Enhancing listening and imitation skills in children with cochlear implants - the use of multimodal resources in speech therapy

2011 ◽  
Vol 2 (2) ◽  
Author(s):  
Riitta Johanna Ronkainen
Keyword(s):  
Cochlear Implants ◽  
Speech Therapy

scholarly journals Basic and advanced theory of mind in school-aged children with cochlear implants

2018 ◽  
pp. 137-142
Author(s):  
Ziba Delkhah ◽  
Zahra Soleymani ◽  
Hooshang Dadgar
Keyword(s):  
Theory Of Mind ◽  
Hearing Impairment ◽  
Cochlear Implants ◽  
Speech Therapy ◽  
Mental States ◽  
Speech Disorders ◽  
Normal Children ◽  
Cross Sectional ◽  
School Aged Children ◽  
History Of

Background and Aim: Theory of Mind (TOM) refers to the ability for attributing mental states and beliefs to ourselves and others, and understanding that the others’ mental states can be different from ours. However, this ability seems to be delayed in children with the history of hearing impairment. Based on the evidence, there is a mutual association between language development and social experiences. The present study aimed to assess TOM and the effect of speech therapy in 8- to 9-year-old children with cochlear implants (CIs).Methods: The present study was descriptive and cross-sectional in design. A total of 18 Persian-speaking children with CIs and 18 normal children aged 8-9 years participated in the current study. Children with CIs were selected through convenience method from Amir Alam Hospital and normal peers from their play-ground. The participants had no history of sensory, anatomical, neuronal, and speech disorders. The basic and advanced TOM was assessed with Ghamarani TOM test and a comparison was done between normal children and children with CIs. The obtained data were analyzed by SPSS 21.Results: The performance of the two groups with regard to the basic and advanced TOM was significantly different (p<0.001). Moreover, there was a significant positive correlation between the duration of speech therapy and TOM abilities (r=0.46, p=0.041).Conclusion: Hearing impairment affects the ability of TOM in children with CIs. The duration of speech therapy has a positive effect on the development of TOM.

scholarly journals Effectiveness of Aural-Oral Approach Based on Volubility of a Deaf Child with Late-Mapping Bilateral Cochlear Implants

2021 ◽  
Vol 11 (3) ◽  
pp. 373-383
Author(s):  
Paris Binos ◽  
Elena Theodorou ◽  
Thekla Elriz ◽  
Kostas Konstantopoulos
Keyword(s):  
Cochlear Implants ◽  
Speech Therapy ◽  
Deaf Child ◽  
Repeated Measure ◽  
Language Therapy ◽  
Bilateral Cochlear Implants ◽  
Starting Point ◽  
Significant Difference ◽  
The Mean ◽  
Two Phases

Background: The purpose of this study was to investigate the effectiveness of aural-oral habilitation (AO) over the traditional speech-language therapy, based on the number of vocalization-volubility of a deaf child with late-mapping bilateral cochlear implants using sequential measurements. Methods: The spontaneous productions during child interactions were analyzed. The child (CY, 7;0 years old) with a mean unaided pure-tone average (PTA) hearing loss >80 dB HL was assessed by using an assessment battery. Study design consisted of two phases: (a) baseline (end of speech therapy) and (b) end of AO treatment. Protophones were analyzed via acoustical analysis using PRAAT software. Results: One-way repeated-measure ANOVAs were conducted within and between phases. The analyses revealed significant differences between the ‘phase’ and the vocalization outcome (F = 9.4, df = 1, p = 0.035). Post hoc analyses revealed the significant difference between the mean number of disyllable vocalizations of AO approach (p = 0.05). The mean number of vocalizations was calculated for each protophone type, but no other significant difference was measured. Conclusions: AO approach proved effective as measured through volubility. The outcome of this study is indicative and is a starting point for broader research.

scholarly journals Oral communication and auditory skills of hearing impaired children and adolescents and the speech therapy rehabilitation process

Revista CEFAC ◽  
2017 ◽  
Vol 19 (4) ◽  
pp. 465-474 ◽  
Author(s):  
Rafaela da Silva Bicas ◽  
Laura Mochiatti Guijo ◽  
Eliane Maria Carrit Delgado-Pinheiro
Keyword(s):  
Children And Adolescents ◽  
Cochlear Implants ◽  
Speech Therapy ◽  
Oral Communication ◽  
Communication Behaviors ◽  
Aural Rehabilitation ◽  
Intervention Adaptation ◽  
Evaluation Procedures ◽  
Rehabilitation Period ◽  
Bilateral Sensorineural Hearing Loss

ABSTRACT Purpose: to analyze auditory and oral communication behaviors in a group of children and adolescents, users of cochlear implants and to establish a relationship with factors that interfere with aural rehabilitation. Methods: participants were 13 children or adolescents with profound bilateral sensorineural hearing loss. Standardized procedures were applied to check: the auditory and oral communication behaviors of participants and their relationships with the child's age at diagnosis period; the interval between diagnosis and intervention, adaptation onset of the cochlear implant; the hearing age and aural rehabilitation period. Results: statistically significant data were found to correlate the interval between diagnosis and intervention with the scores in the evaluation procedures of oral communication. Conclusion: there was a significant impact on the development of oral communication when the period elapsed between the diagnosis and intervention was analyzed, in such way that the faster the intervention time, the better the results. It was also evident that the earlier the beginning of the use of cochlear implants, the greater the hearing age, and the longer the rehabilitation period, the better the scores in the procedures that evaluated auditory and verbal development.

The Effects of Behavioral Speech Therapy on Speech Sound Production With Adults Who Have Cochlear Implants

2013 ◽  
Vol 56 (2) ◽  
pp. 531-541 ◽  
Author(s):  
Frances M. Pomaville ◽  
Chris N. Kladopoulos
Keyword(s):  
Cochlear Implant ◽  
Cochlear Implants ◽  
Sound Production ◽  
Speech Therapy ◽  
Speech Sound ◽  
Spontaneous Speech ◽  
Future Research ◽  
Speech Sounds ◽  
Percent Correct ◽  
Therapy Program

Purpose In this study, the authors examined the treatment efficacy of a behavioral speech therapy protocol for adult cochlear implant recipients. Method The authors used a multiple-baseline, across-behaviors and -participants design to examine the effectiveness of a therapy program based on behavioral principles and methods to improve the production of target speech sounds in 3 adults with cochlear implants. The authors included probe items in a baseline protocol to assess generalization of target speech sounds to untrained exemplars. Pretest and posttest scores from the Arizona Articulation Proficiency Scale, Third Revision (Arizona–3; Fudala, 2000) and measurement of speech errors during spontaneous speech were compared, providing additional measures of target behavior generalization. Results The results of this study provided preliminary evidence supporting the overall effectiveness and efficiency of a behavioral speech therapy program in increasing percent correct speech sound production in adult cochlear implant recipients. The generalization of newly trained speech skills to untrained words and to spontaneous speech was demonstrated. Conclusion These preliminary findings support the application of behavioral speech therapy techniques for training speech sound production in adults with cochlear implants. Implications for future research and the development of aural rehabilitation programs for adult cochlear implant recipients are discussed.

scholarly journals Importance of Auditory Verbal Therapy/Speech Therapy after Cochlear Implantation: A Case Study

2018 ◽  
Vol 7 (3) ◽  
pp. 6-8
Author(s):  
Anna Vinu Varghese
Keyword(s):  
Cochlear Implant ◽  
Cochlear Implants ◽  
Speech Therapy ◽  
Single Case ◽  
Listening Skills ◽  
Profound Hearing Loss ◽  
The Past ◽  
Auditory Verbal Therapy ◽  
Post Therapy

Studies in the past years have shown that cochlear implant is the most effective management for profound hearing loss. Majority of the Cochlear Implant recipients are children. With the surgery done after early identification and with intensive speech therapy/ auditory verbal therapy, the speech and language skills as well as the listening skills can be improved. The present study shows the importance of AVT/Speech Therapy in habilitation children with Cochlear Implants by demonstrating the pre and post therapy results of subjective measures done in a single case, even with a gap in habilitation of 1.5 years. The study brings out notable results which correlate with previous studies published.

Speech Therapy Services in a Large School System: A Six-Year Overview

1976 ◽  
Vol 7 (4) ◽  
pp. 207-219 ◽  
Author(s):  
Constance P. DesRoches
Keyword(s):  
School System ◽  
Speech Therapy ◽  
Factors Affecting ◽  
Case Load ◽  
Number Of Children ◽  
School Population ◽  
System A ◽  
Therapy Services ◽  
And Shifts ◽  
Selection Factors

A statistical review provides analysis of four years of speech therapy services of a suburban school system which can be used for comparison with other school system programs. Included are data on the percentages of the school population enrolled in therapy, the categories of disabilities and the number of children in each category, the sex and grade-level distribution of those in therapy, and shifts in case-load selection. Factors affecting changes in case-load profiles are identified and discussed.

Effects of Fundamental Frequency Contours on Sentence Recognition in Mandarin-Speaking Children With Cochlear Implants

2020 ◽  
Vol 63 (11) ◽  
pp. 3855-3864
Author(s):  
Wanting Huang ◽  
Lena L. N. Wong ◽  
Fei Chen ◽  
Haihong Liu ◽  
Wei Liang
Keyword(s):  
Cochlear Implants ◽  
Fundamental Frequency ◽  
Signal To Noise Ratio ◽  
Lexical Tone ◽  
Signal To Noise ◽  
Sentence Recognition ◽  
Test Conditions ◽  
Age Appropriate ◽  
F0 Contour ◽  
Appropriate Sentences

Purpose Fundamental frequency (F0) is the primary acoustic cue for lexical tone perception in tonal languages but is processed in a limited way in cochlear implant (CI) systems. The aim of this study was to evaluate the importance of F0 contours in sentence recognition in Mandarin-speaking children with CIs and find out whether it is similar to/different from that in age-matched normal-hearing (NH) peers. Method Age-appropriate sentences, with F0 contours manipulated to be either natural or flattened, were randomly presented to preschool children with CIs and their age-matched peers with NH under three test conditions: in quiet, in white noise, and with competing sentences at 0 dB signal-to-noise ratio. Results The neutralization of F0 contours resulted in a significant reduction in sentence recognition. While this was seen only in noise conditions among NH children, it was observed throughout all test conditions among children with CIs. Moreover, the F0 contour-induced accuracy reduction ratios (i.e., the reduction in sentence recognition resulting from the neutralization of F0 contours compared to the normal F0 condition) were significantly greater in children with CIs than in NH children in all test conditions. Conclusions F0 contours play a major role in sentence recognition in both quiet and noise among pediatric implantees, and the contribution of the F0 contour is even more salient than that in age-matched NH children. These results also suggest that there may be differences between children with CIs and NH children in how F0 contours are processed.

Adolescent Students Who Stutter: A Qualitative Exploration of School Experiences

2019 ◽  
Vol 4 (6) ◽  
pp. 1327-1336
Author(s):  
Tiffany R. Cobb ◽  
Derek E. Daniels ◽  
James Panico
Keyword(s):  
High School ◽  
Middle School ◽  
Peer Relationships ◽  
Speech Therapy ◽  
School Setting ◽  
Image Data ◽  
School Experiences ◽  
Adolescent Students ◽  
Therapy Decision ◽  
Qualitative Phenomenological

Purpose The purpose of this study was to explore the ways in which adolescent students who stutter perceive their school experiences. Method This study used a qualitative, phenomenological research design. Semistructured interviews were conducted with 7 adolescent students who stutter (3 in middle school and 4 in high school). Participants were interviewed about their school experiences, including the effects of stuttering on academics, learning, teacher relationships, peer relationships, speech therapy experiences, and self-image. Data analysis consisted of transcribing interviews and analyzing them for emerging themes. Results Findings revealed that participants described a variety of experiences around the school setting. Participants reported less favorable middle school experiences. Middle school participants reflected more on teasing, bullying, and feelings of embarrassment, whereas high school participants revealed that teachers, staff, and peers were receptive and accepting of them and their stuttering. All participants reported that their speech therapy helped with classroom participation. Conclusions As a result of the participants' varied experiences, it is important to listen to and incorporate the voices of students who stutter into school, classroom, and therapy decision-making practices.

Reading Risk in Children With Speech Sound Disorder: Prevalence, Persistence, and Predictors

2020 ◽  
Vol 63 (11) ◽  
pp. 3714-3726
Author(s):  
Sherine R. Tambyraja ◽  
Kelly Farquharson ◽  
Laura Justice
Keyword(s):  
At Risk ◽  
Sound Production ◽  
Speech Therapy ◽  
Speech Sound ◽  
Reading Difficulties ◽  
School Age Children ◽  
Speech Sound Disorder ◽  
Word Decoding ◽  
School Year ◽  
School Based

Purpose The purpose of this study was to determine the extent to which school-age children with speech sound disorder (SSD) exhibit concomitant reading difficulties and examine the extent to which phonological processing and speech production abilities are associated with increased likelihood of reading risks. Method Data were obtained from 120 kindergarten, first-grade, and second-grade children who were in receipt of school-based speech therapy services. Children were categorized as being “at risk” for reading difficulties if standardized scores on a word decoding measure were 1 SD or more from the mean. The selected predictors of reading risk included children's rapid automatized naming ability, phonological awareness (PA), and accuracy of speech sound production. Results Descriptive results indicated that just over 25% of children receiving school-based speech therapy for an SSD exhibited concomitant deficits in word decoding and that those exhibiting risk at the beginning of the school year were likely to continue to be at risk at the end of the school year. Results from a hierarchical logistic regression suggested that, after accounting for children's age, general language abilities, and socioeconomic status, both PA and speech sound production abilities were significantly associated with the likelihood of being classified as at risk. Conclusions School-age children with SSD are at increased risk for reading difficulties that are likely to persist throughout an academic year. The severity of phonological deficits, reflected by PA and speech output, may be important indicators of subsequent reading problems.

Age at Full-Time Use Predicts Language Outcomes Better Than Age of Surgery in Children Who Use Cochlear Implants

2019 ◽  
Vol 28 (4) ◽  
pp. 986-992 ◽  
Author(s):  
Lisa R. Park ◽  
Erika B. Gagnon ◽  
Erin Thompson ◽  
Kevin D. Brown
Keyword(s):  
Cochlear Implants ◽  
Time Use ◽  
Expressive Language ◽  
Normal Hearing ◽  
Full Time ◽  
Language Outcomes ◽  
Age At Surgery ◽  
Device Placement ◽  
Device Use ◽  
Better Than

Purpose The aims of this study were to (a) determine a metric for describing full-time use (FTU), (b) establish whether age at FTU in children with cochlear implants (CIs) predicts language at 3 years of age better than age at surgery, and (c) describe the extent of FTU and length of time it took to establish FTU in this population. Method This retrospective analysis examined receptive and expressive language outcomes at 3 years of age for 40 children with CIs. Multiple linear regression analyses were run with age at surgery and age at FTU as predictor variables. FTU definitions included 8 hr of device use and 80% of average waking hours for a typically developing child. Descriptive statistics were used to describe the establishment and degree of FTU. Results Although 8 hr of daily wear is typically considered FTU in the literature, the 80% hearing hours percentage metric accounts for more variability in outcomes. For both receptive and expressive language, age at FTU was found to be a better predictor of outcomes than age at surgery. It took an average of 17 months for children in this cohort to establish FTU, and only 52.5% reached this milestone by the time they were 3 years old. Conclusions Children with normal hearing can access spoken language whenever they are awake, and the amount of time young children are awake increases with age. A metric that incorporates the percentage of time that children with CIs have access to sound as compared to their same-aged peers with normal hearing accounts for more variability in outcomes than using an arbitrary number of hours. Although early FTU is not possible without surgery occurring at a young age, device placement does not guarantee use and does not predict language outcomes as well as age at FTU.

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