Language, Speech, and Hearing Services in Schools, 2019
Purpose The importance of early intervention for fostering language in children with hearing loss... more Purpose The importance of early intervention for fostering language in children with hearing loss has been well documented; those that facilitate parent engagement are particularly effective. Listening and spoken language outcomes among children with hearing loss continue to fall short compared to hearing peers, despite improvements in hearing technologies. The current study evaluated the effectiveness of parent–child interaction therapy (PCIT) as a behavioral intervention for children with hearing loss and its applicability as a language intervention. Method PCIT effectiveness was evaluated for children with hearing loss (PCIT treatment group: N = 18). For a subset of the treatment group (matched experimental group: n = 6), pretreatment and posttreatment language samples were compared to a matched control group ( n = 6). Results Significant changes were observed in parent skills and child behavior from pretreatment to posttreatment for the PCIT treatment group. A subset of the trea...
1. Ann Otol Rhinol Laryngol Suppl. 2000 Dec;185:95-8. Use of Fast ForWord to enhance language dev... more 1. Ann Otol Rhinol Laryngol Suppl. 2000 Dec;185:95-8. Use of Fast ForWord to enhance language development in children with cochlear implants. Schopmeyer B, Mellon N, Dobaj H, Grant G, Niparko JK. The Listening Center ...
Despite positive trends in the literature associated with early implantation, we cannot assume th... more Despite positive trends in the literature associated with early implantation, we cannot assume that children with cochlear implants (CIs) learn just like their hearing peers, or even just like each other. Schools that include children with CIs must consider a range of factors that influence academic and social outcomes, and balance each child’s need for challenge and support. Considerations include parent education and emotional support, language and literacy development, social emotional learning, motor and sensory development, working memory and other cognitive skills, classroom acoustics and modifications, individualized support services, classroom supports, and other ecological inputs.
Children with hearing loss, with early and appropriate amplification and intervention, demonstrat... more Children with hearing loss, with early and appropriate amplification and intervention, demonstrate gains in speech, language, and literacy skills. Despite these improvements many children continue to exhibit disturbances in cognitive, behavioral, and emotional control, self-regulation, and aspects of executive function. Given the complexity of developmental learning, educational settings should provide services that foster the growth of skills across multiple dimensions. Transdisciplinary intervention services that target the domains of language, communication, psychosocial functioning, motor, and cognitive development can promote academic and social success. Educational programs must provide children with access to the full range of basic skills necessary for academic and social achievement. In addition to an integrated curriculum that nurtures speech, language, and literacy development, innovations in the areas of auditory perception, social emotional learning, motor development, ...
Every year, 10 000 infants are born in the United States with sensorineural deafness. Deaf childr... more Every year, 10 000 infants are born in the United States with sensorineural deafness. Deaf children of hearing (and nonsigning) parents are unique among all children in the world in that they cannot easily or naturally learn the language that their parents speak. These parents face tough choices. Should they seek a cochlear implant for their child? If so, should they also learn to sign? As pediatricians, we need to help parents understand the risks and benefits of different approaches to parent-child communication when the child is deaf. The benefits of learning sign language clearly outweigh the risks. For parents and families who are willing and able, this approach seems clearly preferable to an approach that focuses solely on oral communication.
HEARING AND HEARING LOSS Auditory Physiology and Perception Bradford J. May and John K. Niparko B... more HEARING AND HEARING LOSS Auditory Physiology and Perception Bradford J. May and John K. Niparko Brain Plasticity: The Impact of the Environment on the Brain as It Relates to Hearing and Deafness David K. Ryugo, Elizabeth E. Redd, and Charles J. Limb The Epidemiology of Hearing Loss: How Prevalent Is Hearing Loss? John K. Niparko and Yuri Agrawal Inner Ear Pathology in Severe to Profound Mark Almond and David J. Brown Correlates of Sensorineural Hearing Loss and Their Effects on Hearing Aid Benefit and Implications for Cochlear Implantation Ryan Carpenter THE COCHLEAR IMPLANT The History of Cochlear Implants Marc Eisen The Design of Cochlear Implants Blake S. Wilson and Michael F. Dorman ASSESSMENT OF CANDIDACY FOR A COCHLEAR IMPLANT Assessment of Candidacy for Cochlear Implantation John K. Niparko, Cristiano Lingua, and Ryan M. Carpenter Parental Response to the Diagnosis of Hearing Loss Nancy K. Mellon Maternal Attachment and Adjustment: Impact on Child Outcomes Nancy K. Mellon Psy...
Test data were used to explore the neurocognitive processing of a group of children with cochlear... more Test data were used to explore the neurocognitive processing of a group of children with cochlear implants (CIs) whose language development is below expectations. This cross-sectional study examines the relationship between neurocognitive processing, as assessed by the Kaufman Assessment Battery for Children-Second Edition, and verbal language standard scores, assessed using either the Comprehensive Assessment of Spoken Language or the Clinical Evaluation of Language Fundamentals in 22 school-age children with CIs. Processing scores of CI recipients with language scores below expectations were compared to those of children meeting or exceeding language expectations. Multiple linear regression estimated the associations of simultaneous and sequential processing with language scores. Though simultaneous processing scores between the two groups were similar, the mean sequential processing score (91.2) in the below expectations group (n = 13) was significantly lower (P = 0.002) than that of children (n = 9) meeting expectations (110.8). After adjusting for age at implantation, a 10-point higher sequential processing score was associated with a 7.4 higher language score (P = 0.027). Simultaneous processing capacity was at least within the average range of cognitive performance, and was not associated with language performance in children with CIs. Conversely, reduced sequential processing capacity was significantly associated with lower language scores. Neurocognitive skills, specifically cognitive sequencing, serial ordering, and auditory-verbal memory may be targets for therapeutic intervention. Intensive cognitive and educational habilitation and in milieu intervention may improve language learning in children with CIs.
Language, Speech, and Hearing Services in Schools, 2019
Purpose The importance of early intervention for fostering language in children with hearing loss... more Purpose The importance of early intervention for fostering language in children with hearing loss has been well documented; those that facilitate parent engagement are particularly effective. Listening and spoken language outcomes among children with hearing loss continue to fall short compared to hearing peers, despite improvements in hearing technologies. The current study evaluated the effectiveness of parent–child interaction therapy (PCIT) as a behavioral intervention for children with hearing loss and its applicability as a language intervention. Method PCIT effectiveness was evaluated for children with hearing loss (PCIT treatment group: N = 18). For a subset of the treatment group (matched experimental group: n = 6), pretreatment and posttreatment language samples were compared to a matched control group ( n = 6). Results Significant changes were observed in parent skills and child behavior from pretreatment to posttreatment for the PCIT treatment group. A subset of the trea...
1. Ann Otol Rhinol Laryngol Suppl. 2000 Dec;185:95-8. Use of Fast ForWord to enhance language dev... more 1. Ann Otol Rhinol Laryngol Suppl. 2000 Dec;185:95-8. Use of Fast ForWord to enhance language development in children with cochlear implants. Schopmeyer B, Mellon N, Dobaj H, Grant G, Niparko JK. The Listening Center ...
Despite positive trends in the literature associated with early implantation, we cannot assume th... more Despite positive trends in the literature associated with early implantation, we cannot assume that children with cochlear implants (CIs) learn just like their hearing peers, or even just like each other. Schools that include children with CIs must consider a range of factors that influence academic and social outcomes, and balance each child’s need for challenge and support. Considerations include parent education and emotional support, language and literacy development, social emotional learning, motor and sensory development, working memory and other cognitive skills, classroom acoustics and modifications, individualized support services, classroom supports, and other ecological inputs.
Children with hearing loss, with early and appropriate amplification and intervention, demonstrat... more Children with hearing loss, with early and appropriate amplification and intervention, demonstrate gains in speech, language, and literacy skills. Despite these improvements many children continue to exhibit disturbances in cognitive, behavioral, and emotional control, self-regulation, and aspects of executive function. Given the complexity of developmental learning, educational settings should provide services that foster the growth of skills across multiple dimensions. Transdisciplinary intervention services that target the domains of language, communication, psychosocial functioning, motor, and cognitive development can promote academic and social success. Educational programs must provide children with access to the full range of basic skills necessary for academic and social achievement. In addition to an integrated curriculum that nurtures speech, language, and literacy development, innovations in the areas of auditory perception, social emotional learning, motor development, ...
Every year, 10 000 infants are born in the United States with sensorineural deafness. Deaf childr... more Every year, 10 000 infants are born in the United States with sensorineural deafness. Deaf children of hearing (and nonsigning) parents are unique among all children in the world in that they cannot easily or naturally learn the language that their parents speak. These parents face tough choices. Should they seek a cochlear implant for their child? If so, should they also learn to sign? As pediatricians, we need to help parents understand the risks and benefits of different approaches to parent-child communication when the child is deaf. The benefits of learning sign language clearly outweigh the risks. For parents and families who are willing and able, this approach seems clearly preferable to an approach that focuses solely on oral communication.
HEARING AND HEARING LOSS Auditory Physiology and Perception Bradford J. May and John K. Niparko B... more HEARING AND HEARING LOSS Auditory Physiology and Perception Bradford J. May and John K. Niparko Brain Plasticity: The Impact of the Environment on the Brain as It Relates to Hearing and Deafness David K. Ryugo, Elizabeth E. Redd, and Charles J. Limb The Epidemiology of Hearing Loss: How Prevalent Is Hearing Loss? John K. Niparko and Yuri Agrawal Inner Ear Pathology in Severe to Profound Mark Almond and David J. Brown Correlates of Sensorineural Hearing Loss and Their Effects on Hearing Aid Benefit and Implications for Cochlear Implantation Ryan Carpenter THE COCHLEAR IMPLANT The History of Cochlear Implants Marc Eisen The Design of Cochlear Implants Blake S. Wilson and Michael F. Dorman ASSESSMENT OF CANDIDACY FOR A COCHLEAR IMPLANT Assessment of Candidacy for Cochlear Implantation John K. Niparko, Cristiano Lingua, and Ryan M. Carpenter Parental Response to the Diagnosis of Hearing Loss Nancy K. Mellon Maternal Attachment and Adjustment: Impact on Child Outcomes Nancy K. Mellon Psy...
Test data were used to explore the neurocognitive processing of a group of children with cochlear... more Test data were used to explore the neurocognitive processing of a group of children with cochlear implants (CIs) whose language development is below expectations. This cross-sectional study examines the relationship between neurocognitive processing, as assessed by the Kaufman Assessment Battery for Children-Second Edition, and verbal language standard scores, assessed using either the Comprehensive Assessment of Spoken Language or the Clinical Evaluation of Language Fundamentals in 22 school-age children with CIs. Processing scores of CI recipients with language scores below expectations were compared to those of children meeting or exceeding language expectations. Multiple linear regression estimated the associations of simultaneous and sequential processing with language scores. Though simultaneous processing scores between the two groups were similar, the mean sequential processing score (91.2) in the below expectations group (n = 13) was significantly lower (P = 0.002) than that of children (n = 9) meeting expectations (110.8). After adjusting for age at implantation, a 10-point higher sequential processing score was associated with a 7.4 higher language score (P = 0.027). Simultaneous processing capacity was at least within the average range of cognitive performance, and was not associated with language performance in children with CIs. Conversely, reduced sequential processing capacity was significantly associated with lower language scores. Neurocognitive skills, specifically cognitive sequencing, serial ordering, and auditory-verbal memory may be targets for therapeutic intervention. Intensive cognitive and educational habilitation and in milieu intervention may improve language learning in children with CIs.
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