Long-Term Outcomes of Cochlear Implantation in Early Childhood

儿童早期人工耳蜗植入的长期结果

基本信息

批准号：
7586696
负责人：
ANN Elizabeth GEERS
金额：
$ 39.35万
依托单位：
UNIVERSITY OF TEXAS DALLAS
依托单位国家：
美国
项目类别：
财政年份：
2007
资助国家：
美国
起止时间：
2007-04-01 至 2011-11-30
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/7586696
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 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 Reading Relative (related person)Role Sampling School-Age Population Schools 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

项目摘要

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）：拟议的研究衡量了在学龄前接受人工耳蜗的聋哑人中的听觉，语音，认知和学术发展以及自尊心。过去，即使在正常的认知能力的情况下，具有初步深刻的耳聋的人也经常表现出重大的教育延迟。这些学生在整个高中和言语中都表现出4 - 6年的英语和扫盲发展的平均延误，而经验丰富的听众则最少理解。这些延迟与减少了职业机会和与多数听力文化的隔离有关。人工耳蜗技术的出现可能构成聋人教育的新时代。年轻的人工耳蜗使用者的记录的听觉，语音和英语技能远远超出了听力损失程度相似的助听器用户。这项研究将检查青少年的表现，这些青少年是长期人工耳蜗使用者的表现，追随来自北美各地的181名儿童，这些儿童是世界上第一个接受学龄前儿童植入物的人。这些孩子在上小学（8-9岁）时首次接受测试。拟议的研究将在高中后期（16-17岁）重新评估它们。由于聋人和听力学生之间的成就差距往往随着年龄的增长而增加，因此在青春期可能会发现年轻的耳蜗使用者中看到的早期优势。关于听觉语音感知技能在高中期间词汇和语言理解中的作用，当阅读以外的聆听和观看之外，还可以获取语言。当学生接近成年时，我们将测试扫盲的结构模型，并研究改善语音感知对预测结果的影响。尽管在8岁和9岁时采取的自尊措施显示出高水平的自我能力，但高中的自我形象评分可能会下降，特别是对于那些既不认同聋哑人也没有听力社区的人。拟议的研究的目的是确定那些因人工耳蜗植入物和促进这些结果的教育计划而导致积极成果的因素。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。