scholarly journals Benefit of Cochlear Implantation in Children with Multiple-handicaps: Parent's Perspective

2018 ◽  
Vol 22 (04) ◽  
pp. 415-427 ◽  
Author(s):  
Heloisa Nasralla ◽  
Adilson Montefusco ◽  
Ana Hoshino ◽  
Paola Samuel ◽  
Ana Magalhães ◽  
...  
Keyword(s):  
Cochlear Implants ◽  
Oral Language ◽  
Cochlear Implantation ◽  
Autism Spectrum ◽  
Music Appreciation ◽  
Social Emotional ◽  
Handicapped Children ◽  
Daily Routines ◽  
School Activities ◽  
The Social

Introduction The cochlear implants centers in the world are studying the cochlear implantation in children with multiple handicaps. Objective To develop a questionnaire to analyze the subjective benefits of the cochlear implantation in multiple handicapped children according to their parent's perspective. Methods A questionnaire was applied to 14 families of multiple handicapped children, aging from 2–12 years old and having from 11 months to 11 years of implant use. Results The social-emotional abilities were improved because of many factors, such as: auditory exposure, which happened in 84% of the children; recognition of their own names, which increased in 56%; and development of eye contact, in 28% of the subjects. Other benefits appeared to be: music appreciation and more attention and adherence to other therapies and school activities. Besides, some children became interested in objects, playing with other children, and more adapted to daily routines. Thirty-five percent of the children acquired oral language, mainly the bilaterally implanted, while 14% of them were engaged in sign language. Although all of the children showed a significant improvement in communication, the emotional issues of some families and the severity of the handicaps negatively impacted the outcomes. In spite of the families' acknowledgement of some benefits, the diagnosis of autism spectrum disorder caused frustration, requiring a readjustment of the expectations. Conclusion The questionnaire turned out to be an adequate tool to reveal the social-emotional benefits of cochlear implantation. Although oral language was not the major outcome in these cases, the cochlear implant benefits involved the whole family. All of the families recommended the implant to other children in a similar situation.

scholarly journals Electroacoustic Stimulation: Now and into the Future

2014 ◽  
Vol 2014 ◽  
pp. 1-17 ◽  
Author(s):  
S. Irving ◽  
L. Gillespie ◽  
R. Richardson ◽  
D. Rowe ◽  
J. B. Fallon ◽  
...  
Keyword(s):  
Cochlear Implants ◽  
Cochlear Implantation ◽  
Auditory Pathway ◽  
Acoustic Stimulation ◽  
Music Appreciation ◽  
Residual Hearing ◽  
Current Field ◽  
Eligibility Criteria ◽  
Gene Therapies ◽  
Current Trends

Cochlear implants have provided hearing to hundreds of thousands of profoundly deaf people around the world. Recently, the eligibility criteria for cochlear implantation have been relaxed to include individuals who have some useful residual hearing. These recipients receive inputs from both electric and acoustic stimulation (EAS). Implant recipients who can combine these hearing modalities demonstrate pronounced benefit in speech perception, listening in background noise, and music appreciation over implant recipients that rely on electrical stimulation alone. The mechanisms bestowing this benefit are unknown, but it is likely that interaction of the electric and acoustic signals in the auditory pathway plays a role. Protection of residual hearing both during and following cochlear implantation is critical for EAS. A number of surgical refinements have been implemented to protect residual hearing, and the development of hearing-protective drug and gene therapies is promising for EAS recipients. This review outlines the current field of EAS, with a focus on interactions that are observed between these modalities in animal models. It also outlines current trends in EAS surgery and gives an overview of the drug and gene therapies that are clinically translatable and may one day provide protection of residual hearing for cochlear implant recipients.

scholarly journals Impaired voice processing in reward and salience circuits predicts social communication in children with autism

eLife ◽  
2019 ◽  
Vol 8 ◽  
Author(s):  
Daniel Arthur Abrams ◽  
Aarthi Padmanabhan ◽  
Tianwen Chen ◽  
Paola Odriozola ◽  
Amanda E Baker ◽  
...  
Keyword(s):  
Social Communication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Brain Network ◽  
Editorial Note ◽  
Social Emotional ◽  
Children With Asd ◽  
The Social ◽  
Mother’S Voice ◽  
Voice Processing

Engaging with vocal sounds is critical for children’s social-emotional learning, and children with autism spectrum disorder (ASD) often ‘tune out’ voices in their environment. Little is known regarding the neurobiological basis of voice processing and its link to social impairments in ASD. Here, we perform the first comprehensive brain network analysis of voice processing in children with ASD. We examined neural responses elicited by unfamiliar voices and mother’s voice, a biologically salient voice for social learning, and identified a striking relationship between social communication abilities in children with ASD and activation in key structures of reward and salience processing regions. Functional connectivity between voice-selective and reward regions during voice processing predicted social communication in children with ASD and distinguished them from typically developing children. Results support the Social Motivation Theory of ASD by showing reward system deficits associated with the processing of a critical social stimulus, mother’s voice, in children with ASD.Editorial note: This article has been through an editorial process in which the authors decide how to respond to the issues raised during peer review. The Reviewing Editor's assessment is that minor issues remain unresolved (<xref ref-type="decision-letter" rid="SA1">see decision letter</xref>).

scholarly journals Fears and hopes of parents in developing the social-emotional aspects of their child with Autism Spectrum Disorder (ASD)

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Mary Ann Barlis Domalanta ◽  
Mary Joy B. Manching ◽  
Regine P. Manguhan ◽  
Darleen Joy P. Mapalo ◽  
Marina V. Marino ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Emotional ◽  
The Social ◽  
Emotional Aspects

A qualitative study on the social-emotional benefits of Drumtastic Ability Beats® for children with autism spectrum disorder

2018 ◽  
Vol 17 (3) ◽  
pp. 37-47
Author(s):  
Lyn G. Litchke, PhD ◽  
Mary Margaret Bracken, MSRLS-TR
Keyword(s):  
Autism Spectrum Disorder ◽  
Emotional Regulation ◽  
Self Regulation ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Emotional ◽  
Children With Asd ◽  
The Social ◽  
Creative Self

This qualitative collective case study explored the social-emotional benefits of Drumtastic Ability Beats® in a dyadic partnership between children with autism spectrum disorder (ASD) and a college graduate student (GS). Fourteen male campers, ages 5-14, engaged in eight, 1-hour Drumtastic Ability Beats® sessions, twice a week, at a 4-week camp for children with ASD. Data collection focused on observational narrative field notes completed by the campers’ GS partner after each session. Thematic analysis revealed three primary themes: (1) familiarization through synchronization, (2) creative self-expression, and (3) self-regulation of emotions. These findings underscore the potential value of group drumming as a means to promote opportunities to enhance social-emotional regulation through facilitating relationships for children with ASD.

Trait and Ability Emotional Intelligence in Adolescents With and Without Autism Spectrum Disorder

2017 ◽  
Vol 32 (3-4) ◽  
pp. 282-298 ◽  
Author(s):  
Roxanne Boily ◽  
Sydney E. Kingston ◽  
Janine M. Montgomery
Keyword(s):  
Autism Spectrum Disorder ◽  
Emotional Intelligence ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Social Emotional ◽  
The Social ◽  
Ability Emotional Intelligence ◽  
Core Symptoms ◽  
Adolescents With Asd

Social-emotional impairments are considered core symptoms of Autism Spectrum Disorder (ASD). Although numerous interventions have been developed to remediate the social deficits in children with ASD, few have been designed to meet the needs of youth. Given research demonstrating relations between emotional intelligence (EI) and social outcomes in adults with Asperger Syndrome (AS), the current study examined both trait and ability EI to elucidate the nature of the EI strengths and impairments in youth with and without ASD. Twenty-five adolescents with ASD and 25 adolescents without ASD aged 13 to 17 years completed measures of ability and trait EI. Findings suggest that aspects of both trait and ability EI were significantly weaker in adolescents with ASD compared with typically developing adolescents. Implications, limitations, and future research are discussed.

scholarly journals Impact of School Closure Due to COVID-19 on the Social-Emotional Skills of Japanese Pre-school Children

2021 ◽  
Vol 12 ◽  
Author(s):  
Satomi Doi ◽  
Keitaro Miyamura ◽  
Aya Isumi ◽  
Takeo Fujiwara
Keyword(s):  
School Children ◽  
Repeated Measures ◽  
School Closure ◽  
Social Emotional ◽  
School Closures ◽  
Emotional Skills ◽  
School Activities ◽  
The Social ◽  
The Difference ◽  
The Impact

Objective: This study examines the impact on the social-emotional skills of Japanese pre-school children from downsizing of school activities in conjunction with voluntary school closures due to the first wave of COVID-19, in 2020.Methods: Participants included 32 children aged 4–5 years old from three pre-schools in Tokyo, Japan, where strict lockdown was not implemented and voluntary school closure was recommended. Child social-emotional skills was assessed by classroom teachers using Devereux Student Strengths Assessment mini (DESSA-mini) three times: November 2019, January 2020 (before the COVID-19), and March 2020 (during the first COVID-19 wave). All pre-schools implemented voluntary school closures from March 2nd, and two schools (school A and B) canceled school recitals, while one school (school C) allowed for it to be held on March 4th, with precautions in place to prevent the spread of infection. Repeated measures ANOVA were performed to examine the difference between the T scores of the DESSA-mini three pre-schools before and during the COVID-19 pandemic.Results: In school C, children showed stable T scores of the DESSA-mini, whereas children in school A and B showed lower T scores of the DESSA-mini during COVID-19 than before it started. The interaction effects between time and pre-schools were found (F = 7.05, p &lt; 0.001).Conclusion: Our findings suggest that school recitals in pre-schools were important to maintaining children's social-emotional skills during the COVID-19 pandemic.

Cochlear Implants and Infants: Expectations and Outcomes

2002 ◽  
Vol 111 (5_suppl) ◽  
pp. 131-137 ◽  
Author(s):  
Maree Wright ◽  
Alison Purcell ◽  
Vicki A. Reed
Keyword(s):  
Cochlear Implants ◽  
Motor Development ◽  
Oral Language ◽  
Cochlear Implantation ◽  
Receptive Language ◽  
Hearing Parents ◽  
Measurement Tools ◽  
Before And After ◽  
Oral Language Skills ◽  
English Speaking

This study followed the communication and motor development of 3 profoundly deaf infants who underwent cochlear implantation. All infants were receiving auditory habilitation at the Sydney Cochlear Implant Centre, Australia, with the view to acquiring oral language skills and had English-speaking, hearing parents. Their progress was tracked with a battery of measurement tools before and after cochlear implantation. The results indicated noticeable growth in receptive language and motor skills after operation. Although expressive language improved, the rate of growth was much slower than changes in other areas. Although some areas of the subjects' communication skills remained delayed, the importance of tracking their progress according to their hearing age, as well as the chronological age, was evident.

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