Habilidades auditivas e linguísticas iniciais em crianças usuárias de implante coclear: relato de caso

Abstract

The cochlear implant (CI) represents the most important advance in the treatment of individuals with severe to profound bilateral hearing loss who do not benefit from hearing aids. Children who receive the CI during the critical period of neuroplasticity of the auditory system, when combined with speech therapy, have the chance to develop the auditory and linguistic skills similarly to their normal hearing peers. Two cases of implanted children are presented in this study, and one of them was not enrolled in a formal aurioral therapeutic program since the implantation surgery. At the moment of language and auditory assessment, the children were 2 years and 5 months old, and the CI had been used for 11 months. According to the results presented, it was observed that the child enrolled in rehabilitation program had better auditory and language performance when compared to the other child. Despite the remarkable benefits that the CI provides to children with hearing impairment, the device itself only provides the child with the audibility of environmental sounds and speech signal. For the auditory and language development to happen, it is necessary, among other factors, a speech-language intervention, with partnership between professionals and parents.

Cortical maturation in children with cochlear implants: Correlation between electrophysiological and behavioral measurement

“…It is known that the development of auditory skills goes beyond access to sounds; despite the CANS being highly plastic, central auditory pathway maturation is dependent on intrinsic factors, which are related to individual susceptibility and extrinsic factors that relate to individual exposure to environmental variables [ 6 ]. In children with CI, there are many intrinsic and extrinsic factors that clearly affect the results of the (re)habilitation, such as sensory deprivation time, the age at implantation, speech therapy, effective auditory stimulation, motivation and family commitment, cognitive functions of attention and memory, learning ability, exposure to oral language prior to hearing loss, the presence of other alterations associated with hearing impairment, and the presence of residual hearing [ 14 , 55 – 57 ].…”

Sistema de frequência modulada em crianças e adolescentes usuários de implante coclear

“…Desta forma, em conjunto com os dispositivos eletrônicos, enfatiza-se a importância da terapia fonoaudiológica, com ênfase na função auditiva para o desenvolvimento da linguagem oral, com profissionais competentes e especializados, em parceria com a família (Melo & Lara, 2012). O amadurecimento das habilidades auditivas levará à criança ao aprendizado e desenvolvimento da linguagem receptiva e expressiva, oral e escrita, além da compreensão e atribuição de significado (Oliveira, Penna, & Lemos, 2015).…”

Cochlear implant in a child diagnosed with Dandy-Walker Syndrome Variant: a study case

“…For classification of hearing and language categories, behaviors, auditory responses and oral communication were also evaluated in interactive situations through activities in the therapeutic environment 11 . It was possible, therefore, to record clinical observations and classify the hearing and oral language aspects, as originally proposed by the therapeutic A karyotype study was performed, which revealed there was no consanguinity between the parents and no history of gestational complications.…”