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Journal articles on the topic 'Hearing impaired children Twins Cochlear implants'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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1

Chora, Joana Rita, Helena Simões-Teixeira, Tiago Daniel Matos, et al. "Two Portuguese Cochlear Implanted Dizygotic Twins: A Case Report." Case Reports in Genetics 2012 (2012): 1–5. http://dx.doi.org/10.1155/2012/623860.

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Individual’s hearing performance after cochlear implant (CI) is variable and depends on different factors such as etiology of deafness, age at implantation, and social/family hearing environment. Here we report the case of dizygotic twins, boy and girl, presenting with neurosensorial profound deafness prior CI (age of implantation = 3.5 years old). Both parents have severe/profound deafness, since childhood, and use sign language as primary mode of communication. Clinical and genetic characterization was performed, as well as the assessment of the auditory and oral (re)habilitation after CI, a

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2

Wu, Jiaojiao, and Yuhan Xie. "THE EARLY INTERVENTION TENDENCY OF CHINESE CHILDREN WITH COCHLEAR IMPLANTS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 26, 2016): 222. http://dx.doi.org/10.17770/sie2016vol3.1430.

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From the change of adult unilateral cochlear implantation into young children even under the age of six implant cochlear, sequential bilateral cochlear implantation, which benefit by early hearing screening and technological development of cochlear implants. It is a worldwide trend that simultaneous bilateral cochlear implantation for hearing impaired children under the age of three. Cochlear implants bring changes of education opportunities and choices for children with hearing impairment. Family-centered postoperative early intervention is important, at the same time, hearing impaired childr

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3

Ligthelm, Adri, and Emily Groenewald. "Suprasegmentele Spraakeienskappe van Prelinguaal Gehoorgestremde Kinders met Kogleêre Inplantings, Gehoorgestremde Kinders sonder Inplantings en Normaalhorende Kinders." South African Journal of Communication Disorders 46, no. 1 (1999): 65–72. http://dx.doi.org/10.4102/sajcd.v46i1.729.

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A review of the relevant literature indicates a lack of knowledge regarding suprasegmental speech characteristics in prelingual hearing impaired children with cochlear implants. This study is aimed at examining certain suprasegmental features in the speech of prelingual hearing impaired children with cochlear implants by perceptual ratings and acoustic analyses, comparing these results to that of prelingual hearing impaired children without implants, and normal hearing children of the same age. Twelve Afrikaans speaking children between the ages of six and ten years were included in three grou

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4

Reifinger, James L. "Music Education to Train Hearing Abilities in Children with Cochlear Implants." Music Educators Journal 105, no. 2 (2018): 57–63. http://dx.doi.org/10.1177/0027432118809404.

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Music education is being explored by researchers as a means of improving hearing acuity for children with hearing loss, particularly those with cochlear implants. Music educators are uniquely positioned to contribute to this important endeavor. This article describes normal and impaired hearing and how music perception is affected for students with cochlear implants. Current research is discussed, and guidance is provided for planning and leading music activities for students with cochlear implants.

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Maletic-Sekulic, Ivana, Ivana Veselinovic, Ljiljana Jelicic, Mirjana Sijan-Gobeljic, and Ninoslava Dragutinovic. "Positive effects of hearing and speech rehabilitation on lexical fund quality in hearing impaired children." Vojnosanitetski pregled 75, no. 6 (2018): 576–81. http://dx.doi.org/10.2298/vsp160815375m.

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Background/Aim. Initial experiences in rehabilitation of children with cochlear implants and frequent debates regarding the effects of their application have imposed the necessity to compare the effects of speech rehabilitation in children with hearing aids with those having cochlear implants. The aim of this study was to evaluate and compare the level of lexical development in hearing impaired children who are involved in the process of hearing and speech-language rehabilitation and who were amplified by hearing aids or cochlear implants. Methods. The sample consisted of 55 children aged 3?6

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6

Waltzman, Susan B., and Noel L. Cohen. "Speech perception in congenitally hearing impaired children using cochlear implants." Current Opinion in Otolaryngology & Head and Neck Surgery 7, no. 5 (1999): 248–50. http://dx.doi.org/10.1097/00020840-199910000-00005.

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7

Rezaei, Mohammad, Maryam Emadi, Peyman Zamani, Farhad Farahani, and Gohar Lotfi. "Speech Intelligibility in Persian Hearing Impaired Children with Cochlear Implants and Hearing Aids." Journal of Audiology and Otology 21, no. 1 (2017): 57–60. http://dx.doi.org/10.7874/jao.2017.21.1.57.

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8

Ostojic, Sanja, Sanja Djokovic, Nadezda Dimic, and Branka Mikic. "Cochlear implant: Speech and language development in deaf and hard of hearing children following implantation." Vojnosanitetski pregled 68, no. 4 (2011): 349–52. http://dx.doi.org/10.2298/vsp1104349o.

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Bacground/Aim. Almost 200 cochlear implantations were done in the four centers (two in Belgrade, per one in Novi Sad and Nis) in Serbia from 2002 to 2009. Less than 10% of implantees were postlingually deaf adults. The vast majority, i.e. 90% were pre- and perilingually profoundly deaf children. The aim of this study was to assess the influence of improved auditory perception due to cochlear implantation on comprehension of abstract words in children as compared with hearing impaired children with conventional hearing aids and normal hearing children. Methods. Thirty children were enrolled in

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9

Cleary, Miranda. "Perception of talker similarity by normal-hearing children and hearing-impaired children with cochlear implants." Journal of the Acoustical Society of America 111, no. 5 (2002): 2429. http://dx.doi.org/10.1121/1.4778319.

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10

Lee, Sang Heun, Myung Jin Huh, Hang IM Jeung, and Dal Hee Lee. "Receptive language skills of profoundly hearing-impaired children with cochlear implants." Cochlear Implants International 5, sup1 (2004): 99–101. http://dx.doi.org/10.1179/cim.2004.5.supplement-1.99.

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11

Bergeson, Tonya R., Rachel J. Miller, and Kasi McCune. "Mothers' Speech to Hearing-Impaired Infants and Children With Cochlear Implants." Infancy 10, no. 3 (2006): 221–40. http://dx.doi.org/10.1207/s15327078in1003_2.

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12

Lee, Sang Heun, Myung Jin Huh, and Hang Im Jeung. "Receptive language skills of profoundly hearing-impaired children with cochlear implants." Cochlear Implants International 5, S1 (2004): 99–101. http://dx.doi.org/10.1002/cii.187.

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13

SZAGUN, GISELA. "Learning by ear: on the acquisition of case and gender marking by German-speaking children with normal hearing and with cochlear implants." Journal of Child Language 31, no. 1 (2004): 1–30. http://dx.doi.org/10.1017/s0305000903005889.

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The acquisition of case and gender marking on the definite and indefinite article was studied in a sample of 6 normally-hearing children and 9 children with cochlear implants. Longitudinal spontaneous speech data are used. Children were matched by MLU, with 4 MLU levels: 1·8, 2·8, 3·6, 4·8. Age ranges for normally-hearing children were 1;4 to 3;8 and for children with cochlear implants 1;8 to 7;0. Frequencies of correctly marked article forms increased over MLU but less so in the hearing-impaired group. In both groups error rates were high. However, error patterns were different. In normally-h

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14

Law, Zoe W. Y., and Lydia K. H. So. "Phonological Abilities of Hearing-Impaired Cantonese-Speaking Children With Cochlear Implants or Hearing Aids." Journal of Speech, Language, and Hearing Research 49, no. 6 (2006): 1342–53. http://dx.doi.org/10.1044/1092-4388(2006/096).

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15

Wong, Angela O. C., and Lena L. N. Wong. "Tone Perception of Cantonese-Speaking Prelingually Hearing-Impaired Children with Cochlear Implants." Otolaryngology–Head and Neck Surgery 130, no. 6 (2004): 751–58. http://dx.doi.org/10.1016/j.otohns.2003.09.037.

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Carter, Allyson K., Caitlin M. Dillon, and David B. Pisoni. "Imitation of nonwords by hearing impaired children with cochlear implants: suprasegmental analyses." Clinical Linguistics & Phonetics 16, no. 8 (2002): 619–38. http://dx.doi.org/10.1080/02699200021000034958.

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Dillon, Caitlin M., Miranda Cleary, David B. Pisoni, and Allyson K. Carter. "Imitation of nonwords by hearing‐impaired children with cochlear implants: segmental analyses." Clinical Linguistics & Phonetics 18, no. 1 (2004): 39–55. http://dx.doi.org/10.1080/0269920031000151669.

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18

Hiraumi, Harukazu, Shinobu Yamaguchi, and Juichi Ito. "Problems Associated with Cochlear Implants in Hearing-Impaired Children with Additional Disabilities." Japan Journal of Logopedics and Phoniatrics 51, no. 2 (2010): 203–6. http://dx.doi.org/10.5112/jjlp.51.203.

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19

Vanormelingen, Liesbeth, Sven De Maeyer, and Steven Gillis. "A comparison of maternal and child language in normally-hearing and hearing-impaired children with cochlear implants." Language, Interaction and Acquisition 7, no. 2 (2016): 145–79. http://dx.doi.org/10.1075/lia.7.2.01van.

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The present study examines the amount of input and output in congenitally hearing-impaired children with a cochlear implant (CI) and normally-hearing children (NH) and their normally-hearing mothers. The aim of the study was threefold: (a) to investigate the input provided by the two groups of mothers, (b) to investigate the output of the two groups of children, and (c) to investigate the influence of the mothers’ input on child output and expressive vocabulary size. Mothers are less influenced by their children’s hearing status than the children are: CI children are more talkative and slower

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20

Paatsch, Louise E., Peter J. Blamey, Julia Z. Sarant, Lois F. A. Martin, and Catherine P. Bow. "Separating Contributions of Hearing, Lexical Knowledge, and Speech Production to Speech-Perception Scores in Children With Hearing Impairments." Journal of Speech, Language, and Hearing Research 47, no. 4 (2004): 738–50. http://dx.doi.org/10.1044/1092-4388(2004/056).

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Open-set word and sentence speech-perception test scores are commonly used as a measure of hearing abilities in children and adults using cochlear implants and/or hearing aids. These tests are usually presented auditorily with a verbal response. In the case of children, scores are typically lower and more variable than for adults with hearing impairments using similar devices. It is difficult to interpret children’s speech-perception scores without considering the effects of lexical knowledge and speech-production abilities on their responses. This study postulated a simple mathematical model

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21

Bicas, Rafaela da Silva, Laura Mochiatti Guijo, and Eliane Maria Carrit Delgado-Pinheiro. "Oral communication and auditory skills of hearing impaired children and adolescents and the speech therapy rehabilitation process." Revista CEFAC 19, no. 4 (2017): 465–74. http://dx.doi.org/10.1590/1982-0216201719412516.

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ABSTRACT Purpose: to analyze auditory and oral communication behaviors in a group of children and adolescents, users of cochlear implants and to establish a relationship with factors that interfere with aural rehabilitation. Methods: participants were 13 children or adolescents with profound bilateral sensorineural hearing loss. Standardized procedures were applied to check: the auditory and oral communication behaviors of participants and their relationships with the child's age at diagnosis period; the interval between diagnosis and intervention, adaptation onset of the cochlear implant; the

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22

Kondaurova, Maria V., Tonya R. Bergeson-Dana, and Neil A. Wright. "Acoustic characteristics of infant-directed speech to normal-hearing and hearing-impaired twins with hearing aids and cochlear implants: A case study." Journal of the Acoustical Society of America 136, no. 4 (2014): 2262. http://dx.doi.org/10.1121/1.4900171.

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23

N., Dhinakaran, and Karthikeyan B.M. "A PRELIMINARY STUDY ON ANALYSIS OF PHONOLOGICAL PROCESSES IN TAMIL SPEAKING HEARING IMPAIRED CHILDREN WITH COCHLEAR IMPLANTS." International Journal of Advanced Research 9, no. 01 (2021): 769–73. http://dx.doi.org/10.21474/ijar01/12355.

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Phonological Processes are simplification of sounds which occur among the children during the younger age and will gradually diminish giving an adult like speech form. The aim of the present study is to analyze the occurrence of phonological processes among hearing impaired children who underwent cochlear implant surgery during their younger age as an early intervention. The subjects included in the study were 10 children (5 male and 5 female) who were diagnosed with congenital total hearing impairment and underwent cochlear implant surgery and attending Auditory verbal therapy. The task given

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24

Boons, Tinne, Leo De Raeve, Margreet Langereis, Louis Peeraer, Jan Wouters, and Astrid van Wieringen. "Narrative spoken language skills in severely hearing impaired school-aged children with cochlear implants." Research in Developmental Disabilities 34, no. 11 (2013): 3833–46. http://dx.doi.org/10.1016/j.ridd.2013.07.033.

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25

Uchiyama, Tsutomu. "Effect of Entry Age of Early Intervention in Hearing-Impaired Children with Cochlear Implants." Japan Journal of Logopedics and Phoniatrics 52, no. 4 (2011): 329–35. http://dx.doi.org/10.5112/jjlp.52.329.

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26

Kral, Andrej, Michael F. Dorman, and Blake S. Wilson. "Neuronal Development of Hearing and Language: Cochlear Implants and Critical Periods." Annual Review of Neuroscience 42, no. 1 (2019): 47–65. http://dx.doi.org/10.1146/annurev-neuro-080317-061513.

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The modern cochlear implant (CI) is the most successful neural prosthesis developed to date. CIs provide hearing to the profoundly hearing impaired and allow the acquisition of spoken language in children born deaf. Results from studies enabled by the CI have provided new insights into ( a) minimal representations at the periphery for speech reception, ( b) brain mechanisms for decoding speech presented in quiet and in acoustically adverse conditions, ( c) the developmental neuroscience of language and hearing, and ( d) the mechanisms and time courses of intramodal and cross-modal plasticity.

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27

Daneshi, A., S. Hassanzadeh, and M. Farhadi. "Cochlear implantation in children with Waardenburg syndrome." Journal of Laryngology & Otology 119, no. 9 (2005): 719–23. http://dx.doi.org/10.1258/0022215054797943.

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Waardenburg syndrome is an autosomal-dominant trait resulting from mutations occurring in different genes. It is often characterized by varying degrees of: congenital hearing loss; dystopia canthorum; synophrys; broad nasal root; depigmentation of hair (white forelock), skin or both; and heterochromic or hypochromic irides.A retrospective case study was done to assess speech perception, speech production, general intelligence and educational setting in six profoundly hearing-impaired children with Waardenburg syndrome (four with type I, one with type II and one with type III) ranging in age fr

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Kishon-Rabin, Liat, Inbal Gehtler, Riki Taitelbaum, Jona Kronenberg, Chava Muchnik, and Minka Hildesheimer. "Development of Speech Perception and Production in Children with Cochlear Implants." Annals of Otology, Rhinology & Laryngology 111, no. 5_suppl (2002): 85–90. http://dx.doi.org/10.1177/00034894021110s518.

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The purpose of the present study was twofold: 1) to compare the hierarchy of perceived and produced significant speech pattern contrasts in children with cochlear implants, and 2) to compare this hierarchy to developmental data of children with normal hearing. The subjects included 35 prelingual hearing-impaired children with multichannel cochlear implants. The test materials were the Hebrew Speech Pattern Contrast (HeSPAC) test and the Hebrew Picture Speech Pattern Contrast (HePiSPAC) test for older and younger children, respectively. The results show that 1) auditory speech perception perfor

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Sharma, Anu, Kathryn Martin, Peter Roland, et al. "P1 Latency as a Biomarker for Central Auditory Development in Children with Hearing Impairment." Journal of the American Academy of Audiology 16, no. 08 (2005): 564–73. http://dx.doi.org/10.3766/jaaa.16.8.5.

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We used the latency of the P1 cortical auditory-evoked potential (CAEP) as a biomarker for the development of central auditory pathways in three children who received intervention through hearing aids and/or cochlear implants. Our goal was to examine the clinical feasibility of using the latency of the P1 CAEP as an objective tool to evaluate whether acoustic amplification for hearing-impaired children has provided sufficient stimulation for normal development of central auditory pathways. If clinicians have such a marker, then they can more confidently make a decision about whether to provide

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Baudonck, N., K. Van Lierde, I. Dhooge, and P. Corthals. "A Comparison of Vowel Productions in Prelingually Deaf Children Using Cochlear Implants, Severe Hearing-Impaired Children Using Conventional Hearing Aids and Normal-Hearing Children." Folia Phoniatrica et Logopaedica 63, no. 3 (2011): 154–60. http://dx.doi.org/10.1159/000318879.

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31

Myungjin Huh. "Reliability on Auditory Perception Skills Test for Hearing Impaired Children with Cochlear Implants Using ASC." Journal of speech-language & hearing disorders 19, no. 4 (2010): 227–40. http://dx.doi.org/10.15724/jslhd.2010.19.4.014.

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Baudonck, Nele, Ingeborg Dhooge, and Kristiane Van Lierde. "Intelligibility of hearing impaired children as judged by their parents: A comparison between children using cochlear implants and children using hearing aids." International Journal of Pediatric Otorhinolaryngology 74, no. 11 (2010): 1310–15. http://dx.doi.org/10.1016/j.ijporl.2010.08.011.

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Shall, Mary S. "The Importance of Saccular Function to Motor Development in Children with Hearing Impairments." International Journal of Otolaryngology 2009 (2009): 1–5. http://dx.doi.org/10.1155/2009/972565.

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Children with hearing deficits frequently have delayed motor development. The purpose of this study was to evaluate saccular function in children with hearing impairments using the Vestibular Evoked Myogenic Potential (VEMP). The impact of the saccular hypofunction on the timely maturation of normal balance strategies was examined using the Movement Assessment Battery for Children (Movement ABC). Thirty-three children with bilateral severe/profound hearing impairment between 4 and 7 years of age were recruited from a three-state area. Approximately half of the sample had one or bilateral cochl

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Hatzigiannakoglou, Paul D., and Areti Okalidou. "Development of an Auditory Rehabilitation Tool for children with Cochlear Implants through a Mobile-Based VR and AR serious game." International Journal of Online and Biomedical Engineering (iJOE) 15, no. 02 (2019): 81. http://dx.doi.org/10.3991/ijoe.v15i02.9709.

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<p class="Normal1" align="left">It is known that the development of auditory skills in children with hearing loss, who use assistive listening devices, requires training and practice. The aims of this research were a) to describe an auditory training software developed in order to help children with cochlear implants and/or hearing aids improve their auditory skills and monitor their performance, and b) to demonstrate the usability of the auditory training tool. The software is mobile-based and uses VR (Virtual Reality) and Immersive technology. In order to use it, the user must wear a V

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Surowiecki, Vanessa N., Paul Maruff, Peter A. Busby, Julia Sarant, Peter J. Blamey, and Graeme M. Clark. "Cognitive Processing in Children Using Cochlear Implants: The Relationship between Visual Memory, Attention, and Executive Functions and Developing Language Skills." Annals of Otology, Rhinology & Laryngology 111, no. 5_suppl (2002): 119–26. http://dx.doi.org/10.1177/00034894021110s524.

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We performed this study to determine whether children using a cochlear implant performed differently from age- and gender-matched hearing aid users on 8 neuropsychological measures of visual memory, attention, and executive functioning. The study also examined whether differences in cognitive skills could account for some of the observed variance in speech perception, vocabulary, and language abilities of hearing-impaired children. In contrast to previous studies, our results revealed no significant cognitive differences between children who use a cochlear implant and children who use hearing

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Innes-Brown, Hamish, Jeremy P. Marozeau, Christine M. Storey, and Peter J. Blamey. "Tone, Rhythm, and Timbre Perception in School-Age Children Using Cochlear Implants and Hearing Aids." Journal of the American Academy of Audiology 24, no. 09 (2013): 789–806. http://dx.doi.org/10.3766/jaaa.24.9.4.

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Background: Children with hearing impairments, especially those using hearing devices such as the cochlear implant (CI) or hearing aid (HA), are sometimes not encouraged to attend music classes, as they or their parents and teachers may be unsure whether the child can perform basic musical tasks. Purpose: The objective of the current study was to provide a baseline for the performance of children using CIs and HAs on standardized tests of rhythm and pitch perception as well as an instrument timbre identification task. An additional aim was to determine the effect of structured music training o

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Kumar, Prawin, Himanshu Sanju, Rajkishor Mishra, Varun Singh, and Priyanka Mohan. "Parental Expectation from Children with Cochlear Implants in Indian Context: a Questionnaire Based Study." International Archives of Otorhinolaryngology 21, no. 02 (2016): 156–60. http://dx.doi.org/10.1055/s-0036-1584228.

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Introduction Parental support is important in the habilitation/rehabilitation of children using cochlear implant devices. Hence, it is important for families to know the realistic expectations regarding outcomes from CIs. Objective The objective of the present study is to know the parents' expectation from children using CIs. Methods For this study, we recruited 23 parents of children using CIs. We administered 15 questions translated in to Hindi related to communication abilities, social skills, academic achievement, change in future life, rehabilitation demand, and stress due to hearing impa

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Cheng, Kejuan, and Xiaoxiang Chen. "The Effects of Intrinsic Acoustic Cues on Categorical Perception in Children with Cochlear Implants." International Journal of English Linguistics 10, no. 5 (2020): 110. http://dx.doi.org/10.5539/ijel.v10n5p110.

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Many previous studies researched the influence of external cues on speech perception, yet little is known pertaining to the role of intrinsic cues in categorical perception of Mandarin vowels and tones by children with cochlear implants (CI). This study investigated the effects of intrinsic acoustic cues on categorical perception in children with CIs, compared to normal-hearing (NH) children. Categorical perception experiment paradigm was applied to evaluate their identification and discrimination abilities in perceiving /i/-/u/ with static intrinsic formants and Tone 1 (T1)-Tone 2 (T2) with d

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Tomizawa, Ayako, Atsushi Kawano, Naoko Nonami, et al. "Examination of the vocabulary before and after elementary school period in hearing-impaired children with cochlear implants." AUDIOLOGY JAPAN 60, no. 6 (2017): 500–508. http://dx.doi.org/10.4295/audiology.60.500.

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Kim, Tae-Sook, and Soon-Woo Kwon. "The Rearing Experiences and Awareness about to Education of Mothers of Hearing Impaired Children with Cochlear Implants." Journal of special education : theory and practice 20, no. 2 (2019): 243–73. http://dx.doi.org/10.19049/jsped.2019.20.2.10.

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Moita, Mara, and Maria Lobo. "Compreensão e produção oral de interrogativas-Q em crianças portuguesas surdas com implante coclear." Revista da Associação Portuguesa de Linguística, no. 4 (October 15, 2018): 168–89. http://dx.doi.org/10.26334/2183-9077/rapln4ano2018a39.

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The present study investigates the comprehension and production of Portuguese wh-questions by hearing impaired children with cochlear implants. We investigate whether the asymmetries found in typically developing children are also present in our target group or whether the difficulties are more widespread. In particular, we investigate whether there are asymmetries between subject and (DP/PP) object wh-questions produced by these children, and whether wh-questions with a lexical restriction are more difficult than bare wh-questions. We also consider the importance of extra-linguistic variables

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이드보라 and CHOI, SUNG KYU. "A Comparative Study on the Perception of Interval and Rhythm by Hearing Impaired Children who Use Cochlear Implants and Hearing Aids." Journal of speech-language & hearing disorders 20, no. 2 (2011): 125–48. http://dx.doi.org/10.15724/jslhd.2011.20.2.008.

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43

Levine, Jillian B., Lisa S. Davidson, and Rosalie M. Uchanski. "Speech Perception Tests: Talkers and Listeners." Perspectives on Aural Rehabilitation and Its Instrumentation 17, no. 1 (2010): 19–24. http://dx.doi.org/10.1044/arii17.1.19.

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Children must be able to hear the speech of others, as well as their own, to develop spoken language. For young children with hearing impairments, there is a mismatch between the type of talker most commonly used in clinical speech tests and the type(s) of talker(s) most commonly heard in everyday situations. Although young children are exposed primarily to adult females' and children’s speech (including their own), many clinical tests consist of speech materials recorded by adult males. Since speech acoustics vary significantly with gender and age of the talker, the results of clinical speech

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Jepsen, Kim Sune Karrasch, and Lasse Suonperä Liebst. "Impaired Face-to-Face Interaction among Cochlear Implant Users: Toward a Micro-sociological Framework." Social Psychology Quarterly 84, no. 1 (2021): 75–94. http://dx.doi.org/10.1177/0190272520961383.

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The technological advance of cochlear implants (CIs) has provided deaf and hearing-impaired persons with new opportunities to acquire hearing and thus partake in social life on more equal terms. However, recent studies have also documented communicative and emotional difficulties for some CI users, in particular concerning how crowded and noisy situations may lead to high mental energy use and communicative constraints on social participation. Despite this accumulating evidence, few attempts have been made to provide sociological explanations of such aversive outcomes. Here, the authors develo

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Sugaya, Akiko, Kunihiro Fukushima, Norio Kasai, et al. "Impact of early intervention on comprehensive language and academic achievement in Japanese hearing-impaired children with cochlear implants." International Journal of Pediatric Otorhinolaryngology 79, no. 12 (2015): 2142–46. http://dx.doi.org/10.1016/j.ijporl.2015.09.036.

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46

Busi, Micol, Monica Rosignoli, Alessandro Castiglione, et al. "Cochlear Implant Outcomes and Genetic Mutations in Children with Ear and Brain Anomalies." BioMed Research International 2015 (2015): 1–19. http://dx.doi.org/10.1155/2015/696281.

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Background. Specific clinical conditions could compromise cochlear implantation outcomes and drastically reduce the chance of an acceptable development of perceptual and linguistic capabilities. These conditions should certainly include the presence of inner ear malformations or brain abnormalities. The aims of this work were to study the diagnostic value of high resolution computed tomography (HRCT) and magnetic resonance imaging (MRI) in children with sensorineural hearing loss who were candidates for cochlear implants and to analyse the anatomic abnormalities of the ear and brain in patient

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Panzeri, Francesca, Sara Cavicchiolo, Beatrice Giustolisi, et al. "Irony Comprehension in Children With Cochlear Implants: The Role of Language Competence, Theory of Mind, and Prosody Recognition." Journal of Speech, Language, and Hearing Research 64, no. 8 (2021): 3212–29. http://dx.doi.org/10.1044/2021_jslhr-20-00671.

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Purpose Aims of this research were (a) to investigate higher order linguistic and cognitive skills of Italian children with cochlear implants (CIs); (b) to correlate them with the comprehension of irony, which has never been systematically studied in this population; and (c) to identify the factors that facilitate the development of this competence. Method We tested 28 Italian children with CI (mean chronological age = 101 [ SD = 25.60] months, age range: 60–144 months), and two control groups of normal-hearing (NH) peers matched for chronological age and for hearing age, on a series of tests

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Deocampo, Joanne A., Gretchen N. L. Smith, William G. Kronenberger, David B. Pisoni, and Christopher M. Conway. "The Role of Statistical Learning in Understanding and Treating Spoken Language Outcomes in Deaf Children With Cochlear Implants." Language, Speech, and Hearing Services in Schools 49, no. 3S (2018): 723–39. http://dx.doi.org/10.1044/2018_lshss-stlt1-17-0138.

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Purpose Statistical learning—the ability to learn patterns in environmental input—is increasingly recognized as a foundational mechanism necessary for the successful acquisition of spoken language. Spoken language is a complex, serially presented signal that contains embedded statistical relations among linguistic units, such as phonemes, morphemes, and words, which represent the phonotactic and syntactic rules of language. In this review article, we first review recent work that demonstrates that, in typical language development, individuals who display better nonlinguistic statistical learni

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Cleary, Miranda, David B. Pisoni, and Ann E. Geers. "Some Measures of Verbal and Spatial Working Memory in Eight- and Nine-Year-Old Hearing-Impaired Children with Cochlear Implants." Ear and Hearing 22, no. 5 (2001): 395–411. http://dx.doi.org/10.1097/00003446-200110000-00004.

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Young, Gretchen A., and Deanne H. Killen. "Receptive and Expressive Language Skills of Children with Five Years of Experience Using a Cochlear Implant." Annals of Otology, Rhinology & Laryngology 111, no. 9 (2002): 802–10. http://dx.doi.org/10.1177/000348940211100908.

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The language of 7 children who had used a cochlear implant for 5 years was evaluated by means of the Clinical Evaluation of Language Fundamentals-3, the Peabody Picture Vocabulary Test-Revised, and the Expressive Vocabulary Subtest of the Test of Word Knowledge. All subjects demonstrated impaired skills relative to normal-hearing children on 1 or more subtests. Variability in performance occurred between subjects and within subjects across subtests. Strengths in semantic skills were evident compared to weaker syntactic and morphological abilities. The nature of the subjects' language impairmen

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