Childhood Development after Cochlear Implantation

髋关节植入后儿童发育（CDaCI）研究是一项多中心、前瞻性 对一个大型和多样化的美国儿童人工耳蜗植入队列的调查。我们的首要目标是 评估植入后影响语言学习的变量的效果。 口语的成功被认为是来自其他发展领域的成功。因此我们的 目标是由假设驱动的，这些假设将植入后口语结果的变化与 环境、社会、干预和生物影响。幼儿研究的一个主要挑战 与语言和其他交际行为的可靠抽样有关。我们应对这一挑战 通过分层测量和视频分析技术，我们可以跟踪沟通技巧， 出现。我们将在此研究经验的基础上，研究儿童的口语技能如何发展 参与研究，评估他们的：1 .口语和识字能力，2.言语产生，S.言语 识别，4.认知技能，S.social互动和行为，6.与家庭成员的关系，以及 与健康相关的生活质量。 CDaCI研究参与者包括（Cl）在5岁之前接受人工耳蜗植入的儿童 188岁组和97名听力正常的同龄人作为对照组。平均入学年龄 分别为2.2岁（Cl）和2.3岁（NH）。因此，当CDaCI参与者从幼儿开始研究时， 学龄前儿童，他们现在将开始他们的早期小学经验。 尽管早期人工耳蜗植入的益处得到了广泛的认可， 尊重临床，康复和教育策略，使人工耳蜗植入技术能够 习惯了它的最大潜力的口语习得。语言结果的修饰语变得更加 令人信服的，因为CI儿童面临的表现和社会需求，他们的早期小学几年。 当我们收集更多的纵向数据时，我们将应用统计过程来全面评估增长 各领域的业绩轨迹和指数。一项前瞻性、多维度的CI研究， 同时NH控制，以及基于人群的对照组（NICHD），提供了新的， 对人工耳蜗植入后口语学习变化来源的概括性见解， 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.