Childhood Development after Cochlear Implantation

人工耳蜗术后儿童发育(CDaCI)研究是一项多点前瞻性研究 对接受人工耳蜗术的美国儿童进行了大规模和多样化的队列调查。我们的主要目标是 评估影响植入后语言学习的变量的效果。 口语方面的成功被认为来自于其他发展领域的成功。因此，我们的 目标是由假说驱动的，这些假说将植入后口语结果的变异性与 环境、社会、干预和生物影响。幼儿研究中的一个主要挑战 涉及到对语言和其他交际行为的可靠采样。我们应对这一挑战 通过分层测量和视频分析技术，我们可以跟踪交流技能 浮出水面。我们将以这一研究经验为基础，考察儿童口语技能的发展。 参与研究，评价他们：1.口语和识字能力，2.言语产出，S. 认知、认知技能、社交和行为、与家庭成员的关系以及 与健康相关的生活质量。 CDaCI研究的参与者包括在5岁之前接受人工耳蜗术的儿童 其中188例为听力正常年龄组，97例为对照组。入学时的平均年龄 分别为2.2岁(CI)和2.3岁(NH)。因此，作为CDACI参与者，从蹒跚学步和 学龄前儿童，他们现在将开始他们早期的小学经历。 尽管早期人工耳蜗术的好处得到了广泛的认可，但仍不确定 尊重临床、康复和教育策略，使人工耳蜗技术成为 习惯于其最大的口语习得潜力。语言结果的修饰语变得更多 令人信服的儿童面临着他们小学早期的表现和社会需求。 随着我们收集更多的纵向数据，我们将应用统计过程来全面评估增长 跨域的性能轨迹和指数。氯离子的前瞻性、多维研究 同时的NH控制，以及基于人群的控制组(NICHD)，为新的， 人工耳蜗术后口语学习变异来源的概括性研究 童年。

The Childhood Development after Cochlear Implantation (CDaCI) Study is a multisite, prospective investigation of a large and diverse cohort of US children with cochlear implants. Our primary objective is to evaluate the effect of variables that influence language learning after implantation. Success in spoken language is seen to flow from success in other spheres of development. Thus our aims are driven by hypotheses that relate variability in post-implant spoken language outcome to environmental, social, interventional, and biological influences. A major challenge in early childhood research relates to the reliable sampling of language and other communicative behaviors. We address this challenge with hierarchical measures and videoanalytic techniques that allow us to track communicative skills as they emerge. We will build on this research experience to examine how spoken language skills unfold in children participating in the study, evaluating their: 1 .oral language and literacy skills, 2.speech production, S.speech recognition, 4.cognitive skills, S.social interaction & behavior, 6.relationships with family members, and T.health-related quality of life. CDaCI Study participants consist of (Cl)children who received a cochlear implant before the age of 5 years (n=188) and a control group (n=97) of normal hearing (NH) age-mates. Average ages at enrollment were 2.2 years (Cl)and 2.3 years (NH).So, as CDaCI participants began the study as toddlers and preschoolers, they will now embark on their early elementary school experience. Despite wide recognition of the benefits of early cochlear implantation, there remains uncertainty with respect to clinical, rehabilitative, and educational strategies that enable cochlear implant technology to be used to its greatest potential for oral language acquisition. Modifiers of linguistic outcome become even more compelling as Cl children face the performance and social demands of their early elementary school years. As we gather additional longitudinal data, we will apply statistical processes to fully evaluate growth trajectories and indices of performance across domains. A prospective, multidimensional study of Cl with concurrent NH controls, as well as population-based control group (NICHD), offers prospectsfor novel, generalizable insights into the sources of variation in oral language learning after cochlear implantation in childhood.