Impact of Auditory-Verbal Therapy on executive functions in children with Cochlear Implants

Ashori, Mohammad

doi:10.1016/j.joto.2022.04.002

Cited by 6 publications

(6 citation statements)

References 27 publications

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“…Finally, even though empathy has been shown to influence experiences in human-robot interactions [27], the results of this study showed, surprisingly, that empathy did not lead to a better ability to recognize emotions in the robot. No difference in empathy was found between the conditions or groups, in contrast to previous findings suggesting that deaf children have lower levels of empathy than hearing children [20][21][22].…”

Section: Discussioncontrasting

confidence: 99%

“…Deaf children and children with hearing impairment are twice as vulnerable to developing emotional and general health problems compared to children with normal hearing [19]. Further, some studies have revealed that deaf children exhibit lower levels of empathy and encounter more peer-related challenges than hearing children [20][21][22]. Netten et al [23] state that because children without the ability to hear interact with others based on non-verbal communication, empathy is important for development as it can increase the ability to read other people's states and emotions in interactions.…”

Section: Children With Deafnessmentioning

confidence: 99%

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“I See What You Feel”: An Exploratory Study to Investigate the Understanding of Robot Emotions in Deaf Children

Cirasa,

Høgsdal,

Conti

2024

Applied Sciences

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Research in the field of human–robot interactions (HRIs) has advanced significantly in recent years. Social humanoid robots have undergone severe testing and have been implemented in a variety of settings, for example, in educational institutions, healthcare facilities, and senior care centers. Humanoid robots have also been assessed across different population groups. However, research on various children groups is still scarce, especially among deaf children. This feasibility study explores the ability of both hearing and deaf children to interact with and recognize emotions expressed by NAO, the humanoid robot, without relying on sounds or speech. Initially, the children watched three video clips portraying emotions of happiness, sadness, and anger. Depending on the experimental condition, the children observed the humanoid robot respond to the emotions in the video clips in a congruent or incongruent manner before they were asked to recall which emotion the robot exhibited. The influence of empathy on the ability to recognize emotions was also investigated. The results revealed that there was no difference in the ability to recognize emotions between the two conditions (i.e., congruent and incongruent). Indeed, NAO responding with congruent emotions to video clips did not contribute to the children recognizing the emotion in NAO. Specifically, the ability to predict emotions in the video clips and gender (females) were identified as significant predictors to identify emotions in NAO. While no significant difference was identified between hearing and deaf children, this feasibility study aims to establish a foundation for future research on this important topic.

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Section: Discussioncontrasting

confidence: 99%

Section: Children With Deafnessmentioning

confidence: 99%

“I See What You Feel”: An Exploratory Study to Investigate the Understanding of Robot Emotions in Deaf Children

Cirasa,

Høgsdal,

Conti

2024

Applied Sciences

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“…Failure to fully develop empathy in children with hearing loss leads to behavioral problems. A study conducted on children aged 3-6 years to investigate the relationship between empathy and behavioral problems in children with hearing loss showed that empathy plays an important role in emotional resilience and positive behavior in social settings [25,26]. When the empathy skills of the hearing impaired children included in our study were assessed, it was found that they scored lower than their normal hearing peers, which is consistent with other studies in the literature.…”

Section: Discussionsupporting

confidence: 89%

Communication skills in preschool children with normal hearing and cochlear implant users

Ceylan,

Sacli

et al. 2024

Med-Science

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Pragmatic language development encompasses a range of skills that are necessary for communication to take place, such as initiating and maintaining communication, following rules and taking turns, but these skills can take time to develop in children with hearing loss. The aim of this study was to compare the communication skills of 5-6-year-old children with normal hearing and cochlear implant users. The study included 7 females and 14 males aged 60-72 months (M: 68.66±4.27) with cochlear implants and 8 females and 16 males aged 60-72 months (M: 68.41±4.65) with normal hearing. Responses to the 5-6 Years Communication Skills Scale, consisting of 4 subfactors and 46 items, were collected from the parents of all children. The mean scores of the 4 sub-dimensions of the scale, namely active communication, consideration, following rules and positive response, and the mean total score of the children with normal hearing were significantly higher than their peers with cochlear implants (p<0.05). In conclusion, it is important to evaluate hearing-impaired children not only for language development but also for development in all stages of communication, especially in the pragmatic aspect.

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“…Yapılan çalışmalar, farklı yaş gruplarındaki işitme kayıplı çocukların sağlıklı akranlarına göre empati-saygı duyma konularında akranlarından daha zayıf olduğunu göstermiştir. 27 Bu çalışmalar, işitme engeli tanısının ve rehabilitasyona başladığı yaşa bağlı olarak değişse de aile içinde ebeveynlerin çocuklarıyla olan iletişimlerinde empati, saygı ve uyumun olmadığının da bir göstergesi olabilir. Yaptığımız çalışmada, koklear implant kullanan çocuklara sahip ebeveynlerin saygı-kabul alt ölçeği sonuçları normal çocuklara sahip ebeveynlerin ilişkilerine kıyasla daha iyi bulundu.…”

Section: Discussionunclassified

Evaluation of Communication Between Normal Hearing and Hearing Impairment Children with Their Parents: A Cross-Sectional Study

ŞAHİN CEYLAN,

SAÇLI,

AVŞAR

et al. 2024

Turkiye Klinikleri J Health Sci

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Bu araştırmanın amacı, okul öncesi normal işiten ve işitme engelli çocuğa sahip ebeveynlerin çocukları ile kurdukları iletişim becerileri düzeyini karşılaştırmak ve anne-baba-çocuk arasında görülen iletişimsel sorunların nedenlerini araştırmaktır. Gereç ve Yöntemler: Çalışmaya çocuğu işitme cihazı kullanıcısı olan 21, koklear implant kullanıcısı çocuğu olan 23 ve normal işiten çocuğu olan 23 ebeveyn katılmıştır. Kahraman (2016) tarafından geliştirilen Ebeveynin Çocuğuyla İletişimi Ölçeği dâhil edilen katılımcılara uygulanmıştır. Veriler Google Forms aracılığı ile toplanmıştır. Ölçeğin alt başlıkları olan problem çözme, paylaşıma açık olma, saygı-kabul, duyarlılık, engelsiz dinleme ile toplam skor bakımından sonuçlar incelenmiştir. İstatistiksel olarak anlamlılık düzeyi p<0,05 olarak belirlenmiştir. Bulgular: Koklear implant kullanan çocuğa sahip ebeveynlerin çocuklarıyla iletişiminin saygı-kabul ve duyarlılık alt faktörlerinde normal işiten ve işitme cihazlı çocuğa sahip ebeveynlere göre daha yüksek olduğu gözlenmiştir (p<0,05). Anketin problem çözme, paylaşıma açık olma ve engelsiz dinleme alt faktörleri ile toplam skoru gruplar arasında farklılık göstermemiştir (p>0,05). Sonuç: Koklear implant kullanıcıları; cerrahi operasyon öncesinde genel gelişim durumu, dil yaşı, psikososyal hâl; implantasyon sonrasında gerekli desteği sağlayacak ve rehabilitasyon sürecinin merkezinde yer alacak ebeveyn desteğine sahip olmaları gibi birçok faktörün uygunluğunun değerlendirildiği bir süreçten geçmektedirler. Bu süreçten geçen ebeveynlerin operasyon sonrası dönemde de odyologlar başta olmak üzere tıbbi ve eğitim profesyonelleri ile sıkı iş birliği içinde olmalarının, iletişim performansı bakımından koklear implantlı çocukların saygı-kabul ve duyarlılık başlıklarındaki skorlarının işitme cihazlı ve normal işiten gruplardan daha yüksek çıkmasını sağlamıştır. Anah tar Ke li me ler: Koklear implant; iletişim; işitme cihazları; ebeveyn çocuk iletişimi ABS TRACT Objective: The aim of this study was to compare the level of communication skills of parents with hearing impaired and normal hearing preschool children with their children and to investigate the causes of communicative problems between parents and children. Material and Methods: Twenty-one parents with hearing aid users, 23 parents with cochlear implant users and 23 parents with normal hearing children participated in the study. Parent-Child Communication Scale developed by Kahraman ( 2016) was applied to the included participants. Data were collected through Google Forms. The results were analyzed in terms of problem solving, openness to sharing, respect-acceptance, sensitivity, unobstructed listening and total score. Statistical significance level was determined as p<0.05. Results: It was observed that parents with cochlear implant users had higher levels of respect-acceptance and sensitivity sub-factors of communication with their children than parents with normal hearing children (p<0.05). The problem solving, openness to sharing and unobstructed listening sub-factors ...

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Impact of Auditory-Verbal Therapy on executive functions in children with Cochlear Implants

Cited by 6 publications

References 27 publications

“I See What You Feel”: An Exploratory Study to Investigate the Understanding of Robot Emotions in Deaf Children

“I See What You Feel”: An Exploratory Study to Investigate the Understanding of Robot Emotions in Deaf Children

Communication skills in preschool children with normal hearing and cochlear implant users

Evaluation of Communication Between Normal Hearing and Hearing Impairment Children with Their Parents: A Cross-Sectional Study

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