Vocal Development in Young Children With Cochlear Implants

2002 ◽  
Vol 33 (3) ◽  
pp. 184-195 ◽  
Author(s):  
David J. Ertmer ◽  
Nancy Young ◽  
Kristine Grohne ◽  
Jennifer A. Mellon ◽  
Claire Johnson ◽  
...  
Keyword(s):  
Cochlear Implants ◽  
Speech Development ◽  
Intervention Strategies ◽  
Deaf Children ◽  
First Year ◽  
Clinical Implications ◽  
Rapid Progress ◽  
Vocal Development ◽  
Before And After ◽  
Specialized Intervention

Purpose: This article describes prelinguistic vocal development in 2 prelingually deaf children who received multichannel cochlear implants at 10 and 28 months of age, respectively. Methods: Vocalizations were recorded in half-hour mother- child interactions before and after implantation and then classified into three levels of development: precanonical, canonical, and postcanonical. Results: One child made rapid progress in vocal development after her implant was activated. The other child showed slower progress with continued dominance of precanonical vocalizations throughout the first year of implant experience. Increases in vowel, diphthong, and consonant diversity; the establishment of canonical vocalizations; and the emergence of postcanonical forms were found to be indicators of progress in vocal development. Clinical Implications: Observed differences in the rate and completeness of vocal development between the 2 children suggest that some young implant recipients may need specialized intervention strategies to stimulate speech development. The rationale and procedures for implementing Short Periods of Prelinguistic Input (SPPI), a potentially useful approach for stimulating vocal development, are presented.

scholarly journals Speech Perception in Congenitally Deaf Children Receiving Cochlear Implants in the First Year of Life

2010 ◽  
Vol 31 (8) ◽  
pp. 1254-1260 ◽  
Author(s):  
Bobby A. Tajudeen ◽  
Susan B. Waltzman ◽  
Daniel Jethanamest ◽  
Mario A. Svirsky
Keyword(s):  
Speech Perception ◽  
Cochlear Implants ◽  
Deaf Children ◽  
First Year ◽  
First Year Of Life

Speech Development in Prelingually Deaf Children with Cochlear Implants

2008 ◽  
Vol 3 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Marie-Eve Bouchard ◽  
Christine Ouellet ◽  
Henri Cohen
Keyword(s):  
Cochlear Implants ◽  
Speech Development ◽  
Deaf Children ◽  
Prelingually Deaf

Challenges in Optimizing Oral Communication in Children With Cochlear Implants

2002 ◽  
Vol 33 (3) ◽  
pp. 149-152 ◽  
Author(s):  
David J. Ertmer
Keyword(s):  
Cochlear Implant ◽  
Cochlear Implants ◽  
Clinical Skills ◽  
Oral Communication ◽  
Deaf Children ◽  
Leadership Roles ◽  
Hearing Disorders ◽  
Number Of Children ◽  
Specialized Intervention ◽  
Level Training

As the number of children with cochlear implants increases, more speech and hearing professionals will be called on to take leadership roles in developing specialized intervention and educational programs. Because of their graduate-level training in speech, language, and hearing disorders, speech-language pathologists and audiologists will increasingly find themselves viewed as "local experts" on cochlear implant issues. The articles in this forum support that role by addressing topics that are critical for serving children who have cochlear implants. Although cochlear implant technology clearly has impressive potential for improving the lives of deaf children, the actualization of those improvements requires informed and concerted effort from highly skilled professionals. It is hoped that the information in this clinical forum will enable readers to expand their knowledge base and clinical skills to meet the challenges of serving children who have cochlear implants.

Emergence of a Vowel System in a Young Cochlear Implant Recipient

2001 ◽  
Vol 44 (4) ◽  
pp. 803-813 ◽  
Author(s):  
David J. Ertmer
Keyword(s):  
Cochlear Implant ◽  
Full Range ◽  
Deaf Child ◽  
Speech Development ◽  
First Year ◽  
Vocal Development ◽  
Vowel Production ◽  
Vowel Space ◽  
Substantial Progress ◽  
Acoustic Analyses

This report chronicles changes in vowel production by a congenitally deaf child who received a multichannel cochlear implant at 19 months. The emergence of Hannah’s vowel system was monitored by transcribing vocalic segments from spontaneous utterances produced during two 30-minute recording sessions before implant surgery and 12 monthly recording sessions after her implant was activated. Vowel types were included in her inventory whenever transcribers independently agreed that a vocalization contained an allophone of a given vowel type. Hannah exhibited three vowel types before implantation. A total of nine different vowel types were observed during her first year of implant experience, and a full range of place and height categories was represented. Acoustic analyses revealed that Hannah's vowel space was near normal in size and that the formant structures of /i/ and /u/ were distinctive from other point vowels. Formant regions for /æ/ and /α/ showed some overlap. Taken together with a previous report of her vocal development (D. J. Ertmer & J. A. Mellon, 2001), Hannah appears to have made substantial progress in speech development during her first year of implant use.

Use of Visual Feedback to Treat Negative Intraoral Air Pressures of Preschoolers With Cochlear Implants

2000 ◽  
Vol 9 (1) ◽  
pp. 21-35 ◽  
Author(s):  
Maureen B. Higgins ◽  
Elizabeth A. McCleary ◽  
Laura Schulte
Keyword(s):  
Speech Perception ◽  
Speech Production ◽  
Cochlear Implants ◽  
Fundamental Frequency ◽  
Visual Feedback ◽  
The Other ◽  
Deaf Children ◽  
Frequent Use ◽  
Before And After

The primary purpose of this study was to determine if negative intraoral air pressures (−P o ) produced by young deaf children can be treated effectively with visual feedback. We used two forms of visual feedback. One was a display of the P o signal on an oscilloscope, and the other was movement of cellophane streamers placed in front of the children’s mouths. Participants were two 5-year-old boys who had been using cochlear implants (CIs) for less than 6 months. Both children were congenitally deafened and had very limited speech production and perception skills. In addition to frequent usage of −P o , both children exhibited deviant phonatory behaviors, so phonatory goals were incorporated into treatment. The magnitude and direction of P o was monitored, as well as fundamental frequency and electroglottograph cycle width. Data were collected at baseline, before and after treatment sessions, and 7 weeks after termination of treatment. One child responded well to treatment of −P o with both forms of visual feedback, and progress was maintained at follow-up. For the other child, +P o occurred more frequently as the study progressed, and he rarely produced −P o by the end of the investigation. However, because changes were evident in baseline as well as during treatment, it is difficult to attribute his more frequent use of +P o specifically to treatment. The phonation of the two children changed in ways that were consistent with their phonatory goals, although the degree of change was not always significant. Change was more evident for phonatory behaviors that could be shaped with visual feedback. Although both children exhibited some undesirable speech/voice behaviors in response to visual feedback, there was no evidence of long-lasting mislearning. Although our data are limited, it appears that treatment of −P o can be efficacious for some young children with CIs, even those with very poor speech perception and speech production skills. Further, treatment of −P o can be incorporated effectively with other speech production goals.

scholarly journals Development of auditory, language, and speech skills of children with cochlear implants: a study of aural rehabilitation benefits

2019 ◽  
Vol 11 (4) ◽  
pp. 184-189
Author(s):  
Zahra Jeddi ◽  
Aziz Kassani
Keyword(s):  
Cochlear Implants ◽  
Developmental Rate ◽  
Efficiency Index ◽  
Speech Development ◽  
Deaf Children ◽  
Aural Rehabilitation ◽  
Developmental Age ◽  
Significant Difference ◽  
Developmental Scale

Objectives: to determine the benefits of aural rehabilitation in the auditory, language, and speech development of children with cochlear implants. Method: This longitudinal study was conducted on 15 deaf children (m.a. 45.27mo) who received cochlear implants in the AmirAlam cochlear implant center in Tehran, Iran. Data on the subjects were collected before they received cochlear implants, and then again 2, 4, 6, and 8months after implantation. The children’s developmental age in terms of auditory, speech, and receptive and expressive language skills was determined through interviews with their parents and scored using the Newsha Developmental Scale. We then computed the Pretest Developmental Rate, the Intervention Efficiency Index, and the Proportional Change Index. Results: A significant difference was observed among the preintervention and the 4 follow-up assessments of the Pretest Developmental Rate in four studied skills (P<0.0001). There was a significant difference among the 4 follow-up assessments of the Intervention Efficiency

scholarly journals Beginning to Talk Like an Adult: Increases in Speech-Like Utterances in Young Cochlear Implant Recipients and Typically Developing Children

2013 ◽  
Vol 22 (4) ◽  
pp. 591-603 ◽  
Author(s):  
David J. Ertmer ◽  
Jongmin Jung ◽  
Diana True Kloiber
Keyword(s):  
Cochlear Implant ◽  
Cochlear Implants ◽  
Speech Development ◽  
Typically Developing ◽  
Vocal Development ◽  
Typically Developing Children ◽  
Auditory Deprivation ◽  
Time Points ◽  
Device Use

PurposeSpeech-like utterances containing rapidly combined consonants and vowels eventually dominate the prelinguistic and early word productions of typically developing (TD) toddlers. It seems reasonable to expect a similar phenomenon in young recipients of cochlear implants (CIs). The authors of this study sought to determine the number of months of robust hearing experience needed to achieve a majority of speech-like utterances in both of these groups.MethodSpeech samples were recorded from CI recipients at 3-month intervals during the first 2 years of CI experience, and from TD children at time points between 6 and 24 months of age. Speech-like utterances were operationally defined as those belonging to the basic canonical syllables (BCS) or advanced forms (AF) levels of the Consolidated Stark Assessment of Early Vocal Development—Revised (Ertmer, Young, & Nathani, 2007).ResultsOn average, the CI group achieved a majority of speech-like utterances after 12 months of robust hearing experience and the TD group after 18 months. The CI group produced greater percentages of speech-like utterances at each interval until 24 months, when both groups approximated 80%.ConclusionAuditory deprivation did not limit progress in vocal development as young CI recipients showed more-rapid-than-typical speech development during the first 2 years of device use. Implications for the infraphonological model of speech development are considered.

Parent Training and Communication Empowerment of Children With Cochlear Implant

2020 ◽  
pp. 105381512092290
Author(s):  
Maria Nicastri ◽  
Ilaria Giallini ◽  
Giovanni Ruoppolo ◽  
Luca Prosperini ◽  
Marco de Vincentiis ◽  
...  
Keyword(s):  
Parent Training ◽  
Cochlear Implants ◽  
Family Environment ◽  
Parent Stress ◽  
Deaf Children ◽  
Stress Index ◽  
Communicative Development ◽  
Before And After ◽  
Supportive Family

Deaf children with cochlear implants (CIs) need a supportive family environment to facilitate language development. The present study was designed to assess the effects of parent training (PT) on enhancing children’s communication development. The PT was based on the “It Takes Two to Talk” model, with specific adaptations for families of deaf children. Before and after the PT, 14 participating families and matched no-treatment controls were assessed using the Parent Stress Index and Cole’s interaction checklist. The children’s language was assessed with the MacArthur–Bates Communicative Development Inventory and, after 3 years, with the Boston Naming, the Peabody, and the Test for Reception of Grammar–Version 2 (TROG-2). The families’ quality of interaction and the children’s language increased significantly more in the trained group than in controls and differences were still present after 3 years. The parents seemed to benefit from PT that focused on strategies to empower and promote communication skills in children with CIs.

scholarly journals Impact of Cochlear Implant on Auditory and Speech Perception, and Language Development in Prelingual Deaf Children

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
MD Abu Bashar
Keyword(s):  
Speech Perception ◽  
Language Development ◽  
Speech Production ◽  
Cochlear Implants ◽  
Normal Development ◽  
Speech Development ◽  
Deaf Children ◽  
Current Review ◽  
Profound Deafness ◽  
The Impact

Profound deafness during childhood affects the normal development of auditory and speech perception, speech production, and language skills. Cochlear implants (CIs) have revolutionized the scenario of rehabilitation of profoundly deaf individuals. A prelingual deaf is one who is congenitally deaf or whose hearing loss occurred before speech development. The current review was undertaken to assess the impact of cochlear implants (CIs) in prelingual deaf children on their hearing and speech perception, speech production and language development.

Sign in / Sign up

Export Citation Format

Share Document