Language and Verbal Reasoning Skills in Adolescents With 10 or More Years of Cochlear Implant Experience

Abstract

Results of this study support the provision of CIs to children at the youngest age possible. In addition, it highlights the substantial role that cognition plays in later language outcomes. Although the students' use of sign to enhance language skills during the elementary years does not appear to have a negative impact on later language skills, students who continue to rely on sign to improve their vocabulary comprehension into high school typically exhibit poorer English language outcomes than students whose spoken language comprehension parallels or exceeds their comprehension of speech + sign. Overall, the language results obtained from these teenagers with more than 10 yrs of CI experience reflect substantial improvement over the verbal skills exhibited by adolescents with similar levels of hearing loss before the advent of CIs. These optimistic results were observed in teenagers who were among the first in the United States and Canada to receive a CI. We anticipate that the use of improved technology that is being initiated at even younger ages should lead to age-appropriate language levels in an even larger proportion of children with CIs.

Desenvolvimento da linguagem e deficiência auditiva: revisão de literatura

“…In the present review, 26 articles were found 2,6-30 , being eighteen analytical observational transversal studies 2,[6][7][8][9][12][13][14][17][18][19][20][21]23,24,[27][28][29] , four analytical observational longitudinal studies 10,11,16,22 , two reported case 15,25 , one experimental study 26 and one literature review 30 , consisting of nineteen national and seven international researches. The articles were separated in thematic bases and distributed in frames to results presentation.…”

“…The 20 articles that approached oral language 2,[6][7][8][9][10][11][12][13][14][15][16][17][18][19][20][21][22][23][24] referred to children with diagnosis of hearing loss, but differed on the protocols used to assessment. It is important to highlight that 4 studies of them assessed the communicative abilities 12,14,16,21 , by means of pragmatic protocols (Pragmatic Tasks of ABFW -Teste de Linguagem Infantil, Communicative Abilities Pragmatic Profiles e MAASE linguistic test) or verbal interactions; others four described the language expression and understanding 9,11,13,22 using the Reynell Development Language Scales (RDLS) and there were others four articles that have analyzed the vocabulary 7,18,20,24 by means of different protocols (Vocabulary Tasks of ABFW -Teste de Linguagem Infantil, Peabody Picture Vocabulary Test -PPVT e British Picture Vocabulary Scale -BPVS).…”

Fatores biológicos e socioculturais na avaliação do vocabulário receptivo em português oral de deficientes auditivos pós-linguais

“…In individuals with post-lingual hearing loss, age may influence the vocabulary expansion, the conditions of school integration and the development of abstract thinking (5) . In order to reduce the difficulties brought about by hearing loss is the use of electronic devices such as personal sound amplification device (hearing aids) and cochlear implant (CI), which enable the reception of sound stimuli or the use of residual hearing of the individual.…”

Linguagem oral de adolescentes deficientes auditivos: avaliação fonoaudiológica e relato dos professores

“…This is a problem of great impact in adolescent's socialization, because Students with severe to profound sensorineural hearing loss, usually, have significant delay in reading when compared to hearing students. This delay can be even more damaging to new vocabulary acquisition 34 . According to teachers, seven students are able to complete tasks without help, eight do not answer to book's questions and do not have a good performance in solving problems.…”