scholarly journals Conhecimento das famílias de crianças usuárias de implante coclear sobre o desenvolvimento de linguagem e condições do dispositivo

2021 ◽  
Vol 47 (1) ◽  
Author(s):  
Natália Caroline Rovere ◽  
Arthur Menino Castilho ◽  
Maria Cecília Marconi Pinheiro Lima
Keyword(s):  
Language Development ◽  
Cochlear Implants ◽  
Public Hospital ◽  
Receptive Language ◽  
Deaf Children ◽  
Language Therapy ◽  
Telephone Contact ◽  
Number Of Patients ◽  
The Family ◽  
Better Than

RESUMOObjetivo: Conhecer como as famílias de crianças surdas usuárias de Implante Coclear percebem o desenvolvimento de linguagem da criança e relacionar esses dados com o tempo de uso diário e a quebra do dispositivo. Métodos: Trata-se de pesquisa de caráter exploratório com abordagem quantitativa. Realizou-se um levantamento do número de crianças implantadas em um serviço de saúde auditiva de um hospital escola, entre 2013 e 2015 e para aqueles que aceitaram participar da pesquisa, aplicou-se entrevista e a Escala de Aquisições Iniciais de Linguagem (ELM) com um dos membros da família, sendo esta áudio-gravada, via contato telefônico. Resultados: Das 66 crianças implantadas neste período, 52 participaram da pesquisa, sendo que destas 51 utilizavam o dispositivo. Verificou-se que a maioria (90,4%) frequentava terapia fonoaudiológica e as famílias relataram que estimulam o desenvolvimento da linguagem das crianças em casa. Aquelas classificadas com desenvolvimento de linguagem típico receberam o implante coclear precocemente, utilizavam o implante coclear o dia todo e nunca tiveram o equipamento quebrado. Quanto à Escala ELM, foi encontrado que existem mais casos de desenvolvimento típico para linguagem receptiva do que para a expressiva. Conclusão: Houve relação entre o uso do dispositivo e o desenvolvimento típico e a quebra do equipamento com desenvolvimento atípico de linguagem. Os familiares referiram que a compreensão de linguagem encontra-se mais adequada do que a produção da fala. Descritores: Implante coclear; Surdez; Perda auditiva; Linguagem; Desenvolvimento infantil ABSTRACT Objective: To know as the families of deaf children with cochlear implants (CI) perceive their language development and the to relate this data with the time of daily use and problems in the device. Methods: The research was observational, exploratory, with quantitative approach. A survey of the number of patients implanted in a Hearing Health Service of a public hospital was done, between 2013 and 2015 and it was applied an interview and the Early language Milestone Scale with one of the family members, audio-recorded, through telephone contact. Results: Out of the 66 implanted children, 52 families participated in the research and 51 used the device. It was verified that most of the children (90.04%) were in speech and language therapy and the families stimulated language development at home. The children with typical language development got the IC early in life, used the device all day and the implant never broke. In the ELM scale, it was found that there are more cases of typical development for receptive language than for expressive. Conclusion: There was a relationship between the use of the device and typical language development and the problems in the device with atypical language development. The families see that the children show receptive language development better than the expressive language.Key words: Cochlear Implantation; Deafness; Hearing Loss; Language; Child Development

Developmental, Cognitive, and Neurocognitive Perspectives on Language Development in Children Who Use Cochlear Implants

2020 ◽  
pp. 32-45
Author(s):  
Pasquale Rinaldi ◽  
Francesco Pavani ◽  
Maria Cristina Caselli
Keyword(s):  
Language Development ◽  
Cochlear Implants ◽  
Family Environment ◽  
Hearing Aids ◽  
Deaf Children ◽  
Screening Programs ◽  
Neuroscience Research ◽  
Hearing Recovery ◽  
Newborn Hearing ◽  
Specific Factors

Newborn hearing screening programs and early diagnosis allow deaf children to receive hearing aids and/or cochlear implants very early in life. However, even within these early intervention scenarios, deaf children remain at risk of delays in spoken language acquisition despite what is expected based on their hearing recovery scores. The first part of this chapter offers an overview of recent studies on the role of specific factors (i.e., age at diagnosis, age at cochlear implant activation, family environment, and exposure to sign language) in affecting communicative and linguistic development. The second part examines to what extent current cognitive neuroscience research is contributing to refinement of the concept of critical or sensitive periods for the development of the acoustic system and language in deaf children. Clinical and educational implications for promoting language development in deaf children are discussed.

Prelingual auditory-perceptual skills as indicators of initial oral language development in deaf children with cochlear implants

2016 ◽  
Vol 82 ◽  
pp. 58-63 ◽  
Author(s):  
Federica Pianesi ◽  
Alessandro Scorpecci ◽  
Sara Giannantonio ◽  
Mariella Micardi ◽  
Alessandra Resca ◽  
...  
Keyword(s):  
Language Development ◽  
Cochlear Implants ◽  
Oral Language ◽  
Deaf Children ◽  
Oral Language Development ◽  
Perceptual Skills

scholarly journals The effect of motor sequential training on language development in 4-to 8-year-old deaf children with cochlear implants

2019 ◽  
Vol 21 (3) ◽  
pp. 42-51
Author(s):  
Akram Yadollahi Deh Cheshmeh ◽  
Maryam Nezakat-Alhosseini ◽  
Marzieh Nezakat-Alhossaini ◽  
◽  
◽  
...  
Keyword(s):  
Language Development ◽  
Cochlear Implants ◽  
Deaf Children ◽  
Sequential Training

scholarly journals Impact of Cochlear Implant on Auditory and Speech Perception, and Language Development in Prelingual Deaf Children

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
MD Abu Bashar
Keyword(s):  
Speech Perception ◽  
Language Development ◽  
Speech Production ◽  
Cochlear Implants ◽  
Normal Development ◽  
Speech Development ◽  
Deaf Children ◽  
Current Review ◽  
Profound Deafness ◽  
The Impact

Profound deafness during childhood affects the normal development of auditory and speech perception, speech production, and language skills. Cochlear implants (CIs) have revolutionized the scenario of rehabilitation of profoundly deaf individuals. A prelingual deaf is one who is congenitally deaf or whose hearing loss occurred before speech development. The current review was undertaken to assess the impact of cochlear implants (CIs) in prelingual deaf children on their hearing and speech perception, speech production and language development.

scholarly journals Language Development in Profoundly Deaf Children with Cochlear Implants

2000 ◽  
Vol 11 (2) ◽  
pp. 153-158 ◽  
Author(s):  
Mario A. Svirsky ◽  
Amy M. Robbins ◽  
Karen Iler Kirk ◽  
David B. Pisoni ◽  
Richard T. Miyamoto
Keyword(s):  
Language Development ◽  
Cochlear Implants ◽  
English Language ◽  
Language Skills ◽  
Single Case ◽  
Individual Variability ◽  
Deaf Children ◽  
Linguistic System ◽  
Before And After ◽  
English Language Skills

Although cochlear implants improve the ability of profoundly deaf children to understand speech, critics claim that the published literature does not document even a single case of a child who has developed a linguistic system based on input from an implant. Thus, it is of clinical and scientific importance to determine whether cochlear implants facilitate the development of English language skills. The English language skills of prelingually deaf children with cochlear implants were measured before and after implantation. We found that the rate of language development after implantation exceeded that expected from unimplanted deaf children (p < .001) and was similar to that of children with normal hearing. Despite a large amount of individual variability, the best performers in the implanted group seem to be developing an oral linguistic system based largely on auditory input obtained from a cochlear implant.

scholarly journals Contribution of Family Environment to Pediatric Cochlear Implant Users' Speech and Language Outcomes: Some Preliminary Findings

2012 ◽  
Vol 55 (3) ◽  
pp. 848-864 ◽  
Author(s):  
Rachael Frush Holt ◽  
Jessica Beer ◽  
William G. Kronenberger ◽  
David B. Pisoni ◽  
Kaylah Lalonde
Keyword(s):  
Executive Function ◽  
Language Development ◽  
Cochlear Implant ◽  
Cochlear Implants ◽  
Family Environment ◽  
Clinical Population ◽  
Behavior Rating ◽  
Fourth Edition ◽  
The Family ◽  
Behavior Rating Inventory

PurposeTo evaluate the family environments of children with cochlear implants and to examine relationships between family environment and postimplant language development and executive function.MethodForty-five families of children with cochlear implants completed a self-report family environment questionnaire (Family Environment Scale—Fourth Edition; Moos & Moos, 2009) and an inventory of executive function (Behavior Rating Inventory of Executive Function [Gioia, Isquith, Guy, & Kenworthy, 2000] or Behavior Rating Inventory of Executive Function—Preschool Version [Gioia, Espy, & Isquith, 2003]). The authors also evaluated children's receptive vocabulary (Peabody Picture Vocabulary Test—Fourth Edition; Dunn & Dunn, 2007) and global language skills (Preschool Language Scale—Fourth Edition [Zimmerman, Steiner, & Pond, 2002] and Clinical Evaluation of Language Fundamentals—Fourth Edition [Semel, Wiig, & Secord, 2003]).ResultsThe family environments of children with cochlear implants differed from those of normal-hearing children but not in clinically significant ways. Language development and executive function were found to be atypical but not uncharacteristic of this clinical population. Families with higher levels of self-reported control had children with smaller vocabularies. Families reporting a higher emphasis on achievement had children with fewer executive function and working memory problems. Finally, families reporting a higher emphasis on organization had children with fewer problems related to inhibition.ConclusionSome of the variability in cochlear implantation outcomes that have protracted periods of development is related to family environment. Because family environment can be modified and enhanced by therapy or education, these preliminary findings hold promise for future work in helping families to create robust language-learning environments that can maximize their child's potential with a cochlear implant.

scholarly journals Impact of Cochlear Implant on Auditory and Speech Perception and Language Development in Prelingual Deaf Children.

2020 ◽  
pp. 1-7
Keyword(s):  
Speech Perception ◽  
Language Development ◽  
Speech Production ◽  
Cochlear Implants ◽  
Normal Development ◽  
Speech Development ◽  
Deaf Children ◽  
Current Review ◽  
Profound Deafness ◽  
The Impact

Abstract Profound deafness during childhood affects the normal development of auditory and speech perception, speech production and language skills. Cochlear implants (CIs) have revolutionized the scenario of rehabilitation of profoundly deaf individuals. A prelingual deaf is one who is congenitally deaf or whose hearing loss occurred before speech development. The current review was undertaken to assess the impact of cochlear implants (CIs) in prelingual deaf children on their hearing and speech perception, speech production and language development.

scholarly journals Evaluación De La Eficacia Del Implante Coclear En Función De La Edad De Implantación

2016 ◽  
Vol 12 (26) ◽  
pp. 42 ◽  
Author(s):  
O. M Alegre ◽  
M. C Rodríguez ◽  
L. M Villar ◽  
D Pérez
Keyword(s):  
Hearing Loss ◽  
Language Development ◽  
Standardized Tests ◽  
Cochlear Implants ◽  
Cochlear Implantation ◽  
Deaf Children ◽  
Vocabulary Test ◽  
Santa Cruz ◽  
Communicative Functions ◽  
Positive Effect

Introduction and objective: Childhood hearing loss affects cognitive, emotional and language development of children causing difficulties in communication. Therefore, many organizations stress the importance of early detection of hearing loss and early cochlear implantation. The purpose was to verify the effect of cochlear implants performed in children from Tenerife (sorted by chronological age, age at cochlear implantation and time of use of cochlear implant) in lexical comprehension and communication skills. Method: A psycholinguistic profile of all children implanted in the province of Santa Cruz de Tenerife during the years 2007-2012 using two standardized tests were developed: The Illinois Test of Psycholinguistic Abilities (ITPA) and the Picture Vocabulary Test (Peabody). Results: Most of the children studied were implanted at a late age (over 3-yearolds). This situation carries some functional use of the implant but causes an indiscernible development of oral communicative functions of children. Specifically, 20% of the sample (28 children) was implanted with less than 2- year-olds; another 28% of children was implemented between the ages of 2 and 3 years old; finally, 58% of children was implemented with more than 3- year-olds. The latter age of implantation may affect the standard language development. Conclusions: This study has become evident that early implantation has a positive effect on language development of deaf children.

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