Comparing the effect of auditory-only and auditory–visual modes in two groups of Persian children using cochlear implants: A randomized clinical trial

Oryadi-Zanjani, Mohammad Majid; Hasanzadeh, Saeed; Rahgozar, Mehdi; Shemshadi, Hashem; Purdy, Suzanne C.; Bakhtiari, Behrooz Mahmudi; Vahab, Maryam

doi:10.1016/j.ijporl.2013.06.031

Cited by 12 publications

(4 citation statements)

References 11 publications

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“…Post-implant, while auditory rehabilitation is clearly necessary to enable effective functioning of the CI, we find no compelling evidence that the rehabilitation of hearing— on its own— predicts satisfactory speech and language progress. Recent studies suggest that audiovisual speech rehabilitation can be as effective as auditory-only rehabilitation (Oryadi Zanjani et al, 2013 ), while retrospective studies on early- and late-implanted patients suggest that post-implant language success is related to the extent of exposure to speech in the home (Boons et al, 2012 ).…”

Section: Discussionmentioning

confidence: 99%

Cochlear implantation (CI) for prelingual deafness: the relevance of studies of brain organization and the role of first language acquisition in considering outcome success

Campbell

MacSweeney

Woll

2014

Front. Hum. Neurosci.

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Cochlear implantation (CI) for profound congenital hearing impairment, while often successful in restoring hearing to the deaf child, does not always result in effective speech processing. Exposure to non-auditory signals during the pre-implantation period is widely held to be responsible for such failures. Here, we question the inference that such exposure irreparably distorts the function of auditory cortex, negatively impacting the efficacy of CI. Animal studies suggest that in congenital early deafness there is a disconnection between (disordered) activation in primary auditory cortex (A1) and activation in secondary auditory cortex (A2). In humans, one factor contributing to this functional decoupling is assumed to be abnormal activation of A1 by visual projections—including exposure to sign language. In this paper we show that that this abnormal activation of A1 does not routinely occur, while A2 functions effectively supramodally and multimodally to deliver spoken language irrespective of hearing status. What, then, is responsible for poor outcomes for some individuals with CI and for apparent abnormalities in cortical organization in these people? Since infancy is a critical period for the acquisition of language, deaf children born to hearing parents are at risk of developing inefficient neural structures to support skilled language processing. A sign language, acquired by a deaf child as a first language in a signing environment, is cortically organized like a heard spoken language in terms of specialization of the dominant perisylvian system. However, very few deaf children are exposed to sign language in early infancy. Moreover, no studies to date have examined sign language proficiency in relation to cortical organization in individuals with CI. Given the paucity of such relevant findings, we suggest that the best guarantee of good language outcome after CI is the establishment of a secure first language pre-implant—however that may be achieved, and whatever the success of auditory restoration.

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Section: Discussionmentioning

confidence: 99%

Cochlear implantation (CI) for prelingual deafness: the relevance of studies of brain organization and the role of first language acquisition in considering outcome success

Campbell

MacSweeney

Woll

2014

Front. Hum. Neurosci.

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“…Speech development occurs as a result of increased listening accuracy and language comprehension.The training at this level includesthe production of sounds, using vocabulary to name places, time, objects, concepts, etc., increasing sentence length and explaining visual cards, improving speech content based on linguistic knowledge and children's daily culture and vocabulary. 4) Comprehension: the last level involves auditory training:A) comprehension of common expressions, B) comprehension of one-part and two-part commands,C) comprehension of successive events in a short story ( 42 ) that are consistent with the principles of auditory training in children with a cochlear implant ( 43 ).One study showed that children with cochlear implants had increased communication and improved communication through a special rehabilitation program that was associated with increased vocabulary. ( 44 ) A study by Jalilavand et al shows that various factors, including early implantation, implantation age below One year, chronological age and age of hearing, use of implantation of two ears, implantation in the right ear, age of diagnosis of deafness, hearing residue before surgery, duration of implantation, features of adult speech, special cooperation of parents and their verbal communication.…”

Section: Discussionmentioning

confidence: 99%

Rehabilitation of children with cochlear implant in Iran: A scoping review

Moradi

Fallahi-Khoshknab

Dalvandi

et al. 2021

mjiri

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“…Although the findings showed that the pediatric CIs recipients had poor performance in both speech perception in quiet [17][18][19] and in noise [20,21,[1][2]13] compared to their peers with NH, as Zaltz et al, noted, fewer studies have been administered…”

Section: Introductionmentioning

confidence: 95%

Speech-in-Noise Recognition in School-Aged Children with Hearing Loss: Evidence of a Critical Condition

Oryadi-Zanjani,

Vahab

2023

Ann Otolaryngol Rhinol

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Previous research findings demonstrated that cochlear implants (CIs) users have essential challenges with speech recognition in the presence of background noise. Therefore, this study aimed to determine speech-in-noise (SiN) perception in Persian school-aged children with CIs/hearing aids (HAs) compared to their peers with normal hearing (NH). The research was administered as a cross-sectional study. Speech-in-noise performance in thirty-three school-aged children with hearing loss (19 unilateral CIs users and 14 bilateral HAs users) was compared to twenty school-aged children with normal hearing by using the Persian Lexical Neighborhood Tests (PLNTs). To make sure that floor or ceiling effects would not affect the children’s performance, the PLNTs were performed by the sound field at different levels of signal-to-noise ratio (SNR). The SiN performance on all four subscales of the PLNTs was significantly poorer in Persian school-aged CIs/HAs users than their peers with NH for all stepwise increases in the SNR (P < 0.001). The Persian school-aged CIs users experience a critical condition related to listening spectrally degraded speech in noisy environments such as home, school, and classroom due to SiN perception insufficiency.

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Comparing the effect of auditory-only and auditory–visual modes in two groups of Persian children using cochlear implants: A randomized clinical trial

Cited by 12 publications

References 11 publications

Cochlear implantation (CI) for prelingual deafness: the relevance of studies of brain organization and the role of first language acquisition in considering outcome success

Cochlear implantation (CI) for prelingual deafness: the relevance of studies of brain organization and the role of first language acquisition in considering outcome success

Rehabilitation of children with cochlear implant in Iran: A scoping review

Speech-in-Noise Recognition in School-Aged Children with Hearing Loss: Evidence of a Critical Condition

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