scholarly journals Spoken Language Development in Children Following Cochlear Implantation

JAMA ◽  
2010 ◽  
Vol 303 (15) ◽  
pp. 1498 ◽  
Author(s):  
John K. Niparko
Keyword(s):  
Language Development ◽  
Cochlear Implantation ◽  
Spoken Language

Predictors of Spoken Language Development Following Pediatric Cochlear Implantation

2012 ◽  
Vol 33 (5) ◽  
pp. 617-639 ◽  
Author(s):  
Tinne Boons ◽  
Jan P. L. Brokx ◽  
Ingeborg Dhooge ◽  
Johan H. M. Frijns ◽  
Louis Peeraer ◽  
...  
Keyword(s):  
Language Development ◽  
Cochlear Implantation ◽  
Spoken Language

scholarly journals The effect of age at time of cochlear implantation on the pragmatic development of the prelingual hearing impaired children

2021 ◽  
Vol 37 (1) ◽  
Author(s):  
Mona Sameeh Khodeir ◽  
Dina Fouad El Sayed Moussa ◽  
Rasha Mohammed Shoeib
Keyword(s):  
Language Development ◽  
Cochlear Implantation ◽  
Study Groups ◽  
Hearing Impaired ◽  
Language Delay ◽  
Pragmatic Language ◽  
Language Abilities ◽  
Pragmatic Development ◽  
Impaired Children ◽  
Hearing Impaired Children

Abstract Background Pragmatics is the social use of language that draws on understanding human interactions in specific contexts and requires engagement with a communicative partner or partners. The hearing-impaired children are known to have a pragmatic language delay as hearing impairment deprived of exposure to natural communication interactions, in addition to the language delay they have. Since the age of implantation has emerged as an important predictor of language, hearing, and speech in children who use cochlear implants (CI), question aroused about the benefits of early cochlear implantation on pragmatic language development in those children. Thus, this study aims to compare the pragmatic language development of the prelingual hearing impaired children who cochlear implanted before the age of 3 years and those who cochlear implanted after the age of 3 years. Results The two study groups showed no significant differences regard their scores in the Egyptian Arabic Pragmatic Language Test (EAPLT). The two studied groups had pragmatic language scores below their 5th percentile. Among the studied groups, the scores of the EAPLT were positively correlated to the age of the children, the children’s language abilities, and the duration of the received language rehabilitation, with no significant correlation to the age of implantation. Conclusions The age of implantation has no impact on pragmatic language development in children with CI. The prelingual children with CI are susceptible to delays in the pragmatic language development that is primarily related to the age of those children and their language abilities, besides their experience in social interactions. These results should be considered in their rehabilitative plan and advocate the importance of early incorporation of pragmatic behaviors into their intervention programs.

Signed and Spoken Language Development in a Hearing Child of Hearing Parents

1980 ◽  
Vol 1028 (1) ◽  
pp. 239-254 ◽  
Author(s):  
Kathleen M. Holmes ◽  
David W. Holmes
Keyword(s):  
Language Development ◽  
Spoken Language ◽  
Hearing Child ◽  
Hearing Parents

Parenting Stress, Self-Efficacy, and Involvement: Effects on Spoken Language Ability Three Years After Cochlear Implantation

2021 ◽  
Vol 42 (10S) ◽  
pp. S11-S18
Author(s):  
Ivette Cejas ◽  
Christine M. Mitchell ◽  
David H. Barker ◽  
Christina Sarangoulis ◽  
Laurie S. Eisenberg ◽  
...  
Keyword(s):  
Parenting Stress ◽  
Cochlear Implantation ◽  
Self Efficacy ◽  
Spoken Language ◽  
Language Ability

Discussion of Issues Related to Assessment of Signed or Spoken Language Development in Children with Autism Spectrum Disorder

2021 ◽  
pp. 145-152
Author(s):  
Amy Kissel Frisbie ◽  
Aaron Shield ◽  
Deborah Mood ◽  
Nicole Salamy ◽  
Jonathan Henner
Keyword(s):  
Language Development ◽  
Developmental Disorders ◽  
Language Assessment ◽  
Spoken Language ◽  
Autism Spectrum ◽  
Pragmatic Language ◽  
Signed Language ◽  
Pragmatic Language Skills ◽  
Language Assessments ◽  
Hearing Children

This chapter is a joint discussion of key items presented in Chapters 4.1 and 4.2 related to the assessment of deaf and hearing children on the autism spectrum . From these chapters it becomes apparent that a number of aspects associated with signed language assessment are relevant to spoken language assessment. For example, there are several precautions to bear in mind about language assessments obtained via an interpreter. Some of these precautions apply solely to D/HH children, while others are applicable to assessments with hearing children in multilingual contexts. Equally, there are some aspects of spoken language assessment that can be applied to signed language assessment. These include the importance of assessing pragmatic language skills, assessing multiple areas of language development, differentiating between ASD and other developmental disorders, and completing the language evaluation within a developmental framework. The authors conclude with suggestions for both spoken and signed language assessment.

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