Children with Auditory Brainstem Implant: How Do They Perform in Motor and Language Skills?

2021 ◽  
pp. 1-9
Author(s):  
Gorkem Ertugrul ◽  
Filiz Aslan ◽  
Gonca Sennaroglu ◽  
Levent Sennaroglu
Keyword(s):  
Speech Perception ◽  
Auditory Perception ◽  
Language Skills ◽  
Expressive Language ◽  
Auditory Brainstem ◽  
Receptive Language ◽  
Manual Dexterity ◽  
Language Performance ◽  
Balance Beam ◽  
Auditory Brainstem Implant

<b><i>Background:</i></b> Young children are able to explore new objects and practice language through the acquisition of motor skills that lead to their overall development. Congenital hearing loss and total vestibular loss may contribute to the delay in speech and motor skill development. <b><i>Objectives:</i></b> To investigate the relationship between motor development performance, speech perception, and language performance in children with auditory brainstem implant (ABI). <b><i>Method:</i></b> Ten children, aged 4–17 years (mean age 9.76 ± 4.03), fitted with unilateral ABI for at least 2 years due to the presence of labyrinthine aplasia and rudimentary otocyst at least 1 side were included in the study. Several standardized tests, such as Bruininks-Oseretsky Motor Proficiency Test-2 (BOT-2), Children’s Auditory Perception Test Battery, Meaningful Auditory Integration Scale (MAIS), and Test of Early Language Development-3, were performed to evaluate their skills of fine motor control, balance, manual dexterity, language, and auditory perception. <b><i>Results:</i></b> A significant correlation was established between the BOT-2 manual dexterity and MAIS scores (<i>r</i> = 0.827, <i>p</i> &#x3c; 0.05) and between the manual dexterity and language skills (for expressive language, <i>r</i> = 0.762, <i>p</i> &#x3c; 0.05; for receptive language, <i>r</i> = 0.650, <i>p</i> &#x3c; 0.05). Some of the BOT-2 balance tasks, such as standing on 1 leg on a line with eyes closed, standing on 1 leg on a balance beam with eyes open, standing heel-to-toe on a balance beam, and walking forward heel-to-toe on a line, showed a strong correlation with their receptive and expressive language performance (<i>p</i> &#x3c; 0.05). <b><i>Conclusion:</i></b> The current study has indicated that significantly poor manual and balance performances are associated with poor speech perception and language skills in children with ABI. The authors recommend performing a vestibular assessment before and after ABI surgery and the use of a holistic rehabilitation approach, including auditory and vestibular rehabilitation, to support development of the children with ABI.

Bidirectional Relationship Between Language Skills and Behavior Problems in Preschool Children From Low-Income Families

2019 ◽  
Vol 28 (2) ◽  
pp. 114-128
Author(s):  
Krystal Bichay-Awadalla ◽  
Cathy Huaqing Qi ◽  
Rebecca J. Bulotsky-Shearer ◽  
Judith J. Carta
Keyword(s):  
Preschool Children ◽  
Behavior Problems ◽  
Language Skills ◽  
Expressive Language ◽  
Receptive Language ◽  
Internalizing Behavior ◽  
Equation Modeling ◽  
Internalizing Behavior Problems ◽  
Bidirectional Relationship ◽  
And Behavior

The purpose of this study was to examine the longitudinal, bidirectional relationship between language skills and behavior problems in a sample of 194 preschool children enrolled in Head Start programs. Children were individually assessed using the Preschool Language Scale-5, and teachers completed the Child Behavior Checklist-Teacher Report 1½–5. Cross-lagged path models using a structural equation modeling approach tested the reciprocal associations between language skills and behavior problems over the preschool year. Findings supported a bidirectional relationship between internalizing behavior problems and expressive language skills. However, findings supported a unidirectional association between early receptive language skills and later internalizing behavior problems. Gender moderated the relationship between receptive and expressive language skills and internalizing behavior problems in such a way that the association was only significant for girls. Implications for early intervention and prevention efforts targeting language development and behavior problems were discussed.

Open Set Speech Perception with Auditory Brainstem Implant?

2005 ◽  
Vol 115 (11) ◽  
pp. 1974-1978 ◽  
Author(s):  
Vittorio Colletti ◽  
Robert V. Shannon
Keyword(s):  
Speech Perception ◽  
Auditory Brainstem ◽  
Auditory Brainstem Implant ◽  
Open Set

scholarly journals Measurements of the local evoked potential from the cochlear nucleus in patients with an auditory brainstem implant and its implication to auditory perception and audio processor programming

PLoS ONE ◽  
2021 ◽  
Vol 16 (4) ◽  
pp. e0249535
Author(s):  
Lutz Gärtner ◽  
Thomas Lenarz ◽  
Andreas Büchner
Keyword(s):  
Cochlear Nucleus ◽  
Auditory Perception ◽  
False Positive Rate ◽  
Electrode Array ◽  
Compound Action Potential ◽  
Auditory Brainstem ◽  
Auditory Brainstem Implant ◽  
Evoked Compound Action Potential ◽  
Positive Rate ◽  
Fitting In

The measurement of the electrically evoked compound action potential (ECAP) in cochlear implant (CI) patients is widely used to provide evidence of a functioning electrode-nerve interface, to confirm proper location of the electrode array and to program the sound processor. In patients with an auditory brainstem implant (ABI), a likewise versatile measurement would be desirable. The ECAP measurement paradigm “Alternating Polarity” was utilized to record responses via the implanted ABI electrode array placed on the cochlear nucleus. Emphasizing on the different location of stimulation and recording, these responses are called local evoked potentials (LEP). LEP measurements were conducted during the clinical routine in 16 ABI patients (12 children and 4 adults), corresponding to 191 electrode contacts. A retrospective analysis of these data revealed, that LEP responses were observed in 64.9% of all measured electrode contacts. LEP responses predicted auditory perception with a sensitivity of 90.5%. False-positive rate was 33.7%. Objective LEP thresholds were highly significantly (p < 0.001) correlated both to behavioral thresholds (Pearson’s r = 0.697) and behavioral most comfortable levels (r = 0.840). Therefore, LEP measurements have the potential to support fitting in ABI patients.

scholarly journals Language Skills of Young Children with Unilateral Cleft Lip and Palate following Infant Orthopedics: A Randomized Clinical Trial

2003 ◽  
Vol 40 (4) ◽  
pp. 356-362 ◽  
Author(s):  
Emmy M. Konst ◽  
Toni Rietveld ◽  
Herman F. M. Peters ◽  
Anne Marie Kuijpers-Jagtman
Keyword(s):  
Clinical Trial ◽  
Language Development ◽  
Cleft Lip ◽  
Cleft Lip And Palate ◽  
Language Skills ◽  
Expressive Language ◽  
Receptive Language ◽  
First Year ◽  
First Year Of Life ◽  
Infant Orthopedics

Objective To investigate the effects of infant orthopedics (IO) on the language skills of children with complete unilateral cleft lip and palate (UCLP). Design In a prospective randomized clinical trial (Dutchcleft), two groups of children with complete UCLP were followed up longitudinally: one group was treated with IO based on a modified Zurich approach in the first year of life (IO group); the other group did not receive this treatment (non-IO group). At the ages of 2, 2½, 3, and 6 years, language development was evaluated in 12 children (six IO and six non-IO). Receptive language skills were assessed using the Reynell test. Expressive language skills of the toddlers were evaluated by calculating mean length of utterance (MLU) and mean length of longest utterances (MLLU); in the 6-year-olds, the expressive language skills were measured using standardized Dutch language tests. Patients The participants had complete UCLP without soft tissue bands or other malformations. Results IO did not affect the receptive language skills. However, the expressive language measures MLU and MLLU were influenced by IO. At age 2½ and 3 years, the IO group produced longer utterances than the non-IO group. In the follow-up, the difference in expressive language between the two groups was no longer significant. Conclusions Children treated with IO during their first year of life produced longer sentences than non-IO children at the ages of 2½ and 3 years. At 6 years of age, both groups presented similar expressive language skills. Hence, IO treatment did not have long-lasting effects on language development.

scholarly journals Speech Perception Ability in a Patient with a 8-channel Auditory Brainstem Implant.

2001 ◽  
Vol 104 (5) ◽  
pp. 510-513 ◽  
Author(s):  
Kozo Kumakawa ◽  
Yoshiya Motizuki ◽  
Naokazu Takahashi ◽  
Hidehiko Takeda ◽  
Naoko Muto ◽  
...  
Keyword(s):  
Speech Perception ◽  
Auditory Brainstem ◽  
Auditory Brainstem Implant

scholarly journals Effects of Early Acoustic Hearing on Speech Perception and Language for Pediatric Cochlear Implant Recipients

2019 ◽  
Vol 62 (9) ◽  
pp. 3620-3637 ◽  
Author(s):  
Lisa S. Davidson ◽  
Ann E. Geers ◽  
Rosalie M. Uchanski ◽  
Jill B. Firszt
Keyword(s):  
Speech Perception ◽  
Cochlear Implant ◽  
Language Skills ◽  
Spoken Language ◽  
Receptive Language ◽  
Receptive Vocabulary ◽  
Residual Hearing ◽  
Regression Analyses ◽  
Optimal Duration ◽  
Spoken Language Skills

Purpose The overall goal of the current study was to identify an optimal level and duration of acoustic experience that facilitates language development for pediatric cochlear implant (CI) recipients—specifically, to determine whether there is an optimal duration of hearing aid (HA) use and unaided threshold levels that should be considered before proceeding to bilateral CIs. Method A total of 117 pediatric CI recipients (ages 5–9 years) were given speech perception and standardized tests of receptive vocabulary and language. The speech perception battery included tests of segmental perception (e.g., word recognition in quiet and noise, and vowels and consonants in quiet) and of suprasegmental perception (e.g., talker and stress discrimination, and emotion identification). Hierarchical regression analyses were used to determine the effects of speech perception on language scores, and the effects of residual hearing level (unaided pure-tone average [PTA]) and duration of HA use on speech perception. Results A continuum of residual hearing levels and the length of HA use were represented by calculating the unaided PTA of the ear with the longest duration of HA use for each child. All children wore 2 devices: Some wore bimodal devices, while others received their 2nd CI either simultaneously or sequentially, representing a wide range of HA use (0.03–9.05 years). Regression analyses indicate that suprasegmental perception contributes unique variance to receptive language scores and that both segmental and suprasegmental skills each contribute independently to receptive vocabulary scores. Also, analyses revealed an optimal duration of HA use for each of 3 ranges of hearing loss severity (with mean PTAs of 73, 92, and 111 dB HL) that maximizes suprasegmental perception. Conclusions For children with the most profound losses, early bilateral CIs provide the greatest opportunity for developing good spoken language skills. For those with moderate-to-severe losses, however, a prescribed period of bimodal use may be more advantageous for developing good spoken language skills.

Language performance within three months of early childhood traumatic brain injury

2021 ◽  
pp. 1-11
Author(s):  
Carly A. Cermak ◽  
Shannon E. Scratch ◽  
Nick P. Reed ◽  
Deryk S. Beal
Keyword(s):  
Traumatic Brain Injury ◽  
Early Childhood ◽  
Brain Injury ◽  
Expressive Language ◽  
Descriptive Analysis ◽  
Retrospective Chart Review ◽  
Initial Step ◽  
Receptive Language ◽  
Future Research ◽  
Language Performance

PURPOSE: To examine language outcomes in the short-term stage of early childhood traumatic brain injury (TBI). METHODS: A retrospective chart review study was completed at a single-site inpatient pediatric rehabilitation hospital. Inclusion criteria were children aged 15 months to five years 11 months with a diagnosis of closed TBI. RESULTS: Twenty-four charts were included in the descriptive analysis of language; there were fewer children with expressive language scores (n = 18) than receptive language scores (n = 24), likely due to word retrieval difficulties as per clinical documentation. Effects of TBI on language performance were more pronounced in receptive than expressive language. For children with scores in both receptive and expressive language areas (n = 18), five children had below average scores. These children were described as having language delays pre-injury (n = 2), lower exposure to English (n = 1), information processing difficulties (n = 1), and difficulties with formulation and organization of language (n = 1). CONCLUSION: This study represents an initial step in understanding expressive and receptive language performance shortly after early childhood TBI. Challenges with assessment as well as directions for future research are discussed.

The Effect of Schistosomiasis and Soil-transmitted Helminths on Expressive Language Skills Among Isizulu Speaking Preschool Children

2020 ◽  
Author(s):  
Xolisile Innocentia Mazibuko ◽  
Moses Chimbari
Keyword(s):  
Preschool Children ◽  
Language Skills ◽  
Expressive Language ◽  
Phase 1 ◽  
Poor Performance ◽  
Phase 2 ◽  
Language Performance ◽  
Soil Transmitted Helminths ◽  
Narrative Skills ◽  
Overall Performance

Abstract Background: Schistosomiasis and soil transmitted helminths (STH) have been associated with compromised child development. We determined the effect of schistosomiasis and STH on expressive language skills among isiZulu speaking preschool children focusing on the variables: age, gender, school and stunting. Methods: We compared, qualitatively and quantitatively the performance of a cohort of infected and non-infected children using a 2 phased approach. In phase 1 infected children were treated with praziquantel and matched with non-infected children and both groups were tested for expressive language performance. In phase 2 both groups of children were re-tested for expressive language skills using a similar but modified test. The participants were 106 preschool children between the age of 4 and 6 years,11months. The Developmental Language Test was adapted as a linguistically and culturally appropriate tool for assessing isiZulu expressive language skills. Results: The overall performance of the children in phases 1 and 2 were statistically similar. There was significant Pearson’s correlation of expressive language skills to age (0.002, P<0.01), schistosomiasis i.e. vocabulary 1 (0.024, P<0.05) and narrative skills (0.001, P<0.01) and soil-transmitted helminths i.e. vocabulary 1 (0.006, P<0.05), colours (0.029, P<0.05) and narrative skills (0.001, P<0.01) in phase 2 with small to high Cohen’s d effect size for various language subtests. Conclusion: We concluded that even mild schistosomiasis and STH may compromise the performance of preschool children on expressive language. However poor ability in following instructions may have contributed to general poor performance across the two groups tested. Diet, school effect and stunting did not influence the performance of the children on expressive language.

scholarly journals THE EFFECTIVENESS OF READ-ALOUD LEARNING METHODS WITH PICTURE STORYBOOK MEDIA TO IMPROVE RECEPTIVE AND EXPRESSIVE LANGUAGE SKILLS IN EARLY CHILDREN

2022 ◽  
Vol 6 (1) ◽  
Author(s):  
Mudy Endahwati ◽  
Bachtiar S Bachri ◽  
Umi Anugerah Izzati
Keyword(s):  
Early Childhood ◽  
Language Skills ◽  
Expressive Language ◽  
Receptive Language ◽  
Language Ability ◽  
Read Aloud ◽  
Control Group ◽  
Learning Method ◽  
Learning Methods ◽  
Picture Story

This study aims to conduct empirical research to determine the difference in effectiveness between the read-aloud learning method and serial image media with other methods usually used by teachers to improve receptive language skills in early childhood. This type of research uses a nonequivalent control group experimental design with a quantitative approach. The variables in this study consisted independent variable in this study is the read-aloud learning method with picture story media (X),  the dependent variable in this study is expressive language ability (Y1) and expressive language ability (Y2). The results showed that (1) the read-aloud learning method with picture series media was more effective than the learning methods commonly used by teachers to improve receptive language skills in early childhood, statistically, the F = 5.766 with a significant level of p = 0.022 smaller than 5%; (2) The read-aloud learning method with serial picture story media is more effective than the learning methods commonly used by teachers to improve expressive language skills in early childhood; statistically, the value of F = 1,028 significant level p = 0.012 less than 5%. The results of this study can provide new insights and innovations in the effectiveness of learning the read-aloud method in storytelling activities that are useful for developing children's receptive and expressive language skills

scholarly journals The Effect of Schistosomiasis and Soil-Transmitted Helminths on Expressive Language Skills Among isiZulu Speaking Preschool Children

2020 ◽  
Author(s):  
Xolisile Innocentia Mazibuko ◽  
Moses Chimbari
Keyword(s):  
Preschool Children ◽  
Language Skills ◽  
Expressive Language ◽  
Phase 1 ◽  
Poor Performance ◽  
Phase 2 ◽  
Language Performance ◽  
Soil Transmitted Helminths ◽  
Narrative Skills ◽  
Overall Performance

Abstract Background: Schistosomiasis and soil transmitted helminths (STH) have been associated with compromised child development. We determined the effect of schistosomiasis and STH on expressive language skills among isiZulu speaking preschool children focusing on the variables: age, gender, school and stunting. Methods: We compared, qualitatively and quantitatively the performance of a cohort of infected and non-infected children using a 2 phased approach. In phase 1 infected children were treated with praziquantel and matched with non-infected children and both groups were tested for expressive language performance. In phase 2 both groups of children were re-tested for expressive language skills using a similar but modified test. The participants were 106 preschool children between the age of 4 and 6 years,11months. The Developmental Language Test was adapted as a linguistically and culturally appropriate tool for assessing isiZulu expressive language skills. Results: The overall performance of the children in phases 1 and 2 were statistically similar. There was significant Pearson’s correlation of expressive language skills to age (0.002, P<0.01), schistosomiasis i.e. vocabulary 1 (0.024, P<0.05) and narrative skills (0.001, P<0.01) and soil-transmitted helminths i.e. vocabulary 1 (0.006, P<0.05), colours (0.029, P<0.05) and narrative skills (0.001, P<0.01) in phase 2 with small to high Cohen’s d effect size for various language subtests. Conclusion: We concluded that even mild schistosomiasis and STH may compromise the performance of preschool children on expressive language. However poor ability in following instructions may have contributed to general poor performance across the two groups tested. Diet, school effect and stunting did not influence the performance of the children on expressive language.

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