Childhood Development after Cochlear Implantation

描述(由申请人提供)：人工耳蜗术后儿童发育(CDaCI)研究是一项多点、前瞻性的研究，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，这些假说将种植后口语结果的变异性与环境、社会、干预和生物影响联系起来。幼儿研究中的一个主要挑战涉及对语言和其他交际行为的可靠采样。我们通过分层测量和视频分析技术来应对这一挑战，这些技术使我们能够在沟通技能出现时跟踪它们。我们将基于这项研究经验来考察参与研究的儿童的口语技能是如何展开的，评估他们：1.口语和识字技能，2.言语产出，3.言语识别，4.认知技能，5.社会互动和行为，6.与家庭成员的关系，以及7.与健康相关的生活质量。CDaCI研究参与者包括5岁前接受人工耳蜗术的儿童(n=188)和听力正常(NH)年龄伙伴的对照组(n=97)。登记时的平均年龄分别为2.2岁(CL)和2.3岁(NH)。因此，随着CDaCI参与者从蹒跚学步和学龄前儿童开始这项研究，他们现在将开始他们早期的小学经历。尽管人们广泛认识到早期植入人工耳蜗术的好处，但在临床、康复和教育策略方面仍存在不确定性，这些策略使人工耳蜗术能够最大限度地发挥其口语习得的潜力。语言结果的修饰语变得更加令人信服，因为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各领域的增长轨迹和表现指数。一项前瞻性、多维度的研究，包括同时进行的NH控制组和基于人群的控制组(NICHD)，为儿童植入人工耳蜗术后口语学习的变异来源提供了新的、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.