Long-Term Outcomes of Cochlear Implantation in Early Childhood

儿童早期人工耳蜗植入的长期结果

• 批准号: 7266445
• 负责人: ANN Elizabeth GEERS
• 金额: $ 41.95万
• 依托单位: UNIVERSITY OF TEXAS DALLAS
• 依托单位国家: 美国
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-04-01 至 2010-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7266445
• 关键词: 17 year old; Academic achievement; Achievement; Address; Adolescence; Adolescent; Adult; Affect; Age; Auditory; Characteristics; Child; Cochlear Implants; Cochlear implant procedure; Cognitive; Communities; Competence; Comprehension; Condition; Data; Development; Education; Educational Intervention; English Language; Environmental Risk Factor; Exhibits; Hearing; Hearing Aids; Hearing Impaired Persons; Implant; Incidence; Individual; Investigation; Language; Language Development; Linguistics; Literature; Measurement; Measures; Noise; North America; Nursery Schools; Oral; Outcome; Participant; Partner in relationship; Perception; Performance; Purpose; Rate; Reading; Relative (related person); Role; Sampling; School-Age Population; Schools; Score; Self Perception; Speech; Speech Intelligibility; Speech Perception; Structural Models; Students; Technology; Testing; Toddler; Vocabulary; deafness; early childhood; elementary school; expectation; hearing impairment; high school; improved; literacy; programs; self esteem; skills; social group; social skills

DESCRIPTION (provided by applicant): The proposed study measures auditory, speech, cognitive and academic development and self-esteem in deaf adolescents who received a cochlear implant in preschool. In the past, individuals with prelingual profound deafness have often exhibited substantial educational delays, even in the presence of normal cognitive ability. Such students exhibit 4-6-year average delays in English language and literacy development throughout high school and speech that is minimally understood by inexperienced listeners. These delays have been associated with reduced vocational opportunities and isolation from the majority hearing culture. The advent of cochlear implant technology may constitute a new era in deaf education. The documented auditory, speech and English language skills of young cochlear implant users greatly exceed those of hearing aid users with similar degree of hearing loss. This study will examine performance of adolescents who are long-term cochlear implant users by following a group of 181 children from across North America who were among the first in the world to receive cochlear implants in preschool. These children were first tested when they were in early elementary school (age 8-9). The proposed study will re-evaluate them when they are in late high school (age 16-17). Because the achievement gap between deaf and hearing students tends to increase with age, the early advantages seen in young cochlear implant users may be found to diminish in adolescence. Little is known about the role of auditory speech perception skills in vocabulary and language comprehension during high school, when language is acquired by reading in addition to listening and watching. We will test a structural model of literacy as students approach adulthood and examine the effects of improved speech perception on predicted outcome. Although self-esteem measures conducted at age 8 and 9 year revealed high levels of perceived self-competence, self-image ratings may decrease in high school, particularly for those who identify with neither a Deaf nor a hearing community. The purpose of the proposed study is to identify those factors that contribute to positive outcomes in high school students with cochlear implants and educational programs that promote these outcomes. In addition we will document the incidence and outcomes associated with discontinued use of a cochlear implant.

描述（由申请人提供）：拟议的研究测量了在学前班接受人工耳蜗植入的聋哑青少年的听觉、言语、认知和学业发展以及自尊。过去，即使认知能力正常，患有语前重度耳聋的人也经常表现出严重的教育迟缓。这些学生在整个高中期间的英语语言和读写能力发展平均延迟 4-6 年，而且缺乏经验的听众几乎无法理解其言语。这些延误与职业机会减少和与大多数听力文化的隔离有关。人工耳蜗技术的出现可能会开创聋人教育的新时代。据记录，年轻人工耳蜗使用者的听觉、言语和英语语言技能大大超过了听力损失程度相似的助听器使用者。这项研究将通过跟踪来自北美各地的 181 名儿童（世界上第一批在学前班接受人工耳蜗植入的儿童）来检查长期使用人工耳蜗的青少年的表现。这些孩子在小学早期（8-9 岁）时首次接受测试。拟议的研究将在他们高中后期（16-17 岁）时重新评估他们。由于聋哑学生和听力正常学生之间的成绩差距往往会随着年龄的增长而增加，因此年轻的人工耳蜗使用者的早期优势可能会在青春期消失。人们对高中时期听觉言语感知技能在词汇和语言理解中的作用知之甚少，因为除了听和看之外，语言还通过阅读获得。当学生接近成年时，我们将测试读写能力的结构模型，并研究改进的言语感知对预测结果的影响。尽管在 8 岁和 9 岁时进行的自尊测量显示出高水平的自我能力感知，但高中时的自我形象评分可能会下降，特别是对于那些既不属于聋人也不属于听力正常群体的人来说。拟议研究的目的是确定那些有助于植入人工耳蜗的高中生取得积极成果的因素以及促进这些成果的教育计划。此外，我们将记录与停止使用人工耳蜗相关的发生率和结果。