Childhood Development after Cochlear Implantation

人工耳蜗植入后的儿童发育

• 批准号: 8675826
• 负责人: John Kim Niparko
• 金额: $ 98.92万
• 依托单位: UNIVERSITY OF SOUTHERN CALIFORNIA
• 依托单位国家: 美国
• 财政年份: 2002
• 资助国家: 美国
• 起止时间: 2002-05-01 至 2018-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8675826
• 关键词: 5 year old; Academic achievement; Accounting; Address; Adolescence; Affect; Age; Attention; Auditory; Behavioral; Bilateral; Biological; Child; Childhood; Clinical; Cochlear Implants; Cochlear implant procedure; Cognition; Cognitive; Communication; Communication Aids for Disabled; Competence; Complex; Control Groups; Data; Development; Educational Intervention; Emotional; Enrollment; Environment; Equipoise; Face; Family; Family member; Growth; Guidelines; Hearing; Hearing Aids; Hearing Impaired Persons; Home environment; Hostility; Implant; Intelligence quotient; Intervention; Investigation; Language; Language Development; Lead; Learning; Length; Linguistics; Literature; Mathematics; Measures; 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; Performance; Play; Policies; Predictive Value; Problem behavior; Production; Protocols documentation; Publishing; Quality of life; Reading; Recording of previous events; Rehabilitation therapy; Relative (related person); Reporting; Research; Scholarship; Schools; Short-Term Memory; Social Behavior; Social Interaction; Socialization; Source; Speech; Stress; Structure; Subgroup; Symptoms; Techniques; Technology; Teenagers; Testing; Time; Training; Variant; Videotape; Visual; Writing; cohort; cost; demographics; economic outcome; emotional adjustment; executive function; experience; falls; follow-up; health related quality of life; hearing impairment; high school; implantation; improved; insight; junior high school; maternal stress; novel; peer; preimplantation; prospective; public health relevance; scaffold; selective attention; skills; social; social communication; social skills; speech recognition; success

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 depends on complex interactions between multiple domains 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 childhood research relates to the reliable elicitation of communication and linguistic data. We address this task with hierarchical measures and videoanalytic techniques, recorded at fixed intervals, which 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 and receptive language and academic achievement, 2) speech production, 3) speech recognition, 4) cognitive skills, 5) social interaction and behavior, 6) relationships with family members, and 7) health-related quality of life and related economic outcomes. 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). 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. So, as CDaCI participants entered the study as preschoolers, they now embark on their middle school experience, entering high school over the next five years at current average ages of 11.0 (CI) and 10.8 (NH) years old. 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 children with cochlear implants face the communication and social demands of their early teens. This prospective, multidimensional study with concurrent controls offers prospects for novel, generalizable insights into the sources of variation in language learning and social and behavioral development after cochlear implantation, offering clinical guidelines to reduce low performance and variation in outcome.

描述（由申请人提供）：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的各种队列的多站点的前瞻性研究。我们的主要目的是评估变量的效果 这会影响植入后的语言学习。口语中的成功取决于多个发展领域之间的复杂互动。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。童年研究的主要挑战涉及对沟通和语言数据的可靠启发。我们以固定时间间隔记录的层次措施和视频分析技术来解决此任务，这使我们能够跟踪沟通技巧的出现。我们继续以这项研究经验为基础，以研究参与研究的儿童中的语言技能如何：1）表达和接受语言和学术成就，2）语音产生，3）言语识别，4）4）4）认知技能，5）社交互动和行为，6）与家人的关系，以及7）与生活相关的生活质量和相关的经济竞争质量。 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）。 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。因此，当CDACI参与者以学龄前儿童的身份进入研究时，他们现在开始中学的经验，在未来五年内进入高中，目前的平均年龄为11.0（CI）（CI）和10.8（NH）年龄。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。随着有人工耳蜗的儿童面临着青少年早期的沟通和社会要求，语言结果的修饰者变得更加引人注目。这项具有同时控制的前瞻性多维研究为人工耳蜗植入后语言学习以及社会和行为发展变化的来源提供了新颖的，可概括的见解的前景，提供了临床指南，以降低结果的低表现和变化。