scholarly journals Effects of parents' psychological capital on subjective perception and rehabilitation among prelingual deaf children with cochlear implants during inclusive education

2022 ◽  
Author(s):  
Xiao-Feng Qiao ◽  
Ze-Hua Yu ◽  
Yun-Rui Fan ◽  
Xin Li
Keyword(s):  
Cochlear Implants ◽  
Inclusive Education ◽  
Psychological Capital ◽  
Deaf Children ◽  
Subjective Perception

scholarly journals Analysis of subjective perception and influencing factors of different inclusive education models among prelingually deaf children with a cochlear implant

2020 ◽  
Vol 48 (6) ◽  
pp. 030006052092985
Author(s):  
Xiao-Feng Qiao ◽  
Qian Ren ◽  
Xin Li ◽  
Tong-Li Li ◽  
Redentor S. Mariano
Keyword(s):  
Cochlear Implant ◽  
Inclusive Education ◽  
Influencing Factors ◽  
Cochlear Implantation ◽  
Deaf Children ◽  
Educational Outcome ◽  
Subjective Perception ◽  
Speech Discrimination ◽  
Rehabilitation Training ◽  
Prelingually Deaf

Objective We aimed to explore the educational outcome and influencing factors of ongoing verbal rehabilitation training together with inclusive education among prelingually deaf children with a cochlear implant. Methods Prelingually deaf children who underwent cochlear implantation, rehabilitation, and had inclusive education placement were randomly divided into two groups: one group received continuous verbal rehabilitation training under inclusive education status; the other group did not receive this training. Speech discrimination scores were determined. Results Among 60 included children, subjectively perceived academic adaptability, peer relations, initiative communication, and teacher’s involvement under inclusive education, as well as speech discrimination scores, were all significantly different between groups. Continuous verbal rehabilitation training influenced the subjective perception of children and resulted in higher speech discrimination scores and more positive subjective perception. Subjective perception was not significantly correlated with chronological age, sex, age at the time of cochlear implantation, or duration of inclusive education. Conclusion Ongoing verbal rehabilitation training within inclusive education can largely improve the education placement outcomes of prelingually deaf children with cochlear implants.

Why Are Children with Cochlear Implants at Risk for Executive Functioning Delays?

2020 ◽  
pp. 247-267
Author(s):  
William G. Kronenberger ◽  
David B. Pisoni
Keyword(s):  
Executive Functioning ◽  
Cochlear Implants ◽  
Family Environment ◽  
Fluid Intelligence ◽  
Deaf Children ◽  
Data Set ◽  
Theoretical Approaches ◽  
Model Research ◽  
Psychosocial Influences ◽  
Auditory Experience

Prelingually deaf children with cochlear implants (CIs) have about 2 to 5 times more risk for delays in specific domains of executive functioning (EF) than normal-hearing (NH) children, with about 25% to 40% of children with CIs showing delays in specific EF subdomains. This chapter reviews the rationale and evidence for two theoretical approaches to explaining this elevated risk for EF delay: language-focused approaches and biopsychosocial systems theories, such as the auditory neurocognitive model. Research supporting language-focused approaches, which attribute risk of EF delays entirely to language delays, has significant limitations. Furthermore, results from an extensive data set of EF outcomes in CI users are inconsistent with language-focused approaches. In contrast, biopsychosocial systems theories, which attribute risk for EF delay to a system of factors, including auditory experience, language, family environment/experiences, fluid intelligence, and psychosocial influences, provide the strongest evidence and potential for explaining EF delays and outcomes in children with CIs.

scholarly journals Developmental trajectories of forward and backward digit spans in deaf children with cochlear implants

2011 ◽  
Vol 12 (sup1) ◽  
pp. S84-S88 ◽  
Author(s):  
Michael S Harris ◽  
David B Pisoni ◽  
William G Kronenberger ◽  
Sujuan Gao ◽  
Helena M Caffrey ◽  
...  
Keyword(s):  
Cochlear Implants ◽  
Developmental Trajectories ◽  
Deaf Children

Interviews With Deaf Children About Their Experiences Using Cochlear Implants

2005 ◽  
Vol 150 (3) ◽  
pp. 260-267 ◽  
Author(s):  
Gunilla Preisler ◽  
Anna-Lena Tvingstedt ◽  
Margareta Ahlstrom
Keyword(s):  
Cochlear Implants ◽  
Deaf Children

scholarly journals Talker Discrimination by Prelingually Deaf Children with Cochlear Implants: Preliminary Results

2002 ◽  
Vol 111 (5_suppl) ◽  
pp. 113-118 ◽  
Author(s):  
Miranda Cleary ◽  
David B. Pisoni
Keyword(s):  
Cochlear Implants ◽  
Deaf Children ◽  
School Age Children ◽  
School Age ◽  
Sentence Condition ◽  
Language Outcome ◽  
The Mean ◽  
Hearing Children ◽  
Proportion Correct ◽  
Linguistic Content

Forty-four school-age children who had used a multichannel cochlear implant (CI) for at least 4 years were tested to assess their ability to discriminate differences between recorded pairs of female voices uttering sentences. Children were asked to respond “same voice” or “different voice” on each trial. Two conditions were examined. In one condition, the linguistic content of the sentence was always held constant and only the talker's voice varied from trial to trial. In another condition, the linguistic content of the utterance also varied so that to correctly respond “same voice,” the child needed to recognize that Two different sentences were spoken by the same talker. Data from normal-hearing children were used to establish that these tasks were well within the capabilities of children without hearing impairment. For the children with CIs, in the “fixed sentence condition” the mean proportion correct was 68%, which, although significantly different from the 50% score expected by chance, suggests that the children with CIs found this discrimination task rather difficult. In the “varied sentence condition,” however, the mean proportion correct was only 57%, indicating that the children were essentially unable to recognize an unfamiliar talker's voice when the linguistic content of the paired sentences differed. Correlations with other speech and language outcome measures are also reported.

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