Cochlear Implantation of Children with Minimal Open-Set Speech Recognition Skills

Zwolan, Terry A.; Zimmerman‐Phillips, Susan; Ashbaugh, Carissa; Hieber, Sara J.; Kileny, Paul R.; Telian, Steven A.

doi:10.1097/00003446-199706000-00007

Cited by 58 publications

(34 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In young children, the age at which the hearing impairment occurred, the length of auditory deprivation, and amount of experience using the implant have all been shown to play important roles in predicting outcome Miyamoto et al, 1994;Nikolopoulos, O'Donoghue, & Archbold, 1999). From recent reexamination of audiological candidacy requirements, it has also been determined that the presence of even minimal amounts of residual hearing under aided conditions before implantation can also contribute positively to success with an implant (Seghal, Kirk, Pisoni, & Miyamoto, Reference Note 2;Zwolan, Zimmerman-Phillips, Ashbaugh, Hieber, Kileny, & Telian, 1997). However, there is still a large proportion of unexplained variance in this multivariate prediction of speech perception performance .…”

mentioning

confidence: 99%

Some Measures of Verbal and Spatial Working Memory in Eight- and Nine-Year-Old Hearing-Impaired Children with Cochlear Implants

2001

View full text Add to dashboard Cite

Objective-The purpose of this study was to examine working memory for sequences of auditory and visual stimuli in prelingually deafened pediatric cochlear implant users with at least 4 yr of device experience.Design-Two groups of 8-and 9-yr-old children, 45 normal-hearing and 45 hearing-impaired users of cochlear implants, completed a novel working memory task requiring memory for sequences of either visual-spatial cues or visual-spatial cues paired with auditory signals. In each sequence, colored response buttons were illuminated either with or without simultaneous auditory presentation of verbal labels (color-names or digit-names). The child was required to reproduce each sequence by pressing the appropriate buttons on the response box. Sequence length was varied and a measure of memory span corresponding to the longest list length correctly reproduced under each set of presentation conditions was recorded. Additional children completed a modified task that eliminated the visual-spatial light cues but that still required reproduction of auditory color-name sequences using the same response box. Data from 37 pediatric cochlear implant users were collected using this modified task.Results-The cochlear implant group obtained shorter span scores on average than the normalhearing group, regardless of presentation format. The normal-hearing children also demonstrated a larger "redundancy gain" than children in the cochlear implant group-that is, the normal-hearing group displayed better memory for auditory-plus-lights sequences than for the lights-only sequences. Although the children with cochlear implants did not use the auditory signals as effectively as normal-hearing children when visual-spatial cues were also available, their performance on the modified memory task using only auditory cues showed that some of the children were capable of encoding auditory-only sequences at a level comparable with normalhearing children.Conclusions-The finding of smaller redundancy gains from the addition of auditory cues to visual-spatial sequences in the cochlear implant group as compared with the normal-hearing group demonstrates differences in encoding or rehearsal strategies between these two groups of children. Differences in memory span between the two groups even on a visual-spatial memory task suggests that atypical working memory development irrespective of input modality may be present in this clinical population.

show abstract

mentioning

confidence: 99%

Some Measures of Verbal and Spatial Working Memory in Eight- and Nine-Year-Old Hearing-Impaired Children with Cochlear Implants

2001

View full text Add to dashboard Cite

show abstract

“…This PBK test is an open-set test of spoken word recognition (also see Meyer & Pisoni, 1999) and is very difficult for prelingually deaf children when compared to other closed-set speech perception tests routinely included in the standard clinical assessment battery (Zwolan, Zimmerman-Phillips, Asbaugh, Hieber, Kileny & Telian, 1997). Children who do reasonably well on the PBK test display ceiling levels of performance on other closed-set speech perception tests that measure speech pattern discrimination skills.…”

Section: Analysis Of the Starsmentioning

confidence: 99%

Speech Perception in Deaf Children with Cochlear Implants

Pisoni¹

The Handbook of Speech Perception

View full text Add to dashboard Cite

Abstract. Cochlear implants work well in many profoundly deaf adults and children. However, despite the success of cochlear implants in many deaf children, large individual differences have been reported on a wide range of speech and language outcome measures. This finding is observed in all research centers around the world. Some children do extremely well with their cochlear implant while others derive only minimal benefits after receiving their implant. Understanding the reasons for the variability in outcomes and the large individual differences following cochlear implantation is one of the most important problems in the field today. This chapter summarizes recent findings on the speech perception skills of deaf children following cochlear implantation. The results of these studies suggest that in addition to several demographic and medical variables, variation in children's success with cochlear implants reflects fundamental differences in rapid phonological coding and verbal rehearsal processes which are used in a wide range of clinical outcome measures used to measure benefit following implantation.

show abstract

“…Zwolan, Zimmerman-Phillips, Ashbaugh, Hieber, Kileney, & Telian (1997) found that children with more pre-implant residual hearing (i.e. with some auditory experience) exhibited significantly better speech recognition skills within the first year following implantation than children with less auditory experience.…”

Section: Respond What He 'S Done Is Far Greater Than What We Did mentioning

confidence: 99%

An investigation into the expectations of mothers of children with cochlear implants

Perold¹

2001

Cochlear Implants International

View full text Add to dashboard Cite

DEDICATIONfor the parents of cochlear implant children.May we, as audiologists, better understand your journey in our pursuit of service excellence. 11 DECLARATIONI, Jennifer Lynne Perold, hereby declare that the work on which this thesis is based is my original work (except where acknowledgements indicate otherwise), and that neither the whole work nor any part of it has been, is being, or is to be submitted for another degree in this or any other university.I empower the University of Cape Town to reproduce for the purpose of research either the whole or any portion of the contents in any manner whatsoever. Sig~ ABSTRACTThere is a paucity of research examining the expectations of parents whose children have received a cochlear implant. The process of implantation is fraught with expectations, and in order to ensure continued parental interest and motivation, it is important to have insight into and w1derstanding of these expectations, as well as the factors which influence them. This study aimed to investigate the pre-and post implant expectations of mothers whose children had received a cochlear implant, as well as the possibility of changes in their expectations with duration of cochlear implant use. It also aimed to examine satisfaction of mothers with the cochlear implant, and the influence this had on expectations. A qualitative research methodology was used in the form of in-depth interviews. Eight mothers of prelingually deafened children who had not yet started formal schooling were interviewed. The data obtained from the mothers was transcribed verbatim and then analysed according to a detailed qualitative analysis procedure. Important findings emerged which detailed the changing expectations based either on hope or knowledge over time. These expectations were influenced by many variables, including the mothers ' response to the deafness of the child (i.e. the grief reaction), anxiety and stress, performance outcomes, satisfaction, and expectations of others, including family and friends. Numerous theoretical and clinical implications emerged from these findings, including the dynamic nature of expectations, as well as the impact these have on the importance of ongoing counselling of mothers whose children use cochlear implants. (Powers, 1996) In recent years cochlear implants have proven to be an effective and reliable method of treatment in both postlingually deaf adults and children, and congenital and prelingually deaf children who are unable to obtain meaningful benefit from conventional amplification (Lenarz, 1998 (1996), who found that although a group of prelingually deafened adults (who had been implanted as adults and are generally not considered good candidates for implantation) performed poorly on traditional speech perception tests, they were highly satisfied with the device and used it regularly. Vidas, Hassan and Parnes (1992) found that performance for children in structured settings (i.e. testing and therapy sessions) was not in agreement with performance in unstructured set...

show abstract

Cochlear Implantation of Children with Minimal Open-Set Speech Recognition Skills

Cited by 58 publications

References 8 publications

Some Measures of Verbal and Spatial Working Memory in Eight- and Nine-Year-Old Hearing-Impaired Children with Cochlear Implants

Some Measures of Verbal and Spatial Working Memory in Eight- and Nine-Year-Old Hearing-Impaired Children with Cochlear Implants

Speech Perception in Deaf Children with Cochlear Implants

An investigation into the expectations of mothers of children with cochlear implants

Contact Info

Product

Resources

About