Long-Term Outcomes of Cochlear Implantation in Early Childhood

儿童早期人工耳蜗植入的长期结果

• 批准号: 7391171
• 负责人: ANN Elizabeth GEERS
• 金额: $ 45.47万
• 依托单位: UNIVERSITY OF TEXAS DALLAS
• 依托单位国家: 美国
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-04-01 至 2010-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7391171
• 关键词: 17 year old; Academic achievement; Achievement; Address; Adolescence; Adolescent; Adult; Affect; Age; Auditory; Characteristics; Child; Cochlear Implants; Cochlear implant procedure; Cognitive; Communities; Competence; Comprehension; Condition; Data; Development; Education; Educational Intervention; English Language; Environmental Risk Factor; Exhibits; Hearing; Hearing Aids; Hearing Impaired Persons; Implant; Incidence; Individual; Investigation; Language; Language Development; Linguistics; Literature; Measurement; Measures; Noise; North America; Nursery Schools; Oral; Outcome; Participant; Partner in relationship; Perception; Performance; Purpose; Rate; Reading; Relative (related person); Role; Sampling; School-Age Population; Schools; Score; Self Perception; Speech; Speech Intelligibility; Speech Perception; Structural Models; Students; Technology; Testing; Toddler; Vocabulary; deafness; early childhood; elementary school; expectation; hearing impairment; high school; improved; literacy; programs; self esteem; skills; social group; social skills

DESCRIPTION (provided by applicant): The proposed study measures auditory, speech, cognitive and academic development and self-esteem in deaf adolescents who received a cochlear implant in preschool. In the past, individuals with prelingual profound deafness have often exhibited substantial educational delays, even in the presence of normal cognitive ability. Such students exhibit 4-6-year average delays in English language and literacy development throughout high school and speech that is minimally understood by inexperienced listeners. These delays have been associated with reduced vocational opportunities and isolation from the majority hearing culture. The advent of cochlear implant technology may constitute a new era in deaf education. The documented auditory, speech and English language skills of young cochlear implant users greatly exceed those of hearing aid users with similar degree of hearing loss. This study will examine performance of adolescents who are long-term cochlear implant users by following a group of 181 children from across North America who were among the first in the world to receive cochlear implants in preschool. These children were first tested when they were in early elementary school (age 8-9). The proposed study will re-evaluate them when they are in late high school (age 16-17). Because the achievement gap between deaf and hearing students tends to increase with age, the early advantages seen in young cochlear implant users may be found to diminish in adolescence. Little is known about the role of auditory speech perception skills in vocabulary and language comprehension during high school, when language is acquired by reading in addition to listening and watching. We will test a structural model of literacy as students approach adulthood and examine the effects of improved speech perception on predicted outcome. Although self-esteem measures conducted at age 8 and 9 year revealed high levels of perceived self-competence, self-image ratings may decrease in high school, particularly for those who identify with neither a Deaf nor a hearing community. The purpose of the proposed study is to identify those factors that contribute to positive outcomes in high school students with cochlear implants and educational programs that promote these outcomes. In addition we will document the incidence and outcomes associated with discontinued use of a cochlear implant.

描述（由申请人提供）：拟议的研究措施的听觉，言语，认知和学术发展和自尊的聋人青少年谁收到了人工耳蜗植入在学前教育。在过去，患有语前深度耳聋的人经常表现出严重的教育延迟，即使存在正常的认知能力。这些学生在整个高中阶段的英语语言和读写能力发展中平均延迟4-6年，并且没有经验的听众很少能理解他们的演讲。这些延误与职业机会减少和与多数听证文化隔绝有关。人工耳蜗技术的出现可能会开创聋人教育的新纪元。年轻人工耳蜗使用者的听觉、言语和英语语言技能大大超过听力损失程度相似的助听器使用者。这项研究将通过跟踪来自北美的181名儿童来检查长期人工耳蜗植入青少年的表现，这些儿童是世界上第一批在学龄前接受人工耳蜗植入的儿童。这些儿童在小学早期（8-9岁）时首次接受测试。这项拟议中的研究将在他们高中后期（16-17岁）重新评估他们。由于聋人和听力正常的学生之间的成绩差距往往会随着年龄的增长而增加，在年轻的人工耳蜗使用者中看到的早期优势可能会在青春期消失。在高中阶段，除了听和看，语言是通过阅读获得的，人们对听觉言语感知技能在词汇和语言理解中的作用知之甚少。我们将测试识字的结构模型，学生接近成年，并检查改善言语感知的影响预测结果。虽然在8岁和9岁时进行的自尊措施显示了高水平的自我能力，自我形象评级可能会下降，在高中，特别是对于那些谁认为既不是聋人也不是听力社区。拟议的研究的目的是确定那些因素，有助于积极的结果，在高中生与人工耳蜗植入和教育计划，促进这些结果。此外，我们将记录与人工耳蜗植入体停用相关的发生率和结局。