scholarly journals A Systematic Review to Define the Speech and Language Benefit of Early (<12 Months) Pediatric Cochlear Implantation

2016 ◽  
Vol 21 (2) ◽  
pp. 113-126 ◽  
Author(s):  
Hanneke Bruijnzeel ◽  
Fuat Ziylan ◽  
Inge Stegeman ◽  
Vedat Topsakal ◽  
Wilko Grolman
Keyword(s):  
Speech Perception ◽  
Speech Production ◽  
Cochlear Implantation ◽  
Receptive Language ◽  
Additional Benefit ◽  
Speech And Language ◽  
Language Outcome ◽  
Auditory Performance ◽  
Auditory Integration

Objective: This review aimed to evaluate the additional benefit of pediatric cochlear implantation before 12 months of age considering improved speech and language development and auditory performance. Materials and Methods: We conducted a search in PubMed, EMBASE and CINAHL databases and included studies comparing groups with different ages at implantation and assessing speech perception and speech production, receptive language and/or auditory performance. We included studies with a high directness of evidence (DoE). Results: We retrieved 3,360 articles. Ten studies with a high DoE were included. Four articles with medium DoE were discussed in addition. Six studies compared infants implanted before 12 months with children implanted between 12 and 24 months. Follow-up ranged from 6 months to 9 years. Cochlear implantation before the age of 2 years is beneficial according to one speech perception score (phonetically balanced kindergarten combined with consonant-nucleus-consonant) but not on Glendonald auditory screening procedure scores. Implantation before 12 months resulted in better speech production (diagnostic evaluation of articulation and phonology and infant-toddler meaningful auditory integration scale), auditory performance (Categories of Auditory Performance-II score) and receptive language scores (2 out of 5; Preschool Language Scale combined with oral and written language skills and Peabody Picture Vocabulary Test). Conclusions: The current best evidence lacks level 1 evidence studies and consists mainly of cohort studies with a moderate to high risk of bias. Included studies showed consistent evidence that cochlear implantation should be performed early in life, but evidence is inconsistent on all speech and language outcome measures regarding the additional benefit of implantation before the age of 12 months. Long-term follow-up studies are necessary to provide insight on additional benefits of early pediatric cochlear implantation.

scholarly journals Round window versus conventional bony cochleostomy technique in pediatric cochlear implantation; A Randomized controlled double blinded trial.

2021 ◽  
Vol 7 (8) ◽  
pp. 1297
Author(s):  
Shama Shishodia ◽  
Dipu Saurav
Keyword(s):  
Speech Perception ◽  
Cochlear Implantation ◽  
Controlled Trial ◽  
Round Window ◽  
Electrode Arrays ◽  
Behavioral Threshold ◽  
Randomized Controlled ◽  
Auditory Performance ◽  
Auditory Integration ◽  
Double Blinded

<p><strong>Background:</strong> Objective of the study was to investigate the outcomes of cochlear implantation when done via two different techniques namely, the round window or the bony cochleostomy.</p><p><strong>Methods:</strong> A single-center, double-blinded randomized controlled trial including forty prelingual, bilateral severe to profoundly deaf children less than six years from the year 2014 to 2016 in a tertiary referral center in India were randomly allocated to round window and bony cochleostomy group. Our primary outcome measures were intraoperative neural response telemetry levels, behavioral threshold (t) and comfortable (c) loudness levels. The secondary subjective outcomes were measured via the category of auditory performance (CAP) and the meaningful auditory integration scale (MAIS) score. The cases were followed up for 9 months.</p><p><strong>Results:</strong> Intra-operative, electrically evoked compound action potentials (ECAP) showed comparable mean thresholds for both the techniques except intermediate electrodes (p~0.04) showed lower values for the round window. Similarly, a lower threshold (p~0.03) and comfortable mean current levels (p~0.03) were noticed for the round window group at 6 months post-implantation. Secondary speech perception outcome scores measured via category of auditory performance (CAP) and MAIS score were comparable. </p><p><strong>Conclusions:</strong> The round window insertion technique has physiological benefit as compared to the bony cochleostomy as evidenced by better stimulation levels in the intermediate electrodes and lower mean threshold and comfortable levels in the round window with more beneficial peri-modiolar position of electrode arrays. However, comparable speech perception outcomes revealed no clinical benefit in the cochlear implant performance depending on the technique of electrode insertion. </p>

scholarly journals Phonological Awareness and Print Knowledge of Preschool Children With Cochlear Implants

2012 ◽  
Vol 55 (3) ◽  
pp. 811-823 ◽  
Author(s):  
Sophie E. Ambrose ◽  
Marc E. Fey ◽  
Laurie S. Eisenberg
Keyword(s):  
Standard Deviation ◽  
Speech Perception ◽  
Phonological Awareness ◽  
Speech Production ◽  
Cochlear Implants ◽  
Preschool Age ◽  
Speech And Language ◽  
Sample Mean ◽  
Print Knowledge ◽  
Age Appropriate

PurposeTo determine whether preschool-age children with cochlear implants have age-appropriate phonological awareness and print knowledge and to examine the relationships of these skills with related speech and language abilities.MethodThe sample comprised 24 children with cochlear implants (CIs) and 23 peers with normal hearing (NH), ages 36 to 60 months. Children's print knowledge, phonological awareness, language, speech production, and speech perception abilities were assessed.ResultsFor phonological awareness, the CI group's mean score fell within one standard deviation of the Test of Preschool Early Literacy's (Lonigan, Wagner, Torgesen, & Rashotte, 2007) normative sample mean but was more than one standard deviation below the NH group mean. The CI group's performance did not differ significantly from that of the NH group for print knowledge. For the CI group, phonological awareness and print knowledge were significantly correlated with language, speech production, and speech perception. Together these predictor variables accounted for 34% of variance in the CI group's phonological awareness but no significant variance in their print knowledge.ConclusionsChildren with CIs have the potential to develop age-appropriate early literacy skills by preschool age but are likely to lag behind their NH peers in phonological awareness. Intervention programs serving these children should target these skills with instruction and by facilitating speech and language development.

scholarly journals Cochlear Implants in Single-Sided Deafness. Comparison Between Children and Adult Populations With Post-lingually Acquired Severe to Profound Hearing Loss

2021 ◽  
Vol 12 ◽  
Author(s):  
Nadia Falcón Benítez ◽  
Juan Carlos Falcón González ◽  
Ángel Ramos Macías ◽  
Silvia Borkoski Barreiro ◽  
Ángel Ramos de Miguel
Keyword(s):  
Hearing Loss ◽  
Speech Perception ◽  
Cochlear Implantation ◽  
Speech Test ◽  
Deaf Adults ◽  
Common Etiology ◽  
Single Sided Deafness ◽  
Positive Results ◽  
Auditory Lateralization

Objective: To determine audiological and clinical results of cochlear implantation (CI) comparing two populations with single-sided deafness (SSD): post-lingually deaf children between 6 and 12 years of age, and post-lingually deaf adults, in order to evaluate the effect of CI in different age groups.Design: Retrospective case review.Setting: Tertiary clinic.Patients and Method: Twenty-three children and twenty-one adult patients that were candidates for CI with single-side deafness were included. In all cases we evaluate: Speech perception thresholds; disyllabic words test (65 dB SPL) were performed in the modalities S0–SCI–SNH and Auditory Lateralization Test. The Speech, Spatial, and Qualities of Hearing Scale (SSQ) questionnaire was also used. All results were obtained after 12 months of CI activation.Results: In children, the most common etiology was idiopathic sensory-neural hearing loss. They showed positive results in the Auditory Lateralization Test. In the Speech Test, word recognition in noise improved from 2% preoperatively to 61.1% at a mean follow-up of 1 year (S0 condition) in children [test with signal in CI side 60% and signal normal hearing side (plugged) 31%]. The processor was used for &gt;12 h in all cases. With respect to the SSQ questionnaire, parents were more satisfied within the postoperative period than within the preoperative period. For adults, the most common etiology was idiopathic sudden sensorineural hearing loss (SNHL). Positive results in the Auditory Lateralization Test were found. With respect to the Speech Test in quiet conditions: Word recognition in noise improved from 5.7% preoperatively to 71.8% at a mean follow-up of 1 year [test with signal in CI side 68% and signal normal hearing side (plugged) 41%]. The processor was used for &gt;12 h. In the SSQ questionnaire, the post-operative results showed a beneficial effect of the CI. No adverse events were reported during the study period. No differences were found between children and adults in all tests in this study.Conclusions: Cochlear implantation in post-lingually deaf adults and children with SSD can achieve a speech perception outcome comparable with CI in conventional candidates. Improvements in spatial hearing were also observed. Careful patient selection and counseling regarding potential benefits are important to optimize outcomes.

Cochlear implantation in children with Waardenburg syndrome

2005 ◽  
Vol 119 (9) ◽  
pp. 719-723 ◽  
Author(s):  
A Daneshi ◽  
S Hassanzadeh ◽  
M Farhadi
Keyword(s):  
Speech Perception ◽  
Speech Production ◽  
Cochlear Implantation ◽  
Auditory Perception ◽  
Speech Intelligibility ◽  
Hearing Impaired ◽  
Type I ◽  
Waardenburg Syndrome ◽  
Retrospective Case ◽  
One Year

Waardenburg syndrome is an autosomal-dominant trait resulting from mutations occurring in different genes. It is often characterized by varying degrees of: congenital hearing loss; dystopia canthorum; synophrys; broad nasal root; depigmentation of hair (white forelock), skin or both; and heterochromic or hypochromic irides.A retrospective case study was done to assess speech perception, speech production, general intelligence and educational setting in six profoundly hearing-impaired children with Waardenburg syndrome (four with type I, one with type II and one with type III) ranging in age from two years to 14 years, seven months (mean = six years, six months). None of the patients had malformation of the cochlea and were implanted using Nucleus 22/24 and Med-el combi40+. Five out of the six cases were of average intelligence and one had a borderline intelligence quotient. The follow-up period ranged from one year, 10 months to six years, six months (mean = three years, six months) after implantation. The evaluation of auditory perception in patients was accomplished using the Persian Auditory Perception Test for the Hearing-Impaired, a Persian Spondee wordstest and the Categories of Auditory Performance Index. The Speech Intelligibility Rating test was used to evaluate speech production ability. All the patients’ speech perception and speech intelligibility capabilities improved considerably after receiving the implants, and they were able to be placed in regular educational settings. Patients used their cochlear-implant devices whenever awake, implying that they benefitted from the devices. We suggest that any further expansion of cochlear-implantation criteria in children include those with Waardenburg syndrome.

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.

The development of auditory performance and speech perception in CI children after long-period follow up

2020 ◽  
Vol 41 (4) ◽  
pp. 102466 ◽  
Author(s):  
Qianqian Guo ◽  
Jing Lyu ◽  
Ying Kong ◽  
Tianqiu Xu ◽  
Ruijuan Dong ◽  
...  
Keyword(s):  
Speech Perception ◽  
Long Period ◽  
Auditory Performance

Alphabetics

2007 ◽  
Vol 10 (2) ◽  
pp. 129-143 ◽  
Author(s):  
Sieb G. Nooteboom
Keyword(s):  
Speech Perception ◽  
Speech Production ◽  
Structural Properties ◽  
The Other ◽  
Speech And Language ◽  
Learning To Read ◽  
Reading And Writing ◽  
Prerequisite Skill ◽  
The One ◽  
Speech Segments

This paper is concerned with the relation between our capacity for alphabetic reading and writing the sound forms of languages on the one hand, and the structure of speech and language on the other. It starts from two questions: (1) What structural properties of human languages enable us to read and write their sound forms with a handful of alphabetic symbols? (2) Why is learning this skill so difficult? Ad (1) it is argued here that the basis for reading and writing in an alphabet is the inherent segmentability of speech, stemming from the synchronization of articulatory gestures during speech production. This synchronization arises from inherent properties of both speech production and speech perception. Ad (2) it is suggested here that learning to read and write with alphabetic letters is so difficult, because in the mental structure of sound forms there are no pre-existing discrete phoneme-sized segments, at least not of a kind that language users are easily aware of. This makes analysis of sound forms into such phoneme-sized segments difficult, although such analysis is a prerequisite skill for alphabetic reading and writing. For easy learning, the relation between letters and speech segments should preferably be systematic and transparent.

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