Educational and Employment Achievements in Prelingually Deaf Children Who Receive Cochlear Implants

Venail, F.; Vieu, Adrienne; Artières, Françoise; Mondain, M.; Uziel, Alain

doi:10.1001/archoto.2010.31

Cited by 80 publications

(56 citation statements)

References 28 publications

(22 reference statements)

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“…However, not only has excessive noise in the school been identified as a risk factor for childhood fatigue and headache (Wålinder et al 2007), prolonged periods effortful learning (Downs & Crum 1978) or mental fatigue (Bess & Hornsby 2014) may also exert deleterious effects on the educational outcomes of hard-of-hearing children. This issue is gaining importance by the increasing placement of students with severe to profound hearing loss who are otherwise healthy in mainstream schools (Venail et al 2010) as cochlear implantation becomes widely accepted as a standard treatment over the last two decades (Kral & O'Donoghue 2010). The difficulties these children experience are well documented in the literature (e.g., Preisler et al 2005;van Wieringen & Wouters 2015).…”

Section: School-age Childrenmentioning

confidence: 99%

Listening Effort Through Depth of Processing in School-Age Children

Hsu

Vanpoucke²,

Wieringen

2017

Ear &Amp; Hearing

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Objectives: A reliable measure of listening effort is crucial for helping children with communication disorders. In this paper, we propose a novel behavioural paradigm designed to measure listening effort in school-age children and present the results of its validation in a group of normal-hearing children. The paradigm consists of a classic word recognition task in quiet and noise coupled to one of three categorization tasks requiring the children to judge either the color of two pictures or the meaning of the presented words. The response time from the categorization tasks is considered the primary indicator of listening effort. Design:The listening effort paradigm was evaluated in a group of 31 normal-hearing children 7 to 12 years of age without any history of language or developmental disorders. Custom software was developed to allow administration of the entire paradigm from a conventional laptop computer. A separate touch screen was used as a response interface to gather response time (RT) data from the children. All verbal responses were judged from an experienced tester in order to produce a word recognition score (WRS) for each condition. The software presented randomized lists of 146 selected Dutch nouns in one of three signal-to-noise ratios (SNR) to examine the potential effect of noise on both WRS and RT. Three distinct categorization tasks were also developed to examine how different depths of semantic processing would affect the two outcome measures of WRS and RT. It was hypothesized that, while listening effort as measured by RT would be affected by both noise level and the depth of semantic processing, WRS performance would be affected by changes in noise level only.Results: There was a significant effect of SNR level on school-age children's WRS: their word recognition performance tended to decrease with increasing background noise level. However, depth of processing did not appear to affect WRS. Moreover, a repeated-measure analysis of variance (rANOVA) fitted to transformed RT data revealed that this measure of listening effort in normal-hearing school-age children was significantly affected by both SNR level and the depth of semantic processing. There was no significant interaction between noise level and the type of categorization task with regard to RT. Conclusion:The patterns of WRS and RT as observed in our data sets provided support for our general hypothesis regarding the effects of background noise and semantic processing level on speech understanding and listening effort. Even though the magnitude of change in listening effort did not differ between the three novel categorization tasks, the exploratory nature of the current study warranted further evaluation of processing depths as a potential listening effort assessment paradigm in both normal-hearing and hearing-impaired populations.

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Section: School-age Childrenmentioning

confidence: 99%

Listening Effort Through Depth of Processing in School-Age Children

Hsu

Vanpoucke²,

Wieringen

2017

Ear &Amp; Hearing

View full text Add to dashboard Cite

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“…[1][2][3] If it develops in the young, such impairment impedes speech and language development and sets the affected children on a trajectory of limited educational and vocational attainment. [4][5][6] Children with hearing impairment may also be at increased risk of physical, social, emotional and sexual abuse and even murder. 7,8 In adulthood, disabling hearing impairment can lead to embarrassment, loneliness, social isolation and stigmatization, prejudice, abuse, psychiatric disturbance, depression, difficulties in relationships with partners and children, restricted career choices, occupational stress and relatively low earnings.…”

Section: Introductionmentioning

confidence: 99%

The global burden of disabling hearing impairment: a call to action

Olusanya

Neumann

Saunders

2014

Bull. World Health Organ.

434

380

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“…Children with profound congenital hearing loss have been able to develop excellent speech and language and the majority attend mainstream schools [Venail et al, 2010]. The majority of established CI users are now able to use the telephone [Tan et al, 2012].…”

Section: Introductionmentioning

confidence: 99%

Clinical investigation of the Nucleus Slim Modiolar Electrode

et al. 2017

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Aims: The Nucleus CI532 cochlear implant incorporates a new precurved electrode array, i.e., the Slim Modiolar electrode (SME), which is designed to bring electrode contacts close to the medial wall of the cochlea while avoiding trauma due to scalar dislocation or contact with the lateral wall during insertion. The primary aim of this prospective study was to determine the final position of the electrode array in clinical cases as evaluated using flat-panel volume computed tomography. Methods: Forty-five adult candidates for unilateral cochlear implantation were recruited from 8 centers. Eleven surgeons attended a temporal bone workshop and received further training with a transparent plastic cochlear model just prior to the first surgery. Feedback on the surgical approach and use of the SME was collected via a questionnaire for each case. Computed tomography of the temporal bone was performed postoperatively using flat-panel digital volume tomography or cone beam systems. The primary measure was the final scalar position of the SME (completely in scala tympani or not). Secondly, medial-lateral position and insertion depth were evaluated. Results: Forty-four subjects received a CI532. The SME was located completely in scala tympani for all subjects. Pure round window (44% of the cases), extended round window (22%), and inferior and/or anterior cochleostomy (34%) approaches were successful across surgeons and cases. The SME was generally positioned close to the modiolus. Overinsertion of the array past the first marker tended to push the basal contacts towards the lateral wall and served only to increase the insertion depth of the first electrode contact without increasing the insertion depth of the most apical electrode. Complications were limited to tip fold-overs encountered in 2 subjects; both were attributed to surgical error, with both reimplanted successfully. Conclusions: The new Nucleus CI532 cochlear implant with SME achieved the design goal of producing little or no trauma as indicated by consistent scala tympani placement. Surgeons should be carefully trained to use the new deployment method such that tip fold-overs and over insertion may be avoided.

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Educational and Employment Achievements in Prelingually Deaf Children Who Receive Cochlear Implants

Cited by 80 publications

References 28 publications

Listening Effort Through Depth of Processing in School-Age Children

Listening Effort Through Depth of Processing in School-Age Children

The global burden of disabling hearing impairment: a call to action

Clinical investigation of the Nucleus Slim Modiolar Electrode

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