scholarly journals The Developmental Trajectory of Empathy and Its Association with Early Symptoms of Psychopathology in Children with and without Hearing Loss

2021 ◽  
Author(s):  
Yung-Ting Tsou ◽  
Boya Li ◽  
Carin H Wiefferink ◽  
Johan H M Frijns ◽  
Carolien Rieffe
Keyword(s):  
Hearing Loss ◽  
Cochlear Implants ◽  
Primary Schools ◽  
Developmental Trajectory ◽  
Affective Empathy ◽  
Psychopathological Symptoms ◽  
Early Symptoms ◽  
Concern For Others ◽  
Children With Hearing Loss ◽  
Internalizing And Externalizing

AbstractEmpathy enables people to share, understand, and show concern for others’ emotions. However, this capacity may be more difficult to acquire for children with hearing loss, due to limited social access, and the effect of hearing on empathic maturation has been unexplored. This four-wave longitudinal study investigated the development of empathy in children with and without hearing loss, and how this development is associated with early symptoms of psychopathology. Seventy-one children with hearing loss and cochlear implants (CI), and 272 typically-hearing (TH) children, participated (aged 1–5 years at Time 1). Parents rated their children’s empathic skills (affective empathy, attention to others’ emotions, prosocial actions, and emotion acknowledgment) and psychopathological symptoms (internalizing and externalizing behaviors). Children with CI and TH children were rated similarly on most of the empathic skills. Yet, fewer prosocial actions were reported in children with CI than in TH children. In both groups, affective empathy decreased with age, while prosocial actions and emotion acknowledgment increased with age and stabilized when children entered primary schools. Attention to emotions increased with age in children with CI, yet remained stable in TH children. Moreover, higher levels of affective empathy, lower levels of emotion acknowledgment, and a larger increase in attention to emotions over time were associated with more psychopathological symptoms in both groups. These findings highlight the importance of social access from which children with CI can learn to process others’ emotions more adaptively. Notably, interventions for psychopathology that tackle empathic responses may be beneficial for both groups, alike.

The Acquisition of Acoustic Cues to Onset and Coda Voicing Contrasts by Preschoolers With Hearing Loss

2021 ◽  
pp. 1-18
Author(s):  
Laurence Bruggeman ◽  
Julien Millasseau ◽  
Ivan Yuen ◽  
Katherine Demuth
Keyword(s):  
Hearing Loss ◽  
Cochlear Implants ◽  
Hearing Aids ◽  
Self Esteem ◽  
Acoustic Cues ◽  
Elicited Imitation ◽  
Phonological Representations ◽  
Initial Onset ◽  
English Speaking ◽  
Children With Hearing Loss

Purpose Children with hearing loss (HL), including those with hearing aids (HAs) and cochlear implants (CIs), often have difficulties contrasting words like “ b each ” versus “ p each ” and “ do g ” versus “ do ck ” due to challenges producing systematic voicing contrasts. Even when acoustic contrasts are present, these may not be perceived as such by others. This can cause miscommunication, leading to poor self-esteem and social isolation. Acoustic evidence is therefore needed to determine if these children have established distinct voicing categories before entering school and if misperceptions are due to a lack of phonological representations or due to a still-maturing implementation system. The findings should help inform more effective early intervention. Method Participants included 14 children with HL (eight HA users, five CI users, and one bimodal) and 20 with normal hearing, all English-speaking preschoolers. In an elicited imitation task, they produced consonant–vowel–consonant minimal pair words that contrasted voicing in word-initial (onset) or word-final (coda) position at all three places of articulation (PoAs). Results Overall, children with HL showed acoustically distinct voicing categories for both onsets and codas at all three PoAs. Contrasts were less systematic for codas than for onsets, as also confirmed by adults' perceptual ratings. Conclusions Preschoolers with HL produce acoustic differences for voiced versus voiceless onsets and codas, indicating distinct phonological representations for both. Nonetheless, codas were less accurately perceived by adult raters, especially when produced by CI users. This suggests a protracted development of the phonetic implementation of codas, where CI users, in particular, may benefit from targeted intervention.

Does Access to Visual Input Inhibit Auditory Development for Children With Cochlear Implants? A Review of the Evidence

2017 ◽  
Vol 2 (9) ◽  
pp. 10-24 ◽  
Author(s):  
Jena McDaniel ◽  
Stephen Camarata
Keyword(s):  
Hearing Loss ◽  
Cochlear Implants ◽  
Sensory Deprivation ◽  
Spoken Language ◽  
Visual Input ◽  
Theoretical Argument ◽  
Language Outcomes ◽  
Auditory Development ◽  
Children With Hearing Loss ◽  
Multisensory Input

Purpose We review the evidence for attenuating visual input during intervention to enhance auditory development and ultimately improve spoken language outcomes in children with cochlear implants. Background Isolating the auditory sense is a long-standing tradition in many approaches for teaching children with hearing loss. However, the evidence base for this practice is surprisingly limited and not straightforward. We review four bodies of evidence that inform whether or not visual input inhibits auditory development in children with cochlear implants: (a) audiovisual benefits for speech perception and understanding for individuals with typical hearing, (b) audiovisual integration development in children with typical hearing, (c) sensory deprivation and neural plasticity, and (d) audiovisual processing in individuals with hearing loss. Conclusions Although there is a compelling theoretical rationale for reducing visual input to enhance auditory development, there is also a strong theoretical argument supporting simultaneous multisensory auditory and visual input to potentially enhance outcomes in children with hearing loss. Despite widespread and long-standing practice recommendations to limit visual input, there is a paucity of evidence supporting this recommendation and no evidence that simultaneous multisensory input is deleterious to children with cochlear implants. These findings have important implications for optimizing spoken language outcomes in children with cochlear implants.

scholarly journals Psychosocial Development in 5-Year-Old Children With Hearing Loss Using Hearing Aids or Cochlear Implants

2017 ◽  
Vol 21 ◽  
pp. 233121651771037 ◽  
Author(s):  
Cara L. Wong ◽  
Teresa Y. C. Ching ◽  
Linda Cupples ◽  
Laura Button ◽  
Greg Leigh ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Cochlear Implants ◽  
Psychosocial Development ◽  
Hearing Aids ◽  
Children With Hearing Loss

scholarly journals Weighting of Acoustic Cues to a Manner Distinction by Children With and Without Hearing Loss

2015 ◽  
Vol 58 (3) ◽  
pp. 1077-1092 ◽  
Author(s):  
Susan Nittrouer ◽  
Joanna H. Lowenstein
Keyword(s):  
Hearing Loss ◽  
Word Recognition ◽  
Cochlear Implants ◽  
Phonemic Awareness ◽  
Hearing Aids ◽  
Auditory Training ◽  
Spectral Structure ◽  
Cue Weighting ◽  
Spectral Cues ◽  
Children With Hearing Loss

Purpose Children must develop optimal perceptual weighting strategies for processing speech in their first language. Hearing loss can interfere with that development, especially if cochlear implants are required. The three goals of this study were to measure, for children with and without hearing loss: (a) cue weighting for a manner distinction, (b) sensitivity to those cues, and (c) real-world communication functions. Method One hundred and seven children (43 with normal hearing [NH], 17 with hearing aids [HAs], and 47 with cochlear implants [CIs]) performed several tasks: labeling of stimuli from /bɑ/-to-/wɑ/ continua varying in formant and amplitude rise time (FRT and ART), discrimination of ART, word recognition, and phonemic awareness. Results Children with hearing loss were less attentive overall to acoustic structure than children with NH. Children with CIs, but not those with HAs, weighted FRT less and ART more than children with NH. Sensitivity could not explain cue weighting. FRT cue weighting explained significant amounts of variability in word recognition and phonemic awareness; ART cue weighting did not. Conclusion Signal degradation inhibits access to spectral structure for children with CIs, but cannot explain their delayed development of optimal weighting strategies. Auditory training could strengthen the weighting of spectral cues for children with CIs, thus aiding spoken language acquisition.

scholarly journals The Importance of Access to Bilateral Hearing through Cochlear Implants in Children

2021 ◽  
Vol 42 (04) ◽  
pp. 381-388
Author(s):  
Karen A. Gordon ◽  
Blake C. Papsin ◽  
Vicky Papaioannou ◽  
Sharon L. Cushing
Keyword(s):  
Hearing Loss ◽  
Cochlear Implants ◽  
Developmental Outcomes ◽  
Auditory Pathways ◽  
Early Access ◽  
Single Side ◽  
Profound Deafness ◽  
Hearing Devices ◽  
Children With Hearing Loss ◽  
Asymmetric Hearing Loss

AbstractChildren with hearing loss require early access to sound in both ears to support their development. In this article, we describe barriers to providing bilateral hearing and developmental consequences of delays during early sensitive periods. Barriers include late identification of hearing loss in one or both ears and delayed access to intervention with hearing devices such as cochlear implants. Effects of delayed bilateral input on the auditory pathways and brain are discussed as well as behavioral effects on speech perception and other developmental outcomes including language and academics. Evidence for these effects has supported an evolution in cochlear implant candidacy in children that was started with unilateral implantation in children with profound deafness bilaterally to bilateral implantation to implantation of children with asymmetric hearing loss including children with single-side deafness. Opportunities to enhance the developmental benefits of bilateral hearing in children with hearing loss are also discussed including efforts to improve binaural/spatial hearing and consideration of concurrent vestibular deficits which are common in children with hearing loss.

Quantitative and Qualitative Perspectives of Siblings of Children With Cochlear Implants

2021 ◽  
pp. 1-16
Author(s):  
Andrea D. Warner-Czyz ◽  
Kathryn B. Wiseman ◽  
Jackie A. Nelson
Keyword(s):  
Hearing Loss ◽  
Social Interactions ◽  
Cochlear Implants ◽  
Family System ◽  
Sibling Relationship ◽  
The Family ◽  
Close Relationship ◽  
Differential Attention ◽  
Children With Hearing Loss ◽  
Adequate Communication

Purpose The sibling relationship teaches children to navigate social interactions with their peers. However, the presence of an exceptionality, such as hearing loss, in one child can affect the dynamic of this relationship. This article examines quantitative and qualitative effects of having a brother or sister with a cochlear implant (CI) on siblings with typical hearing (TH) to determine how children with TH perceive their sibling with a CI and how having a CI user in the family affects the sibling's activities, emotions, and parental attention. Method Participants include 36 siblings with TH ( M age = 11.6 years) of CI users ( M age = 11.9 years) who completed quantitative measures of their perspectives of their brother/sister with CIs and the effect of hearing loss on themselves. Siblings with TH also could express their opinions via open-ended prompts. Results Overall, siblings with TH express positive perspectives of their brother/sister with CIs and report having a CI user in the family does not affect them much, particularly if the CI user has adequate communication skills. Responses to both quantitative and qualitative items converge on the close relationship between siblings but diverge relative to differential attention from parents (i.e., open-ended responses suggest parents spend more time with the CI user than the sibling with TH). Additionally, siblings acknowledge the presence of social communication deficits of the CI user in real-world situations. Conclusion This nuanced look at relationships among the parent, CI user, and sibling with TH highlights the importance of understanding the family system when working with children with hearing loss.

Music Education to Train Hearing Abilities in Children with Cochlear Implants

2018 ◽  
Vol 105 (2) ◽  
pp. 57-63
Author(s):  
James L. Reifinger
Keyword(s):  
Hearing Loss ◽  
Music Education ◽  
Cochlear Implants ◽  
Music Perception ◽  
Music Educators ◽  
Impaired Hearing ◽  
Hearing Acuity ◽  
Children With Hearing Loss ◽  
Hearing Abilities ◽  
Music Activities

Music education is being explored by researchers as a means of improving hearing acuity for children with hearing loss, particularly those with cochlear implants. Music educators are uniquely positioned to contribute to this important endeavor. This article describes normal and impaired hearing and how music perception is affected for students with cochlear implants. Current research is discussed, and guidance is provided for planning and leading music activities for students with cochlear implants.

scholarly journals Studies in Pediatric Hearing Loss at the House Research Institute

2012 ◽  
Vol 23 (06) ◽  
pp. 412-421 ◽  
Author(s):  
Laurie S. Eisenberg ◽  
Karen C. Johnson ◽  
Amy S. Martinez ◽  
Leslie Visser-Dumont ◽  
Dianne Hammes Ganguly ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Cochlear Implants ◽  
Hearing Aids ◽  
Developmental Outcomes ◽  
The Other ◽  
Research Projects ◽  
Very Young Children ◽  
Pediatric Hearing Loss ◽  
Children With Hearing Loss

Three clinical research projects are described that are relevant to pediatric hearing loss. The three projects fall into two distinct areas. The first area emphasizes clinical studies that track developmental outcomes in children with hearing loss; one project is specific to cochlear implants and the other to hearing aids. The second area addresses speech perception test development for very young children with hearing loss. Although these two lines of research are treated as separate areas, they begin to merge as new behavioral tests become useful in developing protocols for contemporary studies that address longitudinal follow-up of children with hearing loss.

scholarly journals Cognitive functioning in Deaf children using Cochlear implants

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Fidaa Almomani ◽  
Murad O. Al-momani ◽  
Soha Garadat ◽  
Safa Alqudah ◽  
Manal Kassab ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Cognitive Development ◽  
Cognitive Functioning ◽  
Cochlear Implants ◽  
Cognitive Abilities ◽  
Human Action ◽  
Normal Hearing ◽  
Deaf Children ◽  
Cognitive Improvement ◽  
Children With Hearing Loss

Abstract Background Cognitive abilities like language, memory, reasoning, visualization, and perceptual functioning shape human action and are considered critical to the successful interaction with the environment. Alternatively, hearing loss can disrupt a child’s ability to communicate, and negatively impact cognitive development. Cochlear implants (CI) restore auditory input thereby supporting communication and may enhance cognitive performance. This study compares general cognitive development after cochlear implantation (2017–2019) in two groups of Jordanian children implanted earlier (age:4–6 years, N = 22) and later (7–9 years, N = 16) to the development of randomly selected normal hearing peers (N = 48). Design Visualization, reasoning, memory, and attention were assessed using the Leiter-R scale at baseline (before implantation), 8 months and 16 months post implantation for children with hearing loss. Same times of testing (baseline, 8 months and 16 months) were used for normal hearing peers. Results Over the 16-month period, the cognitive improvement of 4–6-year-old deaf children was greater than that of their normal hearing peers on the scales of visualization (5.62 vs. 4.40), reasoning (2.53 vs. 2.38) and memory (17.19 vs. 11.67). while the improvement of 7–9-year-old was less major than that of their normal hearing peers on all scales. Conclusions These results suggest that CI not only enhances communication skills but may improve cognitive functioning in deaf children. However, the extent of this improvement was dependent on age at intervention; current results demonstrated that the children received CI at young ages had better cognitive improvements.

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