Changing Expectations for Children with Cochlear Implants

Seventeen students with cochlear implants who were between 5 and 11 years of age and attended the Moog Center for Deaf Education school program were tested just before exiting the program. The Moog program is an intensive oral program that provides very focused instruction in spoken language and reading. Children leave the program when they are ready for a mainstream setting or when they are 11 years of age, whichever comes first. All of the children demonstrated open-set speech perception ranging from 36% to 100%. On a test of speech intelligibility, all students scored 90% or better. On language and reading tests, compared with the performance of normal-hearing children their age, more than 65% scored within the average range for language and more than 70% scored within the average range for reading. These data demonstrate what is possible for deaf children who benefit from a combination of a cochlear implant and a highly focused oral education program.

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Talker Discrimination by Prelingually Deaf Children with Cochlear Implants: Preliminary Results

Annals of Otology Rhinology & Laryngology ◽

10.1177/00034894021110s523 ◽

2002 ◽

Vol 111 (5_suppl) ◽

pp. 113-118 ◽

Cited By ~ 31

Author(s):

Miranda Cleary ◽

David B. Pisoni

Keyword(s):

Cochlear Implants ◽

Deaf Children ◽

School Age Children ◽

School Age ◽

Sentence Condition ◽

Language Outcome ◽

The Mean ◽

Hearing Children ◽

Proportion Correct ◽

Linguistic Content

Forty-four school-age children who had used a multichannel cochlear implant (CI) for at least 4 years were tested to assess their ability to discriminate differences between recorded pairs of female voices uttering sentences. Children were asked to respond “same voice” or “different voice” on each trial. Two conditions were examined. In one condition, the linguistic content of the sentence was always held constant and only the talker's voice varied from trial to trial. In another condition, the linguistic content of the utterance also varied so that to correctly respond “same voice,” the child needed to recognize that Two different sentences were spoken by the same talker. Data from normal-hearing children were used to establish that these tasks were well within the capabilities of children without hearing impairment. For the children with CIs, in the “fixed sentence condition” the mean proportion correct was 68%, which, although significantly different from the 50% score expected by chance, suggests that the children with CIs found this discrimination task rather difficult. In the “varied sentence condition,” however, the mean proportion correct was only 57%, indicating that the children were essentially unable to recognize an unfamiliar talker's voice when the linguistic content of the paired sentences differed. Correlations with other speech and language outcome measures are also reported.

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Speech intelligibility of Mandarin-speaking deaf children with cochlear implants

International Journal of Pediatric Otorhinolaryngology ◽

10.1016/j.ijporl.2004.10.017 ◽

2005 ◽

Vol 69 (4) ◽

pp. 505-511 ◽

Cited By ~ 10

Author(s):

Chii-Yuan Huang ◽

Hui-Mei Yang ◽

Yung-Ji Sher ◽

Yi-Hui Lin ◽

Jiunn-Liang Wu

Keyword(s):

Cochlear Implants ◽

Speech Intelligibility ◽

Deaf Children

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Educating Deaf Students

10.1093/oso/9780195310702.001.0001 ◽

2006 ◽

Author(s):

Marc Marschark ◽

Harry G. Lang ◽

John A. Albertini

Keyword(s):

Special Needs ◽

Deaf Education ◽

The United States ◽

Research Literature ◽

Deaf Children ◽

Deaf Students ◽

Education Today ◽

The Common ◽

Hearing Children ◽

Historical Consideration

Over the past decade there has been a significant increase in interest from educators and the general public about deafness, special education, and the development of children with special needs. The education of deaf children in the United States has been seen as a remarkable success story around the world, even while it continues to engender domestic debate. In Educating Deaf Students: From Research to Practice, Marc Marschark, Harry G. Lang, and John A. Albertini set aside the politics, rhetoric, and confusion that often accompany discussions of deaf education. Instead they offer an accessible evaluation of the research literature on the needs and strengths of deaf children and on the methods that have been used-successfully and unsuccessfully-to teach both deaf and hearing children. The authors lay out the common assumptions that have driven deaf education for many years, revealing some of them to be based on questionable methods, conclusions, or interpretations, while others have been lost in the cacophony of alternative educational philosophies. They accompany their historical consideration of how this came to pass with an evaluation of the legal and social conditions surrounding deaf education today. By evaluating what we know, what we do not know, and what we thought we knew about learning among deaf children, the authors provide parents, teachers, and administrators valuable new insights into educating deaf students and others with special needs.

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Speech Intelligibility of Prelingually Deaf Children with Multichannel Cochlear Implants

Annals of Otology Rhinology & Laryngology ◽

10.1177/0003489400109s1254 ◽

2000 ◽

Vol 109 (12_suppl) ◽

pp. 123-125 ◽

Cited By ~ 13

Author(s):

Mario A. Svirsky ◽

Robert B. Sloan ◽

Matthew Caldwell ◽

Richard T. Miyamoto

Keyword(s):

Cochlear Implants ◽

Speech Intelligibility ◽

Deaf Children ◽

Prelingually Deaf

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A Comparison of Vowel Productions in Prelingually Deaf Children Using Cochlear Implants, Severe Hearing-Impaired Children Using Conventional Hearing Aids and Normal-Hearing Children

Folia Phoniatrica et Logopaedica ◽

10.1159/000318879 ◽

2011 ◽

Vol 63 (3) ◽

pp. 154-160 ◽

Cited By ~ 19

Author(s):

N. Baudonck ◽

K. Van Lierde ◽

I. Dhooge ◽

P. Corthals

Keyword(s):

Cochlear Implants ◽

Hearing Aids ◽

Normal Hearing ◽

Hearing Impaired ◽

Deaf Children ◽

Hearing Children ◽

Impaired Children ◽

Hearing Impaired Children ◽

Prelingually Deaf

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Performance after cochlear implantation in DFNB1 patients

Otolaryngology ◽

10.1016/j.otohns.2007.02.017 ◽

2007 ◽

Vol 137 (4) ◽

pp. 596-602 ◽

Cited By ~ 24

Author(s):

Sarah S Connell ◽

Simon I Angeli ◽

Hamlet Suarez ◽

Annelle V Hodges ◽

Thomas J Balkany ◽

...

Keyword(s):

Multivariate Analysis ◽

Speech Perception ◽

Cochlear Implants ◽

Case Series ◽

Deaf Children ◽

Retrospective Case ◽

Open Set ◽

Language Tests ◽

Tertiary Center ◽

Age Appropriate

Objective To evaluate the speech perception and language development with cochlear implants (CI) of DFNB1 children in comparison with non-DFNB1 deaf children. Study Design Retrospective case series. Setting Academic tertiary center. Results Thirty-one congenitally deafened children, screened for GJB2 allele variants, were followed for an average 32 months after CI. With the use of age-appropriate testing, 75% of DFNB1 and 53% of non-DFNB1 children achieved open set word recognition (speech perception category [SPC] level 6). Multivariate analysis showed that SPC was primarily dependent on duration of CI use, but not on the cause of hearing loss. In Reynell language tests, DFNB1 children showed more consistent and quicker gains than non-DFNB1 children. Conclusion Although children with CI with DFNB1 show faster gains in Reynell scores, duration of CI use appears to have a greater effect on speech perception than DFNB1 status. SIGNIFICANCE: Identification of DFNB1 children is useful in counseling of CI outcomes.

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Late development of the categorical perception of speech sounds in pre-adolescent children

ZAS Papers in Linguistics ◽

10.21248/zaspil.42.2005.271 ◽

2005 ◽

Vol 42 ◽

pp. 13-31

Author(s):

Victoria Medina ◽

Willy Serniclaes

Keyword(s):

Cochlear Implant ◽

Speech Intelligibility ◽

Categorical Perception ◽

Normal Hearing ◽

Deaf Children ◽

First Year ◽

Functional Implications ◽

Concomitant Reduction ◽

Phonetic Features ◽

Hearing Children

While the perilinguistic child is endowed with predispositions for the categorical perception of phonetic features, their adaptation to the native language results from a long evolution from the end of the first year of age up to the adolescence. This evolution entails both a better discrimination between phonological categories, a concomitant reduction of the discrimination between within-category variants, and a higher precision of perceptual boundaries between categories. The first objective of the present study was to assess the relative importance of these modifications by comparing the perceptual performances of a group of 11 children, aged from 8 to 11 years, with those of their mothers. Our second objective was to explore the functional implications of categorical perception by comparing the performances of a group of 8 deaf children, equipped with a cochlear implant, with normal-hearing chronological age controls. The results showed that the categorical boundary was slightly more precise and that categorical perception was consistently larger in adults vs. normal-hearing children. Those among the deaf children who were able to discriminate minimal distinctions between syllables displayed categorical perception performances equivalent to those of normal-hearing controls. In conclusion, the late effect of age on the categorical perception of speech seems to be anchored in a fairly mature phonological system, as evidenced the fairly high precision of categorical boundaries in pre-adolescents. These late developments have functional implications for speech perception in difficult conditions as suggested by the relationship between categorical perception and speech intelligibility in cochlear implant children.

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Implicit learning of non-verbal regularities by deaf children with cochlear implants: An investigation with a dynamic temporal prediction task

PLoS ONE ◽

10.1371/journal.pone.0251050 ◽

2021 ◽

Vol 16 (5) ◽

pp. e0251050

Author(s):

Ambra Fastelli ◽

Giovanni Mento ◽

Chloë Ruth Marshall ◽

Barbara Arfé

Keyword(s):

Language Learning ◽

Cochlear Implants ◽

Implicit Learning ◽

Deaf Children ◽

Learning Deficits ◽

Learning Skills ◽

Temporal Prediction ◽

Visual Motor ◽

Hearing Children ◽

The Relationship

Some deaf children continue to show difficulties in spoken language learning after cochlear implantation. Part of this variability has been attributed to poor implicit learning skills. However, the involvement of other processes (e.g. verbal rehearsal) has been underestimated in studies that show implicit learning deficits in the deaf population. In this study, we investigated the relationship between auditory deprivation and implicit learning of temporal regularities with a novel task specifically designed to limit the load on working memory, the amount of information processing, and the visual-motor integration skills required. Seventeen deaf children with cochlear implants and eighteen typically hearing children aged 5 to 11 years participated. Our results revealed comparable implicit learning skills between the two groups, suggesting that implicit learning might be resilient to a lack of early auditory stimulation. No significant correlation was found between implicit learning and language tasks. However, deaf children’s performance suggests some weaknesses in inhibitory control.

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Co-Enrollment in Toowong, Australia

Co-Enrollment in Deaf Education ◽

10.1093/oso/9780190912994.003.0003 ◽

2019 ◽

pp. 41-68

Author(s):

Michelle Baker ◽

Cameron Miller ◽

Elizabeth Fletcher ◽

Caroline Gamin ◽

Breda Carty

Keyword(s):

Inner City ◽

National Curriculum ◽

Deaf Education ◽

Deaf Children ◽

School Staff ◽

State School ◽

Deaf Students ◽

The World ◽

Hearing Children ◽

The Impact

In 2001, the first co-enrollment program for deaf children in Australia commenced at Toowong State School in Brisbane, Queensland. The impetus for the program came from the Deaf community and parents advocating for sign language to be used with their deaf children in an environment that provided access to the mainstream. Models of educating deaf children around the world were examined and co-enrollment was chosen as the model of operation to deliver a sign bilingual program that would best meet the needs of deaf students. The journey has been one of incredible learning for deaf and hearing children, their families, school staff, and the Queensland education system. With the changing landscape of deaf education, the impact of early detection and technology (including cochlear implants), and the introduction of a new national curriculum and all it entails, this evolving inner-city school continues to meet the unique needs of its students.

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