Language development in children after receiving bilateral cochlear implants between 5 and 18 months

Wie, Ona Bø

doi:10.1016/j.ijporl.2010.07.026

Cited by 114 publications

(82 citation statements)

References 31 publications

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“…The introduction of universal newborn hearing screening (UNHS), along with the availability of advanced technological and surgical innovations, have heralded signifi cantly improved speech and language outcomes for children with congenital severe/profound hearing loss (HL) (e.g., Ertmer, Kloiber, Jung, Kirleis, & Bradford, 2012;Fulcher, Purcell, Baker, & Munro, 2012;May-Mederake, 2012;Wie, 2010). Of the research considering speech outcomes, reports have been based on broad measures of speech relative to children with lateridentifi ed HL (e.g., Fulcher et al, 2012;YoshinagaItano, 2003;Yoshinaga-Itano, Coulter, & Thomson, 2001), or the accuracy of consonants and/or vowels (e.g., Dornan, Hickson, Murdoch, Houston, & Constantinescu, 2010;Ertmer et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Typical consonant cluster acquisition in auditory-verbal children with early-identified severe/profound hearing loss

Fulcher

Baker

Purcell

et al. 2013

International Journal of Speech-Language Pathology

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Section: Introductionmentioning

confidence: 99%

Typical consonant cluster acquisition in auditory-verbal children with early-identified severe/profound hearing loss

Fulcher

Baker

Purcell

et al. 2013

International Journal of Speech-Language Pathology

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“…Speech and language skills comparable to normal hearing children can be achieved in some prelingually deaf children implanted within the first year of life, as indicated by recent reports [4][5][6]. Understandably, expectations for pediatric cochlear implantation are high [1].…”

Section: Introductionmentioning

confidence: 94%

Predictors of pediatric cochlear implantation outcomes in South Africa

Roux

Vinck

Butler

et al. 2016

International Journal of Pediatric Otorhinolaryngology

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Objective: To identify and describe predictors of pediatric cochlear implantation outcomes in a South African population. Methods:A retrospective study of 301 pediatric CI recipients from five cochlear implant programs was conducted and cross-sectional outcome data were added at the time of data collection. Twenty potential prognostic factors were identified from the retrospective dataset, including biographical, cochlear implant (CI), family and risk factors. Multiple regression analyses was performed to identify predictor variables that influence outcomes in terms of auditory performance (CAP scores), speech production (SIR scores), communication mode and educational placement.Results: Although implanted children within this sample did not have equal opportunity to access a second implant, bilateral implantation was strongly predictive of better auditory performance and speech production scores, an oral mode of communication and mainstream education. NICU admittance/ prematurity were associated with poorer auditory performance and speech production scores, together with a higher probability for non-oral communication and non-mainstream education. The presence of one or more additional developmental 2 condition was predictive of poorer outcomes in terms of speech production and educational placement, while a delay between diagnosis and implantation of more than one year was also related to non-mainstream education. Ethnicities other than Caucasian were predictive of poorer auditory performance scores and a lower probability for mainstream education.Conclusion: An extensive range of prognostic indicators were identified for pediatric CI outcomes in South Africa. These predictive factors of better and poorer outcomes should guide pediatric CI services to promote optimal outcomes and assist professionals in providing evidence-based informational counselling.

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“…It should be noted that all children with CI were included in the follow up, that is, also children with scores below the normative range on non-verbal intelligence tests. In a more recent study, Wie (2005b) examined the expressive language development using naming and repetition tasks, together with parent questionnaires, in 21 children receiving bilateral CI between the ages 5 and 18 months. All children had an auditory-oral or auditory-verbal communication approach.…”

Section: Behavioural Observationsmentioning

confidence: 99%

Rethinking Sound : Computer-assisted reading intervention with a phonics approach for deaf and hard of hearing children using cochlear implants or hearing aids

Mentzer¹

2014

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In the present thesis, computer-assisted reading intervention with a phonics approach was examined in deaf and hard of hearing children (DHH) aged 5, 6 or 7 years old using cochlear implants, hearing aids or a combination of both. Children with normal hearing (NH), matched for non-verbal intelligence and age, served as a reference group. Deaf and hard of hearing children constitute a heterogenetic population regarding cognitive and academic achievement. Many of them do not reach age appropriate levels in language and reading ability during their school years, with negative consequences for later training facilities and job opportunities. Finding relevant intervention methods to promote early language learning and literacy development that are easy to implement is therefore of great importance. In this thesis three aspects of cognitive ability (phonological processing skills, lexical access and working memory capacity), and reading ability was examined at three points in time; baseline 1, pre intervention and post intervention. Additionally, computer-assisted training delivered by means of the Internet in the children’s homes was explored in order to determine whether it would be a useful and efficient method for the DHH population. Overall, the results from the present thesis support the notion that offering a computer-assisted intervention program delivered at home, is an alternative way to support not only NH children with reading difficulties but also to support DHH children’s phonological development and decoding proficiency.I denna avhandling undersöktes fonologisk lästräning vid datorn för döva och hörselskadade barn 5, 6 och 7 år gamla som använde cochleaimplantat, hörapparat eller en kombination av båda. Barn med normal hörsel som var matchade avseende icke-verbal intelligens och ålder utgjorde jämförelsegrupp. Döva och hörselskadade barn utgör en heterogen grupp avseende kognitiv förmåga och skolframgång. Många av dem når inte kraven för åldern avseende språk och läsförmåga under skoltiden vilket får negativa konsekvenser för senare utbildning och arbete. Att hitta relevanta interventionsmetoder för att främja tidig språkinlärning och läsutveckling som är lätta att genomföra, är därför av stor betydelse. I avhandlingen undersöktes tre aspekter av kognitiv förmåga (fonologisk bearbetningsförmåga, lexikal åtkomst och arbetsminneskapacitet) och läsförmåga vid tre tidpunkter; förtest 1, före intervention och efter intervention. Dessutom undersöktes om datorbaserad intervention som genomförs via Internet i hemmet, skulle vara en användbar och effektiv metod för döva och hörselskadade barn. Resultaten i stort visar att fonologisk lästräning vid datorn i barnens hem är en alternativ metod att stödja inte bara barn i risk att utveckla lässvårigheter, utan även döva och hörselskadade barns fonologi och avkodningsförmåga

show abstract

Language development in children after receiving bilateral cochlear implants between 5 and 18 months

Cited by 114 publications

References 31 publications

Typical consonant cluster acquisition in auditory-verbal children with early-identified severe/profound hearing loss

Typical consonant cluster acquisition in auditory-verbal children with early-identified severe/profound hearing loss

Predictors of pediatric cochlear implantation outcomes in South Africa

Rethinking Sound : Computer-assisted reading intervention with a phonics approach for deaf and hard of hearing children using cochlear implants or hearing aids

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