Childhood Development after Cochlear Implantation

描述（由申请人提供）：耳蜗植入后儿童发育（CDaCI）研究是一项多中心、前瞻性研究，对美国人工耳蜗植入儿童的大型多样化队列进行研究。我们的主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，干预和生物影响联系起来。幼儿研究的一个主要挑战是对语言和其他交际行为进行可靠的抽样。我们解决这一挑战的分层措施和视频分析技术，使我们能够跟踪沟通技能，因为他们出现。我们将在此研究经验的基础上，研究参与研究的儿童的口语技能如何展开，评估他们的：1 .口语和识字技能，2.语音产生，3.语音识别，4.认知技能5.social互动和行为，6.与家庭成员的关系，以及7.健康相关的生活质量。CDaCI研究参与者包括（Cl）5岁之前接受人工耳蜗植入的儿童（n=188）和正常听力（NH）同龄人的对照组（n=97）。入组时的平均年龄为2.2岁（CI）和2.3岁（NH）。因此，当CDaCI参与者从幼儿和学龄前儿童开始研究时，他们现在将开始他们早期的小学经历。尽管早期人工耳蜗植入的益处得到了广泛的认可，但在临床、康复和教育策略方面仍然存在不确定性，这些策略使人工耳蜗植入技术能够最大限度地用于口语习得。语言结果的修饰语变得更加引人注目，因为Cl儿童面临的性能和社会需求，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各领域的增长轨迹和绩效指数。一项前瞻性、多维度的CI研究，同时进行NH对照，以及基于人群的对照组（NICHD），为儿童期人工耳蜗植入后口头语言学习的变化来源提供了新的、可推广的见解。

DESCRIPTION (provided by applicant): 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, 3.speech recognition, 4.cognitive skills, 5.social interaction & behavior, 6.relationships with family members, and 7.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 prospects for novel, generalizable insights into the sources of variation in oral language learning after cochlear implantation in childhood.