Childhood Development after Cochlear Implantation

人工耳蜗植入后的儿童发育

• 批准号: 8699009
• 负责人: John Kim Niparko
• 金额: $ 3.41万
• 依托单位: UNIVERSITY OF SOUTHERN CALIFORNIA
• 依托单位国家: 美国
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-08-07 至 2015-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8699009
• 关键词: 5 year old; Academic achievement; Address; Adolescence; Age; Attention; Auditory; Behavioral; Biological; Cereals; Child; Child Care; Childhood; Clinical; Cochlear Implants; Cochlear implant procedure; Cognitive; Communication; Competence; Control Groups; Data; Decision Making; Development; Emotional; Enrollment; Environment; Equipoise; Evaluation; Face; Family member; Health Care Reform; Hearing; Hearing Aids; Hearing Impaired Persons; Hostility; Implant; Intelligence quotient; Investigation; Language; Language Development; Learning; Length; Linguistics; Link; Living Costs; Measures; Methodology; Modeling; Mothers; National Institute of Child Health and Human Development; Oral; Outcome; Parent-Child Relations; Parenting behavior; Parents; Participant; Partner in relationship; Patient Self-Report; Perception; Performance; Play; Problem behavior; Production; Proxy; Publishing; Quality of life; Reading; Recording of previous events; Rehabilitation therapy; Reporting; Research; Role; Sampling; Short-Term Memory; Social Behavior; Social Interaction; Societies; Source; Speech; Speech Intelligibility; Speech Sound; Stimulus; Stress; Structure; Surveys; Symptoms; Techniques; Technology; Teenagers; Testing; Time; Variant; Videotape; Writing; base; cohort; cost; digital; early childhood; economic impact; emotional adjustment; enhancing factor; executive function; experience; falls; follow-up; health related quality of life; hearing impairment; high school; implantation; improved; insight; maternal stress; middle school; novel; peer; prospective; psychosocial; repaired; selective attention; skills; social; social skills; speech recognition; standardize measure; success; syntax

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 a matter of success flowing between multiple spheres of development. Thus our aims are driven by hypotheses that relate variability in post-implant language outcome to environmental, social, interventional, and biological influences. A major challenge in such early childhood research relates to the reliable elicitation of communication and linguistic data. We address this task with hierarchical measures and video analytic techniques that allow us to track communicative skills as they emerge. We continue to build on this research experience to examine how language skills unfold in children participating in the study, evaluating their: 1. expressive & receptive language, 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 children who received a cochlear implant (CI) 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 (CI) and 2.3 years (NH). So, as CDaCI participants began the study as preschoolers, they will now embark on their middle school experience, entering high school over the next five years. Retention rates for ongoing data accrual are 85% for CI children and 84% for NH children, although all data collected over the past 8+ years have been included in published analyses. Despite wide recognition of the benefits of early cochlear implantation, there remains equipoise with respect to clinical, rehabilitative, and educational strategies that enable cochlear implant technology to be used to its fullest potential for language acquisition. Modifiers of linguistic outcome become even more compelling as CI children face the performance and social demands of their early teens. This prospective, multidimensional study with concurrent controls offers prospects for novel, generalizeable insights into the sources of variation in language learning and the psychosocial outcomes observed after early cochlear implantation. Economic impact, crucial to decision-making in an era of healthcare reform, will be assessed with longitudinal cost data that are merged with outcomes reported by participants and their parents.

人工耳蜗（CDACI）研究后的儿童发展是对我们有人工耳蜗植入物的大量和多样化队列的多站点研究。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。 口语中的成功是多个发展领域之间成功流动的问题。因此，我们的目标是由将植入后语言结果变异性与环境，社会，介入和生物学影响的假设驱动的。这种幼儿研究中的一个主要挑战涉及对沟通和语言数据的可靠启发。我们通过层次措施和视频分析技术来解决此任务，使我们能够跟踪交流技能的出现。我们继续以这项研究经验为基础，以研究参与研究的儿童的语言技能如何展开，评估他们的：1。表达和接受语言，2。语音产生，第3页。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，与家庭成员的关系和7。与健康相关的生活质量。 CDACI研究参与者由5岁（n = 188）之前接受人工耳蜗（CI）的儿童和正常听力（NH）年龄伴侣的对照组（n = 97）组成。入学时的平均年龄为2。2年（CI）和2.3岁（NH）。因此，当CDaci参与者以学龄前儿童的身份开始研究时，他们现在将开始他们的中学经验，并在未来五年内进入高中。 CI儿童正在进行的数据应计的保留率为85％，而NH儿童的保留率为84％，尽管过去8年中收集的所有数据都包含在已发表的分析中。 尽管对早期人工耳蜗的益处广泛认识，但在临床，康复和教育策略方面仍然有些平衡，这些策略使耳蜗植入技术能够充分利用其语言获取潜力。随着CI儿童面对十几岁的表现和社会要求，语言结果的修饰者变得更加引人注目。这项具有并发控制的前瞻性多维研究为新颖的，可概括的见解提供了对语言学习变化的来源以及早期人工耳蜗植入后观察到的心理社会成果的来源。经济影响，对于医疗改革时代的决策至关重要，将通过纵向成本数据进行评估，这些数据与参与者及其父母报告的结果合并。