Psychosocial Outcomes in Deaf Children with Cochlear Implants

项目摘要/摘要 该研究项目的主要目标是确定潜在的神经认知过程(语言， 行政职能)，调节和促成个体在心理社会(情绪， 语言前期失聪、早期植入人工耳蜗者的行为和社会)结果。我们的预赛 研究结果表明，学龄前人工耳蜗者在语言和语言方面的延迟风险增加 执行控制过程，这些干扰与心理社会有不同的联系 调整。提出了两个具体目标，以实现我们的研究目标并提供新的 关于语言和执行功能在调节心理社会结果中的作用的信息 儿科人工耳蜗使用者。在具体目标1中，行为和问卷评估方法将是 用来确定心理社会功能是如何通过涉及语言的多个途径发展的，以及 认知(冷执行功能)和情绪(热执行功能)反应的自我调节 早期植入前语言失聪的人工耳蜗者。这将是第一次系统地研究如何 冷执行功能和热执行功能对人工耳蜗者的心理社会结果进行调节 整个学龄前儿童的发展。在具体目标2中，将使用纵向设计来确定早期和 在12个月的学龄前发展期间，心理社会结果的可靠预测因子。我们会 描述语言和执行功能技能的发展进步如何与 学龄前人工耳蜗者和听力正常儿童的后期心理社会结局。这些发现 将对改进早期识别、诊断和治疗具有直接的临床意义。 语前失聪，早期植入人工耳蜗者，可能是心理社会适应不良的高危人群 人工耳蜗术后的转归。

Project Summary/Abstract The primary objective of this research project is to identify the underlying neurocognitive processes (language, executive functions) that regulate and contribute to individual differences in psychosocial (emotional, behavioral, and social) outcomes in prelingually deaf, early-implanted cochlear implant users. Our preliminary findings suggest that preschool cochlear implant users are at elevated risk for delays in language and executive control processes and that these disturbances are differentially associated with psychosocial adjustment. Two specific aims are proposed to accomplish our research objectives and provide new information about the role of language and executive functioning in regulating psychosocial outcomes in pediatric cochlear implant users. In Specific Aim 1, behavioral and questionnaire assessment methods will be used to identify how psychosocial functioning develops through multiple pathways involving language, and the self-regulation of cognitive (cool executive functions) and emotional (hot executive functions) responses in early-implanted prelingually deaf cochlear implant users. This will be the first systematic study of how components of cool and hot executive functioning regulate psychosocial outcomes in cochlear implant users across preschool development. In Specific Aim 2, a longitudinal design will be used to identify early and reliable predictors of psychosocial outcomes across a 12-month period during preschool development. We will describe how developmental improvements in language and executive functioning skills are associated with later psychosocial outcomes in preschool cochlear implant users and normal hearing children. These findings will have direct clinical implications for improving the early identification, diagnosis, and treatment of prelingually deaf, early implanted cochlear implant users who may be at high risk for maladaptive psychosocial outcomes following cochlear implantation.