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

2015 ◽  
Vol 28 (4) ◽  
pp. 442 ◽  
Author(s):  
Daniela Ramos ◽  
João Xavier Jorge ◽  
António Teixeira ◽  
Carlos Ribeiro ◽  
António Paiva
Keyword(s):  
Cochlear Implant ◽  
Oral Language ◽  
Syntactic Structure ◽  
Sensorineural Deafness ◽  
Normal Hearing ◽  
School Level ◽  
Evaluation Instrument ◽  
Verbal Language ◽  
Significant Difference ◽  
Hearing Children

<strong>Introduction:</strong> Children with severe to profound sensorineural deafness can acquire vocabulary and syntactic structures to communicate by oral language, after cochlear implant.<br /><strong>Aim:</strong> Identify the linguistic skills of children with cochlear implant.<br /><strong>Material and Methods:</strong> 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.<br /><strong>Results:</strong> 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<br />difference was significant in the derivation of words, 2.83 ± 2.81 vs. 4.65 ± 1.64, p = 0.014. In the phonology, a significant difference was found comparing implanted children and standard, in the discrimination of pseudo words, 6.6 ± 2.8 vs. 8.37 ± 2.32, p = 0.023. However, in syllabic segmentation, implanted children had a mean score 8.56 ± 1.6 significantly higher than standard, 5.9 ± 1.58, p &lt; 0.001.<br /><strong>Discussion:</strong> The similarity of the scores obtained by children with cochlear implants with the standard, in the language components studied confirms that cochlear implant promotes the development of oral verbal language in children with congenital deafness.<br /><strong>Conclusions:</strong> Implanted children had acquired language skills similar to normal-hearing children with the same hearing age.

scholarly journals Alpha EEG Frontal Asymmetries during Audiovisual Perception in Cochlear Implant Users

2015 ◽  
Vol 54 (06) ◽  
pp. 500-504 ◽  
Author(s):  
A. G. Maglione ◽  
A. Scorpecci ◽  
P. Malerba ◽  
P. Marsella ◽  
S. Giannantonio ◽  
...  
Keyword(s):  
Cochlear Implant ◽  
Alpha Rhythm ◽  
Normal Hearing ◽  
Experimental Conditions ◽  
Audiovisual Perception ◽  
Audiovisual Stimuli ◽  
The Difference ◽  
Eeg Alpha ◽  
The One ◽  
Hearing Children

SummaryObjectives: The aim of the present study is to investigate the variations of the electroencephalographic (EEG) alpha rhythm in order to measure the appreciation of bilateral and unilateral young cochlear implant users during the observation of a musical cartoon. The cartoon has been modified for the generation of three experimental conditions: one with the original audio, another one with a distorted sound and, finally, a mute version.Methods: The EEG data have been recorded during the observation of the cartoons in the three experimental conditions. The frontal alpha EEG imbalance has been calculated as a measure of motivation and pleasantness to be compared across experimental populations and conditions.Results: The EEG frontal imbalance of the alpha rhythm showed significant variations during the perception of the different cartoons. In particular, the pattern of activation of normal-hearing children is very similar to the one elicited by the bilateral implanted patients. On the other hand, results related to the unilateral subjects do not present significant variations of the imbalance index across the three cartoons.Conclusion: The presented results suggest that the unilateral patients could not appreciate the difference in the audio format as well as bilaterally implanted and normal hearing subjects. The frontal alpha EEG imbalance is a useful tool to detect the differences in the appreciation of audiovisual stimuli in cochlear implant patients.

scholarly journals Use of nouns and verbs in the oral narrative of individuals with hearing impairment and normal hearing between 5 and 11 years of age

2013 ◽  
Vol 131 (5) ◽  
pp. 289-295 ◽  
Author(s):  
Erica Endo Amemiya ◽  
Barbara Niegia Garcia Goulart ◽  
Brasilia Maria Chiari
Keyword(s):  
Hearing Impairment ◽  
Oral Language ◽  
Speech Therapy ◽  
Oral Communication ◽  
Normal Hearing ◽  
Hearing Impaired ◽  
Oral Narrative ◽  
School Type ◽  
Cross Sectional ◽  
Significant Difference

CONTEXT AND OBJECTIVE: Nouns and verbs indicate actions in oral communication. However, hearing impairment can compromise the acquisition of oral language to such an extent that appropriate use of these can be challenging. The objective of this study was to compare the use of nouns and verbs in the oral narrative of hearing-impaired and hearing children. DESIGN AND SETTING: Analytical cross-sectional study at the Department of Speech-Language and Hearing Sciences, Universidade Federal de São Paulo. METHODS: Twenty-one children with moderate to profound bilateral neurosensory hearing impairment and twenty-one with normal hearing (controls) were matched according to sex, school year and school type. A board showing pictures was presented to each child, to elicit a narrative and measure their performance in producing nouns and verbs. RESULTS: Twenty-two (52.4%) of the subjects were males. The mean age was 8 years (standard deviation, SD = 1.5). Comparing averages between the groups of boys and girls, we did not find any significant difference in their use of nouns, but among verbs, there was a significant difference regarding use of the imperative (P = 0.041): more frequent among boys (mean = 2.91). There was no significant difference in the use of nouns and verbs between deaf children and hearers, in relation to school type. Regarding use of the indicative, there was a nearly significant trend (P = 0.058). CONCLUSION: Among oralized hearing-impaired children who underwent speech therapy, their performance regarding verbs and noun use was similar to that of their hearing counterparts.

Monitoring Physical Activity and Sleep Quality in Children with Blindness and Deafness: A Cross-sectional Study

2020 ◽  
Author(s):  
Reema M Al Jalal ◽  
Alaa I. Ibrahim ◽  
Turki S. Abualait
Keyword(s):  
Physical Activity ◽  
Sleep Quality ◽  
Sensorineural Deafness ◽  
Cross Sectional Study ◽  
Sleep Efficiency ◽  
Activity Levels ◽  
Sectional Study ◽  
Cross Sectional ◽  
Significant Difference ◽  
Hearing Children

Abstract Background Child development has critical links to his ability to see and hear. When these senses are impaired, everything is impacted. The aim of this study was to investigate the effect of visual and hearing impairments on physical activity and sleep quality in a comparison with the normal sighted-hearing children. Methods This cross-sectional study included 60 Saudi children (20 blind, 20 sensorineural deaf, and 20 sighted-hearing) aged 10 to 15 years old. The physical activity levels and sleep quality were assessed using a waist-mounted ActiGraph accelerometer. Results Children with sensorineural deafness were significantly more active (in step rate and activity rate) than the sighted-hearing group (p = 0.05 and 0.003, respectively). Sighted-hearing children and children with blindness had significantly more sedentary time than children with sensorineural deafness (p = 0.004 and 0.03, respectively). Sleep efficiency was significantly higher in children with sensorineural deafness than sighted-hearing children (p = 0.02). No significant difference was recorded in any of the sleep parameters when children with blindness were compared to the sighted-hearing or children with sensorineural deafness (p > 0.05). Conclusions The ActiGraph results revealed that children with sensorineural deafness were significantly more active and with higher sleep efficiency than sighted-hearing children. Children with blindness spent more time in sedentary activities and less time in moderate activities than children with sensorineural deafness. There was no significant difference in sleep efficiency when comparing sensorineural deaf and blind children.

scholarly journals Acoustic Change Complex (ACC) using Speech and Non-Speech Stimuli in Normal Hearing Children

QJM ◽  
2020 ◽  
Vol 113 (Supplement_1) ◽  
Author(s):  
W A Elkholy ◽  
D M Hassan ◽  
N A Shafik ◽  
Y E K Eltoukhy
Keyword(s):  
Auditory Evoked Potentials ◽  
Temporal Frequency ◽  
Normal Hearing ◽  
Auditory Discrimination ◽  
Auditory Evoked Potential ◽  
Frequency Change ◽  
Spectral Change ◽  
Speech Stimuli ◽  
Significant Difference ◽  
Hearing Children

Abstract Background Cortical auditory evoked potentials (CAEPs) are brain responses evoked by sound and are processed in or near the auditory cortex. ACC is a cortical auditory evoked potential (P1-N1-P2) elicited by a change within an ongoing sound stimulus. Objective To reach the best stimuli that can elicit ACC and act as an objective tool for assessment of cortical auditory discrimination in normal hearing children. Patients and Methods The present study was originally designed to standardize ACC evoked response in 41 children aged from 2 to 10 years. The mean age in our study group was 6.2 years with no significant difference between males and females. Stimuli used in this study were specifically designed to be used by AEP equipment that is capable of uploading short duration stimuli (500 msec.), thus can be used in a regular AEP lab. ACC was elicited by three groups of stimuli. Gap-in-tones stimuli represent temporal change (6, 10, 30 and 50 msec. gap introduced to 1000 Hz tone separately), frequency pairs stimuli represent frequency change (2%, 4%, 10% and 25% change from base freq. 1000 Hz) and vowel pairs stimuli represent spectral change (/i-u/, /u-i/, /i-a/. /a-i/, /u-a/, /a-u/). ACC response parameters were compared when using the different stimuli as regards percent detectability, morphology, latency and amplitude. Results Gap-in-tones at 6 msec. and 4% frequency change could elicit ACC response in 100% of subjects. For spectral change, /u-i/ was the highest in eliciting ACC (78%) followed by /i-u/ (68.2%) then /a-i/ (58.5%). ACC had the same morphology of the onset response in the majority of subjects, with longer latency and smaller amplitude. ACC amplitude is a better indicator of cortical discrimination compared to latency because it is consistently affected by magnitude of change. Conclusion ACC is a good electrophysiological tool for cortical auditory discrimination for temporal, frequency and spectral change.

Human auditory system maturation: A neurophysiological comparison between normal‐hearing children and children who use a cochlear implant

1998 ◽  
Vol 103 (5) ◽  
pp. 2885-2885
Author(s):  
Curtis W. Ponton ◽  
Manuel Don ◽  
Betty Kwong ◽  
Michael D. Waring ◽  
Jos J. Eggermont
Keyword(s):  
Cochlear Implant ◽  
Auditory System ◽  
Normal Hearing ◽  
Human Auditory System ◽  
Hearing Children

scholarly journals Identification of Vowel Length, Word Stress, and Compound Words and Phrases by Postlingually Deafened Cochlear Implant Listeners

2013 ◽  
Vol 24 (09) ◽  
pp. 879-890 ◽  
Author(s):  
David Morris ◽  
Lennart Magnusson ◽  
Andrew Faulkner ◽  
Radoslava Jönsson ◽  
Holger Juul
Keyword(s):  
Cochlear Implant ◽  
Oral Language ◽  
Normal Hearing ◽  
Acoustic Properties ◽  
Control Group ◽  
Compound Words ◽  
Noise Condition ◽  
Vowel Length ◽  
Word Stress ◽  
Prosodic Cues

Background: The accurate perception of prosody assists a listener in deriving meaning from natural speech. Few studies have addressed the ability of cochlear implant (CI) listeners to perceive the brief duration prosodic cues involved in contrastive vowel length, word stress, and compound word and phrase identification. Purpose: To compare performance in the perception of brief duration prosodic contrasts by CI participants and a control group of normal hearing participants. This study investigated the ability to perceive these cues in quiet and noise conditions, and to identify auditory perceptual factors that might predict prosodic perception in the CI group. Prosodic perception was studied both in noise and quiet because noise is a pervasive feature of everyday environments. Research Design: A quasi-experimental correlation design was employed. Study Sample: Twenty-one CI recipients participated along with a control group of 10 normal hearing participants. All CI participants were unilaterally implanted adults who had considerable experience with oral language prior to implantation. Data Collection and Analysis: Speech identification testing measured the participants' ability to identify word stress, vowel length, and compound words or phrases all of which were presented with minimal-pair response choices. Tests were performed in quiet and in speech-spectrum shaped noise at a 10 dB signal-to-noise ratio. Also, discrimination thresholds for four acoustic properties of a synthetic vowel were measured as possible predictors of prosodic perception. Testing was carried out during one session, and participants used their clinically assigned speech processors. Results: The CI group could not identify brief prosodic cues as well as the control group, and their performance decreased significantly in the noise condition. Regression analysis showed that the discrimination of intensity predicted performance on the prosodic tasks. The performance decline measured with the older participants meant that age also emerged as a predictor. Conclusions: This study provides a portrayal of CI recipients' ability to perceive brief prosodic cues. This is of interest in the preparation of rehabilitation materials used in training and in developing realistic expectations for potential CI candidates.

A Comparison of Persian Vowel Production in Hearing-Impaired Children Using a Cochlear Implant and Normal-Hearing Children

2016 ◽  
Vol 30 (3) ◽  
pp. 340-344 ◽  
Author(s):  
Narges Jafari ◽  
Michael Drinnan ◽  
Reyhane Mohamadi ◽  
Fariba Yadegari ◽  
Mandana Nourbakhsh ◽  
...  
Keyword(s):  
Cochlear Implant ◽  
Normal Hearing ◽  
Hearing Impaired ◽  
Vowel Production ◽  
Hearing Children ◽  
Impaired Children ◽  
Hearing Impaired Children

scholarly journals Parental Expectation from Children with Cochlear Implants in Indian Context: a Questionnaire Based Study

2016 ◽  
Vol 21 (02) ◽  
pp. 156-160 ◽  
Author(s):  
Prawin Kumar ◽  
Himanshu Sanju ◽  
Rajkishor Mishra ◽  
Varun Singh ◽  
Priyanka Mohan
Keyword(s):  
Social Skills ◽  
Cochlear Implant ◽  
Parental Support ◽  
Rating Scale ◽  
Normal Hearing ◽  
High Expectations ◽  
Intensive Training ◽  
Point Rating Scale ◽  
High Standards ◽  
Hearing Children

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 impairment. Results The response of the questions (5-point rating scale) related to communication abilities showed that parents were expecting children using CIs to use the telephone (95%), to be able to detect soft sounds (99%), to listen in crowds (86%), to be able to easily understand others (76%), and to show improvement in communication skills (78%). Similarly, for questions related to social skills showed 90% of the parents expecting that their children with CIs should be able to easily make friends with normal hearing peers, and 80% of the parents were expecting the children to achieve high standards in their reading and writing skills. Questions related to change in future life showed 86% of the parents expecting their children with CIs to act like normal hearing children. Further, 78% parents showed positive response regarding importance of intensive training. However, 70% of the parents reported stress in the family due to the existence of the hearing impaired child. Conclusion Overall, the existing questionnaire-based study showed that parents have high expectations from their children with cochlear implant.

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