The effects of age of cochlear implantation on speech perception outcomes in prelingually deaf children

2001 ◽  
Vol 30 (2) ◽  
pp. 73-78 ◽  
Author(s):  
Robert V. Harrison ◽  
Jaswinder Panesar ◽  
Hamdy El-Hakim ◽  
Mohamed Abdolell ◽  
Richard J. Mount ◽  
...  
2000 ◽  
Vol 109 (12_suppl) ◽  
pp. 38-42 ◽  
Author(s):  
Blake C. Papsin ◽  
Claudine Gysin ◽  
Nina Picton ◽  
Julian Nedzelski ◽  
Robert V. Harrison

2003 ◽  
Vol 24 (4) ◽  
pp. 596-600 ◽  
Author(s):  
Hussam K. El-Kashlan ◽  
Carissa Ashbaugh ◽  
Teresa Zwolan ◽  
Steven A. Telian

2018 ◽  
Vol 61 (6) ◽  
pp. 680-688 ◽  
Author(s):  
Xueyuan Zhang ◽  
Yinlun Weng ◽  
Maojin Liang ◽  
Jiahao Liu ◽  
Yuebo Chen ◽  
...  

2005 ◽  
Vol 115 (9) ◽  
pp. 1603-1611 ◽  
Author(s):  
David L. Horn ◽  
David B. Pisoni ◽  
Mary Sanders ◽  
Richard T. Miyamoto

2020 ◽  
Vol 48 (6) ◽  
pp. 030006052092985
Author(s):  
Xiao-Feng Qiao ◽  
Qian Ren ◽  
Xin Li ◽  
Tong-Li Li ◽  
Redentor S. Mariano

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.


2010 ◽  
Vol 74 (6) ◽  
pp. 642-648 ◽  
Author(s):  
Jean-Marc Gérard ◽  
Naima Deggouj ◽  
Chloé Hupin ◽  
Anne-Laure Buisson ◽  
Veronique Monteyne ◽  
...  

1997 ◽  
Vol 117 (3) ◽  
pp. 180-187 ◽  
Author(s):  
R TYLER ◽  
H FRYAUFBERTSCHY ◽  
D KELSAY ◽  
B GANTZ ◽  
G WOODWORTH ◽  
...  

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