Improvements in visual attention in deaf infants and toddlers after cochlear implantation

Quittner, Alexandra L.; Barker, David H.; Snell, Carolyn; Cruz, Ivette; McDonald, Lynda-Grace; Grimley, Mary E.; Botteri, Melissa; Marciel, Kristen K.; Team, Cdaci Investigative

doi:10.1080/16513860701745401

Cited by 31 publications

(31 citation statements)

References 22 publications

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“…However, in the case of early auditory deprivation there has been some debate over whether early profound deafness results in visual attention deficits (Quittner et al, 2007) or compensatory changes to attentional processes (Neville and Lawson, 1987a;Bavelier et al, 2006). In this brief article we attempt to reconcile these two views by contrasting attentional selection in space versus in time.…”

Section: Introductionmentioning

confidence: 98%

Attentional enhancements and deficits in deaf populations: An integrative review

Dye

Bavelier

2010

Restorative Neurology and Neuroscience

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The literature on visual attention in deaf individuals presents two competing views. On one hand, the deficit view proposes that auditory input is necessary for the development of visual attention; on the other hand, the compensation view holds that visual attention reorganizes to allow the individual to compensate for the lack of auditory input. While apparently contradictory, we suggest that these views shed complementary light on the cross-modal reorganization of visual attention after early deafness. First, these two fields of inquiry look at different aspects of attention. The deficit view is mostly supported by studies of allocation of attention in time, whereas the compensation view is backed by studies measuring the allocation of attention across space. Second, they focus on groups of different age and different background. Deficits have been documented mostly in children with mixed hearing loss aetiologies, whereas reorganization has been documented in a less representative, but more homogenous group of Deaf adults. We propose a more integrative view in which early auditory deprivation does not result in better or worse visual attention. Rather, selected aspects of visual attention are modified in various ways along the developmental trajectory as a result of early deafness.

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Section: Introductionmentioning

confidence: 98%

Attentional enhancements and deficits in deaf populations: An integrative review

Dye

Bavelier

2010

Restorative Neurology and Neuroscience

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“…Specifically, improvements have been shown in oral language, speech perception and recognition, attention, and behavioral development [1, 2, 3, 4, 5]. In the past two decades, behavioral, psychological, and cognitive disabilities were considered contraindications for pediatric cochlear implantation and CI Centers often refrained from implanting these children [6, 7, 8].…”

Section: Introductionmentioning

confidence: 99%

“…Although oral language has been the focus of CI research, other studies have also reported positive effects of cochlear implantation on behavioral, social, and emotional development [3, 21, 22, 23]. Research has consistently reported that deaf children and children with developmental disabilities have higher rates of behavior problems than children without disabilities [21, 24, 25].…”

Section: Introductionmentioning

confidence: 99%

Language and Behavioral Outcomes in Children With Developmental Disabilities Using Cochlear Implants

Cruz¹,

Vicaria²,

Wang³

et al. 2012

Otology &Amp; Neurotology

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Objective Over the past decade, the number of deaf children with developmental disabilities receiving cochlear implants has increased dramatically. However, little is known about the developmental outcomes of these children post-implantation. The current study evaluated oral language and behavioral outcomes over three years post-implantation in a sample of typically developing deaf children and children with developmental disabilities. Study Design A three year longitudinal study of the effects of cochlear implantation on language and behavioral outcomes in children with and without additional disabilities. Setting Six cochlear implant centers in the United States. Patients The study cohort consisted of 188 deaf children. Eighty-five percent of the sample (n=157) had a single diagnosis of severe to profound hearing loss and 15% (n=31) had an additional disability. Main Outcome Measures Oral language was assessed using the Reynell Developmental Language Scales and behavioral outcomes were assessed using the Child Behavior Checklist. Results Results using multilevel modeling indicated that deaf children with and without additional disabilities improved significantly in oral language skills post-implantation. However, children with developmental disabilities made slower progress. In terms of specific diagnoses, children with developmental disorders, such as autism, made the slowest progress over time. In addition, behavior problems increased significantly in this group, whereas behavior problems decreased over three years in the typically developing deaf sample. Conclusions Overall, given the improvements in expressive and receptive language skills documented over three years, these findings support the use of cochlear implants for deaf children with developmental disabilities.

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“…Some studies (Quittner et al, 2007, Quittner et al 1994Smith, Quittner et al1998) suggest that even though in the months following implantation there are substantial improvements in the tasks that require greater and sustained visual attention, it is not until the children have reached 8 or 9 years of age that they are able to make better use of the cochlear implant due to the strong relationship that exists between the level of performance required in each task and the age of the children.…”

Section: Discussionmentioning

confidence: 99%

Adaptive Functioning in Students with Cochlear Implants Assessed in Spain through the Strengths and Difficulties Questionnaire

Rosa

Pérez‐Jorge

JIménez³

et al. 2017

GJHS

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Cochlear implantation has become increasingly accepted as an option for early implantation in the deaf. The aim of this study was to compare the opinions of 250 classroom teachers and 200 speech, language and hearing specialist teachers regarding the behavior and emotions of the students with cochlear implants using the Strengths and Difficulties Questionnaire (SDQ), which is divided between 5 scales: a) emotional symptoms, b) conduct problems, c) prosocial behavior, d) peer relationship problems, and e) hyperactivity/inattention. The results have shown that there are important discrepancies between the two, both in the externalization of conduct problems and in prosocial behaviors, although there are notable coincidences related to attention factors and to the exceptional presence of emotional symptoms of these students in new situations.

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Improvements in visual attention in deaf infants and toddlers after cochlear implantation

Cited by 31 publications

References 22 publications

Attentional enhancements and deficits in deaf populations: An integrative review

Attentional enhancements and deficits in deaf populations: An integrative review

Language and Behavioral Outcomes in Children With Developmental Disabilities Using Cochlear Implants

Adaptive Functioning in Students with Cochlear Implants Assessed in Spain through the Strengths and Difficulties Questionnaire

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