Auditory, speech and language development in young children with cochlear implants compared with children with normal hearing

Schramm, Bianka; Bohnert, Andrea; Keilmann, Annerose

doi:10.1016/j.ijporl.2010.04.008

Cited by 66 publications

(52 citation statements)

References 24 publications

(29 reference statements)

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“…15,[32][33][34] A idade da implantação e o tempo durante o qual a criança utiliza o implante coclear são dois factores que influenciam de forma significativa as competências da linguagem oral adquiridas pelas crianças com surdez profunda. [35][36][37] Nas crianças alvo deste estudo, o facto de as mesmas terem a idade auditiva entre os seis anos e um mês e os seis anos e os 10 meses pode ter exercido influência importante nos resultados. O aumento do tempo de uso do implante coclear, e naturalmente da idade cronológica, condiciona maiores ganhos linguísticos nas crianças após a implantação, como é corroborado por vários autores.…”

Section: Discussionunclassified

O Impacto do Implante Coclear na Linguagem Oral das Crianças com Surdez Congénita

et al. 2015

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Acta Med Port 2015 Jul-Aug;28(4):442-447 RESUMOIntrodução: As crianças com surdez neurossensorial severa a profunda podem adquirir vocabulário e estruturas sintácticas para comunicarem pela linguagem oral, após implante coclear. Objectivo: Identificar as capacidades linguísticas em crianças, com implante coclear. Material e Métodos: Estudou-se a linguagem oral em 18 crianças, entre nove e 10 anos, com surdez neurossensorial profunda bilateral congénita, com implante coclear, avaliadas com a Grelha de Observação da Linguagem-Nível Escolar. As pontuações obtidas foram comparadas com as das crianças normo-ouvintes com igual idade auditiva. Resultados: As pontuações nas estruturas linguísticas estudadas, crianças implantadas vs. padrão das normo-ouvintes foram: fonologia 29, 44 ± 8,4 vs. 29,68 ± 5,90, p = 0,91; semântica 18,55 ± 8,89 vs. 19,20 ± 4,85, p = 0,76; morfossintaxe 21,89 ± 12,85 vs. 26,35 ± 10,36, p = 0,159. Nas provas da estrutura semântica, não se registaram diferenças estatisticamente significativas. Na morfossintaxe, a diferença foi estatisticamente significativa na derivação das palavras, 2,83 ± 2,81 vs. 4,65 ± 1,64, p = 0,014. Na fonologia, verificou-se diferença significativa, na prova de discriminação de pseudopalavras, 6,6 ± 2,8 vs. 8,37 ± 2,32, p = 0,023. Na segmentação silábica, as crianças implantadas tiveram uma pontuação significativamente superior ao padrão 8,56 ± 1,6 vs. 5,9 ± 1,58, p < 0,001. Discussão: A semelhança das pontuações obtidas pelas crianças com implante coclear em relação ao padrão nas componentes linguísticas estudadas, confirma que o implante coclear promove o desenvolvimento da linguagem verbal oral nas crianças com surdez congénita. Conclusão: As crianças implantadas obtiveram ganhos de linguagem similares às normo-ouvintes com igual idade auditiva. Palavras-chave: Acústica da Fala; Criança; Desenvolvimento da Linguagem; Implantes Coclears; Percepção da Fala; Perda Auditiva Neurossensorial. ABSTRACT Introduction:Children with severe to profound sensorineural deafness can acquire vocabulary and syntactic structures to communicate by oral language, after cochlear implant. Aim: Identify the linguistic skills of children with cochlear implant. Material and Methods: Eighteen children of both gender, between 9 and 10 years, with congenital bilateral deafness, using cochlear implant, were studied. The evaluation instrument used was Observation Chart of Language-School Level. The results were compared with standard of normal-hearing children with the same hearing age. Results:The scores registered in the linguistics structures studied, comparing implanted children and standard, was: phonology, 29.44 ± 8.4 vs. 29.68 ± 5.90, p = 0.91; semantics, 18.55 ± 8.89 vs. 19.20 ± 4.85, p = 0.76; morpho-syntax 21.89 ± 12.85 vs. 26.35 ± 10.36, p = 0.159. Regarding the tests of semantics, there was no significant difference. Concerning the tests of morpho-syntactic structure, the difference was significant in the derivation of words, 2.83 ± 2.81 vs. 4.65 ± 1.64, p = 0.014. In the phonology, a s...

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Section: Discussionunclassified

O Impacto do Implante Coclear na Linguagem Oral das Crianças com Surdez Congénita

et al. 2015

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“…In early period after implantation child has not normal hearing and reaction to sound and its understanding [5,21]. That is why in moderate mode trainings were conducted as clearly as possible at slow rate.…”

Section: Program Of Kinesiotherapymentioning

confidence: 99%

“…At the same time, children after CI are characterized by high rehabilitation poten-tial. Plasticity of brain and potential of normal physical growth permit them (with appropriate rehabilitation) to quickly catch up their healthy peers [20,21].…”

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confidence: 99%

Principles of creation of complex physical rehabilitation program for children after cochlear implantation

Zastavna¹

2016

PPS

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Abstract. Purpose: to elucidate main principles of complex physical rehabilitation program for senior pre-school age children after cochlear implantation. Material: 40 hard hearing children of senior pre-school (main group) were tested. Main group №1 consisted of hard hearing children (10 boys and 11 girls), who did not underwent cochlear implantation and learned by program of pre-school educational establishment for hard-hearing children. Main group №2 consisted of 19 children after cochlear implantation, registered at oral-aural specialists (10 boys and 9 girls). For them the author's program of physical rehabilitation was worked out. Comparison group consisted of 40 children with normal hearing (18 boys and 22 girls). Effectiveness of the worked out program was assessed by parameters of physical and psycho-motor condition, by children's physical qualities. Results: the offered program of children's physical rehabilitation was developed on the base of assessment of physical and psycho-motor condition, physical fitness. The program is of complex character and includes the following elements: domestic habilitation, kinetisotherapy methodic (morning hygienic exercises, Yoga for children, health related training complex, fit-ball training, breathing and articulation exercises), massage (general, speech therapy massage), hardening. Conclusions: Complex character of the worked out program implies diverse influence on different disorders in children's organisms. All these are realized against the background of main etiological factor of these changes (deafness) removal. Such approach results in improvement of children's condition, their quicker socialization and possibility to study in comprehensive school in due time.

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“…The main purpose of post-operative rehabilitation is restoration of audio-speech development. Indeed child hears sounds but does not understand them and, that is why, he/she can not reproduce them consciously [11,17,22]. Pre-school age children's organism is formed in conditions of hearing deprivation.…”

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confidence: 99%

Assessment of morphological-functional state of children with cochlear implants

Pysanko¹

2016

PPS

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Abstract. Purpose: assessment of morphological-functional state of pre-school age children with cochlear implants and substantiation of need in post-operative rehabilitation in period of preparation for comprehensive school. Material: we tested weakly hearing children with cochlear implants (n=127, age -5.6±0.6 years). They were the main group. Control group consisted of children with normal hearing (n=70, age -5.7±0.4 years). Morphological-functional state was assessed by indicators of physical and biological condition, visual analyzer, posture parameters and foot arch, muscular system and level of coordination. We calculated index of integral morphological-functional state assessment. Results: Morphological functional state of most of children (with cochlear implants) was characterized by low physical condition indicators and disharmony. We observed delay in biological development. Index of morphological-functional state integral assessment witnesses, that such child can not study in comprehensive school. Rehabilitation program can reduce the gap between children with normal hearing and those with cochlear implants. Conclusions: Rehabilitation program facilitates quicker domestic and social rehabilitation of children at the account of widening the circle of communication, learning new actions and conceptions. It can permit for such children to study at school together with their healthy peers.

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Auditory, speech and language development in young children with cochlear implants compared with children with normal hearing

Cited by 66 publications

References 24 publications

O Impacto do Implante Coclear na Linguagem Oral das Crianças com Surdez Congénita

O Impacto do Implante Coclear na Linguagem Oral das Crianças com Surdez Congénita

Principles of creation of complex physical rehabilitation program for children after cochlear implantation

Assessment of morphological-functional state of children with cochlear implants

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