Predicted factors related to auditory performance of school-aged children with cochlear implants

Wang, Nan-Mai; Liu, Chu-Jung; Liu, Shu-Yu; Huang, Kuo‐You; Kuo, Yu-Ching

doi:10.1179/146701011x13001035752615

Cited by 6 publications

(8 citation statements)

References 6 publications

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“…(3) Daily hours of cochlear implant device use Children's performance after cochlear implantation might be affected positively or negatively by the length of daily device use. [13,18,19] Daily use of the devices helps children to participate in their home and school environments and improves their auditory function skills. The more hours spent using cochlear implant devices provides a greater opportunity for children to learn language and get the maximum benefit of the devices.…”

Section: Individual Differencesmentioning

confidence: 99%

Factors influencing rehabilitation and education in children who have cochlear implants: An integrative review

Bivarchi

Johnson²,

Sulaiteen³

et al. 2023

IJH

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Background: Several factors might impact the development of auditory, speech, and communication skills as well as academic performance in children with cochlear implants. These factors are important for these children’s transition to mainstream education. A lack of understanding among school staff about cochlear implant technology and these children’s special needs affects their school performance. Therefore, educational services need to include specialized sessions for nurses and teachers to meet the educational and special needs of these children.Aim: To explore the factors influencing the rehabilitation and education of children who have cochlear implants and highlight empirical evidence that will guide the development of educational sessions for school nurses and teachers who encounter these students.Methods: Whittemore and Knafl’s framework for integrative review guided this work. An electronic search was conducted using the Cumulative Index to Nursing and Allied Health Literature, MEDLINE, and Academic Search Complete databases. Data was extracted and organized into the individual, interpersonal and organizational, and policy and environmental levels of the Socio-Ecological Model.Results: The individual-level factors are age at implantation, abnormal inner ear morphology, presence of additional disabilities, and hours of daily device use. The interpersonal and organizational factors include lower socioeconomic status, support within the family, and lack of experts at mainstream schools. The policy and environmental level factors are a failure in implementing hearing screening programs, lack of community awareness, and lack of clear education policies within the schools.Conclusions: Children face challenges at schools due to a lack of experts who are familiar with the needs of children with cochlear implants. To realize the children’s needs and provide proper educational support by school staff, teaching and training sessions need to be.

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Section: Individual Differencesmentioning

confidence: 99%

Factors influencing rehabilitation and education in children who have cochlear implants: An integrative review

Bivarchi

Johnson²,

Sulaiteen³

et al. 2023

IJH

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“…Finally, young children's resistance to wearing HAs, CIs, or other devices is commonly described by caregivers, who sometimes struggle to meet audiologists' recommendations for wear time ( Moeller et al, 2009 ; Walker et al, 2013 , 2015 ) and report inadequate supports and guidance from hearing health care providers in addressing this issue ( Muñoz et al, 2016 ). Given the importance of high-quality linguistic input to children's oral language development, adherence to wearing devices is crucial in this population ( McCreery et al, 2015 ; Tomblin et al, 2014 ; Wang et al, 2011 ), but evidence-based approaches supporting caregivers in ensuring adherence are lacking ( Ambrose et al, 2020 ). Many providers reportedly lack skills and confidence in addressing this problem ( Harrison et al, 2016 ).…”

Section: Could Behavioral Parent Training Be Incorporated Into the St...mentioning

confidence: 99%

“…Many providers reportedly lack skills and confidence in addressing this problem ( Harrison et al, 2016 ). Behavioral parent training is specifically designed to empower caregivers to identify specific child behaviors to target with effective reinforcement strategies, making it a potentially powerful tool for increasing device use and, thus, aural/oral linguistic input and language development ( Tomblin et al, 2014 ; Wang et al, 2011 ).…”

Section: Could Behavioral Parent Training Be Incorporated Into the St...mentioning

confidence: 99%

Behavioral Parent Training for Families With Young Deaf or Hard of Hearing Children Followed in Hearing Health Care

Studts

Jacobs

Bush

et al. 2022

J Speech Lang Hear Res

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Purpose: It is well established that individuals with a communication disability, including being deaf or hard of hearing (DHH), experience inequities in health services and outcomes. These inequities extend to DHH children's access to psychosocial evidence-based interventions (EBIs). Behavioral parent training is an EBI that can be used to improve caregiver and child outcomes. Despite being supported by decades of effectiveness research, this EBI is rarely accessed by, or studied with, caregivers of DHH children. The purpose of this article is to describe a program of stakeholder-engaged research adapting and assessing behavioral parent training with caregivers of young DHH children followed in hearing health care, aimed at reducing inequities in access to this EBI. Method: The first section briefly summarizes the literature on disruptive behavior problems in young children, with a focus on preschool-age DHH children. The evidence base for behavioral parent training is described. Next, the gaps in knowledge and practice regarding disruptive behaviors among DHH children are highlighted, and the potential integration of behavioral parent training into the standard of care for this population is proposed. Conclusions: Young DHH children who use hearing aids and/or cochlear implants experience disruptive behavior problems at rates at least as high as typically hearing children, but their access to EBIs is limited, and behavioral parent training programs tailored to this population have not been rigorously tested. Caregivers and hearing health care service providers affirm the potential benefits of behavioral parent training and were partners in adapting this EBI. This research highlights several principles and approaches essential for reducing inequities and improving the quality of life not only for DHH children and their families but also for individuals with communication disabilities more broadly: engagement of key stakeholders in research, collaboration across disciplines, and using implementation science methods and models to design for implementation, dissemination, and sustainment.

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“…The device that converts acoustic energy into electrical stimulation bypassing endogenously dysfunctional cochlear structures has gained widespread popularity in the aural rehabilitation of patients with severe to profound sensorineural hearing loss. The performance of patients following cochlear implantation can be broadly variable, dependent on a number of factors, including age of onset of deafness, duration of deafness, age of implantation, etiology of deafness, use of hearing aids, mode of communication, cognitive ability, motivation and psychosocial support system to name a few [1][2][3][4].…”

Section: Editorialmentioning

confidence: 99%

Cochlear implantation in late childhood and adolescence: is there such a thing as ‘too late’?

Heman‐Ackah

Roland

Waltzman³

2012

Expert Review of Medical Devices

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Predicted factors related to auditory performance of school-aged children with cochlear implants

Cited by 6 publications

References 6 publications

Factors influencing rehabilitation and education in children who have cochlear implants: An integrative review

Factors influencing rehabilitation and education in children who have cochlear implants: An integrative review

Behavioral Parent Training for Families With Young Deaf or Hard of Hearing Children Followed in Hearing Health Care

Cochlear implantation in late childhood and adolescence: is there such a thing as ‘too late’?

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