessee
| | - Thomas E. Merchant
- Department of Radiological Sciences, St. Jude Children’s Research Hospital, Memphis, Tennessee
| | - Gregory T. Armstrong
- Department of Epidemiology and Cancer Control, St. Jude Children’s Research Hospital, Memphis, Tennessee
- Department of Oncology, St. Jude Children’s Research Hospital, Memphis, Tennessee
| | - Deokumar Srivastava
- Department of Biostatistics, St. Jude Children’s Research Hospital, Memphis, Tennessee
| | - Leslie L. Robison
- Department of Epidemiology and Cancer Control, St. Jude Children’s Research Hospital, Memphis, Tennessee
| | - Melissa M. Hudson
- Department of Epidemiology and Cancer Control, St. Jude Children’s Research Hospital, Memphis, Tennessee
- Department of Oncology, St. Jude Children’s Research Hospital, Memphis, Tennessee
| | - Kevin R. Krull
- Department of Epidemiology and Cancer Control, St. Jude Children’s Research Hospital, Memphis, Tennessee
- Department of Psychology, St. Jude Children’s Research Hospital, Memphis, Tennessee
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Pantelemon C, Necula V, Berghe AS, Livinț-Popa L, Palade S, Văcăraș V, Mureșanu IA, Strilciuc Ș, Mureșanu FD. Neurodevelopmental Aspects and Cortical Auditory Maturation in Children with Cochlear Implants. ACTA ACUST UNITED AC 2020; 56:medicina56070344. [PMID: 32668569 PMCID: PMC7404556 DOI: 10.3390/medicina56070344] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/17/2020] [Revised: 07/08/2020] [Accepted: 07/09/2020] [Indexed: 11/16/2022]
Abstract
Background and objectives: The cochlear implant is not only meant to restore auditory function, but it also has a series of benefits on the psychomotor development and on the maturation of central auditory pathways. In this study, with the help of neuropsychological tests and cortical auditory potentials (CAEPs), we intend to identify a series of instruments that allow us to monitor children with a cochlear implant, and later on, to admit them into an individualized rehabilitation program. Materials and methods: This is a longitudinal study containing 17 subjects (6 boys and 11 girls) diagnosed with congenital sensorineural hearing loss. The average age for cochlear implantation in our cohort is 22 months old. Each child was tested before the cochlear implantation, tested again 3 months after the implant, and then 6 months after the implant. To test the general development, we used the Denver Developmental Screening Test (DDST II). CAEPs were recorded to assess the maturation of central auditory pathways. Results: The results showed there was progress in both general development and language development, with a significant statistical difference between the overall DQ (developmental quotient) and language DQ before the cochlear implantation and three and six months later, respectively. Similarly, CAEP measurements revealed a decrease of positive-going component (P1) latency after cochlear implantation. Conclusion: CAEPs and neuropsychological tests prove to be useful instruments for monitoring the progress in patients with cochlear implants during the rehabilitation process.
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Affiliation(s)
- Cristina Pantelemon
- Department of Neurosciences, “Iuliu Hatieganu” University of Medicine and Pharmacy, 400486 Cluj-Napoca, Romania; (C.P.); (L.L.-P.); (V.V.); (I.A.M.); (F.D.M.)
- “RoNeuro” Institute for Neurological Research and Diagnostic, 400364 Cluj-Napoca, Romania
| | - Violeta Necula
- Department of ENT, “Iuliu Hatieganu” University of Medicine and Pharmacy, 400486 Cluj-Napoca, Romania;
| | - Alexandra-Stefania Berghe
- Department of Medical Informatics and Biostatistics, “Iuliu Hatieganu” University of Medicine and Pharmacy Cluj-Napoca, 400012 Cluj-Napoca, Romania;
| | - Livia Livinț-Popa
- Department of Neurosciences, “Iuliu Hatieganu” University of Medicine and Pharmacy, 400486 Cluj-Napoca, Romania; (C.P.); (L.L.-P.); (V.V.); (I.A.M.); (F.D.M.)
- “RoNeuro” Institute for Neurological Research and Diagnostic, 400364 Cluj-Napoca, Romania
| | - Steluța Palade
- Department of Pediatric Neurology, Children’s Emergency Hospital Cluj-Napoca, 400378 Cluj-Napoca, Romania;
| | - Vitalie Văcăraș
- Department of Neurosciences, “Iuliu Hatieganu” University of Medicine and Pharmacy, 400486 Cluj-Napoca, Romania; (C.P.); (L.L.-P.); (V.V.); (I.A.M.); (F.D.M.)
- “RoNeuro” Institute for Neurological Research and Diagnostic, 400364 Cluj-Napoca, Romania
| | - Ioana Anamaria Mureșanu
- Department of Neurosciences, “Iuliu Hatieganu” University of Medicine and Pharmacy, 400486 Cluj-Napoca, Romania; (C.P.); (L.L.-P.); (V.V.); (I.A.M.); (F.D.M.)
- “RoNeuro” Institute for Neurological Research and Diagnostic, 400364 Cluj-Napoca, Romania
| | - Ștefan Strilciuc
- Department of Neurosciences, “Iuliu Hatieganu” University of Medicine and Pharmacy, 400486 Cluj-Napoca, Romania; (C.P.); (L.L.-P.); (V.V.); (I.A.M.); (F.D.M.)
- “RoNeuro” Institute for Neurological Research and Diagnostic, 400364 Cluj-Napoca, Romania
- Correspondence:
| | - Fior-Dafin Mureșanu
- Department of Neurosciences, “Iuliu Hatieganu” University of Medicine and Pharmacy, 400486 Cluj-Napoca, Romania; (C.P.); (L.L.-P.); (V.V.); (I.A.M.); (F.D.M.)
- “RoNeuro” Institute for Neurological Research and Diagnostic, 400364 Cluj-Napoca, Romania
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11
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Early general development and central auditory system maturation in children with cochlear implants - A case series. Int J Pediatr Otorhinolaryngol 2019; 126:109625. [PMID: 31442872 DOI: 10.1016/j.ijporl.2019.109625] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/20/2019] [Revised: 08/02/2019] [Accepted: 08/02/2019] [Indexed: 11/20/2022]
Abstract
OBJECTIVES A cochlear implant (CI) has the potential to improve the functioning of a deaf child in many aspects. Nevertheless, the dynamics of the general development, beyond the typically measured language abilities, directly after CI, is still unknown, especially if a child is implanted early. In this study we present a methodological framework for assessment of different domains of development, as well as the central auditory nervous system (CANS) maturation in infants and toddlers with a CI. METHODS Three children with bilateral congenital hearing loss and a unilateral CI, aged below 2.5 years, participated in a longitudinal study. Children were tested at three time points after cochlear implantation using the Polish Children Development Scale (CDS) consisting of a comprehensive battery of tests, as well as recordings of Cortical Auditory Evoked Potentials (CAEP). RESULTS All three children revealed gradual improvement in the overall CDS result as well as most of the CDS subscales. After 9 months of CI experience two younger children showed age-appropriate performance. In CAEP measurements a decrease of latency of the P1 component (an established biomarker of cortical auditory maturation) was observed in the same two children, with one achieving normal ranges of P1 latency after 9 months of CI use. CONCLUSIONS Our novel methodological framework can be successfully applied in small children with cochlear implants. It contributes to better understanding of the general development in early implanted children. The preliminary results indicate variability in children's performance in various developmental domains and thus the need to monitor the development of each child individually and holistically.
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12
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Deocampo JA, Smith GNL, Kronenberger WG, Pisoni DB, Conway CM. The Role of Statistical Learning in Understanding and Treating Spoken Language Outcomes in Deaf Children With Cochlear Implants. Lang Speech Hear Serv Sch 2019; 49:723-739. [PMID: 30120449 DOI: 10.1044/2018_lshss-stlt1-17-0138] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2017] [Accepted: 03/11/2018] [Indexed: 11/09/2022] Open
Abstract
Purpose Statistical learning-the ability to learn patterns in environmental input-is increasingly recognized as a foundational mechanism necessary for the successful acquisition of spoken language. Spoken language is a complex, serially presented signal that contains embedded statistical relations among linguistic units, such as phonemes, morphemes, and words, which represent the phonotactic and syntactic rules of language. In this review article, we first review recent work that demonstrates that, in typical language development, individuals who display better nonlinguistic statistical learning abilities also show better performance on different measures of language. We next review research findings that suggest that children who are deaf and use cochlear implants may have difficulties learning sequential input patterns, possibly due to auditory and/or linguistic deprivation early in development, and that the children who show better sequence learning abilities also display improved spoken language outcomes. Finally, we present recent findings suggesting that it may be possible to improve core statistical learning abilities with specialized training and interventions and that such improvements can potentially impact and facilitate the acquisition and processing of spoken language. Method We conducted a literature search through various online databases including PsychINFO and PubMed, as well as including relevant review articles gleaned from the reference sections of other review articles used in this review. Search terms included various combinations of the following: sequential learning, sequence learning, statistical learning, sequence processing, procedural learning, procedural memory, implicit learning, language, computerized training, working memory training, statistical learning training, deaf, deafness, hearing impairment, hearing impaired, DHH, hard of hearing, cochlear implant(s), hearing aid(s), and auditory deprivation. To keep this review concise and clear, we limited inclusion to the foundational and most recent (2005-2018) relevant studies that explicitly included research or theoretical perspectives on statistical or sequential learning. We here summarize and synthesize the most recent and relevant literature to understanding and treating language delays in children using cochlear implants through the lens of statistical learning. Conclusions We suggest that understanding how statistical learning contributes to spoken language development is important for understanding some of the difficulties that children who are deaf and use cochlear implants might face and argue that it may be beneficial to develop novel language interventions that focus specifically on improving core foundational statistical learning skills.
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Affiliation(s)
| | - Gretchen N L Smith
- Department of Otolaryngology-Head and Neck Surgery, Indiana University School of Medicine, Indianapolis
| | - William G Kronenberger
- Department of Otolaryngology-Head and Neck Surgery, Indiana University School of Medicine, Indianapolis.,Department of Psychiatry, Indiana University School of Medicine, Indianapolis
| | - David B Pisoni
- Department of Otolaryngology-Head and Neck Surgery, Indiana University School of Medicine, Indianapolis.,Department of Psychological and Brain Sciences, Indiana University,Bloomington
| | - Christopher M Conway
- Department of Psychology, Georgia State University, Atlanta.,The Neuroscience Institute, Georgia State University, Atlanta
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13
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Cejas I, Mitchell CM, Hoffman M, Quittner AL. Comparisons of IQ in Children With and Without Cochlear Implants: Longitudinal Findings and Associations With Language. Ear Hear 2019; 39:1187-1198. [PMID: 29624538 PMCID: PMC6173668 DOI: 10.1097/aud.0000000000000578] [Citation(s) in RCA: 22] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
OBJECTIVES To make longitudinal comparisons of intelligence quotient (IQ) in children with cochlear implants (CIs) and typical hearing peers from early in development to the school-age period. Children with additional comorbidities and CIs were also evaluated. To estimate the impact of socioeconomic status and oral language on school-age cognitive performance. DESIGN This longitudinal study evaluated nonverbal IQ in a multicenter, national sample of 147 children with CIs and 75 typically hearing peers. IQ was evaluated at baseline, prior to cochlear implantation, using the Bayley Scales of Infant and Toddler Development and the Leiter International Performance Scale. School-age IQ was assessed using the Wechsler Intelligence Scales for Children. For the current study, only the Perceptual Reasoning and Processing Speed indices were administered. Oral language was evaluated using the Comprehensive Assessment of Spoken Language. RESULTS Children in the CI group scored within the normal range of intelligence at both time points. However, children with additional comorbidities scored significantly worse on the Processing Speed, but not the Perceptual Reasoning Index. Maternal education and language were significantly related to school-age IQ in both groups. Importantly, language was the strongest predictor of intellectual functioning in both children with CIs and normal hearing. CONCLUSION These results suggest that children using cochlear implants perform similarly to hearing peers on measures of intelligence, but those with severe comorbidities are at-risk for cognitive deficits. Despite the strong link between socioeconomic status and intelligence, this association was no longer significant once spoken language performance was accounted for. These results reveal the important contributions that early intervention programs, which emphasize language and parent training, contribute to cognitive functioning in school-age children with CIs. For families from economically disadvantaged backgrounds, who are at-risk for suboptimal outcomes, these early intervention programs are critical to improve overall functioning.
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Affiliation(s)
- Ivette Cejas
- University of Miami, Department of Otolaryngology
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14
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Noori F, Farahani S, Mokrian H, Asadi M, Mokrian H. Comparison of aural rehabilitation outcomes in presence and absence of back ground noise in hearing impaired children with and without attention deficit hyperactivity disorder (ADHD). Int J Pediatr Otorhinolaryngol 2018; 114:138-142. [PMID: 30262352 DOI: 10.1016/j.ijporl.2018.07.046] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/14/2018] [Revised: 07/25/2018] [Accepted: 07/25/2018] [Indexed: 10/28/2022]
Abstract
OBJECTIVE We sought to understand the extend of improvement in seven major skills to determine the best rehabilitation approach in hearing impaired young children with and without attention deficit and hyperactivity disorder (ADHD). METHODS Newsha developmental scale was assessed in 40 hearing impaired children with and without ADHD in two conditions, in which seven major skills (hearing, speech, receptive language, expressive language, cognition, social communication, and motor skills) were evaluated. Two separate analyses were conducted, each after six months of rehabilitation. The first six months rehabilitation was done by controlling background noise level, while the other six months rehabilitation was performed with background multi talker babble noise, and ADHD and non ADHD children performance were compared. RESULTS After the first six months of rehabilitation there were no significant difference in improvement in any of the major skills except for motor and cognition skills between hearing impaired ADHD and non ADHD children. After the second six months of rehabilitation the extend of improvement was equal in both groups. CONCLUSION The equal improvement of hearing impaired ADHD and non- Children with ADHD support the benefits of rehabilitation program in both groups. In addition, it seems background multi talker babble noise can facilitate the process of rehabilitation in ADHD group. As a result, it is important to understand the specific needs of hearing impaired children with ADHD in rehabilitation program to provide the best services and increase the chance for success.
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Affiliation(s)
- Fariba Noori
- Center of Rehabilitation for Deaf and Hard of Hearing Children, Parnian Rehabilitation Center, Padegan Street, Ghazvin, Iran
| | - Saeed Farahani
- Department of Audiology, Tehran University of Medical Science, Tehran, Iran
| | - Hermin Mokrian
- Center of Rehabilitation for Deaf and Hard of Hearing Children, Parnian Rehabilitation Center, Padegan Street, Ghazvin, Iran; Radiology Department, Hamedan University of Medical Science, Iran
| | - Mastoore Asadi
- Keremanshah State Welfare Organisation, Shahid Emami Street, Kermanshah, Iran
| | - Helnaz Mokrian
- Center of Rehabilitation for Deaf and Hard of Hearing Children, Parnian Rehabilitation Center, Padegan Street, Ghazvin, Iran; Department of Audiology, Tehran University of Medical Science, Tehran, Iran.
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15
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Hall ML, Eigsti IM, Bortfeld H, Lillo-Martin D. Executive Function in Deaf Children: Auditory Access and Language Access. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2018; 61:1970-1988. [PMID: 30073268 PMCID: PMC6198917 DOI: 10.1044/2018_jslhr-l-17-0281] [Citation(s) in RCA: 30] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/26/2017] [Revised: 12/28/2017] [Accepted: 04/17/2018] [Indexed: 05/04/2023]
Abstract
Purpose Deaf children are frequently reported to be at risk for difficulties in executive function (EF); however, the literature is divided over whether these difficulties are the result of deafness itself or of delays/deficits in language that often co-occur with deafness. The purpose of this study is to discriminate these hypotheses by assessing EF in populations where the 2 accounts make contrasting predictions. Method We use a between-groups design involving 116 children, ages 5-12 years, across 3 groups: (a) participants with normal hearing (n = 45), (b) deaf native signers who had access to American Sign Language from birth (n = 45), and (c) oral cochlear implant users who did not have full access to language prior to cochlear implantation (n = 26). Measures include both parent report and performance-based assessments of EF. Results Parent report results suggest that early access to language has a stronger impact on EF than early access to sound. Performance-based results trended in a similar direction, but no between-group differences were significant. Conclusions These results indicate that healthy EF skills do not require audition and therefore that difficulties in this domain do not result primarily from a lack of auditory experience. Instead, results are consistent with the hypothesis that language proficiency, whether in sign or speech, is crucial for the development of healthy EF. Further research is needed to test whether sign language proficiency also confers benefits to deaf children from hearing families.
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Affiliation(s)
- Matthew L. Hall
- Department of Psychology, University of Massachusetts Dartmouth
- Department of Linguistics, University of Connecticut, Storrs
| | | | - Heather Bortfeld
- Department of Psychological Sciences, University of California, Merced
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Torkildsen JVK, Arciuli J, Haukedal CL, Wie OB. Does a lack of auditory experience affect sequential learning? Cognition 2018; 170:123-129. [PMID: 28988151 DOI: 10.1016/j.cognition.2017.09.017] [Citation(s) in RCA: 27] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2016] [Revised: 09/04/2017] [Accepted: 09/27/2017] [Indexed: 11/25/2022]
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17
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Yang J, Xu L. Mandarin compound vowels produced by prelingually deafened children with cochlear implants. Int J Pediatr Otorhinolaryngol 2017; 97:143-149. [PMID: 28483225 PMCID: PMC5472838 DOI: 10.1016/j.ijporl.2017.04.012] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/22/2017] [Revised: 04/04/2017] [Accepted: 04/06/2017] [Indexed: 11/16/2022]
Abstract
OBJECTIVE Compound vowels including diphthongs and triphthongs have complex, dynamic spectral features. The production of compound vowels by children with cochlear implants (CIs) has not been studied previously. The present study examined the dynamic features of compound vowels in native Mandarin-speaking children with CIs. METHODS Fourteen prelingually deafened children with CIs (aged 2.9-8.3 years old) and 14 age-matched, normal-hearing (NH) children produced monosyllables containing six Mandarin compound vowels (i.e., /aɪ/, /aʊ/, /uo/, /iɛ/, /iaʊ/, /ioʊ/). The frequency values of the first two formants were measured at nine equidistant time points over the course of the vowel duration. All formant frequency values were normalized and then used to calculate vowel trajectory length and overall spectral rate of change. RESULTS The results revealed that the CI children produced significantly longer durations for all six compound vowels. The CI children's ability to produce formant movement for the compound vowels varied considerably. Some CI children produced relatively static formant trajectories for certain diphthongs, whereas others produced certain vowels with greater formant movement than did the NH children. As a group, the CI children roughly followed the NH children on the pattern of magnitude of formant movement, but they showed a slower rate of formant change than did the NH children. CONCLUSIONS The findings suggested that prelingually deafened children with CIs, during the early stage of speech acquisition, had not established appropriate targets and articulatory coordination for compound vowel productions. This preliminary study may shed light on rehabilitation of prelingually deafened children with CIs.
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Affiliation(s)
- Jing Yang
- Communication Sciences and Disorders, University of Central Arkansas, Conway, AK 72035, USA
| | - Li Xu
- Communication Sciences and Disorders, Ohio University, Athens, OH 45701, USA.
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18
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Orgel E, O'Neil SH, Kayser K, Smith B, Softley TL, Sherman-Bien S, Counts PA, Murphy D, Dhall G, Freyer DR. Effect of Sensorineural Hearing Loss on Neurocognitive Functioning in Pediatric Brain Tumor Survivors. Pediatr Blood Cancer 2016; 63:527-34. [PMID: 26529035 PMCID: PMC4724248 DOI: 10.1002/pbc.25804] [Citation(s) in RCA: 31] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/13/2015] [Accepted: 09/18/2015] [Indexed: 11/06/2022]
Abstract
BACKGROUND Intensified therapy with platinum-based regimens for pediatric brain tumors has dramatically increased the number of pediatric brain tumor survivors (PBTS) but frequently causes permanent sensorineural hearing loss (SNHL). Although neurocognitive decline in PBTS is known to be associated with radiation therapy (RT), SNHL represents a potential additional contributor whose long-term impact has yet to be fully determined. METHODS The neurocognitive impact of significant SNHL (Chang scale ≥ 2b) in PBTS was assessed through a retrospective cohort study of audiograms and neurocognitive testing. Scores for neurocognitive domains and subtest task performance were analyzed to identify specific strengths and weakness for PBTS with SNHL. RESULTS In a cohort of PBTS (n = 58) treated with platinum therapy, significant SNHL was identified in more than half (55%, n = 32/58), of which the majority required hearing aids (72%, 23/32). RT exposure was approximately evenly divided between those with and without SNHL. PBTS were 6.7 ± 0.6 and 11.3 ± 0.7 years old at diagnosis and neurocognitive testing, respectively. In multivariate analyses adjusted for RT dose, SNHL was independently associated with deficits in intelligence, executive function, and verbal reasoning skills. Subtests revealed PBTS with SNHL to have poor learning efficiency but intact memory and information acquisition. CONCLUSIONS SNHL in PBTS increases the risk for severe therapy-related intellectual and neurocognitive deficits. Additional prospective investigation in malignant brain tumors is necessary to validate these findings through integration of audiology and neurocognitive assessments and to identify appropriate strategies for neurocognitive screening and rehabilitation specific to PBTS with and without SNHL.
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Affiliation(s)
- Etan Orgel
- Jonathan Jaques Children's Cancer Center, Miller Children's Hospital Long Beach, Long Beach, California.,Children's Center for Cancer and Blood Diseases, Children's Hospital Los Angeles, Los Angeles, CA.,Keck School of Medicine of University of Southern California, Los Angeles, California
| | - Sharon H O'Neil
- Keck School of Medicine of University of Southern California, Los Angeles, California.,Division of Neurology, Children's Hospital Los Angeles, Los Angeles, CA.,Clinical Translational Science Institute, Children's Hospital Los Angeles, Los Angeles, CA
| | - Kimberly Kayser
- Children's Center for Cancer and Blood Diseases, Children's Hospital Los Angeles, Los Angeles, CA.,Keck School of Medicine of University of Southern California, Los Angeles, California
| | - Bea Smith
- Division of Rehabilitative Medicine at the Children's Hospital Los Angeles, Los Angeles, California
| | - Teddi L Softley
- Jonathan Jaques Children's Cancer Center, Miller Children's Hospital Long Beach, Long Beach, California
| | - Sandra Sherman-Bien
- Jonathan Jaques Children's Cancer Center, Miller Children's Hospital Long Beach, Long Beach, California
| | - Pamela A Counts
- Jonathan Jaques Children's Cancer Center, Miller Children's Hospital Long Beach, Long Beach, California
| | - Devin Murphy
- Jonathan Jaques Children's Cancer Center, Miller Children's Hospital Long Beach, Long Beach, California
| | - Girish Dhall
- Children's Center for Cancer and Blood Diseases, Children's Hospital Los Angeles, Los Angeles, CA.,Keck School of Medicine of University of Southern California, Los Angeles, California
| | - David R Freyer
- Children's Center for Cancer and Blood Diseases, Children's Hospital Los Angeles, Los Angeles, CA.,Keck School of Medicine of University of Southern California, Los Angeles, California
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19
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Fellinger MJ, Holzinger D, Aigner M, Beitel C, Fellinger J. Motor performance and correlates of mental health in children who are deaf or hard of hearing. Dev Med Child Neurol 2015; 57:942-7. [PMID: 26062643 DOI: 10.1111/dmcn.12814] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 04/27/2015] [Indexed: 11/29/2022]
Abstract
AIM This cross-sectional study investigates the relationship between motor performance and mental health in a representative population of children with hearing impairment. METHOD Ninety-three pupils (45 males, 48 females) aged 6 years to 16 years (mean 11 y 3 mo, SD 2 y 9 mo) with hearing impairment of at least 40 dB and a Nonverbal IQ greater than 70 were assessed for motor performance with the Zürich Neuromotor Assessment (ZNA) and for mental health with the parent version of the Strengths and Difficulties Questionnaire (SDQ). RESULTS Children with hearing impairment had lower motor performance scores in all four ZNA subscales compared with ZNA norms (z-scores -1.42 to -2.67). After controlling for Nonverbal IQ, ZNA pure motor performance correlated negatively with the SDQ total difficulties score. Pure motor, pegboard, and dynamic balance subscales correlated negatively with peer-relationship problems. Dynamic balance correlated negatively with emotional problems. Performance in pure motor and dynamic balance skills correlated negatively with age. Except for static balance, no correlation was found between motor performance and the degree of hearing impairment. INTERPRETATION Results confirm that a high percentage of children with hearing impairment have poor motor performance. These problems are associated with difficulties in social relationships. Early recognition of these problems may lead to interventions to assist children with hearing impairment with their peer relationships.
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Affiliation(s)
| | | | - Martin Aigner
- Department of Psychiatry and Psychotherapy, State Hospital Tulln, Tulln, Austria
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20
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Lévesque J, Théoret H, Champoux F. Reduced procedural motor learning in deaf individuals. Front Hum Neurosci 2014; 8:343. [PMID: 24904381 PMCID: PMC4033194 DOI: 10.3389/fnhum.2014.00343] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2014] [Accepted: 05/05/2014] [Indexed: 11/13/2022] Open
Abstract
Studies in the deaf suggest that cross-modal neuroplastic changes may vary across modalities. Only a handful of studies have examined motor capacities in the profoundly deaf. These studies suggest the presence of deficits in manual dexterity and delays in movement production. As of yet, the ability to learn complex sequential motor patterns has not been explored in deaf populations. The aim of the present study was to investigate the procedural learning skills of deaf adults. A serial reaction-time task (SRTT) was performed by 18 deaf subjects and 18 matched controls to investigate possible motor alteration subsequent to auditory deprivation. Deaf participants had various degrees of hearing loss. Half of the experimental group were early deaf adults mostly using hearing aids, the remaining half were late-deaf adults using a cochlear implant (CI). Participants carried out a repeating 12-item sequence of key presses along with random blocks containing no repeating sequence. Non-specific and sequence-specific learning was analyzed in relation to individual features related to the hearing loss. The results revealed significant differences between groups in sequence-specific learning, with deaf subjects being less efficient than controls in acquiring sequence-specific knowledge. We interpret the results in light of cross-modal plasticity and the auditory scaffolding hypothesis.
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Affiliation(s)
- Justine Lévesque
- Centre de Recherche en Neuropsychologie et Cognition Montréal, QC, Canada ; Centre de Recherche Interdisciplinaire en Réadaptation du Montréal Métropolitain, Institut Raymond-Dewar Montréal, QC, Canada
| | - Hugo Théoret
- Centre de Recherche en Neuropsychologie et Cognition Montréal, QC, Canada
| | - François Champoux
- Centre de Recherche en Neuropsychologie et Cognition Montréal, QC, Canada ; Centre de Recherche Interdisciplinaire en Réadaptation du Montréal Métropolitain, Institut Raymond-Dewar Montréal, QC, Canada ; École d'Orthophonie et d'Audiologie, Faculté de Médecine, Université de Montréal Montréal, QC, Canada
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Jeddi Z, Jafari Z, Motasaddi Zarandy M, Kassani A. Aural rehabilitation in children with cochlear implants: A study of cognition, social communication, and motor skill development. Cochlear Implants Int 2014; 15:93-100. [DOI: 10.1179/1754762813y.0000000060] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
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22
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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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23
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Corrales CE, Oghalai JS. Cochlear implant considerations in children with additional disabilities. CURRENT OTORHINOLARYNGOLOGY REPORTS 2013; 1:61-68. [PMID: 23772353 DOI: 10.1007/s40136-013-0011-z] [Citation(s) in RCA: 29] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Early identification and management of disabilities in children are essential to reduce long-term developmental sequelae. Many of the causes of hearing loss also produce cognitive delays resulting in a large number of children with both deafness and developmental disabilities. Children who have hearing loss and additional disabilities require complex, individualized therapy to maximize their long-term quality of life. Hearing loss is often detected early because of widespread newborn hearing screening programs and the decision for cochlear implantation in children presenting with multiple medical and developmental disorders is still evolving. This article will review the literature regarding cochlear implant considerations in children with additional developmental disabilities in areas of family perception, speech and language development, cognitive development including adaptive behavior and intelligence, communication and functional skills, auditory outcomes, quality of life outcomes, predictors of outcomes and realistic expectations after cochlear implantation.
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Affiliation(s)
- C Eduardo Corrales
- Department of Otolaryngology-Head and Neck Surgery, Stanford University School of Medicine. 801 Welch Road, Stanford, CA 94305,
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Bharadwaj SV, Matzke PL, Daniel LL. Multisensory processing in children with cochlear implants. Int J Pediatr Otorhinolaryngol 2012; 76:890-5. [PMID: 22444736 DOI: 10.1016/j.ijporl.2012.02.066] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/15/2011] [Revised: 02/28/2012] [Accepted: 02/29/2012] [Indexed: 11/19/2022]
Abstract
OBJECTIVE The objective of the study was to investigate the functions of the vestibular, tactile, visual, and proprioceptive modalities in children with prelinguistic hearing loss. Specifically, the study sought to examine evidence for the compensation hypothesis (auditory deprivation leads to enhancements in functions of other sensory systems) versus the deficiency hypothesis (functions of the spared senses are compromised as a result of auditory deprivation). METHODS Twelve children between the ages of 5 years, 1 month and 8 years, 11 months with bilateral severe-profound hearing loss participated in the study. All children used bilateral cochlear implants. Subtests of two norm-referenced instruments, the Sensory Integration and Praxis Test and the Beery-Buktenica Developmental Test of Visual-Motor Integration, were administered to all of the children. Mean subtest scores for children with hearing loss were compared with the mean scores for the normative group. RESULTS As expected, a majority of children demonstrated vestibular dysfunction. Assessment of other modalities revealed significantly below average performance on two tasks by children with hearing loss when compared to the normative group. Both tasks involved temporal processing of tactile or proprioceptive signals. Conversely, children with hearing loss showed significantly better performance compared to the normative group for a spatial task that involved localization of a tactile stimulus. No group differences were found for any of the visual tasks. CONCLUSIONS Results supported both the compensation and the deficiency hypotheses. The findings have implications for both assessment and intervention of young children with hearing loss. Further investigations are necessary to replicate these findings with a more comprehensive set of measures on a larger cohort of children with prelinguistic, severe-profound hearing loss.
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Affiliation(s)
- Sneha V Bharadwaj
- Department of Communication Sciences and Disorders, Texas Woman's University, Denton, TX 76204, USA.
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Huber M, Kipman U. Cognitive Skills and Academic Achievement of Deaf Children with Cochlear Implants. Otolaryngol Head Neck Surg 2012; 147:763-72. [DOI: 10.1177/0194599812448352] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Objective To compare cognitive performance between children with cochlear implants (CI) and normal-hearing peers; provide information about correlations between cognitive performance, basic academic achievement, and medical/audiological and social background variables; and assess the predictor quality of these variables for cognition. Study Design Cross-sectional study with comparison group, diagnostic test assessment. Setting Data were collected in the authors’ clinic (children with CI) and in Austrian schools (normal-hearing children). Subjects and Methods Forty children with CI (of the initial 65 children eligible for this study), aged 7 to 11 years, and 40 normal-hearing children, matched by age and sex, were tested with (a) the Culture Fair Intelligence Test (CFIT); (b) the Number Sequences subtest of the Heidelberger Rechentest 1-4 (HRT); (c) Comprehension, (d) Coding, (e) Digit Span, and (f) Vocabulary subtests of HAWIK III (German WISC III); (g) the Corsi Block Tapping Test; (h) the Arithmetic Operations subtests of the HRT; and (i) Salzburger Lese–Screening (SLS, reading). In addition, medical, audiological, social, and educational data from children with CI were collected. Results The children with CI equaled normal-hearing children in (a), (d), (e), (g), (h), and (i) and performed significantly worse in (b), (c) and (f). Background variables correlate significantly with cognitive skills and academic achievement. Medical/audiological variables explain 44.3% of the variance in CFT1 (CFIT, younger children). Social variables explain 55% of CFT1 and 24.5% of the Corsi test. Conclusions This study augments the knowledge about cognitive skills and academic skills of children with CI. Cognitive performance is dependent on the early feasibility to hear and the social/educational background of the family.
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Affiliation(s)
- Maria Huber
- Department of Otorhinolaryngology, Head and Neck Surgery, University Clinic, Paracelsus Medical University, Salzburg, Austria
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Caudle SE, Katzenstein JM, Oghalai JS, Lin J, Caudle DD. Nonverbal cognitive development in children with cochlear implants: relationship between the Mullen Scales of Early Learning and later performance on the Leiter International Performance Scales-Revised. Assessment 2012; 21:119-28. [PMID: 22353228 DOI: 10.1177/1073191112437594] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Methodologically, longitudinal assessment of cognitive development in young children has proven difficult because few measures span infancy through school age. This matter is further complicated when the child presents with a sensory deficit such as hearing loss. Few measures are validated in this population, and children who are evaluated for cochlear implantation are often reevaluated annually. The authors sought to evaluate the predictive validity of subscales of the Mullen Scales of Early Learning (MSEL) on Leiter International Performance Scales-Revised (LIPS-R) Full-Scale IQ scores. To further elucidate the relationship of these two measures, comparisons were also made with the Vineland Adaptive Behavior Scale-Second Edition (VABS), which provides a measure of adaptive functioning across the life span. Participants included 35 children (14 female, 21 male) who were evaluated both as part of the precandidacy process for cochlear implantation using the MSEL and VABS and following implantation with the LIPS-R and VABS. Hierarchical linear regression revealed that the MSEL Visual Reception subdomain score significantly predicted 52% of the variance in LIPS-R Full-Scale IQ scores at follow-up, F(1, 34) = 35.80, p < .0001, R (2) = .52, β = .72. This result suggests that the Visual Reception subscale offers predictive validity of later LIPS-R Full-Scale IQ scores. The VABS was also significantly correlated with cognitive variables at each time point.
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Postural control, motor skills, and health-related quality of life in children with hearing impairment: a systematic review. Eur Arch Otorhinolaryngol 2011; 269:1063-71. [DOI: 10.1007/s00405-011-1815-4] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2011] [Accepted: 10/13/2011] [Indexed: 10/15/2022]
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González del Pino B, Femia P, Pérez-Fernández N. Vestibular Examination of Children With Alterations in Balance (II): Results by Pathologies. ACTA ACUST UNITED AC 2011. [DOI: 10.1016/j.otoeng.2011.01.004] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Conway CM, Karpicke J, Anaya EM, Henning SC, Kronenberger WG, Pisoni DB. Nonverbal cognition in deaf children following cochlear implantation: motor sequencing disturbances mediate language delays. Dev Neuropsychol 2011; 36:237-54. [PMID: 21347923 DOI: 10.1080/87565641.2010.549869] [Citation(s) in RCA: 48] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
We assessed profoundly deaf children with cochlear implants (CIs) (N = 24) and age-matched normal-hearing children (N = 31) on several nonverbal cognition measures: motor sequencing, tactile discrimination, response inhibition, visual-motor integration, and visual-spatial processing. The results revealed that the children with CIs showed disturbances solely on motor sequencing and that performance on this task was significantly correlated with scores on the Clinical Evaluation of Language Fundamentals, 4th Edition (CELF-4). These findings suggest that a period of auditory deprivation before cochlear implantation affects motor sequencing skills, which in turn may mediate the language delays displayed by some deaf children with CIs.
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González del Pino B, Femia P, Pérez-Fernández N. [Vestibular examination of children with alterations in balance (II): results by pathologies]. ACTA OTORRINOLARINGOLOGICA ESPANOLA 2011; 62:385-91. [PMID: 21353187 DOI: 10.1016/j.otorri.2011.01.004] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2010] [Revised: 12/29/2010] [Accepted: 01/03/2011] [Indexed: 11/29/2022]
Abstract
We review the findings of vestibular examinations in children according to disease. Just as in adults, the dizziness can be classified following a physiopathological scheme.
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Abstract
Hearing loss has been described in patients with certain craniosynostotic syndromes but is poorly defined in Pfeiffer syndrome (PS). Our objective was to characterize the otologic and audiologic findings in PS. The records of PS patients evaluated at our craniofacial center over a 30-year period were culled. Only patients with a confirmed diagnosis and formal audiologic examination were included. Diagnostic criteria were characteristic mutations in fibroblast growth factor receptor 1 or 2 (FGFR1, FGFR2) or, in the absence of genetic testing, typical clinical findings of PS as determined by a clinical geneticist or the most senior author. Twenty patients met the inclusion criteria, and all had hearing loss. Twenty patients had traditional audiologic testing: 14 (70%) had pure conductive loss (minor to severe), and 3 (15%) had a mixed conductive/sensorineural loss (minor to severe). Two additional patients had hearing loss by Behavioral Observational Audiometry (sound fields method). One patient with early conductive hearing loss was subsequently determined to have a pure sensorineural deficit. Nine patients (45%) had permanent hearing loss significant enough to require audiologic amplification. All patients with PS demonstrated hearing loss, although the severity and the anatomic basis (ie., neural vs conductive) were variable. Conductive hearing loss, possibly caused by structural abnormalities, was most common. Sensorineural hearing loss was less common and may be related to the effect of FGFR mutations on cranial nerve and/or inner-ear development.
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Construct validity of the assessment of balance in children who are developing typically and in children with hearing impairments. Phys Ther 2010; 90:1783-94. [PMID: 21030662 DOI: 10.2522/ptj.20100080] [Citation(s) in RCA: 34] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
BACKGROUND Children with hearing impairments have a higher risk for deficits in balance and gross motor skills compared with children who are developing typically. As balance is a fundamental ability for the motor development of children, a valid and reliable assessment to identify weaknesses in balance is crucial. OBJECTIVE The purpose of this study was to investigate the construct validity of posturography and clinical balance tests in children with hearing impairments and in children who are developing typically. METHODS The study involved 53 children with typical development and 23 children with hearing impairments who were between 6 and 12 years of age and without neuromotor or orthopedic disorders. All participants completed 3 posturography tests (modified Clinical Test of Sensory Interaction of Balance [mCTSIB], unilateral stance, and tandem stance) and 4 clinical balance tests (one-leg stance with eyes open and with eyes closed, balance beam walking, and one-leg hopping). RESULTS Three conditions of the mCTSIB, unilateral stance, and 2 clinical balance tests were able to distinguish significantly between the 2 groups. Children with hearing impairments showed more difficulties in balance tasks compared with children who were developing typically when 1 or 2 types of sensory information were eliminated or disturbed. The study showed only low to moderate correlations among the different methods of evaluating balance. CONCLUSIONS Clinical balance tests and posturography offer different but complementary information. An assessment protocol for balance consisting of posturography and clinical balance tasks is proposed. Static and dynamic balance abilities could not be differentiated and seem not to be a valid dichotomy.
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Mellon NK, Ouellette M, Greer T, Gates-Ulanet P. Achieving developmental synchrony in young children with hearing loss. Trends Amplif 2010; 13:223-40. [PMID: 20150187 DOI: 10.1177/1084713809356701] [Citation(s) in RCA: 13] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Children with hearing loss, with early and appropriate amplification and intervention, demonstrate gains in speech, language, and literacy skills. Despite these improvements many children continue to exhibit disturbances in cognitive, behavioral, and emotional control, self-regulation, and aspects of executive function. Given the complexity of developmental learning, educational settings should provide services that foster the growth of skills across multiple dimensions. Transdisciplinary intervention services that target the domains of language, communication, psychosocial functioning, motor, and cognitive development can promote academic and social success. Educational programs must provide children with access to the full range of basic skills necessary for academic and social achievement. In addition to an integrated curriculum that nurtures speech, language, and literacy development, innovations in the areas of auditory perception, social emotional learning, motor development, and vestibular function can enhance student outcomes. Through ongoing evaluation and modification, clearly articulated curricular approaches can serve as a model for early intervention and special education programs. The purpose of this article is to propose an intervention model that combines best practices from a variety of disciplines that affect developmental outcomes for young children with hearing loss, along with specific strategies and approaches that may help to promote optimal development across domains. Access to typically developing peers who model age-appropriate skills in language and behavior, small class sizes, a co-teaching model, and a social constructivist perspective of teaching and learning, are among the key elements of the model.
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Affiliation(s)
- Nancy K Mellon
- The River School, 4880 MacArthur Boulevard NW, Washington, DC 20007, USA.
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Abstract
To explore the effects of white matter in the absence of auditory input in the early deaf, we conducted a tract-based statistical analysis of the diffusion tensor anisotropy and the voxel-based morphometry in the white matter of 13 early deaf and 29 hearing individuals. Deaf individuals showed significant decreases in diffusion anisotropy and in regional volume reductions within the temporal white matter. Decreased anisotropy was also found at the internal capsule, superior longitudinal fasciculus, and the inferior frontal white matter. In contrast, the forceps major of the corpus callosum, where interhemispheric connections between visual cortices exist, showed increased anisotropy. We interpreted these white matter alterations in terms of both disuse-driven atrophy and compensatory plasticity in the early deaf.
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Fellinger J, Holzinger D, Sattel H, Laucht M, Goldberg D. Correlates of mental health disorders among children with hearing impairments. Dev Med Child Neurol 2009; 51:635-41. [PMID: 19627335 DOI: 10.1111/j.1469-8749.2008.03218.x] [Citation(s) in RCA: 80] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
AIM The aim of this study was to elucidate factors related to the high rate of mental health disorders seen in those with impaired hearing, including social factors and audiological measures. METHOD A representative sample of 95 pupils (47 females, 48 males; mean age 11y 1mo, range 6y 5mo to 16y, SD 2y 7mo) with hearing impairments of at least 40dB and normal non-verbal intelligence (IQ 97.5, SD 19.5), was assessed audiologically and with a structured clinical interview giving both current and lifetime diagnoses, and the Strengths and Difficulties Questionnaire. Detailed social information was gathered from parents and teachers. RESULTS Point and lifetime prevalence rates for any psychiatric disorder (32.6%; 45.3%) and depression (7.4%; 26.3%) were higher than in general population samples and not related to the degree of hearing loss. There was a relation between having a lifetime diagnosis and the child's ability to be understood within the family (25.6% vs 7.7%, odds ratio 4.12 [1.2-14.1], p=0.02). Internalizing mental health disorders were between three and six times more likely in those who had been teased, maltreated by classmates, or isolated. INTERPRETATION We conclude that the increased risk of depression in those who have been teased, isolated, or maltreated is not peculiar to deafness, but the ability to make oneself understood is, and is modestly related (r=0.22-0.34) to the probability of these adverse experiences.
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Engel-Yeger B, Weissman D. A comparison of motor abilities and perceived self-efficacy between children with hearing impairments and normal hearing children. Disabil Rehabil 2009; 31:352-8. [DOI: 10.1080/09638280801896548] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Le Maner-Idrissi G, Barbu S, Bescond G, Godey B. 'Some aspects of cognitive and social development in children with cochlear implant'. Dev Med Child Neurol 2008; 50:796-7. [PMID: 18834395 DOI: 10.1111/j.1469-8749.2008.03054.x] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Horn DL, Fagan MK, Dillon CM, Pisoni DB, Miyamoto RT. Visual-motor integration skills of prelingually deaf children: implications for pediatric cochlear implantation. Laryngoscope 2008; 117:2017-25. [PMID: 17828054 PMCID: PMC2586920 DOI: 10.1097/mlg.0b013e3181271401] [Citation(s) in RCA: 24] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
OBJECTIVE To investigate visual-motor integration (VI) skills of prelingually deaf (PLD) children before and after cochlear implantation (CI) and investigate correlations with spoken-language and related processing measures. DESIGN Study 1 was a longitudinal study in which VI was tested preimplant. Study 2 was a cross sectional study of school-age children who used a CI for >2 years. METHOD In study 1, a standardized design-copying task was administered preimplant, and spoken-language data were obtained at intervals up to 4 years postimplantation. Analyses were conducted to determine if preimplant VI scores were predictive of various spoken-language measures. In study 2, standardized design copying and speeded maze tracing tasks were administered along with speech perception, vocabulary, and related processing measures. RESULTS Whereas preimplant VI scores for children in study 1 fell within the typical range based on age-equivalent norms, postimplant VI standard scores in study 2 were low compared to the normative sample. Postimplant VI scores were inversely related to age at implantation. Preimplant VI scores were robustly predictive of most, but not all, spoken-language outcome scores. Postimplant design copying scores were also correlated with spoken-language and related processing measures whereas maze-tracing scores were less robustly related to these measures. CONCLUSIONS Early auditory and linguistic experience may impact the development of VI skills. VI is a preimplant predictor of later spoken language outcomes. Design copying and speeded maze tracing tasks appear to tap different sets of cognitive resources in PLD children with CIs.
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Affiliation(s)
- David L Horn
- DeVault Otologic Research Laboratory, Department of Otolaryngology/Head and Neck Surgery, Indiana University School of Medicine, Indianapolis, IN 46202, USA.
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Pierson SK, Caudle SE, Krull KR, Haymond J, Tonini R, Oghalai JS. Cognition in children with sensorineural hearing loss: etiologic considerations. Laryngoscope 2007; 117:1661-5. [PMID: 17690618 PMCID: PMC3597107 DOI: 10.1097/mlg.0b013e3180ca7834] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
OBJECTIVES A considerable amount of literature has documented the impact of hearing impairment on spoken language skills in deaf children referred for cochlear implantation. Critical areas of neurocognitive development in the acquisition of visual (manual) language also appear to be impacted, although the evidence is less robust. The present study focused on the development of visual and fine motor skills in a sample of preschool-age children diagnosed with sensorineural hearing loss with no known neurologic conditions (n=36). STUDY DESIGN Analysis of data collected as part of a standardized screening process for cochlear implantation at an academic medical center. METHOD Children underwent a standardized neuropsychological assessment battery. Children were classified into three groups based on the etiology of their deafness (Connexin=15, Structural Malformation=11, and Unknown=10). RESULTS/CONCLUSIONS Correlational analyses replicated previous research on the reduction in visual reception and fine motor skills as deaf children age. Children with genetic (Connexin) etiology exhibited a significant reduction in fine motor skills with age, whereas those with an etiology of Structural Abnormality exhibited a significant reduction in visual reception skills with age. Results of planned comparisons conducted as part of a multivariate analysis of variance (Skill x Group) indicated that the Connexin group was significantly better than the Unknown group with regard to fine motor skills. Implications for these findings and future studies are discussed.
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Affiliation(s)
- Suzanne K Pierson
- Learning Support Center for Child Psychology, Texas Children's Hospital, and Allied Health Sciences and Department of Pediatrics, Baylor College of Medicine, Houston, Texas 77030-2399, USA
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Ross LA, Saint-Amour D, Leavitt VM, Molholm S, Javitt DC, Foxe JJ. Impaired multisensory processing in schizophrenia: deficits in the visual enhancement of speech comprehension under noisy environmental conditions. Schizophr Res 2007; 97:173-83. [PMID: 17928202 DOI: 10.1016/j.schres.2007.08.008] [Citation(s) in RCA: 144] [Impact Index Per Article: 8.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/14/2007] [Revised: 08/07/2007] [Accepted: 08/10/2007] [Indexed: 12/01/2022]
Abstract
BACKGROUND Viewing a speaker's articulatory movements substantially improves a listener's ability to understand spoken words, especially under noisy environmental conditions. In this study we investigated the ability of patients with schizophrenia to integrate visual and auditory speech. Our objective was to determine to what extent they experience benefit from visual articulation and to detail under what listening conditions they might show the greatest impairments. METHODS We assessed the ability to recognize auditory and audiovisual speech in different levels of noise in 18 patients with schizophrenia and compared their performance with that of 18 healthy volunteers. We used a large set of monosyllabic words as our stimuli in order to more closely approximate performance in everyday situations. RESULTS Patients with schizophrenia showed deficits in their ability to derive benefit from visual articulatory motion. This impairment was most pronounced at signal-to-noise levels where multisensory gain is known to be maximal in healthy control subjects. A surprising finding was that despite known early auditory sensory processing deficits and reports of impairments in speech processing in schizophrenia, patients' performance in unisensory auditory speech perception remained fully intact. CONCLUSIONS Thus, the results showed a specific deficit in multisensory speech processing in the absence of any measurable deficit in unisensory speech processing and suggest that sensory integration dysfunction may be an important and, to date, rather overlooked aspect of schizophrenia.
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Affiliation(s)
- Lars A Ross
- Program in Cognitive Neuroscience, Department of Psychology, The City College of City University of New York, 138th St. and Convent Avenue, New York, New York 10031, USA
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Horn DL, Pisoni DB, Miyamoto RT. Divergence of fine and gross motor skills in prelingually deaf children: implications for cochlear implantation. Laryngoscope 2006; 116:1500-6. [PMID: 16885761 PMCID: PMC3314263 DOI: 10.1097/01.mlg.0000230404.84242.4c] [Citation(s) in RCA: 47] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
OBJECTIVE The objective of this study was to assess relations between fine and gross motor development and spoken language processing skills in pediatric cochlear implant users. STUDY DESIGN The authors conducted a retrospective analysis of longitudinal data. METHODS Prelingually deaf children who received a cochlear implant before age 5 and had no known developmental delay or cognitive impairment were included in the study. Fine and gross motor development were assessed before implantation using the Vineland Adaptive Behavioral Scales, a standardized parental report of adaptive behavior. Fine and gross motor scores reflected a given child's motor functioning with respect to a normative sample of typically developing, normal-hearing children. Relations between these preimplant scores and postimplant spoken language outcomes were assessed. RESULTS In general, gross motor scores were found to be positively related to chronologic age, whereas the opposite trend was observed for fine motor scores. Fine motor scores were more strongly correlated with postimplant expressive and receptive language scores than gross motor scores. CONCLUSIONS Our findings suggest a disassociation between fine and gross motor development in prelingually deaf children: fine motor skills, in contrast to gross motor skills, tend to be delayed as the prelingually deaf children get older. These findings provide new knowledge about the links between motor and spoken language development and suggest that auditory deprivation may lead to atypical development of certain motor and language skills that share common cortical processing resources.
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Affiliation(s)
- David L Horn
- DeVault Otologic Research Laboratory, Department of Otolaryngology/Head and Neck Surgery, Indiana University School of Medicine, Indianapolis, IN 46202, USA.
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Baranello G, Randò T, Bancale A, D'Acunto MG, Epifanio R, Frisone MF, Guzzetta A, La Torre G, Mannocci A, Ricci D, Signorini S, Tinelli F, Biagioni E, Veggiotti P, Fazzi E, Mercuri E, Cioni G, Guzzetta F. Auditory attention at the onset of West syndrome: correlation with EEG patterns and visual function. Brain Dev 2006; 28:293-9. [PMID: 16481138 DOI: 10.1016/j.braindev.2005.10.004] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/13/2005] [Revised: 08/31/2005] [Accepted: 10/11/2005] [Indexed: 11/28/2022]
Abstract
At the onset of West syndrome a specific impairment of visual function has been clearly demonstrated, while other aspects of sensorial development, and in particular of the auditory function, have been less studied. The aim of this study was to evaluate auditory function and orienting responses at the onset of West syndrome, and to relate the results with EEG patterns, visual function and neurodevelopmental competence. A prospective multicentric study was performed on 25 successively enrolled infants with West syndrome; all the patients underwent a full clinical assessment, including MRI and video-EEG, visual function and auditory orienting responses (AORs) as well as Griffiths' developmental scales. The whole assessment performed at the onset of spasms (T0) was repeated after two months (T1). AORs resulted significantly impaired both at T0 and T1. At the onset of spasms a highly significant relationship of auditory attention with visual function and neurodevelopmental competence was shown in both cryptogenic and symptomatic forms, but it was no longer present after two months. Our results may suggest a possible pervasive effect of the epileptic disorder on sensory processing, associated to a deficit of neurodevelopment. Although we failed to show a significant correlation between auditory orienting responses and EEG patterns, some evidence seems to support at least partially an influence of the epileptic disorder per se on the genesis of the sensorial impairment. A longer follow up and a larger cohort will be useful for a better clarification of these findings.
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Affiliation(s)
- G Baranello
- Developmental Neuroscience Department, Catholic University, Rome, Italy
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Alzina de Aguilar V. Detección precoz de la hipoacusia en el recién nacido. An Pediatr (Barc) 2005; 63:193-8. [PMID: 16219270 DOI: 10.1157/13078480] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
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Horn DL, Pisoni DB, Sanders M, Miyamoto RT. Behavioral assessment of prelingually deaf children before cochlear implantation. Laryngoscope 2005; 115:1603-11. [PMID: 16148703 PMCID: PMC3085009 DOI: 10.1097/01.mlg.0000171018.97692.c0] [Citation(s) in RCA: 25] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
OBJECTIVES/HYPOTHESIS To determine whether scores from a behavioral assessment of prelingually deafened children who present for cochlear implant surgery are predictive of audiological outcomes. STUDY DESIGN Retrospective review of longitudinal data collected from 42 children with prelingual hearing loss who presented for a cochlear implant before age 5 years. METHODS The Vineland Adaptive Behavioral Scales (VABS) was administered during the preimplant workup. Standardized scores reflect daily living skills, socialization, and motor development compared with a normative sample. Regression analyses were conducted to determine whether any subject variables were related to VABS scores. Mixed-model analyses were computed to determine whether preimplant VABS scores were predictive of longitudinal spoken-language data obtained after cochlear implant surgery. RESULTS Motor scores tended to be higher than nonmotor scores. Nonmotor scores were significantly lower than the normative mean and decreased with testing age. Children with acquired deafness demonstrated lower motor scores than children with congenital causes. Children with higher motor scores demonstrated significantly higher performance on language, vocabulary, and word recognition tests than children with lower motor scores. Nonmotor domains were not as robustly related to spoken-language measures, although similar trends were observed. CONCLUSION Profound deafness and language delay may confound the assessment of daily living skills and socialization in the population studied. Motor development appears to proceed normally in prelingually deafened children and is a preimplant predictor of spoken-language outcome in young infants and children with cochlear implants, a finding consistent with the large body of work establishing links between perceptual-motor and language development.
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Affiliation(s)
- David L Horn
- DeVault Otologic Research Laboratory, Department of Otolaryngology-Head and Neck Surgery, Indiana University School of Medicine, 699 Riley Research Wing 044, Indianapolis, IN 46202, USA.
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