Receptive Language outcomes in Children after cochlear Implantation

Baldassari, Cristina M.; Schmidt, Christine Nicole; Schubert, Christine M.; Srinivasan, Pratibha; Dodson, Kelley M.; Sismanis, Aristides

doi:10.1016/j.otohns.2008.09.008

Cited by 57 publications

(38 citation statements)

References 12 publications

(28 reference statements)

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“…A child who is not able to understand spatial prepositions and complex syntax would be commonly described as having "receptive language acquisition delay" (Baldassari et al 2009). The data presented above show that this description is highly ambiguous.…”

Section: The "Mental Rotation and Modification Of Object's Location Imentioning

confidence: 99%

Neurobiological mechanisms for nonverbal IQ tests: implications for instruction of nonverbal children with autism

Vyshedskiy¹,

Dunn²,

Piryatinsky³

2017

RIO

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Traditionally, the neurological correlates of IQ test questions are characterized qualitatively in terms of 'control of attention' and 'working memory.' In this report we attempt to characterize each IQ test question quantitatively by two factors: a) the number of disparate objects that have to be imagined in concert in order to solve the problem and, b) the amount of recruited posterior cortex territory. With such a classification, an IQ test can be understood on a neuronal level and a subject's IQ score could be interpreted in terms of specific neurological mechanisms available to the subject.Here we present the results of an analysis of the three most popular nonverbal IQ tests: Test of Nonverbal Intelligence (TONI-4), Standard Raven's Progressive Matrices, and Wechsler Intelligence Scale for Children (WISC-V). Our analysis shows that approximately half of all questions (52±0.02%) are limited to mental computations involving only a single object; these easier questions are found towards the beginning of each test. More difficult questions located towards the end of each test rely on mental synthesis of several disparate objects and the number of objects involved in computations gradually increases with question difficulty. These more challenging questions require the organization of wider posterior cortex networks by the lateral prefrontal cortex (PFC). This conclusion is in line with neuroimaging studies showing that activation level of the lateral PFC and the posterior cortex positively correlates with task difficulty. This analysis has direct implications for brain pathophysiology and, specifically, for therapeutic interventions for children with language impairment, most notably for children with Autism Spectrum Disorder (ASD) and other developmental disorders. Keywords AbbreviationsNOB score = number of objects score PCT score = posterior cortex territory score

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Section: The "Mental Rotation and Modification Of Object's Location Imentioning

confidence: 99%

Neurobiological mechanisms for nonverbal IQ tests: implications for instruction of nonverbal children with autism

Vyshedskiy¹,

Dunn²,

Piryatinsky³

2017

RIO

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“…Compared with other disabled people, those with severe to profound deafness have historically the lowest median education achievement level, the lowest median annual family income, the lowest rate of participation in the labor force, the lowest rate of persons in professional and technical jobs, and the poorest self-rated general health [30] .…”

Section: Discussionmentioning

confidence: 97%

“…GJB2 gene mutations were screened by direct sequencing of the gene coding region [13,14,27,28] and the exon 1 and flanking splice donor site [29,30] .…”

Section: Molecular Studymentioning

confidence: 99%

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Satisfaction of Children with Auditory Neuropathy and Cochlear Implant

Carvalho

Zago²,

Ramos³

et al. 2016

Int Adv Otol

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OBJECTIVE:In auditory neuropathy (AN) a dyssynchrony in the nerve conduction of the auditory nerve fibers is observed. Typically, patients with AN exhibit moderate to profound sensorineural hearing loss, and treatment using cochlear implants (CIs) or hearing aids should be performed as early as possible for a better hearing rehabilitation. The aim of this study is to evaluate the satisfaction level of patients with AN spectrum disorder treated using CIs. The Satisfaction with Amplification in Daily Life questionnaire was selected to evaluate 10 patients with AN treated using CIs. MATERIAL and METHODS:Clinical study of patients with AN spectrum disorder submitted to CI. A retrospective data analysis, genetic and clinical evaluation in a tertiary referral center was done. RESULTS:The means of the subscales for positive effects, services and costs, negative factors, and personal image were 6.15, 4.6, 3.26, and 3.33, respectively. CONCLUSIONS:Patients with AN treated using CIs consider themselves satisfied.

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“…Os estudos que compararam os ganhos em linguagem das crianças com próteses auditivas e as utilizadoras de implantes cocleares, registaram maiores competências linguísticas orais nas que tinham o implante coclear. 15,[32][33][34] A idade da implantação e o tempo durante o qual a criança utiliza o implante coclear são dois factores que influenciam de forma significativa as competências da linguagem oral adquiridas pelas crianças com surdez profunda. [35][36][37] Nas crianças alvo deste estudo, o facto de as mesmas terem a idade auditiva entre os seis anos e um mês e os seis anos e os 10 meses pode ter exercido influência importante nos resultados.…”

Section: Discussionunclassified

O Impacto do Implante Coclear na Linguagem Oral das Crianças com Surdez Congénita

et al. 2015

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Acta Med Port 2015 Jul-Aug;28(4):442-447 RESUMOIntrodução: As crianças com surdez neurossensorial severa a profunda podem adquirir vocabulário e estruturas sintácticas para comunicarem pela linguagem oral, após implante coclear. Objectivo: Identificar as capacidades linguísticas em crianças, com implante coclear. Material e Métodos: Estudou-se a linguagem oral em 18 crianças, entre nove e 10 anos, com surdez neurossensorial profunda bilateral congénita, com implante coclear, avaliadas com a Grelha de Observação da Linguagem-Nível Escolar. As pontuações obtidas foram comparadas com as das crianças normo-ouvintes com igual idade auditiva. Resultados: As pontuações nas estruturas linguísticas estudadas, crianças implantadas vs. padrão das normo-ouvintes foram: fonologia 29, 44 ± 8,4 vs. 29,68 ± 5,90, p = 0,91; semântica 18,55 ± 8,89 vs. 19,20 ± 4,85, p = 0,76; morfossintaxe 21,89 ± 12,85 vs. 26,35 ± 10,36, p = 0,159. Nas provas da estrutura semântica, não se registaram diferenças estatisticamente significativas. Na morfossintaxe, a diferença foi estatisticamente significativa na derivação das palavras, 2,83 ± 2,81 vs. 4,65 ± 1,64, p = 0,014. Na fonologia, verificou-se diferença significativa, na prova de discriminação de pseudopalavras, 6,6 ± 2,8 vs. 8,37 ± 2,32, p = 0,023. Na segmentação silábica, as crianças implantadas tiveram uma pontuação significativamente superior ao padrão 8,56 ± 1,6 vs. 5,9 ± 1,58, p < 0,001. Discussão: A semelhança das pontuações obtidas pelas crianças com implante coclear em relação ao padrão nas componentes linguísticas estudadas, confirma que o implante coclear promove o desenvolvimento da linguagem verbal oral nas crianças com surdez congénita. Conclusão: As crianças implantadas obtiveram ganhos de linguagem similares às normo-ouvintes com igual idade auditiva. Palavras-chave: Acústica da Fala; Criança; Desenvolvimento da Linguagem; Implantes Coclears; Percepção da Fala; Perda Auditiva Neurossensorial. ABSTRACT Introduction:Children with severe to profound sensorineural deafness can acquire vocabulary and syntactic structures to communicate by oral language, after cochlear implant. Aim: Identify the linguistic skills of children with cochlear implant. Material and Methods: Eighteen children of both gender, between 9 and 10 years, with congenital bilateral deafness, using cochlear implant, were studied. The evaluation instrument used was Observation Chart of Language-School Level. The results were compared with standard of normal-hearing children with the same hearing age. Results:The scores registered in the linguistics structures studied, comparing implanted children and standard, was: phonology, 29.44 ± 8.4 vs. 29.68 ± 5.90, p = 0.91; semantics, 18.55 ± 8.89 vs. 19.20 ± 4.85, p = 0.76; morpho-syntax 21.89 ± 12.85 vs. 26.35 ± 10.36, p = 0.159. Regarding the tests of semantics, there was no significant difference. Concerning the tests of morpho-syntactic structure, the difference was significant in the derivation of words, 2.83 ± 2.81 vs. 4.65 ± 1.64, p = 0.014. In the phonology, a s...

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Receptive Language outcomes in Children after cochlear Implantation

Abstract: Pediatric cochlear implant recipients acquire receptive language skills that approach those of their hearing peers and exceed those of children with hearing aids.

Cited by 57 publications

References 12 publications

Neurobiological mechanisms for nonverbal IQ tests: implications for instruction of nonverbal children with autism

Neurobiological mechanisms for nonverbal IQ tests: implications for instruction of nonverbal children with autism

Satisfaction of Children with Auditory Neuropathy and Cochlear Implant

O Impacto do Implante Coclear na Linguagem Oral das Crianças com Surdez Congénita

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