scholarly journals Słuchowo-językowe funkcjonowanie dzieci bilateralnie zaimplantowanych wszczepem ślimakowym w trybie sekwencyjnym, doniesienie wstępne

2018 ◽  
pp. 109-123
Author(s):  
Magdalena Magierska-Krzysztoń
Keyword(s):  
Cochlear Implants ◽  
Communication Skills ◽  
Auditory Pathway ◽  
Deaf Children ◽  
Medical Sciences ◽  
Significant Delay ◽  
Speech And Language ◽  
Linguistic Communication ◽  
Sequential Mode ◽  
Hearing Damage

Severe hearing damage in the prenatal period or when the baby is born is a disability that significantly impairs the correct functioning in the society of hearing people. A particularly perceptible consequence of severe hearing impairment is the lack or significant delay in the development of speech and language acquisition. Thanks to the use of cochlear implants, the Program Chirurgicznego Leczenia Głuchoty Metodą Wszczepów Ślimakowych [Program of Surgical Treatment of Deafness With the Method of Cochlear Implantation] allows children with perceptive deafness for the access to speech sounds through the auditory pathway. It gives them an opportunity to develop speech and language and in the future – the ability to satisfactorily communicate with other people. The study covered 54 born-deaf children, bilaterally implanted in the sequential mode. The implantation was performed at the Department of Otolaryngology and Laryngological Oncology of the Poznan University of Medical Sciences. The results indicate a constant, dynamic increase of auditory and linguistic-communication skills in the examined group.

scholarly journals Long-Term Speech and Language Outcomes in Prelingually Deaf Children, Adolescents and Young Adults Who Received Cochlear Implants in Childhood

2013 ◽  
Vol 18 (5) ◽  
pp. 289-296 ◽  
Author(s):  
Chad V. Ruffin ◽  
William G. Kronenberger ◽  
Bethany G. Colson ◽  
Shirley C. Henning ◽  
David B. Pisoni
Keyword(s):  
Young Adults ◽  
Cochlear Implants ◽  
Adolescents And Young Adults ◽  
Deaf Children ◽  
Language Outcomes ◽  
Speech And Language ◽  
Prelingually Deaf

scholarly journals Academic Performance, Communication, and Psychosocial Development of Prelingual Deaf Children with Cochlear Implants in Mainstream Schools

2020 ◽  
Vol 24 (2) ◽  
pp. 61-70
Author(s):  
Ji Eun Choi ◽  
Sung Hwa Hong ◽  
Il Joon Moon
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Second Language ◽  
Social Studies ◽  
Cochlear Implants ◽  
Communication Skills ◽  
Psychosocial Development ◽  
Self Esteem ◽  
Deaf Children ◽  
The Impact

Background and Objectives: To assess the academic performance, communication skills, and psychosocial development of prelingual deaf children with cochlear implants (CIs) attending mainstream schools, and to evaluate the impact of auditory speech perception on their classroom performance.Subjects and Methods: As participant, 67 children with CI attending mainstream schools were included. A survey was conducted using a structured questionnaire on academic performance in the native language, second language, mathematics, social studies, science, art, communication skills, self-esteem, and social relations. Additionally, auditory and speech performances on the last follow-up were reviewed retrospectively.Results: Most implanted children attending mainstream school appeared to have positive self-esteem and confidence, and had little difficulty in conversing in a quiet classroom. Also, half of the implanted children (38/67) scored above average in general academic achievement. However, academic achievement in the second language (English), social studies, and science were usually poorer than general academic achievement. Furthermore, half of the implanted children had difficulty in understanding the class content (30/67) or conversing with peers in a noisy classroom (32/67). These difficulties were significantly associated with poor speech perception.Conclusions: Improving the listening environment for implanted children attending mainstream schools is necessary.

Why Are Children with Cochlear Implants at Risk for Executive Functioning Delays?

2020 ◽  
pp. 247-267
Author(s):  
William G. Kronenberger ◽  
David B. Pisoni
Keyword(s):  
Executive Functioning ◽  
Cochlear Implants ◽  
Family Environment ◽  
Fluid Intelligence ◽  
Deaf Children ◽  
Data Set ◽  
Theoretical Approaches ◽  
Model Research ◽  
Psychosocial Influences ◽  
Auditory Experience

Prelingually deaf children with cochlear implants (CIs) have about 2 to 5 times more risk for delays in specific domains of executive functioning (EF) than normal-hearing (NH) children, with about 25% to 40% of children with CIs showing delays in specific EF subdomains. This chapter reviews the rationale and evidence for two theoretical approaches to explaining this elevated risk for EF delay: language-focused approaches and biopsychosocial systems theories, such as the auditory neurocognitive model. Research supporting language-focused approaches, which attribute risk of EF delays entirely to language delays, has significant limitations. Furthermore, results from an extensive data set of EF outcomes in CI users are inconsistent with language-focused approaches. In contrast, biopsychosocial systems theories, which attribute risk for EF delay to a system of factors, including auditory experience, language, family environment/experiences, fluid intelligence, and psychosocial influences, provide the strongest evidence and potential for explaining EF delays and outcomes in children with CIs.

scholarly journals Developmental trajectories of forward and backward digit spans in deaf children with cochlear implants

2011 ◽  
Vol 12 (sup1) ◽  
pp. S84-S88 ◽  
Author(s):  
Michael S Harris ◽  
David B Pisoni ◽  
William G Kronenberger ◽  
Sujuan Gao ◽  
Helena M Caffrey ◽  
...  
Keyword(s):  
Cochlear Implants ◽  
Developmental Trajectories ◽  
Deaf Children

Speech and language assessment scales of deaf children

1978 ◽  
Vol 11 (2-3) ◽  
pp. 215-226 ◽  
Author(s):  
Donna S. Geffner ◽  
Harry Levitt ◽  
Lisa Rothman Freeman ◽  
Sr.Rosemary Gaffney
Keyword(s):  
Language Assessment ◽  
Deaf Children ◽  
Speech And Language ◽  
Assessment Scales
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