Speech Perception Outcome Measures in Prelingually Deaf Children up to Four Years after Cochlear Implantation

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.

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Long-term categorical auditory performance and speech intelligibility in Mandarin-speaking prelingually deaf children with early cochlear implantation in Taiwan

Clinical Otolaryngology ◽

10.1111/j.1749-4486.2007.01585.x ◽

2008 ◽

Vol 33 (1) ◽

pp. 35-38 ◽

Cited By ~ 19

Author(s):

C.-M. Wu ◽

Y.-S. Sun ◽

T.-C. Liu

Keyword(s):

Cochlear Implantation ◽

Speech Intelligibility ◽

Deaf Children ◽

Auditory Performance ◽

Prelingually Deaf

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Speech perception outcomes after cochlear implantation in prelingually deaf infants: The Western Sicily experience

International Journal of Pediatric Otorhinolaryngology ◽

10.1016/j.ijporl.2013.01.023 ◽

2013 ◽

Vol 77 (5) ◽

pp. 707-713 ◽

Cited By ~ 10

Author(s):

Francesco Martines ◽

Enrico Martines ◽

Antonella Ballacchino ◽

Pietro Salvago

Keyword(s):

Speech Perception ◽

Cochlear Implantation ◽

Western Sicily ◽

Prelingually Deaf

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Evolution of communication abilities after cochlear implantation in prelingually deaf children

International Journal of Pediatric Otorhinolaryngology ◽

10.1016/j.ijporl.2010.03.010 ◽

2010 ◽

Vol 74 (6) ◽

pp. 642-648 ◽

Cited By ~ 26

Author(s):

Jean-Marc Gérard ◽

Naima Deggouj ◽

Chloé Hupin ◽

Anne-Laure Buisson ◽

Veronique Monteyne ◽

...

Keyword(s):

Cochlear Implantation ◽

Deaf Children ◽

Evolution Of Communication ◽

Prelingually Deaf

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Influence of Age at Implantation and of Residual Hearing on Speech Outcome Measures after Cochlear Implantation: Binary Partitioning Analysis

Annals of Otology Rhinology & Laryngology ◽

10.1177/00034894021110s521 ◽

2002 ◽

Vol 111 (5_suppl) ◽

pp. 102-108 ◽

Cited By ~ 27

Author(s):

Hamdy El-Hakim ◽

Mohamed Abdolell ◽

Blake C. Papsin ◽

Richard J. Mount ◽

Robert V. Harrison

Keyword(s):

Outcome Measures ◽

Deaf Children ◽

Residual Hearing ◽

Speech Understanding ◽

Closed Set ◽

Novel Method ◽

Critical Age ◽

Simple Fashion ◽

Significant Bearing ◽

Prelingually Deaf

The goal of this study was to evaluate speech understanding outcomes in prelingually deaf children who use a cochlear implant device. Specifically, we discuss investigations on 2 prognostic variables — age at implantation and degree of residual hearing — and use a novel method: binary partitioning analysis. Our outcome measures are standard speech perception evaluations, including the Word Intelligibility by Picture Identification (WIPI) test, the Phonetically Balanced–Kindergarten (PBK) test, and the Glendonald Auditory Screening Procedure (GASP). Regarding age at implantation, we definitely showed that growth rates of speech understanding do relate to age at implantation, but not in a simple fashion. We used binary partitioning in an attempt to find the age at implantation that best separates the performances of children with younger versus older ages at implantation. We found that there is no one “critical age”; much appears to depend on the nature and difficulty (eg, whether open- or closed-set) of the test used. Regarding residual hearing, binary partitioning analysis was unable to show that the amount of residual hearing (as shown by preimplantation audiometric data) has any significant bearing on speech outcome measures in congenitally or prelingually deaf children.

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