Benefit of Cochlear Implantation in Children with Multiple-handicaps: Parent's Perspective

Nasralla, Heloisa Romeiro; Montefusco, Adilson Marcos; Hoshino, Ana Cristina Hiromi; Samuel, Paola Angélica; Magalhães, Ana Tereza de Matos; Goffi-Gómez, María Valéria Schmidt; Tsuji, Robinson Koji; Bento, Ricardo Ferreira

doi:10.1055/s-0038-1642607

Cited by 19 publications

(28 citation statements)

References 21 publications

(46 reference statements)

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“…Study populations ranged from 2 months old to 18 years old participants. Ten studies included both preschool- and school-aged children ( 32 , 37 – 38 , 44 , 48 – 49 , 53 , 56 – 57 , 62 ). Twenty-eight studies explicitly included either preschoolers ( 5 , 27 – 29 , 30 – 31 , 33 – 36 , 39 – 40 ) or school-aged children ( 38 , 41 – 43 , 46 – 47 , 50 – 52 , 54 – 55 , 58 – 61 , 63 ).…”

Section: Resultsmentioning

confidence: 99%

“…For the other six studies, the age range was not reported, however mean age was provided frequently ( 5 , 27 , 31 , 42 , 52 , 56 ). Six studies provided outcomes of social competence only ( 28 , 30 , 36 , 44 , 53 , 59 ), 13 studies provided emotional functioning only ( 5 , 31 , 35 , 37 , 42 – 43 , 48 , 52 , 54 – 55 , 58 , 61 , 63 ), whilst the remaining 19 studies provided a combination of social competence and emotional functioning for pre-school children ( 27 , 29 , 32 – 34 , 38 – 40 ) and school-aged children ( 38 , 41 , 46 – 47 , 49 – 51 , 56 – 57 , 60 , 62 ). Tables 3 and 4 included a comprehensive summary of studies including the authors, measures, research designs, samples, findings and limitations of the described socio-emotional development among children with CI.…”

Section: Resultsmentioning

confidence: 99%

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Socio-Emotional Development of Children with Cochlear Implant: A Systematic Review

Long¹,

Umat²,

Din³

2021

MJMS

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Background: Attaining socio-emotional competence is challenging for children with hearing impairment. There is wide recognition of children with cochlear implant (CI) indicating significant improvement in their speech and language abilities, however many factors may restrict their chance of having reciprocal social interactions. A significant improvement in speech and language does not automatically affirm the quality of social interactions. This present observation on social-emotional development addressed a more current representative population of children with hearing loss who have benefitted from cochlear implantation. Methods: The research conducted a systematic review of selected articles from Scopus and PubMed databases, retrieved through three search-process keywords, namely socio-emotional, children and CI. The inclusion criteria only included journal articles published in English with empirical data from the year 2010–2019. The initial search had identified 189 potential abstracts and after removal of duplicates, only 38 eligible studies met the inclusion criteria. Results: Among 38 studies reviewed, 19 studies showed comparable socio-emotional skills with peers in social interaction, empathy, emotion theory of mind and comprehension skills. Conversely, the other 19 studies presented underprivileged results in socio-emotional functioning mainly in identifying facial expression, regulating emotion and emotional cues in the auditory domain. Conclusion: This review concluded that the socio-emotional development among children with CI, both at preschool-age and school-age, was not justified due to the heterogeneity in studies across measurement and small sample size. Also, the conclusion recommended extensive crossreferencing, mixed-mode research design, detailed distinguishing of socio-emotional functioning and identification of diverse groups of the population with impaired hearing as an approach to provide empirical evidence on socio-emotional functioning among children with CI in the future.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Socio-Emotional Development of Children with Cochlear Implant: A Systematic Review

Long¹,

Umat²,

Din³

2021

MJMS

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“…Disabilities There were six studies that presented data on speech and language scores in children with ASD and additional disabilities (20,23,24,35,36,42). These studies…”

Section: Outcomes In Children With Asd and Additionalmentioning

confidence: 99%

Cochlear Implantation in Children with Autism Spectrum Disorder: A Systematic Review and Pooled Analysis

Mathew

Bryan

Chaudhry

et al. 2021

Otology &Amp; Neurotology

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Objective: To determine outcomes following cochlear implantation (CI) in children with autism spectrum disorder (ASD). Databases Reviewed: MEDLINE, Embase, Web of science, Cochrane Library, and Clinicaltrial.gov. Methods: The review was performed according to the PRISMA statement. Primary outcomes measures were changes in speech perception and speech production scores. Secondary outcome measures included communication mode, device use, parental recommendation of implant, postoperative hyperacusis, and quality of life measures. Pooled analysis of outcomes was performed if possible. Results: Twenty-four studies reported on 159 children with ASD. There were improvements in speech perception in 78% of cases and in speech expression in 63% of cases, though the extent of this improvement was variable. Seventy-four percent of children with ASD and CI are nonoral communicators. Intermittent/nonuse rate was 31%. Hearing outcomes are worse compared to children with other disabilities. The vast majority of parents would recommend CI based on their experiences. Conclusion: Outcome in children with ASD and CI are highly variable and significantly poorer compared to non-ASD children. Despite this, most parents report positive experiences and the evidence supports the use of CI in children with ASD.

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“…Epidemiological studies estimate that as many as 40% of hearing-impaired children have an additional need for CI [ 2 ]. Cochlear implantation has a positive impact on the quality of life in deaf children, which not only bring improved social-emotional abilities to the profoundly deaf children but also help improve attention span and adherence to other therapies and school activities [ 3 , 4 ]. However, it is still a challenge to evaluate postintervention rehabilitation for pediatric hearing-impaired patients receiving cochlear implant.…”

Section: Introductionmentioning

confidence: 99%

The Role of the P1 Latency in Auditory and Speech Performance Evaluation in Cochlear Implanted Children

et al. 2022

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Auditory deprivation affects normal age-related changes in the central auditory maturation. Cochlear implants (CIs) have already become the best treatment strategy for severe to profound hearing impairment. However, it is still hard to evaluate the speech-language outcomes of the pediatric CI recipients because of hearing-impaired children with limited speech-language abilities. The cortical auditory evoked potential (CAEP) provides a window into the development of the auditory cortical pathways. This preliminary study is aimed at assessing electrophysical characteristics of P1-N1 of electrically CAEP in children with CIs and at exploring whether these changes could be accounted for in auditory and speech outcomes of these patients. CAEP responses were recorded in 48 children with CIs in response to electrical stimulus to determine the presence of the P1-N1 response. Speech perception and speech intelligibility of the implanted children were further evaluated with the categories of auditory performance (CAP) test and speech intelligibility rating (SIR) test, respectively, to explore the relationship between the latency of P1-N1 and auditory and speech performance. This study found that P1 and N1 of the intracochlear CAEP were reliably evoked in children fitted with CIs and that the latency of the P1 as opposed to that of N1 was negative in relation to the wearing time of the cochlear implant. Moreover, the latency of the P1 produced significantly negative scores in both CAP and SIR tests, which indicates that P1 latency may be reflective of the auditory performance and speech intelligibility of pediatric CI recipients. These results suggest that the latency of P1 could be used for the objective assessment of auditory and speech function evaluation in cochlear-implanted children, which would be helpful in clinical decision-making regarding intervention for young hearing-impaired children.

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Benefit of Cochlear Implantation in Children with Multiple-handicaps: Parent's Perspective

Cited by 19 publications

References 21 publications

Socio-Emotional Development of Children with Cochlear Implant: A Systematic Review

Socio-Emotional Development of Children with Cochlear Implant: A Systematic Review

Cochlear Implantation in Children with Autism Spectrum Disorder: A Systematic Review and Pooled Analysis

The Role of the P1 Latency in Auditory and Speech Performance Evaluation in Cochlear Implanted Children

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