Speech Perception by Prelingually Deaf Children after Six Years of Cochlear Implant Use: Effects of Age at Implantation

2000 ◽  
Vol 109 (12_suppl) ◽  
pp. 82-84 ◽  
Author(s):  
Richard S. Tyler ◽  
Holly F. B. Teagle ◽  
Danielle M. R. Kelsay ◽  
Bruce J. Gantz ◽  
George G. Woodworth ◽  
...  
Keyword(s):  
Speech Perception ◽  
Cochlear Implant ◽  
Deaf Children ◽  
Prelingually Deaf

Speech Perception Performance of Children with a Cochlear Implant Compared to that of Children with Conventional Hearing Aids: II. Results of Prelingually Deaf Children

1997 ◽  
Vol 117 (5) ◽  
pp. 755-759 ◽  
Author(s):  
Ad F. M. Snik ◽  
Anneke M. Vermeulen ◽  
Charlotte P. Geelen ◽  
Jan P. L. Brokx ◽  
Paul Van Den Broek
Keyword(s):  
Speech Perception ◽  
Cochlear Implant ◽  
Hearing Aids ◽  
Deaf Children ◽  
Prelingually Deaf

Use of the Telephone in Prelingually Deaf Children With a Multichannel Cochlear Implant

2001 ◽  
Vol 22 (1) ◽  
pp. 47-52 ◽  
Author(s):  
Margaret Tait ◽  
Thomas P. Nikolopoulos ◽  
Sue Archbold ◽  
Gerard M. O'Donoghue
Keyword(s):  
Cochlear Implant ◽  
Deaf Children ◽  
Prelingually Deaf

scholarly journals Analysis of subjective perception and influencing factors of different inclusive education models among prelingually deaf children with a cochlear implant

2020 ◽  
Vol 48 (6) ◽  
pp. 030006052092985
Author(s):  
Xiao-Feng Qiao ◽  
Qian Ren ◽  
Xin Li ◽  
Tong-Li Li ◽  
Redentor S. Mariano
Keyword(s):  
Cochlear Implant ◽  
Inclusive Education ◽  
Influencing Factors ◽  
Cochlear Implantation ◽  
Deaf Children ◽  
Educational Outcome ◽  
Subjective Perception ◽  
Speech Discrimination ◽  
Rehabilitation Training ◽  
Prelingually Deaf

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.

Speech perception by prelingually deaf children using cochlear implants

1997 ◽  
Vol 117 (3) ◽  
pp. 180-187 ◽  
Author(s):  
R TYLER ◽  
H FRYAUFBERTSCHY ◽  
D KELSAY ◽  
B GANTZ ◽  
G WOODWORTH ◽  
...  
Keyword(s):  
Speech Perception ◽  
Cochlear Implants ◽  
Deaf Children ◽  
Prelingually Deaf

Spelling, Reading Abilities and Speech Perception in Deaf Children with a Cochlear Implant

2019 ◽  
Vol 23 (6) ◽  
pp. 494-508 ◽  
Author(s):  
Marie Simon ◽  
Lauren A. Fromont ◽  
Marie-Thérèse Le Normand ◽  
Jacqueline Leybaert
Keyword(s):  
Speech Perception ◽  
Cochlear Implant ◽  
Deaf Children ◽  
Reading Abilities

Comparison of Sensory Aids in Deaf Children

1989 ◽  
Vol 98 (8_suppl) ◽  
pp. 2-7 ◽  
Author(s):  
Richard T. Miyamoto ◽  
Mary Joe Osberger ◽  
Wendy A. Myres ◽  
Amy J. Robbins ◽  
Kathy Kessler ◽  
...  
Keyword(s):  
Speech Perception ◽  
Cochlear Implant ◽  
Cochlear Implants ◽  
Channel Coding ◽  
Single Channel ◽  
Deaf Children ◽  
Implant Design ◽  
Detection Level ◽  
Coding Scheme ◽  
Auditory Speech

A speech perception hierarchy has been developed and applied to assess the influence of cochlear implants and tactile aids on the acquisition of auditory, speech, and language skills in deaf children. Encouraging improvements were noted with both types of sensory aids at the detection level. The House 3M and Nucleus cochlear implant designs appear to offer advantages over the Tactaid II in providing ancillary speech perception cues to deaf children. Preliminary observations suggest that the multichannel cochlear implant design may be superior to the single-channel coding scheme.

Performance Over Time of Congenitally Deaf and Postlingually Deafened Children Using a Multichannel Cochlear Implant

1992 ◽  
Vol 35 (4) ◽  
pp. 913-920 ◽  
Author(s):  
Holly Fryauf-Bertschy ◽  
Richard S. Tyler ◽  
Danielle M. Kelsay ◽  
Bruce J. Gantz
Keyword(s):  
Speech Perception ◽  
Word Recognition ◽  
Cochlear Implant ◽  
Deaf Children ◽  
Closed Set ◽  
Open Set ◽  
Northwestern University ◽  
Identification Test ◽  
Improved Performance ◽  
Over Time

The speech perception performance of 10 congenitally deaf and 3 postlingually deafened children who received the Cochlear Corporation multichannel cochlear implant was examined and compared. The children were tested preimplant and at 6-month intervals up to 2 years using the Monosyllable-Trochee-Spondee test (MTS), the Word Intelligibility by Picture Identification test (WIPI), and Phonetically Balanced Kindergarten (PB-K) or Northwestern University List 6 (NU-6) word lists. The postlingually deafened children exhibited significantly improved performance on open- and closed-set tests of word recognition after 6 months of implant use, a pattern similar to that of postlingually deafened adult implant users. In contrast, the congenitally deaf children did not exhibit measurably improved performance on speech perception tests until after 12 months or more of implant use. With as much as 18–24 months of use, however, some congenitally deaf children demonstrated limited open-set word recognition.

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