Faculty Opinions recommendation of Communication Mode and Speech and Language Outcomes of Young Cochlear Implant Recipients: A Comparison of Auditory-Verbal, Oral Communication, and Total Communication.

2020 ◽  
Author(s):  
Brian Reilly ◽  
Lauren Davidson
Keyword(s):  
Cochlear Implant ◽  
Oral Communication ◽  
Language Outcomes ◽  
Speech And Language ◽  
Communication Mode ◽  
Total Communication

Cochlear Implant Candidacy and Performance Trends in Children

2002 ◽  
Vol 111 (5_suppl) ◽  
pp. 62-65 ◽  
Author(s):  
Mary Joe Osberger ◽  
Sue Zimmerman-Phillips ◽  
Dawn Burton Koch
Keyword(s):  
Cochlear Implant ◽  
Oral Communication ◽  
The United States ◽  
Educational Setting ◽  
Older Children ◽  
Communication Mode ◽  
Performance Trends ◽  
Total Communication ◽  
And Performance ◽  
Auditory Skills

Data from Clarion cochlear implant pediatric clinical trials were examined retrospectively to uncover trends in candidacy and postimplant benefit over time. In particular, age at implantation, educational setting, and communication mode were examined with respect to speech perception performance after implantation. The results showed that 1) age at implantation is decreasing, 2) children in oral education programs obtain more benefit from a cochlear implant than children in total communication programs, 3) children who undergo implantation before 2 years of age show greater benefit than children who undergo implantation between 2 and 3 years of age, 4) more younger children are using oral communication than older children, and 5) more children with good auditory skills before implantation and more residual hearing are undergoing implantation. In sum, in the 11 years since implants have been available to children in the United States, candidacy criteria have evolved and benefit has increased as cochlear implant technology has advanced.

Children's Consonant Inventories After Extended Cochlear Implant Use

2003 ◽  
Vol 46 (4) ◽  
pp. 849-862 ◽  
Author(s):  
Steven B. Chin
Keyword(s):  
Cochlear Implant ◽  
Cochlear Implants ◽  
Picture Naming ◽  
Oral Communication ◽  
Naming Task ◽  
Complete Understanding ◽  
Ambient Sound ◽  
Linguistic System ◽  
Total Communication ◽  
Ambient Language

Qualitative descriptions of the consonant inventories of 12 children who have used cochlear implants for at least 5 years are provided, together with description of sound correspondences between children's systems and the ambient language (English). Productions of English words were elicited in a picture-naming task, and a consonant inventory for each child was determined. Results showed that the consonant inventories of children who use cochlear implants are not simply subsets of the inventory of the ambient language, but rather unique sets of segments that may include consonants not in the ambient inventory. Comparison of the inventories of oral communication users and total communication users revealed qualitative differences between the 2 groups, based on the presence or absence of both English and non-English sound segments. Inventories of oral communication users tended to contain more English segments (e.g., alveolar fricatives, velar stops, velar nasals) than did the inventories of total communication users. Conversely, specific non-English segments, such as uvular stops, tended to occur in the inventories of total communication users more than in inventories of oral communication users. Therefore, a complete understanding of the phonological systems of children who use cochlear implants depends on full accounts of their segment inventories. Such understanding may affect decisions regarding habilitation procedures, insofar as successful acquisition of a linguistic system involves not only the inclusion of all ambient sound segments, but also the exclusion of all nonambient ones.

Measuring Creativity through Computer Graphics of Hearing-Impaired Children

1983 ◽  
Vol 57 (3) ◽  
pp. 943-950 ◽  
Author(s):  
Susan Rose ◽  
Manjula Waldron ◽  
William Kolomyjec
Keyword(s):  
Computer Graphics ◽  
Educational Programs ◽  
Hearing Impaired ◽  
Educational Setting ◽  
Communication Mode ◽  
Computer Terminal ◽  
Total Communication ◽  
Impaired Children ◽  
Hearing Impaired Children

The purpose of this study was to investigate variables affecting visual creativity of 31 hearing-impaired children through the medium of computer graphics. These children ranged in age from 8.0 to 15.9 yr. 16 subjects attended total-communication educational programs and 15 subjects attended aural/oral classes. Each subject worked independently at a computer terminal equipped with a graphics menu developed for a subject's use. Hardcopy printouts of four images per subject were evaluated for creativity, aesthetics, and imagery. Analysis suggested that creativity among hearing-impaired children is influenced by age and communication mode used in the educational setting.

A Factor Analysis of Oral Communication Skills in Older Children

1964 ◽  
Vol 7 (1) ◽  
pp. 31-46 ◽  
Author(s):  
Michael Marge
Keyword(s):  
Factor Analysis ◽  
Voice Quality ◽  
Oral Communication ◽  
Classroom Teachers ◽  
Older Children ◽  
Speech And Language ◽  
Principal Axes ◽  
Study Population ◽  
Language Measures ◽  
Factor Analytic Method

The investigation reported here was concerned with the application of the factor analytic method to identify the factors which define oral communication abilities in older children. A study population of 143 preadolescent subjects was evaluated on 40 speech and language measures by classroom teachers and by speech specialists. An intercorrelation matrix of the 40 measures was computed and submitted to a factor analysis by means of the principal axes method. Seven factors were extracted which represent the human abilities underlying the dimensions of speech and language behavior studied. The factors were identified as follows: Factor 1—General Speaking Ability as Assessed by Speech Specialists; Factor 2—Motor Skill in Speaking; Factor 3—Speech Dominance; Factor 4—Non-distracting Speech Behavior; Factor 5—Voice Quality; Factor 6— Language Maturity; and Factor 7—General Speaking Ability as Assessed by Teachers.

scholarly journals Η αντιληπτική λειτουργία παιδιών 8-13 ετών με προγλωσσική απώλεια ακοής

2021 ◽  
Vol 26 (1) ◽  
pp. 169
Author(s):  
Χρήστος Γεωργοκωστόπουλος ◽  
Μαρία Τζουριάδου
Keyword(s):  
Cochlear Implant ◽  
Sign Language ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Oral Communication ◽  
Main Method ◽  
Co Morbidity ◽  
Language Communication ◽  
Hearing Children ◽  
Perceptual Function

In this study, we investigated the perceptual function of deaf/hard of hearing children. The sample of the study consisted of 58 pupils aged 8-13 years old (3rd-6th graders) with severe (60-90 db) or profound (90 db and above) neurosensory hearing loss – pre-lingual with or without cochlear implants. Children with co-morbidity (intellectual disabilities, syndromes, autism, motor disorders, etc.) and children with post-lingual deafness/hearing impairment were excluded. In order to investigate their perceptual function, the Perceptual Functionality Criterion was used. The results of the study show that deaf/hard of hearing participants exhibit a “sporadic” profile regarding the general perceptual functionality. In particular, the participants were found to perform similarly in terms of visual-perceptive skills, while there was one exception, i.e. their visual-motor skills were worse. Higher scores have been shown in the domain of kinesthetic and tactile perception and lower ones regarding vestigial perception, especially in terms of the sense of balance. In addition, the perceptual function was investigated among the cochlear implant participants and those with conventional hearing aids. The results showed no significant differences between the two groups regarding the perceptual function, although the visual perception was found to be significantly better among the users of conventional hearing aids relative to cochlear implant users. Finally, the perceptual function was investigated in terms of the main method of language/communication used. The data indicated that participants, regardless of whether they use sign language, total/bilingual or oral communication, performed roughly similarly on the test variables. Among the different types of main method of language/communication, statistically significant differences were absent, though regarding the visual and kinesthetic perception sign language users outperformed the users of oral communication.

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