scholarly journals Comparison of Expressive Spoken Language Skills in Children With Cochlear Implants and Children With Typical Hearing

2020 ◽  
Vol 11 ◽  
Author(s):  
Michaela Socher ◽  
Rachel Jane Ellis ◽  
Malin Wass ◽  
Björn Lyxell
Keyword(s):  
Cochlear Implants ◽  
Language Skills ◽  
Spoken Language ◽  
Spoken Language Skills

scholarly journals Longitudinal Development of Executive Functioning and Spoken Language Skills in Preschool-Aged Children With Cochlear Implants

2020 ◽  
Vol 63 (4) ◽  
pp. 1128-1147 ◽  
Author(s):  
William G. Kronenberger ◽  
Huiping Xu ◽  
David B. Pisoni
Keyword(s):  
Working Memory ◽  
Executive Functioning ◽  
Cochlear Implants ◽  
Language Skills ◽  
Verbal Working Memory ◽  
Spoken Language ◽  
Parent Report ◽  
Longitudinal Development ◽  
Spoken Language Skills ◽  
Over Time

Purpose Auditory deprivation has downstream effects on the development of language and executive functioning (EF) in prelingually deaf children with cochlear implants (CIs), but little is known about the very early development of EF during preschool ages in children with CIs. This study investigated the longitudinal development of EF and spoken language skills in samples of children with normal hearing (NH; N = 40) or CIs ( N = 41) during preschool ages. Method Participants were enrolled in the study between ages 3 and 6 years and evaluated annually up to the age of 7 years. Mixed-effects models were used to evaluate and predict growth of spoken language and EF skills over time. Results Children with CIs scored lower than NH peers on language measures but improved significantly over time. On performance-based neurocognitive measures of controlled attention, inhibition, and working memory, children with CIs scored more poorly than the sample of NH peers but comparable to norms, whereas on a parent report behavior checklist, children with CIs scored more poorly than both NH peers and norms on inhibition and working memory. Children with CIs had poorer EF than the sample of NH peers in most domains even after accounting for language effects, and language predicted only the verbal working memory domain of EF. In contrast, EF skills consistently predicted language skills at subsequent visits. Conclusions Findings demonstrate that, despite significant improvement over time, some domains of EF (particularly parent-reported EF) and language skills in children with CIs lag behind those of children with NH during preschool ages. Language delays do not fully explain differences in EF development between children with CIs and NH peers during preschool ages, but EF skills predict subsequent language development in children with CIs.

Auditory and verbal memory predictors of spoken language skills in children with cochlear implants

2016 ◽  
Vol 57 ◽  
pp. 112-124 ◽  
Author(s):  
Brigitte E. de Hoog ◽  
Margreet C. Langereis ◽  
Marjolijn van Weerdenburg ◽  
Jos Keuning ◽  
Harry Knoors ◽  
...  
Keyword(s):  
Cochlear Implants ◽  
Verbal Memory ◽  
Language Skills ◽  
Spoken Language ◽  
Spoken Language Skills

Narrative spoken language skills in severely hearing impaired school-aged children with cochlear implants

2013 ◽  
Vol 34 (11) ◽  
pp. 3833-3846 ◽  
Author(s):  
Tinne Boons ◽  
Leo De Raeve ◽  
Margreet Langereis ◽  
Louis Peeraer ◽  
Jan Wouters ◽  
...  
Keyword(s):  
Cochlear Implants ◽  
Language Skills ◽  
Spoken Language ◽  
Hearing Impaired ◽  
School Aged Children ◽  
Spoken Language Skills

scholarly journals Spoken Language Skills in Children With Bilateral Hearing Aids or Bilateral Cochlear Implants at the Age of Three Years

2021 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Taina T. Välimaa ◽  
Sari Kunnari ◽  
Antti Aarnisalo ◽  
Aarno Dietz ◽  
Antti Hyvärinen ◽  
...  
Keyword(s):  
Cochlear Implants ◽  
Hearing Aids ◽  
Language Skills ◽  
Spoken Language ◽  
Bilateral Cochlear Implants ◽  
Spoken Language Skills

scholarly journals Parents' Perception of Health-Related Quality of Life in Children With Cochlear Implants: The Impact of Language Skills and Hearing

2018 ◽  
Vol 61 (8) ◽  
pp. 2084-2098 ◽  
Author(s):  
Christiane Lingås Haukedal ◽  
Janne von Koss Torkildsen ◽  
Björn Lyxell ◽  
Ona Bø Wie
Keyword(s):  
Quality Of Life ◽  
Cochlear Implants ◽  
Language Skills ◽  
School Functioning ◽  
Quality Of Life Inventory ◽  
Related Quality ◽  
Health Related ◽  
Spoken Language Skills ◽  
Life Inventory

Purpose The study compared how parents of children with cochlear implants (CIs) and parents of children with normal hearing perceive their children's health-related quality of life (HR-QOL). Method The sample consisted of 186 Norwegian-speaking children in the age span of 5;0–12;11 (years;months): 106 children with CIs (53% boys, 47% girls) and 80 children with normal hearing (44% boys, 56% girls). No children had known additional disabilities affecting language, cognitive development, or HR-QOL. Parents completed the generic questionnaire Pediatric Quality of Life Inventory (Varni, Seid, & Kurtin, 2001), whereas children completed a test battery measuring different aspects of language and hearing. Results Parents of children with CIs reported statistically significantly poorer HR-QOL in their children, on Pediatric Quality of Life Inventory total score and the subdomains social functioning and school functioning. Roughly 50% of parents of children with CIs reported HR-QOL levels (total score) within normal limits. No significant differences between groups emerged on the physical health and emotional functioning subscales. For the children in the group with CIs, better speech perception in everyday situations was associated with higher proxy-ratings of HR-QOL. Better spoken language skills were weakly to moderately associated with higher HR-QOL. Conclusions The findings suggest that the social and school situation is not yet resolved satisfactorily for children with CIs. Habilitation focusing on spoken language skills and better sound environment may improve social interactions with peers and overall school functioning.

Early Identification and Cochlear Implantation: Critical Factors for Spoken Language Development

2002 ◽  
Vol 111 (5_suppl) ◽  
pp. 74-78 ◽  
Author(s):  
Dianne M. Hammes ◽  
Mary Willis ◽  
Michael A. Novak ◽  
Danielle M. Edmondson ◽  
Lee Ann Rotz ◽  
...  
Keyword(s):  
Additional Data ◽  
Language Skills ◽  
Spoken Language ◽  
Deaf Children ◽  
Critical Factors ◽  
Communication Mode ◽  
Language Abilities ◽  
Language Data ◽  
Age Appropriate ◽  
Spoken Language Skills

Documentation is lacking regarding the ability of congenitally deaf children to attain age-appropriate spoken language skills using a cochlear implant, and how early implantation must occur if such development is to be possible. Spoken language data are presented for infants who underwent implantation at 18 months of age or younger. Additional data are used to compare outcomes among children who differed in age at implantation. Data collected at Carle Clinic and Foundation Hospital were reviewed for 47 consecutively implanted children ranging in age from 9 to 48 months at implantation. These data were analyzed and compared by age-at-implantation groupings for speech perception skills, communication mode, and spoken language abilities. The groups differed dramatically in abilities. The best outcomes occurred in children who underwent implantation at or before 18 months of age. Several of these infants demonstrated age-appropriate spoken language skills. We conclude that early implantation is desirable. Children who undergo implantation as infants may develop language skills commensurate with those of their hearing peers.

scholarly journals Effects of Early Acoustic Hearing on Speech Perception and Language for Pediatric Cochlear Implant Recipients

2019 ◽  
Vol 62 (9) ◽  
pp. 3620-3637 ◽  
Author(s):  
Lisa S. Davidson ◽  
Ann E. Geers ◽  
Rosalie M. Uchanski ◽  
Jill B. Firszt
Keyword(s):  
Speech Perception ◽  
Cochlear Implant ◽  
Language Skills ◽  
Spoken Language ◽  
Receptive Language ◽  
Receptive Vocabulary ◽  
Residual Hearing ◽  
Regression Analyses ◽  
Optimal Duration ◽  
Spoken Language Skills

Purpose The overall goal of the current study was to identify an optimal level and duration of acoustic experience that facilitates language development for pediatric cochlear implant (CI) recipients—specifically, to determine whether there is an optimal duration of hearing aid (HA) use and unaided threshold levels that should be considered before proceeding to bilateral CIs. Method A total of 117 pediatric CI recipients (ages 5–9 years) were given speech perception and standardized tests of receptive vocabulary and language. The speech perception battery included tests of segmental perception (e.g., word recognition in quiet and noise, and vowels and consonants in quiet) and of suprasegmental perception (e.g., talker and stress discrimination, and emotion identification). Hierarchical regression analyses were used to determine the effects of speech perception on language scores, and the effects of residual hearing level (unaided pure-tone average [PTA]) and duration of HA use on speech perception. Results A continuum of residual hearing levels and the length of HA use were represented by calculating the unaided PTA of the ear with the longest duration of HA use for each child. All children wore 2 devices: Some wore bimodal devices, while others received their 2nd CI either simultaneously or sequentially, representing a wide range of HA use (0.03–9.05 years). Regression analyses indicate that suprasegmental perception contributes unique variance to receptive language scores and that both segmental and suprasegmental skills each contribute independently to receptive vocabulary scores. Also, analyses revealed an optimal duration of HA use for each of 3 ranges of hearing loss severity (with mean PTAs of 73, 92, and 111 dB HL) that maximizes suprasegmental perception. Conclusions For children with the most profound losses, early bilateral CIs provide the greatest opportunity for developing good spoken language skills. For those with moderate-to-severe losses, however, a prescribed period of bimodal use may be more advantageous for developing good spoken language skills.

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