Communication, Psychosocial, and Educational Outcomes of Children with Cochlear Implants and Challenges Remaining for Professionals and Parents

International Journal of Otolaryngology ◽

10.1155/2011/573280 ◽

2011 ◽

Vol 2011 ◽

pp. 1-10 ◽

Cited By ~ 27

Author(s):

Renée Punch ◽

Merv B. Hyde

Keyword(s):

Cochlear Implants ◽

Cochlear Implantation ◽

Educational Outcomes ◽

Qualitative Data ◽

Deaf Children ◽

Full Potential ◽

Mixed Methods Approach ◽

Eastern Australia ◽

Semistructured Interviews ◽

Decision Making Processes

This paper provides an overview and a synthesis of the findings of a large, multifaceted study investigating outcomes from paediatric cochlear implantation. The study included children implanted at several Australian implant clinics and attending a variety of early intervention and educational settings across a range of locations in eastern Australia. It investigated three major aspects of childhood cochlear implantation: (1) parental expectations of their children's implantation, (2) families' decision-making processes, and (3) the communication, social, and educational outcomes of cochlear implantation for deaf children. It employed a mixed-methods approach in which quantitative survey data were gathered from 247 parents and 151 teachers, and qualitative data from semistructured interviews with 27 parents, 15 teachers, and 11 children and adolescents with cochlear implants. The summarised findings highlight several areas where challenges remain for implant clinics, parents, and educators if children with cochlear implants are to reach their full potential personally, educationally, and socially.

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Deaf children need language, not (just) speech

First Language ◽

10.1177/0142723719834102 ◽

2019 ◽

Vol 39 (4) ◽

pp. 367-395 ◽

Cited By ~ 16

Author(s):

Matthew L. Hall ◽

Wyatte C. Hall ◽

Naomi K. Caselli

Keyword(s):

Sign Language ◽

Cochlear Implants ◽

Research Evidence ◽

Spoken Language ◽

Deaf Children ◽

Full Potential ◽

Sign Languages ◽

Language Deprivation ◽

Language Exposure ◽

Harmful Effects

Deaf and Hard of Hearing (DHH) children need to master at least one language (spoken or signed) to reach their full potential. Providing access to a natural sign language supports this goal. Despite evidence that natural sign languages are beneficial to DHH children, many researchers and practitioners advise families to focus exclusively on spoken language. We critique the Pediatrics article ‘Early Sign Language Exposure and Cochlear Implants’ (Geers et al., 2017) as an example of research that makes unsupported claims against the inclusion of natural sign languages. We refute claims that (1) there are harmful effects of sign language and (2) that listening and spoken language are necessary for optimal development of deaf children. While practical challenges remain (and are discussed) for providing a sign language-rich environment, research evidence suggests that such challenges are worth tackling in light of natural sign languages providing a host of benefits for DHH children – especially in the prevention and reduction of language deprivation.

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Educational Path and Neuropsychological Support for Children after Cochlear Implantation

Integration of Education ◽

10.15507/1991-9468.093.022.201804.696-711 ◽

2018 ◽

pp. 696-711

Author(s):

Maria E. Baulina

Keyword(s):

Data Analysis ◽

Quantitative Analysis ◽

Sign Language ◽

Cochlear Implants ◽

Cochlear Implantation ◽

Qualitative Data ◽

Qualitative Data Analysis ◽

Mental Functions ◽

Neuropsychological Diagnostics ◽

Educational Path

Introduction. This article presents an overview of rehabilitation problems of children after cochlear implantation. Various approaches to teaching deaf children with cochlear implants existing in different countries are considered. The necessity of prolonged psycho-pedagogical support and neuropsychological assistance in choosing an educational path is ar gued. Materials and Methods. The study used quantitative and qualitative data analysis. As the main parameters of the quantitative analysis, the percentages of the number of children with cochlear implants reaching the level of development of educational and social skills were chosen. Qualitative data analysis included selection of the most commonly found in children with cochlear implants disorders of higher mental functions described in these studies. Results. The quantitative analysis of the distribution of the results of educational and social achievements of pupils with cochlear implants revealed a significant variation of the data presented in the studies. The greatest discrepancies were revealed in such indicators as progress in mathematics and reading, as well as in the frequency of the sign language, which characterizes the presence of a negative attitude towards the use of sign language instead of speech. Qualitative data analysis showing the specifics of the development of individual mental functions revealed a number of problems that may become targets for correctional training. Discussion and Conclusion. In the course of advising parents on the choice of an educational pathway for a child, it is advisable to pay their attention not only to the format of the educational process and the type of institution, but also to the content characteristics of learning, including the active and regular use of visual assistive devices. The neuropsychological diagnostics is feasible of for assessment of readiness for school education and choosing an educational path for a child with a c ochlear implants. Keywords: cochlear implantation, educational path, learning skills, communication skills, neuropsychological diagnostics

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Hearing Parents’ Voices: Parental Refusal of Cochlear Implants and the Zone of Parental Discretion

Journal of Bioethical Inquiry ◽

10.1007/s11673-021-10154-8 ◽

2021 ◽

Author(s):

Owen M. Bradfield

Keyword(s):

Cochlear Implant ◽

Cochlear Implants ◽

Cochlear Implantation ◽

Well Being ◽

Modern Medicine ◽

Deaf Children ◽

Parent Child Relationship ◽

Social Construct ◽

Child Relationship ◽

Parental Refusal

AbstractIt has been forty years since the first multi-channel cochlear implant was used in Australia. While heralded in the hearing world as one of the greatest inventions in modern medicine, not everyone reflects on this achievement with enthusiasm. For many people in the Deaf community, they see the cochlear implant as a tool that reinforces a social construct that pathologizes deafness and removes Deaf identity. In this paper, I set out the main arguments for and against cochlear implantation. While I conclude that, on balance, cochlear implants improve the well-being and broaden the open futures of deaf children, this does not justify mandating implants in circumstances where parents refuse them because this may compound unintended harms when society interferes in the parent-child relationship. For this reason, I argue that parental refusal of cochlear implantation falls within Gillam’s concept of the zone of parental discretion.

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Evaluación De La Eficacia Del Implante Coclear En Función De La Edad De Implantación

European Scientific Journal ESJ ◽

10.19044/esj.2016.v12n26p42 ◽

2016 ◽

Vol 12 (26) ◽

pp. 42 ◽

Cited By ~ 4

Author(s):

O. M Alegre ◽

M. C Rodríguez ◽

L. M Villar ◽

D Pérez

Keyword(s):

Hearing Loss ◽

Language Development ◽

Standardized Tests ◽

Cochlear Implants ◽

Cochlear Implantation ◽

Deaf Children ◽

Vocabulary Test ◽

Santa Cruz ◽

Communicative Functions ◽

Positive Effect

Introduction and objective: Childhood hearing loss affects cognitive, emotional and language development of children causing difficulties in communication. Therefore, many organizations stress the importance of early detection of hearing loss and early cochlear implantation. The purpose was to verify the effect of cochlear implants performed in children from Tenerife (sorted by chronological age, age at cochlear implantation and time of use of cochlear implant) in lexical comprehension and communication skills. Method: A psycholinguistic profile of all children implanted in the province of Santa Cruz de Tenerife during the years 2007-2012 using two standardized tests were developed: The Illinois Test of Psycholinguistic Abilities (ITPA) and the Picture Vocabulary Test (Peabody). Results: Most of the children studied were implanted at a late age (over 3-yearolds). This situation carries some functional use of the implant but causes an indiscernible development of oral communicative functions of children. Specifically, 20% of the sample (28 children) was implanted with less than 2- year-olds; another 28% of children was implemented between the ages of 2 and 3 years old; finally, 58% of children was implemented with more than 3- year-olds. The latter age of implantation may affect the standard language development. Conclusions: This study has become evident that early implantation has a positive effect on language development of deaf children.

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Complexity: An interpretative phenomenological analysis of the experiences of mothers of deaf children with cochlear implants and autism

Journal of Health Psychology ◽

10.1177/1359105316646171 ◽

2016 ◽

Vol 23 (9) ◽

pp. 1173-1184 ◽

Cited By ~ 3

Author(s):

Anat Zaidman-Zait ◽

Deirdre Curle

Keyword(s):

Autism Spectrum Disorder ◽

Cochlear Implants ◽

Cochlear Implantation ◽

Interpretative Phenomenological Analysis ◽

Educational Practice ◽

Autism Spectrum ◽

Phenomenological Analysis ◽

Spectrum Disorder ◽

Deaf Children ◽

Childhood Deafness

The purpose of this study was to explore the experiences of parenting a child with a dual diagnosis of childhood deafness and autism spectrum disorder who underwent cochlear implantation. Experiences of these parents are rarely discussed within the literature. Interpretive Phenomenological Analysis was used to examine nine mothers of boys (4–9 years old) for understanding their parenting experiences. Three superordinate themes were identified: complexity, personal and family sacrifices and parent–professional partnerships. These themes provide a rich account of mothers’ interpretations of their experiences, and reflect the numerous challenges they face. This study helps expand the literature on cochlear implantation for children with autism spectrum disorder, and discusses implications for clinical and educational practice.

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