Factors Associated with Speech-Recognition Performance in School-Aged Children with Cochlear Implants and Early Auditory-Verbal Intervention

2021 ◽  
Vol 32 (07) ◽  
pp. 433-444
Author(s):  
Jace Wolfe ◽  
Mickael Deroche ◽  
Sara Neumann ◽  
Lindsay Hanna ◽  
Will Towler ◽  
...  
Keyword(s):  
Speech Recognition ◽  
Cochlear Implants ◽  
Recognition Performance ◽  
Spoken Language ◽  
Full Time ◽  
Language Group ◽  
Language Abilities ◽  
Factors Associated ◽  
School Aged Children ◽  
Language Groups

Abstract Background Considerable variability exists in the speech recognition abilities achieved by children with cochlear implants (CIs) due to varying demographic and performance variables including language abilities. Purpose This article examines the factors associated with speech recognition performance of school-aged children with CIs who were grouped by language ability. Research Design This is a single-center cross-sectional study with repeated measures for subjects across two language groups. Study Sample Participants included two groups of school-aged children, ages 7 to 17 years, who received unilateral or bilateral CIs by 4 years of age. The High Language group (N = 26) had age-appropriate spoken-language abilities, and the Low Language group (N = 24) had delays in their spoken-language abilities. Data Collection and Analysis Group comparisons were conducted to examine the impact of demographic characteristics on word recognition in quiet and sentence recognition in quiet and noise. Results Speech recognition in quiet and noise was significantly poorer in the Low Language compared with the High Language group. Greater hours of implant use and better adherence to auditory-verbal (AV) therapy appointments were associated with higher speech recognition in quiet and noise. Conclusion To ensure maximal speech recognition in children with low-language outcomes, professionals should develop strategies to ensure that families support full-time CI use and have the means to consistently attend AV appointments.

Theory-of-Mind Development in Young Deaf Children With Early Hearing Provisions

2020 ◽  
pp. 095679762096038
Author(s):  
Chi-Lin Yu ◽  
Christopher M. Stanzione ◽  
Henry M. Wellman ◽  
Amy R. Lederberg
Keyword(s):  
Theory Of Mind ◽  
Cochlear Implants ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Spoken Language ◽  
Deaf Children ◽  
Older Children ◽  
Language Abilities ◽  
Hearing Parents ◽  
Developmental Relationship

Deaf and hard-of-hearing (DHH) children born to hearing parents have profound theory-of-mind (ToM) delays, yet little is known about how providing hearing assistance early in life, through cochlear implants and hearing aids, influences their ToM development. We thus addressed (a) whether young DHH children with early hearing provision developed ToM differently than older children did in previous research and (b) what ToM understandings characterize this understudied population. Findings from 84 three- to six-year-old DHH children primarily acquiring spoken language demonstrated that accumulated hearing experience influenced their ToM, as measured by a five-step ToM scale. Moreover, language abilities mediated this developmental relationship: Children with more advanced language abilities, because of more time using cochlear implants and hearing aids, had better ToM growth. These findings demonstrate the crucial relationships among hearing, language, and ToM for DHH children acquiring spoken language, thereby addressing theoretical and practical questions about ToM development.

scholarly journals Effects of Input Processing and Type of Personal Frequency Modulation System on Speech-Recognition Performance of Adults With Cochlear Implants

2013 ◽  
Vol 34 (1) ◽  
pp. 52-62 ◽  
Author(s):  
Jace Wolfe ◽  
Erin Schafer ◽  
Aaron Parkinson ◽  
Andrew John ◽  
Mary Hudson ◽  
...  
Keyword(s):  
Speech Recognition ◽  
Cochlear Implants ◽  
Frequency Modulation ◽  
Recognition Performance ◽  
Input Processing

Effects of FM-receiver gain on speech-recognition performance of adults with cochlear implants

2009 ◽  
Vol 48 (4) ◽  
pp. 196-203 ◽  
Author(s):  
Erin C. Schafer ◽  
Jace Wolfe ◽  
Trent Lawless ◽  
Beki Stout
Keyword(s):  
Speech Recognition ◽  
Cochlear Implants ◽  
Recognition Performance

scholarly journals Masked English Speech Recognition Performance in Younger and Older Spanish–English Bilingual and English Monolingual Children

2019 ◽  
Vol 62 (12) ◽  
pp. 4578-4591 ◽  
Author(s):  
Margaret K. Miller ◽  
Lauren Calandruccio ◽  
Emily Buss ◽  
Ryan W. McCreery ◽  
Jacob Oleson ◽  
...  
Keyword(s):  
Speech Recognition ◽  
Fixed Effects ◽  
English Language ◽  
Maternal Education ◽  
Recognition Performance ◽  
Age Group ◽  
Older Children ◽  
Language Abilities ◽  
English Bilingual ◽  
English Monolingual

Purpose The purpose of this study was to compare masked English speech recognition thresholds between Spanish–English bilingual and English monolingual children and to evaluate effects of age, maternal education, and English receptive language abilities on individual differences in masked speech recognition. Method Forty-three Spanish–English bilingual children and 42 English monolingual children completed an English sentence recognition task in 2 masker conditions: (a) speech-shaped noise and (b) 2-talker English speech. Two age groups of children, younger (5–6 years) and older (9–10 years), were tested. The predictors of masked speech recognition performance were evaluated using 2 mixed-effects regression models. In the 1st model, fixed effects were age group (younger children vs. older children), language group (bilingual vs. monolingual), and masker type (speech-shaped noise vs. 2-talker speech). In the 2nd model, the fixed effects of receptive English vocabulary scores and maternal education level were also included. Results Younger children performed more poorly than older children, but no significant difference in masked speech recognition was observed between bilingual and monolingual children for either age group when English proficiency and maternal education were also included in the model. English language abilities fell within age-appropriate norms for both groups, but individual children with larger receptive vocabularies in English tended to show better recognition; this effect was stronger for younger children than for older children. Speech reception thresholds for all children were lower in the speech-shaped noise masker than in the 2-talker speech masker. Conclusions Regardless of age, similar masked speech recognition was observed for Spanish–English bilingual and English monolingual children tested in this study when receptive English language abilities were accounted for. Receptive English vocabulary scores were associated with better masked speech recognition performance for both bilinguals and monolinguals, with a stronger relationship observed for younger children than older children. Further investigation involving a Spanish-dominant bilingual sample is warranted given the high English language proficiency of children included in this study.

Narrative spoken language skills in severely hearing impaired school-aged children with cochlear implants

2013 ◽  
Vol 34 (11) ◽  
pp. 3833-3846 ◽  
Author(s):  
Tinne Boons ◽  
Leo De Raeve ◽  
Margreet Langereis ◽  
Louis Peeraer ◽  
Jan Wouters ◽  
...  
Keyword(s):  
Cochlear Implants ◽  
Language Skills ◽  
Spoken Language ◽  
Hearing Impaired ◽  
School Aged Children ◽  
Spoken Language Skills

A Meta-analytic Comparison of Binaural Benefits between Bilateral Cochlear Implants and Bimodal Stimulation

2007 ◽  
Vol 18 (09) ◽  
pp. 760-776 ◽  
Author(s):  
Erin C. Schafer ◽  
Amyn M. Amlani ◽  
Andi Seibold ◽  
Pamela L. Shattuck
Keyword(s):  
Speech Recognition ◽  
Cochlear Implants ◽  
Hearing Aid ◽  
Recognition Performance ◽  
Clinical Implications ◽  
Signal To Noise ◽  
Bimodal Stimulation ◽  
Bilateral Cochlear Implants ◽  
Binaural Summation ◽  
Bimodal Condition

A meta-analytic approach was used to examine sixteen peer-reviewed publications related to speech-recognition performance in noise at fixed signal-to-noise ratios for participants who use bilateral cochlear implants (CIs) or bimodal stimulation. Two hundred eighty-seven analyses were conducted to compare the underlying contributions of binaural summation, binaural squelch, and the head-shadow effect compared to monaural conditions (CI or hearing aid). The analyses revealed an overall significant effect for binaural summation, binaural squelch, and head shadow for the bilateral and bimodal listeners relative to monaural conditions. In addition, all within-condition (bilateral or bimodal) comparisons were significant for the three binaural effects, with the exception of the bimodal condition compared to a monaural CI. No significant differences were detected between the bilateral and bimodal listeners for any of the binaural phenomena. Clinical implications and recommendations are discussed as they relate to empirical findings. Se utilizó un enfoque de meta-análisis para examinar dieciséis publicaciones con revisión editorial relacionadas con el desempeño en reconocimiento del lenguaje en medio de ruido a tasas de señal-ruido fijas, para participantes que usaban implantes cocleares bilaterales (IC) o estimulación bimodal. Se condujeron doscientos ochenta y siete análisis para comparar la contribución subyacente de la sumación bi-auricular, el chapoteo bi-auricular, y el efecto de sombra de la cabeza, en comparación con las condiciones mono-auriculares (IC y auxiliar auditivo). El análisis reveló un efecto global significativo para la sumación bi-auricular, el chapoteo bi-auricular y la sombra de la cabeza para el sujeto con audición bilateral y bimodal, en relación con las condiciones monoauriculares. Además, todas las comparaciones dentro de la misma condición (bilateral o bimodal) fueron significativas para los tres efectos bi-auriculares, con la excepción de la condición bimodal, comparada con un IC monoauricular. No se detectaron diferencias significativas entre sujetos en condición bilateral y bimodal para ninguno de los fenómenos bi-auriculares. Las implicaciones clínicas y las recomendaciones se discuten en tanto se relacionan con los hallazgos empíricos.

Age at Full-Time Use Predicts Language Outcomes Better Than Age of Surgery in Children Who Use Cochlear Implants

2019 ◽  
Vol 28 (4) ◽  
pp. 986-992 ◽  
Author(s):  
Lisa R. Park ◽  
Erika B. Gagnon ◽  
Erin Thompson ◽  
Kevin D. Brown
Keyword(s):  
Cochlear Implants ◽  
Time Use ◽  
Expressive Language ◽  
Normal Hearing ◽  
Full Time ◽  
Language Outcomes ◽  
Age At Surgery ◽  
Device Placement ◽  
Device Use ◽  
Better Than

Purpose The aims of this study were to (a) determine a metric for describing full-time use (FTU), (b) establish whether age at FTU in children with cochlear implants (CIs) predicts language at 3 years of age better than age at surgery, and (c) describe the extent of FTU and length of time it took to establish FTU in this population. Method This retrospective analysis examined receptive and expressive language outcomes at 3 years of age for 40 children with CIs. Multiple linear regression analyses were run with age at surgery and age at FTU as predictor variables. FTU definitions included 8 hr of device use and 80% of average waking hours for a typically developing child. Descriptive statistics were used to describe the establishment and degree of FTU. Results Although 8 hr of daily wear is typically considered FTU in the literature, the 80% hearing hours percentage metric accounts for more variability in outcomes. For both receptive and expressive language, age at FTU was found to be a better predictor of outcomes than age at surgery. It took an average of 17 months for children in this cohort to establish FTU, and only 52.5% reached this milestone by the time they were 3 years old. Conclusions Children with normal hearing can access spoken language whenever they are awake, and the amount of time young children are awake increases with age. A metric that incorporates the percentage of time that children with CIs have access to sound as compared to their same-aged peers with normal hearing accounts for more variability in outcomes than using an arbitrary number of hours. Although early FTU is not possible without surgery occurring at a young age, device placement does not guarantee use and does not predict language outcomes as well as age at FTU.

Selecting the Optimal FM System for Children With Cochlear Implants

2008 ◽  
Vol 18 (1) ◽  
pp. 19-24
Author(s):  
Erin C. Schafer
Keyword(s):  
Speech Recognition ◽  
Cochlear Implants ◽  
Empirical Research ◽  
Background Noise ◽  
Signal To Noise Ratio ◽  
Evidence Based ◽  
Signal To Noise ◽  
Speech Processor ◽  
System Input ◽  
Optimal Type

Children who use cochlear implants experience significant difficulty hearing speech in the presence of background noise, such as in the classroom. To address these difficulties, audiologists often recommend frequency-modulated (FM) systems for children with cochlear implants. The purpose of this article is to examine current empirical research in the area of FM systems and cochlear implants. Discussion topics will include selecting the optimal type of FM receiver, benefits of binaural FM-system input, importance of DAI receiver-gain settings, and effects of speech-processor programming on speech recognition. FM systems significantly improve the signal-to-noise ratio at the child's ear through the use of three types of FM receivers: mounted speakers, desktop speakers, or direct-audio input (DAI). This discussion will aid audiologists in making evidence-based recommendations for children using cochlear implants and FM systems.

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